Name:
Linda McMahon
Title of Lesson Plan:
Community Helpers
Grade Level:
Sped 6th - 21 yrs
Subject Areas:
Community Based Instruction/Language Arts/Social Studies/ Technology
School/District
HUSD #3
Time Frame to complete the lesson:
4 Weeks

SUMMARY:

During this Unit the students will explore four vital members of the community. Firemen, Policemen, Mail Carriers, and Sanitation Engineers. The unit will integrate Arizona State Standards in the areas of Social Studies, Language Arts, Work Place Skills, and Technology. The primary method of learning will be taught in the atmosphere of Learning Centers and Community Based Instruction. The unit will focus on one specific community helper per week.


STANDARDS:
Social Studies:
Civics
2SS-R1. Describe how a good citizen conducts oneself, with emphasis on:
PO 3. People who help keep us safe in our communities (police, firefighters, nurses, doctors)
2SS-F3. Describe the rights and responsibilities of citizenship, with emphasis on:
PO 2 The importance of participation and cooperation in a classroom and community.
Geography
3SS-F1. Construct and interpret maps and other geographic tools, including the use of map elements to organize information about people, places, and environments, with emphasis on:
PO 5. Using a globe and an atlas to locate a student's city and state.
Economics
4SS-R1. Describe the way families produce, consume, and exchange goods and services in their community, with emphasis on:
PO 1. Descriptions of work that people do.

Language Arts: 
Reading Functional Standard 1
Students will increase basic reading skills & comprehension within the functional context of home, school, work, & community environments, and using a variety of modalities which includes assistive technology, tangible and/or picture symbols, sign language, tactile finger spelling, Braille, written or visual or tactile means.
Writing Functional Standard 2
Students will increase written expression skills with in the functional context of home, school, work, and community environments using assistive technology, Braille and print.



STANDARDS CONTINUED:
Listening and Speaking Functional Standard 3
Students will increase listening and speaking skills within the functional context of home, school, work and community environments, and using a variety of receptive (e.g., tangible objects, photographs, pictures, line drawings, symbols, speech) and expressive (e.g., gesture, pointing, sign, assistive technology, augmentative communication device, speech, drawing) communication modes.

Work Place:
Workplace Academic Skills Standard 3
Students apply critical and creative thinking skills to make decisions and solve workplace problems.

 Technology
1T-F3. Use developmentally appropriate technology resources to access information and communicate electronically
PO 2. Retrieve and save information (e.g., text documents, digital photos, music, video)
3T-E1. Use formatting capabilities of technology tools for communicating and illustrating.
PO 2. Design a word processing document with graphical elements (e.g., clip art, digital photographs, symbols, using text wrap, cropping, sizing, drawing tools)
4T-E1 Use telecommunications efficiently and effectively to access remote information and communicate with others in support of facilitated and independent learning.
PO 1. Communicate independently via e-mail, Internet, and/or videoconference with people in a remote location.


OBJECTIVES:

At the completion of this Unit the student should be able to interpret, value, and compare the following:

1.) The role and conduct of a good citizen in a community.
2.) The role of a communities Fire Department, Police Station, Post Office, and Sanitation Department.
3.) The geographic locations between ones own community and another community.
4.) The modes of communication via mail, e-mail, and telephone.
5.) The role of the internet in the community of today.


ASSESSMENTS:
Informal observations - Students behavior while in community, student's use of digital camera, students active participation at their individual ability, etc.
Work samples - Emergent Reader Books: Helping Hands, Community ABC, Community Cleanup, and Guess Who's in Your Community; City Facts (local & sister city); Our Community Class Book.
Rubric: Collaborative Work Skills: Working in Learning Centers, Making A Brochure: Digital Postcard. 


PRE-REQUISITE KNOWLEDGE:



LEARNING ENVIRONMENT:


NUMBERS OF COMPUTERS:


SOFTWARE:


PERIPHERALS:


URL, INTERNET:


PRINTED MATERIALS:


SUPPLIES:


RESEARCH MATERIALS & BOOKS:


OTHER: