(7)  Economics. The student understands the concepts of goods and services. The student is expected to:

(A)  identify examples of goods and services in the home, school, and community;

(B)  identify ways people exchange goods and services; and

(9)  Economics. The student understands the value of work. The student is expected to:

(A)  describe the requirements of various jobs and the characteristics of a job well-performed; and

(B)  describe how specialized jobs contribute to the production of goods and services.

N/A

The students will explore the concept of enonomics with community helpers.  The students will choose a community helper and describe the requirements of their job and how their job contributes to the production of the goods/services.  They will also decide which pillar of character their community helper would need most at their job and why they think so.

1.  What is a community? 

2.  Who helps in a community?

3.  Name some community helpers.

4.  What does a community helper do in their community?

5.  What kind of character do you think a community helper needs?

6.  Could a community survive without community helpers?

The students will:
Day 1:
Take a tour of the school and identify as many community workers that work in our school as they can.  As we identify them, we will ask them questions about their jobs and the tools they use.  After the tour, the students will get into groups of 4 or 5 and make a list of other community workers they can think of that they did not see on the tour.  Using a graphic organizer, the students will organize the community helpers.  Students will play a community helper game answering the riddles about various community helpers.

Day 2:  Students will go to various web sites to learn more about community helpers.  

Day 3:  Students will visit with local Fire Fighters.  They will discuss the job they do in the community and tour the fire truck.

Day 4:  Students will visit with a retired police officer.  They will learn about his job and look at some of the tools he uses on his job.

Day 5:  Students will choose a community helper that feel is helpful in the community  and design a paper person that represents them.  Students will describe the job they do and choose which character trait(s) that are the most important at their job.  Students community helpers will be posted in the hallway and on their web page.

The community helper paper person will be put into a slide show with the students description using Pixie software. and posted on the web page.

Knowledge - Name a community helper.
Comprehension - Discuss the jobs of the community helpers.
Application - Make a list of different community helpers.
Analysis - Choose a community helper that you feel is helpful in your community.
Synthesis - Design a paper person for your community helper.
Evaluation - Decide which character trait your community helper would need to use more at his/her job and why.

Anchor Activities - community helper flash cards and game of community helpers.
Adjusted Questions:  Difficulty of questions will be adjusted according to the ability level of the students.
Flexible Grouping:  Advanced students will assist others in group activities.
Personal Agendas - Individual plan for their community helper
Interest Based Investigations - Personal plan and group project
Graphic Organizer - Kidspiration 2:  community helpers web and comparison chart:  Pixie software for slideshow presentation

Kidspiration 2:  graphic organizers
Digital Camera
Pixie software
internet
projector
computers

textbook
library books
Mr. Miller-retired policeman
videos on community helpers
volunteer firefighters