How Can I Help?

Grade 3

Social Studies

Unit: 12 Lesson: 02

Lesson Synopsis:
This lesson develops student understanding of how good citizens acting alone or working together can improve the community and help other people.
TEKS:
3.11 / Citizenship. The student understands characteristics of good citizenship as exemplified by historical and contemporary figures. The student is expected too:
3.11A / Identify characteristics of good citizenship including truthfulness, justice, equality, respect for oneself and others, responsibility in daily life, and participation in government by educating oneself about the issues, respectfully holding public officials to their word, and voting.
3.11C / Identify and explain the importance of individual acts of civic responsibility, including obeying laws, serving the community, serving on a jury, and voting.
3.12 / Citizenship. The student understands the impact of individual and group decisions on communities in a constitutional republic. The student is expected to:
3.12B / Identify examples of actions individuals and groups can take to improve the community.
Social Studies Skills TEKS:
3.17 / Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:
3.17E / Interpret and create visuals, including graphs, charts, tables, timelines, illustrations, and maps.
3.18 / Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
3.18B / Use technology to create written and visual material such as stories, poems, pictures, maps, and graphic organizers to express ideas.
Getting Ready for Instruction
Performance Indicator(s):
· Draw a picture of yourself as a good citizen working (individually or with a group) to solve community problems in the future. Write a bio poem to explain what is being done and why. (3.11A, 3.11C; 3.12B; 3.17E; 3.18B)
5G
Key Understandings and Guiding Questions:
· Las personas y los grupos que eligen actuar como buenos ciudadanos cívicamente responsables, impactan a las comunidades.
· ¿Cuáles son las características de buen civismo?
· ¿Qué son los actos individuales de responsabilidad civil y por qué son importantes?
· ¿Cuáles son algunos ejemplos de acciones que personas o grupos pueden hacer para mejorar la comunidad?
· ¿Puedo interpretar y crear elementos visuales?
· ¿Puedo usar tecnología para crear materiales escritos y visuales, y expresar ideas?
Vocabulary of Instruction:
· voluntario / · servicio comunitario / · resolución de problemas
Materials:
· Refer to Notes for Teacher section for materials.
(Appropriate materials may be substituted as needed to incorporate district resources and availability.)
Attachments:
· Teacher Resource: 6 Characteristics of Good Citizenship KEY (anchor chart for class)
· Teacher Resource: Diane Scovell KEY (optional) (4 copies to be placed in one center)
· Teacher Resource: Camille Sproule KEY (optional) (4 copies to be placed in one center)
· Teacher Resource: Benjamin Banneker KEY (optional) (4 copies to be placed in one center)
· Teacher Resource: Dr. Zan Holmes KEY (optional) (4 copies to be placed in one center)
· Teacher Resource: Marian Wright Edelman KEY (optional) (4 copies to be placed in one center)
· Teacher Resource: Susan Hellums KEY(optional) (4 copies to be placed in one center)
· Teacher Resource: Joveta Idar KEY (optional) (4 copies to be placed in one center)
· Teacher Resource: Mayor Bob Josserand KEY (optional) (4 copies to be placed in one center)
· Teacher Resource: Learning Chart About Community Helpers (optional) (1 per student)
· Teacher Resource: Individual Acts of Civic Responsibility KEY (anchor chart for class)
· Teacher Resource: Pattern for a Bio Poem KEY (anchor chart for class)
· Handout: Steps in the Problem Solving Process (1 per student)
Resources and References:
· Consider researching district-approved resources and websites for characteristics of citizenship.
Advance Preparation:
1. Become familiar with content and procedures for the lesson, including possible problems that might need solving in your own community.
2. Refer to the Instructional Focus Document for specific content to include in the lesson.
3. Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson.
4. Preview materials and websites according to district guidelines.
5. Prepare materials and handouts as necessary including making technology available for each student (lab or laptops?)
Background Information:
Individuals considered by many as good citizens have often acted to improve their local communities and sometimes those actions may help many others beyond their communities. Historical figures like Benjamin Banneker and local leaders like Diane Scovell demonstrate many characteristics of good citizenship such as valuing equality and having respect for others.
Local good citizens often organize resources and people within the community to help advance the lives of all. Good citizens have acted to improve health care, expand education opportunities, overcome prejudice, and encourage others to action. President John F. Kennedy spoke of acting as a community helper and good citizen when he stated, "Ask not what your country can do for you - ask what you can do for your country."
Getting Ready for Instruction Supplemental Planning Document
Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners. The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.
Instructional Procedures
Instructional Procedures / Notes for Teacher /
ENGAGE – Being a Good Citizen in the Community / NOTE: 1 Day = 50 minutes
Suggested Day 1 – 50 minutes
1. Describe an imaginary scenario where someone has pledged to donate one million dollars to the class. The person giving the money says the class can only have the one million dollars if the class uses the money to do something good for the community and the people who live here. (Remind the students this is not real, it is just pretend.)
2. Ask students to imagine the gift of a million dollars, and then ask questions such as:
· How would we find out what people in our community need? (research and ask questions)
· How would we make a decision about how spend the money? (make a list of choices and vote on it)
· What other questions do the students have?
3. In groups of four, students make a list of things the community might need. Possible ideas:
· A new playground
· A swimming pool
· A YMCA
· Better garbage pick up
· A community garden
· After school care for children
· A new medical clinic
· A better (fill in the blank) ______
4. Students share ideas and begin a class list of things to do that would help the community. Refer to Unit 09, Lesson 03 Handout: Steps in Decision Making Process for additional discussion. / TEKS: 3.12B; 3.17E
Instructional Note:
Refer to Unit 09, Lesson 03 Handout: Steps in Decision Making Process for additional discussion.
EXPLORE – Oh, say can you see? / Suggested Day 2 – 50 minutes
1. Quickly review the characteristics of good citizenship from the Teacher Resource: 6 Characteristics of Good Citizenship KEY and post them as an anchor chart for this lesson.
2. Facilitate a discussion on the differences strong and positive leaders make to thousands of people in a community. Lead students to the conclusion that leaders take the time and effort to work together to make positive changes when there is a problem or a need in the community.
3. Reproduce 4 copies of the biographies included in Teacher Resources or develop biographies of local community leaders and reproduce as needed. Reproduce Teacher Resource: Learning Chart about Community Helpers, one per student. If not using the provided biographies, a different chart with appropriate names will need to be developed.
4. Place 4 copies of one person’s biography at each station.
· Station 1: Diane Scovell or other local community leader
· Station 2: Camille Sproule or other local community leader
· Station 3: Benjamin Banneker or other local community leader
· Station 4: Dr. Zan Holmes or other local community leader
· Station 5: Marian Wright Edelman or other local community leader
· Station 6: Susan Hellums or other local community leader
· Station 7: Joveta Idar or other local community leader
· Station 8: Mayor Bob Josserand or other local community leader
5. Divide the class into eight small groups.
6. For Day 1, students rotate through four stations, reading the biographies at each station and filling out the chart for those four people. / Attachments:
· Teacher Resource: 6 Characteristics of Good Citizenship KEY (anchor chart for class)
· Teacher Resource: Diane Scovell KEY (4 copies to be placed in one center, optional)
· Teacher Resource: Camille Sproule KEY (4 copies to be placed in one center, optional)
· Teacher Resource: Benjamin Banneker KEY (4 copies to be placed in one center, optional))
· Teacher Resource: Dr. Zan Holmes KEY (4 copies to be placed in one center, optional)
· Teacher Resource: Marian Wright Edelman KEY (4 copies to be placed in one center, optional)
· Teacher Resource: Susan Hellums KEY (4 copies to be placed in one center, optional)
· Teacher Resource: Joveta Idar KEY (4 copies to be placed in one center, optional)
· Teacher Resource: Mayor Bob Josserand KEY (4 copies to be placed in one center, optional)
· Teacher Resource: Learning Chart About Community Helpers (1 per student, optional)
TEKS: 3.11A; 3.12B; 3.17E
Instructional Note:
If developing biographies of local community members, a chart similar to Teacher Resource: Learning Chart About Community Helpers with appropriate names will need to be developed.
Depending on the strength of the groups, consider assigning roles. One person is the reader; another person reads the questions; a third person writes the answers, etc. to ensure that everyone in the group is participating.
EXPLORE – Oh, say can you see? / Suggested Day 3 – 50 minutes
1. Students groups continue to rotate through the 4 stations not visited yesterday.
2. Distribute the Teacher Resource: Learning Chart About Community Helpers (1 per student, optional) and have students fill out the chart with information for all eight people.
3. Facilitate a whole group discussion about the characteristics that the groups discovered while reading about the individuals. / Attachments:
· Teacher Resource: Learning Chart About Community Helpers (1 per student, optional)
TEKS: 3.11A; 3.12B
Instructional Note:
If developing biographies of local community members, a chart similar to Teacher Resource: Learning Chart About Community Helpers with appropriate names will need to be developed.
EXPLAIN – Common Characteristics of Citizenship / Suggested Day 4 – 10 minutes
1. Using the completed charts as reference, students participate in a class discussion expressing what they learned from the examples of the 8 community leaders and other good leaders, especially referring to the characteristics of good citizenship anchor chart.
Ask:
· What do the leaders have in common? / TEKS: 3.11A, 3.11C; 3.12B; 3.17E
ELABORATE – Civic Responsibility / Suggested Day 4 (continued) – 15 minutes
1. Students recall other people (in addition to the 8 they just read about) that they know who volunteer or do good things in the community, or they may remember other people studied throughout the year in social studies lessons.
2. Scribe student responses as they recall names and deeds.
3. Students read the Teacher Resource: Individual Acts of Civic Responsibility KEY (anchor chart for class) and explain how it applies to the people studied. / Attachments:
· Teacher Resource: Individual Acts of Civic Responsibility KEY (anchor chart for class)
TEKS: 3.11A, 3.11C; 3.12B
ELABORATE – Community Bio Poem / Suggested Day 4 (continued) – 25 minutes
1. Teacher demonstrates writing a Bio Poem using the Teacher Resource: Pattern for a Bio Poem KEY.
2. Students write a Bio Poem about one community person they have studied.
3. Students make sure to use some of the terms from the list of good citizenship characteristics.
4. Students may use technology when creating the final copy of their bio poem. / Attachments:
· Teacher Resource: Pattern for a Bio Poem KEY (anchor chart for class)
TEKS: 3.11A, 3.11C; 3.12B; 3.17E; 3.18B
EXPLORE – Improving the Community / Suggested Day 5 – 30 minutes
1. Thinking back to the community needs brainstormed at the beginning of the lesson, students work in pairs to begin listing projects in their own community that would help people who live there.
2. Students use district-approved resources to conduct an internet search on possible community problems.
3. Students share lists in groups of 6, discussing and adding to the lists together. / TEKS: 3.12B; 3.17E; 3.18B;
Instructional Note:This might be a good time for a community leader to visit. Students could write questions to ask about problems in the community. It is also a good time to learn about city government.
EXPLAIN – Project Vote! / Suggested Day 5 – 20 minutes
1. Students come together as a class and create a list of possible community projects, including problems that need solving.
2. Place the list on a large chart and give each student an opportunity to vote for their top 3 choices. (Students can use sticky dots.)
3. Teacher counts and makes a new list of the top 5 ideas. / TEKS: 3.12B; 3.17E
EXPLORE – Solving the Problem / Suggested Day 6 – 20 minutes
1. Using the Handout: Steps in the Problem Solving Process, students independently brainstorm their own solution to one or two issues from the class list of community problems.
2. Individual students summarize their information to present to classmates. / Attachments:
Handout: Steps in the Problem Solving Process (1 per student)
TEKS: 3.11A, 3.11C; 3.12B; 3.17E; 3.18B
Instructional Note:
It is very important for the students to have an opportunity to decide upon and plan a project as an individual.
EXPLAIN – Community Solutions Part 1 / Suggested Day 6 (continued) – 30 minutes
1. Students will listen carefully to one another as they meet in groups of four to share their own personal ideas for solutions.
2. Students may ask questions of or add more details to each presentation. / TEKS: 3.11A; 3.11C; 3.12B
EXPLORE – Community Solutions Part 2 / Suggested Day 7 – 15 minutes
1. Students are placed in a new group to hear different problems, ideas, and solutions.
2. Students may ask questions of or add more details to each presentation. / TEKS: 3.11A, 3.11C; 3.12B
EXPLAIN – Planning a Local Solution / Suggested Day 7 (continued) – 35 minutes
1. After listening to a variety of community problems and solutions, each student chooses one they would like to work on themselves. This may be different from the one they first selected, or they may have more information added to their original selection.
2. If available, students may use technology to create a plan for getting volunteers to help with the problem, drawing a chart and planning out the details needed to get the work accomplished. Students use the Handout: Steps in the Problem Solving Process.
3. Each student sets a goal for the project and predicts an outcome if the project is completed.
4. Each student draws a picture of themselves doing the work to solve their community problem.
5. Students choose one or two good citizenship characteristics that they believe apply to them and record it on their picture. / Attachments:
· Handout: Steps in the Problem Solving Process (1 per student)
TEKS: 3.11A; 3.12B; 3.17E; 3.18B
EXPLAIN – Presenting Solutions / Suggested Day 8 – 30 minutes
1. Students present their projects, charts, and drawings in groups of 6. Each student will have 5 minutes to present. / TEKS: 3.11A, 3.11C; 3.12B
ELABORATE – Predicting Outcomes / Suggested Day 8 (continued) – 20 minutes
1. Students write a prediction about what difference their project would make in the future of the community. They should explain how their choices would affect the community.
2. Facilitate a discussion reflecting on the decision they were asked to make on the first day of the lesson. Ask:
· How would having the gift of 1 million dollars impact the decisions or actions taken in the community?
· How could the community work to make things happen without the money?
3. Continue the discussion by checking for mastery of Key Understandings by asking the following guided questions:
· What are the characteristics of good citizenship?
· What are the individual acts of civic responsibility, and why are they important?
· What are some examples of actions individuals and groups can take to improve the community? / TEKS: 3.11A, 3.11C
EVALUATE – Drawing Responsibility / Suggested Day 9 – 50 minutes
· Draw a picture of yourself as a good citizen working (individually or with a group) to solve community problems in the future. Write a bio-poem to explain what is being done and why. (3.11A, 3.11C; 3.12B; 3.17E; 3.18B)
5G / TEKS: 3.11A, 3.11C; 3.12B; 3.17E; 3.18B