Our

Community

RESOURCE UNIT

ED 417

Sara wagner and kris rone

TABLE OF CONTENTS

Introduction……………………………….3

Content…………………………………….4

Objectives………………………………….7

Activities…………………………………...8

Evaluation………………………………..13

Instructional Resources…………………16

Teacher References………………………..16

Student References………………………..17

Multimedia References……………………19

Introduction

A community is defined as “a group of people living together as a smaller social unit within a larger one, and having interests in common.” There are many types of communities that fit this definition. Neighborhoods, churches and schools are examples of communities today. Community life affects all of us, and it is essential for one to know the role the community plays in our everyday lives.

The following unit, designed for third grade students, incorporates many aspects of community living. According to Ohio’s Model Competency Program in Social Studies, the attributes of community life are a large focus of attention in the third grade year. This five-day unit is designed to introduce the third grade student to the definition of a community, types of communities, functions of people in a community and finally, the mapping of a community.

This resource unit contains various interactive activities and multimedia that will aid the student in understanding the concepts presented. At the end of the unit, the student will have gained a complete understanding of community life, and will be able to apply that knowledge to his/her own life.

CONTENT

  1. Definition of Community/Types of Communities

On the first day of the unit, the topic of “Communities” will be introduced with a class discussion consisting of student definitions of “community.” Once a comprehensive definition is agreed upon by the class, a discussion of the types of communities that exist will follow. A video will then be shown called “Where Do You Live?” which illustrates three different children living in three different environments. With this video the students will gain a better understanding of how peoples’ lives are shaped by where they live.

  1. Community Workers

On the second day of the unit, the class will discuss the various workers needed in a community. Students will also learn the difference between a “good” and a “service” and will be able to distinguish the various workers that provide goods from those that provide services to a community.

  1. The Economic Cycle

On the third day of the unit, students will learn about the economic cycle that takes place in a community. They will learn the definitions of “supply” and “demand” as well as the progressive steps in the building of a community. A chart of the Economic Cycle will be created for visual aid. (Economic Cycle: People move into an area—People need supplies—Businesses provide what people need—Businesses need employees—Employees need more products and homes—and on it goes to create a community)

  1. Mapping Skills

The fourth day of this unit will be spent reviewing mapping terms and procedures for drawing a map. Students will then be asked to draw a map of their community (they can choose between their neighborhood, school, church, town or city). These maps should be easy to follow, include a reference key, and a directional reference as well as a distance scale.

  1. Kid Town Simulation

The final day of the unit, prior to evaluation, involves a simulation of community life. Kid Town is a published simulation complete with detailed instructions, reproducibles such as maps, money, job applications and voter ballots, teaching tips and extension activities for the teacher to use in his/her classroom. On this day, the students will set up their own community complete with workers, consumers, and a local government. Students will be evaluated based on their participation in this class simulation.

  1. Evaluation

A comprehensive exam will be given at the end of the unit on Communities. This exam will consist of 5 multiple choice questions, 2 objective-related short answer questions and 2 essay questions. Students obtaining a 70% or higher on the exam will be considered proficient.

CONCEPTS/TERMS

Community

Types of Communities

Community Functions

Community Leadership

Diversity

Goods

Services

Supply

Demand

Economic Cycle

Cardinal Directions

Map Key

Linear Scale

Directional Indicators

STUDENT OBJECTIVES

At the conclusion of this Resource Unit, students will:

  1. Give a comprehensive definition of Community.
  2. Name at least five different types of communities.
  3. State the role of the community in a person’s life.
  4. Understand how people’s lives are shaped by where they live.
  5. Name examples of various workers in the community.
  6. Differentiate between a “good” and a “service”.
  7. Identify where to obtain goods and services in their community.
  8. Define “supply” and “demand” in an economical context.
  9. Chart the economical cycle that takes place in a community.

10.Define mapping terms such as cardinal directions, map key,

linear scale, etc.

11.Draw an accurate map of their community.

12.Simulate community life by participating in the classroom

simulation exercise “Kid Town”.

13.Understand their personal role in their community.

14.Take an active interest in their community by

attending various community functions.

ACTIVITIES

Day 1: DEFINITION OF COMMUNITY/TYPES OF

COMMUNITIES

Introduction: The teacher will introduce the subject of

“Communities” to the students. A class discussion will take place to create a comprehensive definition of “Community.” The definition will then be written on the board for the students’ visual reference. The teacher will then briefly explain the activities that will take place during the weeklong unit on Communities.

Outcome: The students will become familiar with the term “Community”. Students will also be informed about the upcoming topics in the unit on Communities.

Development: The class will collectively define the term “Community.” After this definition is set and written on the chalkboard, the teacher will continue discussion on the different types of communities such as family community, community of friends, church community, school community, neighborhood, village, town, or city. The teacher will then ask the students to list ten people that they know. Beside each person on their list, the student will decide to which type of community they belong. For example, Aunt Sally is from the student’s family community, and Father Steve is from his/her church community. The students will then be asked to share examples from their lists with the class. Finally, the video, “Where Do You Live?” will be shown to the class. After the video, the class will discuss the similarities and differences in these children’s lives and the overall influence that community life has on the lives of these children.

Day 2: COMMUNITY WORKERS

Introduction: Day 2 will begin with the class listing as many community workers as they can. The teacher will write this comprehensive list on the chalkboard. The teacher will then discuss the responsibilities of these community workers with the students.

Outcome: From this introduction, students should be able to appreciate the roles of each worker in a community as well as identify various jobs and responsibilities needing attention within a community. Students will further their understanding by differentiating between a “good” and a “service” and identifying which community workers supply goods and which supply services to the community.

Development: Once the class has been introduced to the types of jobs in the community and the workers that perform these jobs, the teacher will then define the terms “goods” and “services” and give examples of both. The teacher will then hold up illustrated cards with various community workers on them and ask the students whether these workers are providing goods or services to the community.

Day 3: THE ECONOMIC CYCLE

Introduction: The teacher will begin this lesson with a review of goods and services. Students will then be introduced to the concept of economics in regard to goods and services in the community.

Outcome: From this lesson, students will gain an understanding of business and economics as it relates to the community. The economics of a community is based on the supply and demand of goods and services in that community. Students will learn about the economic cycle and how this relates to community life.

Development: Once the concepts of goods and services are reviewed, the teacher will define the terms “supply” and “demand” as they relate to the goods and services provided within a community. On large chart-sized paper, the teacher, with the help of the students, will construct the economic cycle. (Economic Cycle: People move into an area—People need supplies—Businesses respond to demand by providing what people need—Businesses grow and need more employees—More people (employees) move into the area—etc.) The class will then discuss this cycle and how it is used to interpret the growth of a community.

Day 4: MAPPING SKILLS

Introduction: Today, the students will be reintroduced to mapping concepts. Because they are learning about communities, it is important for students to have a general knowledge about mapping concepts and have the ability to read various types of maps.

Outcomes: The students will be able to draw a map of their neighborhood or community using appropriate directions, a key to denote landmarks, and a linear scale to approximate distances.

Development: The teacher will define and explain the general mapping concepts of cardinal directions, key references, linear scale for distance. The teacher will then pass out roadmaps to the students and ask them to locate various landmarks located on the maps. The students will then be asked to draw a map of their neighborhood or community on a large sheet of paper. Criteria for this map include a key to reference landmarks, a linear scale to approximate distances and a directional reference. This map should be accurate, neatly organized and easy to follow. References for map making are listed in the Instructional Resource section of this Resource Unit.

Day #5: KID TOWN SIMULATION

Introduction: The teacher will begin this final day of the unit on “Communities” with a comprehensive review of the concepts learned. Once this review is completed, the teacher will then introduce them to the Kid Town simulation package and explain to them the purpose of this interactive lesson.

Outcome: After this day of participation in “Community Life”, the students will have a deeper understanding of the workings of a community and the roles and responsibilities of the people in that community. With this simulation, the students will be able to apply the knowledge that they have obtained throughout this unit.

Development: The Kid Town simulation package will be introduced and the students will then be asked to choose their role in the community (consumer, service worker, businessman, or elected official). Elected officials such as the mayor and police chief will be voted on by members of the community. Businesses and retail stores providing goods and services will be set up by the students and play money will be exchanged for these goods and services. After the community simulation, the teacher will hold a class discussion about the lesson. The teacher will end the lesson by asking the students what they can do in their everyday lives to show support for their community.

Day 6: Evaluation

COMMUNITIES: UNIT TEST

Name______

Multiple Choice (5 pts each)

Please read each question carefully and circle the letter corresponding to the best answer for each question.

  1. Types of communities include………
  2. churches
  3. neighborhoods
  4. schools
  5. town/village
  6. all of the above
  1. When people move into an area, the ______for goods and services increases.
  2. demand
  3. supply
  4. money
  5. desire
  1. Cardinal directions on a map include………
  2. left and right
  3. up and down
  4. forward and backward
  5. north, south, east and west
  1. A linear scale on a map denotes……….
  2. landmarks
  3. street names
  4. distances between two points
  5. cardinal directions
  1. A policeman offers the community a…………..
  2. good
  3. service
  4. product
  5. jail

Short Answer (10pts each)

Please answer the following questions using complete sentences.

  1. Define “Community” and name at least five different types of communities to which people may belong.
  2. What is a good? What is a service? Name one community worker responsible for goods in a community. Name one community worker responsible for service in a community.

Essay Questions (20pts each)

Please answer the following questions using complete sentences.

  1. Describe in detail your role in our classroom community. What were your responsibilities to the community?? Could the community have functioned without you??
  2. Draw a map of the school using an appropriate landmark key for reference, a linear scale and a directional reference. Be sure to include as many landmarks as you can.

INSTRUCTIONAL RESOURCES

Teacher References

Developing Map Skills Book 1 Grades 1-3. This teacher resource contains 24 black line masters ideal for copying and transparencies. Each activity develops students map reading skills and include cut outs and fold up maps for students to create 3 dimensional maps. There are optional extensions and enrichment activities for each lesson and a teacher’s key is included.

“Geosafari CD-Rom Lab Pak” Grades 3-12. This pack includes 5 CD-Roms to use in the classroom in addition to a teacher's guide, reproducible worksheets, and award certificates, all printable from the screen.

Social Studies Made Simple Grade 3. This book contains a series of activities and projects that reinforce citizenship, culture, national identity, map and globe skills, community systems, and transportation. It uses charts, graphs, and critical thinking skills throughout activities to enhance students’ learning.

The Value Able Child Grades K-3. This 224 page book helps parents and teachers work together to instill values in students. Ten values are covered and for each value there are a variety of activities including: definitions, letters to family members, group projects, role play, open ended stories for discussion, fingerplays, community activities, journal writing, and suggested reading.

Character Education: Teaching Values for Life Grades 3-4. This book provides character education through discussion, activities, literature, and projects. Character traits that are covered include: trustworthiness, respect, responsibility, fairness, caring, and citizenship.

Student References

“Community Workers Kid Pix Activity Kit” Grades K-3. This CD-Rom can be used on either windows or macs and includes the Kid Pix software. There is a user guide for the four community activities, available to be played in three different skill levels.

Hands On Heritage Activity Book, Renaissance Grade 3. This book covers historic and cultural arts, crafts, games, cookery, etc. Students learn what was done during the Renaissance and perform the same activities. This is useful across the curriculum.

Rachel Fister’s Blister by Amy MacDonald. Grades K-3. This rhyme book tells the story of a community coming together to find a cure for Rachel’s blister.

Community Helpers from A to Z by Bobbie Kalman. Grades 2-5. This alphabet book covers all the community helpers that students need to be introduced to in the third grade.

“Finger Puppet Stamps, Community Helpers” Grades K-3. Students cut out and color the stamps, cut where appropriate and have finger puppets to play with.

“Flip Overs, U.S. Geography” Grades 3-7. 12 reusable check yourself cards with pre cut windows so that students just slip in their paper, answer the questions and then flip the card and check their own work. Students identify states, capitols, and countries, learn map skills, use coordinates to locate places, and interpret graphs and tables.

“U.S. Geoboard Geography” Grades 3-6. These 5 11” x 11” transparent geoboards develop students geography and mapping skills. This unit also contains 1 set of 25 double sided state cards for studying the 50 states, an answer guide, and rubber bands (approximately 150).

Notebook Atlas Grades 3-6. This atlas includes reference maps to improve students understanding of geography, current events, and world history.

“U. S. Wall Map” Grades 2-5. This full color 34” x 22” map will be useful for students in studying cultures and locations of people around the world. It also includes 48 flags from nations around the world.

“Neighborhood Map Machine” Grades 1-5. This CD-Rom allows students to create, navigate, and print maps of their own neighborhood and surrounding communities. It can also be used to create maps of imaginary places.

“Community Construction Kit” Grades 2-6. This CD-Rom lets students design 3-D buildings anywhere in the world and throughout history. They can also print 3-D cutouts to produce a community in the classroom. Students will also learn about four different building styles: Medieval, Native American, Colonial American, and Contemporary American.

Multimedia References

“Make It with Microsoft Office” Students and teachers alike can use this software to produce a variety of projects from lab sheets to fliers to web pages. Ready to use activities are also supplied in the accompanying book.

We the People: Exploring the U.S. Constitution Grades 3-8. This book shows students how the constitution was developed as well as what it means to them. A variety of activities stress creative and critical thinking skills. Directions for a class simulation of a Constitutional Convention as well as brief biographies of the framers of the Constitution are included.

Mega Fun Map Skills Grades 2-3. Activities, games, and reproducibles located in this book make maps fun. Topics include location, direction, models, maps, and globes. Activities are hands on and include literature links.