Community Helpers Engaged Learning Project

Title of Project: Our Community Helpers

Subject(s): Social Studies, Writing, Math, and Technology
Grade Level(s): Kindergarten

Abstract:
After learning about Community Helpers, kindergarten students will create a project which includes a written report and
illustration to present to their peers. Their presentations will also be recorded for parents and the community and be shared
through the school newsletter. They will also display their finished products in the hallway to share what they’ve learned and
which community helper they selected as a possible career. Kindergarten students will assume the role physically or digitally
of a teacher, construction worker, mail carrier, police officer, firefighter, nurse, doctor, soldier, farmer, or baker. While
students are learning about each community helper, they will have the opportunity to interview in person, or digitally, various
community helpers to help get an idea of the helper they would like to be in the future. At the end of the unit, students will
create a written report that includes an illustration of the community helper they chose. Students will record each other as
they present their project which will be shared through school announcements.

Students will participate in this engaged learning project in and outside of the classroom on school grounds i.e. playground,
cafeteria etc. It is imperative that the students understand why community helpers are an essential part of a well functioning
community. More specifically, how the contributions of individual helpers combine for the greater good of society. This
project also offers students insight into available career choices for their future. Students each have their own chromebooks
which they will use to watch videos and play games to help them better understand what each community helper does. They
will use iPads to record one another’s presentations (with guidance from the teacher). Students will also interact with local
community helpers via Google Meet or Zoom when in-person interviews cannot be conducted. Students will learn by
listening to books being read, interviewing local community helpers, kinesthetic activities, e-books (Epic’s non-fictional
books on each community helper), internet websites (with close monitoring and supervision), videos, games, and peer groups
(students choosing the same community helper can work together). Parents will be aware of the community helper project
through the weekly newsletter. Each week parents will be informed which community helper will be taught/discussed. This
unit brings real life interaction between community helpers and our students while fostering collaboration between two
classrooms in different counties through Zoom and/or Google Meet.

Learner Description/Context:
This engaged learning project is for two different school districts with different learning environments. Stone Creek
Elementary located in Rossville, Georgia is a Title I school. Students are 5 years old and come from low soci-econmoic
backgrounds. The students are transient as they move from school to school depending on parents / guardians ability to find
work. Students come from different ethnicities including American Indian, African American, Hispanic, White, and
multi-racial. The diverse population also includes exceptional students from those with disabilities to those that are gifted.
Every student receives free breakfast and lunch. The school is located near an active crime area which causes periodic
schoolwide lockdowns. Students receive food bags on Fridays to take home on the weekends so they have food to eat. Stone
Creek elementary is a one to one school and every student has his or her own chromebook. The classroom has a ViewSonic
interactive board as well as a classroom iPad. The school district has set up hotspots throughout the county to help provide as
many students with access to the internet as possible. As a kindergarten teacher, I teach all content areas and have a
paraprofessional. My kindergarten classroom contains students with disabilities. A normal kindergarten class size ranges
from 18-24 students. My classroom uses stations for every subject after direct instruction. While I work with one small group
(about 6), my paraprofessional works with another group (about 6), and the third group will work independently.
Kindergarten teachers also split their students up according to reading ability and each student will go with their reading
group to another teachers room while other students from other classrooms will come to mine for instruction. Kindergarten
teachers loop with their students to first grade so I will have the same students for two years.

Martin Technology Academy is the second school and is located in Flowery Branch, Georgia. This small town is growing
fast as the urban sprawl of Gwinnett pushes North. The diversity at Martin is incredible, we have students from all over the
world such as: China, Africa, Russia, Columbia, as well as Mexico. The reason we have many migrant students in our area is
due to the local Poultry Industry and our factories including MARS i.e. Wrigley’s which is located within a few miles of our
school. The socio-economics of our school also has a wide range, we have students who are basically homeless to students
living in million dollar homes. Martin participates in the weekend food bag program for those families that are food insecure.
In my classroom, I teach all content areas to approximately 18-22 kindergarten students. I have a paraprofessional in my class
that assists my students and myself when needed. She works with students to accommodate their specific needs and monitors
the room when I am working with students. My students are very diverse and are from all socioeconomic statuses. My class
normally has between 5-8 ELL learners, 2-3 African American, 1-2 other nationalities, and the rest are Caucasian students.
Our school has recently become a Title I school due to the needs of our students and families. The socio-economics of Martin
are varied with some students having practically no access to technology while other more affluent students have multiple

Jo Williamson, Ph.D., Kennesaw State University

 Community Helpers Engaged Learning Project
personal devices with internet access. Due to having a diverse class make-up, I am constantly thinking about how best to
integrate technology in the classroom to meet the needs of my students while keeping in mind that not all students have
access to technology i.e. internet at home. Martin is a technology school and we are fortunate to be one-to-one with every
student having a personal Chromebook. This allows our students to learn not only from teachers and peers, but also with
their technology device. Each class also has access to iPads that are available for check out. Our school has a green screen
room that the teachers can reserve, as well as, our school’s computer lab with a class set of desktop computers.

Time Frame:
This unit will take 4 to 6 weeks to complete. Each community helper lesson will take up to two days to teach including time
for the community helper to speak to the class. The lessons about community helpers will be incorporated into their reading,
writing, and social studies time during the day.

Standards Assessed:
SSKE1: Describe the work that people do such as: police officer, fire fighter, soldier, mail carrier, farmer,
doctor, teacher, etc.

ELAGSEKW2: Use a combination of drawing, dictating, and writing to compose informative/explanatory

texts in which they name what they are writing about and supply some information about the topic.

ELAGSEKW6: With guidance and support from adults, use a variety of tools to produce and publish writing,
including digital tools in collaboration with peers.

ELAGSEKW7: With guidance and support, participate in shared research and writing projects

SSKCG1 Demonstrates an understanding of good citizenship.

a. Explain how rules are made and why.
b. Explain why rules should be followed.

MGSEK.G.5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and
drawing shapes.

ITSE -S1.1. Empowered Learner Students leverage technology to take an active role in choosing, achieving and
demonstrating competency in their learning goals, informed by the learning sciences. Students:
1.1.c. use technology to seek feedback that informs and improves their practice and to demonstrate their learning
in a variety of ways.
1.1.d. understand the fundamental concepts of technology operations, demonstrate the ability to choose,
use and troubleshoot current technologies and are able to transfer their knowledge to explore
emerging technologies.

ITSE-S1.2. Digital Citizen Students recognize the rights, responsibilities and opportunities of living, learning and working
in an interconnected digital world, and they act and model in ways that are safe, legal and ethical. Students:
1.2.b. engage in positive, safe, legal and ethical behavior when using technology, including social interactions
online or when using networked devices.
1.2.c. demonstrate an understanding of and respect for the rights and obligations of using and sharing
intellectual property.

ITSE-S1.6. Creative Communicator Students communicate clearly and express themselves creatively for a variety of
purposes using the platforms, tools, styles, formats and digital media appropriate to their goals. Students:
1.6.a. choose the appropriate platforms and tools for meeting the desired objectives of their creation or
communication.
1.6.d. publish or present content that customizes the message and medium for their intended audiences.

ITSE-S1.7. Global Collaborator Students use digital tools to broaden their perspectives and enrich their learning by
collaborating with others and working effectively in teams locally and globally. Students:
1.7.b. use collaborative technologies to work with others, including peers, experts or community
members, to examine issues and problems from multiple viewpoints.
Jo Williamson, Ph.D., Kennesaw State University
 Community Helpers Engaged Learning Project
1.7.c. contribute constructively to project teams, assuming various roles and responsibilities to work
effectively toward a common goal.

PSC 4/ISTE 4 Collaborator - Candidates dedicate time to collaborate with both colleagues to create authentic learning
experiences that leverage technology
Collaboration with Colleagues Candidates dedicate planning time to collaborate with colleagues to create
authentic learning experiences that leverage technology. (PSC 4.1/ISTE 4a)
Collaboration Tools Candidates use collaborative tools to expand students’ authentic, real-world learning
experiences by engaging virtually with experts, teams and students, locally and globally. (PSC 4.3/ISTE 4c)
Cultural Competency Candidates demonstrate cultural competency when communicating with students, parents
and colleagues and interact with them as co-collaborators in student learning. (PSC 4.4, ISTE 4d)

PSC 5/ISTE 5 Designer - Candidates design authentic, learner-driven activities and environments that recognize and
accommodate learning variability
Authentic & Active Learning Candidates design authentic learning activities that align with content area standards
and use digital tools and resources to maximize active, deep learning (PSC 5.2/ISTE 5b)

Learner Objectives:
➢ Students will be able to match 7 out of 10 community helpers to their job in the community and explain what each
community helper does.

➢ Using the GKIDS continuum, students will choose a community helper to write a nonfiction piece to teach their
peers, parents, and community about what their community helper does.

➢ Using a checklist, students will use simple shapes to create a garbage truck and identify what shapes they used.

The “hook” or Introduction:

Teachers will bring students to the carpet and begin showing pictures of each community helper to see if they can identify
who they are. To ensure students do not blurt out and give all students equal amounts of time to think, students will give the
teacher a “thumbs up” at their chest to sign they have an answer. Once 90% of the class is ready, the teacher will call on a
student to answer. The teacher will go through each community helper and then begin asking questions about how all these
people are connected to us. Students will be able to discuss quietly with their carpet partner and come back together to
explain their answers. The teacher will begin talking about how our classroom will have the opportunity to interview real
community helpers either in person or recorded zoom/Google Meets as well as meeting with another classroom from a
different county/school district. Students will be interested and engaged in this unit because these community helpers are like
superheroes to them. These community helpers are generally the ones they want to be when they grow up. This unit also
brings real life interaction between the community helpers and our students as well as fostering collaboration between two
classrooms in different counties through Zoom and/or Google Meet.

Process:
Students will come to the carpet and a picture of a community helper will be presented on the board asking “Who am I?
What’s my job? How do I help the community?” Teachers will facilitate and guide discussions based on prior knowledge and
write student’s ideas on chart paper that will be displayed in the classroom to refer back to during the lesson. After the
discussion, the teacher will read a book and play a video about the community helper of the day. During this process, the
teacher will refer back to the original picture and chart paper to answer the questions about the community helper. Students
will then complete a task based on the tools or resources used by the community helper. This process will help the students
choose what community helper they would like to write and present about at the end of the unit.

Tasks to Complete

Teacher (Day 1 and 2)
Task 1: Students will create a teacher
badge to wear and teach the class
about something they are interested in.
➢ Student role- Students will take on the role of producer by creating a
teacher badge. They will also take on the role of teacher as they teach
the class about something that interests them.
➢ Teacher role- The teacher will act as a guide as students are creating
their teacher badges and will act as a co-learner while students are

Jo Williamson, Ph.D., Kennesaw State University

 Community Helpers Engaged Learning Project
Construction Worker (Day 3 and 4)
Task 2: Students will make a tool belt
with common construction tools using
construction paper and crayons.
Students will build a bird feeder using
pipe cleaners and cheerios. After the
bird feeders have been built, students
will hang them on the playground
fence to feed the birds.
Mail Carrier (Day 5 and 6)
Task 3: Students will write a letter to
send to their parents. Students will put
all of the letters in a special mail
carrier bag and put the letters in the
mailbox.
Police Officer (Day 7, 8, and 9)
Task 4: Students will create a police
officer’s badge, hat, and stop and go
signs. Students will also interact when
given a scenario of what is right and
wrong.
Firefighter (Day 10, 11, and 12)
Task 5: Students will create a
fireman’s badge and hat. Students will
also play an interactive game on
Sparky to learn more about fire safety.
Nurse/Doctor (Day 13 and 14)
Task 6: Students will create a “bag of
tools” a nurse and doctor would use
teaching the class about something that interests them.
➢ Assessment- Students will be assessed on the completion of their
teacher badge, their ability to teach the class about something they are
interested in, and can explain what a teacher is.
➢ Student role- Students will take on the role of producer by building a
bird feeder in any way they choose using pipe cleaners and cheerios.
Students will also take on the role of explorers as they figure out how to
make the bird feeder usable by using different strategies.
➢ Teacher role- The teacher will act as a guide and co-learner while
students are creating and using different strategies to build their bird
feeder. The teacher will ask probing questions to help students think
through the process of building their bird feeders.
➢ Assessment- Students will be assessed on completion of the bird feeder
and being able to explain what a construction worker is.
➢ Student role- Students will take on the role of producer by writing a
letter to their parents and putting it in the mailbox. Students will also
take on the role of explorer as they deliver letters and/or messages to
other classrooms or the front office for real world experience.
➢ Teacher role- The teacher will act as a guide and facilitator as students
write their letters and put them in the mailbox and deliver messages
throughout the school.
➢ Assessment- Students will be assessed on completion of mailing a letter
to their parents and being able to explain what a mail carrier is.
➢ Student role-Students will take on the role of producer by coloring and
creating a badge and hat. Students will also take on the role of explorer
when given a scenario. Students will talk about what is right or wrong.
➢ Teacher role-Teacher will act as a guide while students are coloring and
creating the police officer badge and hat. The teacher will act as a
facilitator while students are interacting with the scenarios.
➢ Assessment- Students will be assessed on completion of creating their
badge and hat and being able to explain what a police officer is.
➢ Student role-Students will take on the role of producer by coloring and
creating a fireman’s badge and hat. Students will also take on the role of
explorer as they play an interactive game to learn about fire safety.
➢ Teacher role- Teacher will act as a guide while students are coloring and
creating their fireman badge and hat. The teacher will act as a
facilitator, guide, and co-learner while students are playing the
interactive fire safety game.
➢ Assessment- Students will be assessed on completion of creating their
badge and hat and being able to explain what a firefighter is.
➢ Student role- Students will take on the role of producer by coloring and
creating a bag of tools nurses and doctors use. Students will also take on
the role of explorer as they use new tools to hear their peer’s heartbeat.
Jo Williamson, Ph.D., Kennesaw State University
 Community Helpers Engaged Learning Project
when working with a patient. Then
our school nurse will bring in a
stethoscope to let students use this tool
to hear their peer’s heartbeat.
Soldier (Day 15 and 16)
Task 8: Students will participate in a
mini work-out (kid friendly) to engage
in “basic training” like activity.
Farmer (Day 17 and 18)
Task 9: Students will plant seeds in our
school’s garden using gardening tools.
Chef (Day 19 and 20)
Task 10: Students will make a chef’s
hat and decorate a pre-baked cookie.
Trash Collector (Day 21 and 22)
Task 10: Students will make a hat and
create a garbage truck using simple 2D
shapes. Students will clean up trash
around the school and playground.
Final Written Work and
➢ Teacher role- Teacher will act as a guide while students are coloring and
creating their bag of tools. The teacher will act as a facilitator while
students are using the stethoscope to hear their peer’s heartbeat. The
teacher will become a co-learner as they also learn how to use a
stethoscope from the school nurse.
➢ Assessment-Students will be assessed on completion of creating their
bag of tools and being able to explain what a nurse and doctor are.
➢ Student role- Students will take on the role of explorer as they complete
a mini workout on the playground to simulate basic training. Workout
includes running, pull-ups, sit-ups, push-ups, jumping jacks, and rope
climbing.
➢ Teacher role- Teacher will act as a guide and facilitator while students
are completing their mini workout. The teacher will ensure student
safety.
➢ Assessment- Students will be assessed on completion of a soldier's mini
workout and being able to explain what a soldier is.
➢ Student role- Students will take on the role of producer by planting
something in our school garden. Students will also take on the role of
explorer as they use new tools to plant their seed.
➢ Teacher role-The teacher will act as a guide while students are planting
their seeds and using the new tools to plant.
➢ Assessment-Students will be assessed on completion of planting
something in our school’s garden and being able to explain what a
farmer is.
➢ Student role- Students will take on the role of producer by making a
chef’s hat and coloring it any way they choose. Students will also take
on the role of explorer as they use new tools to decorate a pre-baked
cookie.
➢ Teacher role- The teacher will act as a guide while students are creating
their chef’s hat and decorating a pre-baked cookie.
➢ Assessment- Students will be assessed on the completion of decorating
a cookie and being able to explain what a baker is.
➢ Student role- Students will take on the role of producer by making a hat
and coloring it any way they choose using sentence trips and butcher
paper. Students will also take on the role of explorer as they use new
tools to clean up trash around the school and playground.
➢ Teacher role- The teacher will act as a guide as students are creating a
hat and a facilitator as students are creating their garbage truck using
2D shapes. The teacher will ensure the safety of the students as they
pick up trash around the school and on the playground.
➢ Assessment- Students will be assessed on cleaning up trash around the
school, creating a trash truck using 2D shapes and identifying shapes
used, and being able to explain what a trash collector is. (MGSEK.G.5)
➢ Student role- Students engage all three indicators for student roles
Jo Williamson, Ph.D., Kennesaw State University
 Community Helpers Engaged Learning Project
Presentation (explorer, teachers, and producer) for their final project. Students will
(1 week to create and 3 days to become explorers as they research their chosen community helper
present) through videos, e-books, classroom books, interviews, and
collaboration with peers. Students will become producers as they
produce their final written piece and illustration to present. Students
will become teachers as they present their final presentation to their
peers, parents, and community.

➢ Student-directed learning- Students will choose their community helper,

research material (digital and/or paper), and productivity tool
(greenscreen, voki, flip, etc.) to complete their project. Students will
also choose their presentation method.

➢ Teacher role- The teacher will engage in all three indicators for teacher
roles (facilitator, guide, and co-learner/co-investigator). The teacher will
facilitate discussions and guide the learning process by providing
prompt feedback and tutoring as needed. The teacher will work with
students one on one and in small groups to remediate and extend their
learning. The teacher will become a co-learner/co-investigator as the
students begin to conduct their research.

➢ Assessment- Students will be assessed on picking a productivity tool,

presentation, and their writing piece on the community helper they
chose. (ELAGSEKW2, ELAGSEKW6, ELAGSEKW7)
Students will also be assessed by completing a Google Doc naming
each community helper and one thing they learned. (SSKE1)

Product:
Students will create a video project based on their written report about the community helper they chose. The project will
inform others about how community helpers make a difference in their community and the positive attributes each helper has
on the community. Students will begin seeing how a community works as a team and how each person plays a part to keep it
safe and running. Students will use e-books to listen to nonfiction books, will use iPads to record their presentation, and their
chromebook to watch videos and play games to learn about community helpers. After each presentation, students will have
three minutes, which will be displayed on the ViewSonic/Projector, allowing time to ask questions, praise, and provide
feedback on each student’s presentation. The completed videos will be shared on curriculum night as well as links provided
on the school’s social media and newsletters.
1. Teachers will assess student’s writing using the GKIDS continuum to prove that they have met the kindergarten
writing standards.
2. Teachers will assess student’s to see if they created a presentation using a productive tool (they have used before)
about the community helper of their choice.
3. Teachers will assess student’s knowledge of shapes by asking them what shapes they used to create their garbage
truck using a checklist.
4. Teachers will assess student’s knowledge of the community helpers through a Google Doc matching activity.

Technology Use:
Technologies How the technology is used to How does the proposed technology used in
support the project. this learning experience support the
indicators of engaged learning?

Email/Newsletter/Social Media: ➢ To communicate with parents ➢ Social Interactions - Collaborative:

and community helpers. This technology tool is used to
collaborate with community helpers
and share progress and finished
presentations.

Jo Williamson, Ph.D., Kennesaw State University

 Community Helpers Engaged Learning Project
Canvas/Google Classroom: ➢ To assess and give students
immediate feedback from
their assessment.
➢ These resources provide
students with resources
needed when researching
their community helper.
➢ Teachers will embed links in
their learning platforms with
books and videos for students
to watch and research.
➢ Teachers will use standards
and ISTE standards to form
learning in Canvas/ Google
Classroom.
Google Meet/Zoom: ➢ To meet and talk to
community helpers about
what their job is and answer
any questions students may
have.
➢ As community helpers are
presenting, the teacher is
taking notes and clarifying
anything that might be hard
for students to understand.
➢ The teacher may help
facilitate introductions and
start the interview off with a
question.
➢ When students are
interviewing or taking on the
role of that community
helper.
iPads: ➢ Students will record their
peer’s presentation about the
community helper they chose.
➢ Students are using the iPads
to view and learn about their
peers' community helper.
Chromebooks: ➢ Students will use their
Jo Williamson, Ph.D., Kennesaw State University
➢ Assessments - Seamless, Ongoing:
This technology tool is used to
provide immediate feedback on their
assessment and research process.
➢ Learning Tasks - Student-directed:
Canvas and Google Classroom will
provide students with resources
needed to research their community
helper.
➢ Teacher Roles - Guide: This tool
allows the teacher to provide
research links, videos, etc., to guide
students’ research.
➢ Content and Learning Goals -
Standards-based: Each standard
addressed will be listed on
Canvas/Google Classroom as well as
specific learning targets.
➢ Social Interactions - Collaborative:
This tool is used to allow students to
interview community helpers that
cannot attend in person.
➢ Teacher Roles -
Co-learner/co-investigator: This tool
allows teachers to become part of
the audience as community helpers
teach students and the teacher about
their jobs. Teachers can also ask
clarifying questions to learn more.
➢ Teacher Roles - Facilitator: This tool
allows the teacher to facilitate
discussion and prompt students as
they conduct interviews as needed.
➢ Learning Tasks -
Authentic/Meaningful: Students will
interview real community helpers
and base their final project on real
world findings.
➢ Assessments - Performance-Based:
This tool will be used to assess the
students final presentation.
➢ Student Roles - Teacher: This tool
supports the teacher indicator
because their final presentation can
be used to teach others about
community helpers.
➢ Student Roles - Explorer: This tool
 Community Helpers Engaged Learning Project
Chromebooks to watch
videos, listen to books, and
play games to research about
the community helpers.
e-books: ➢ The teacher will use e-books
for students to learn and
research about their
community helper.
Instructional Software: ➢ Students will use Sparky,
Flip, and BrainPOP jr.
YouTube: ➢ Teachers will share/show
videos about community
helpers that expose them to
culturally diverse and
non-traditional genders in
community helpers.
Timer on ViewSonic/Projector: ➢ To provide time for questions,
feedback, and reflection.
Pencil and paper: ➢ Teachers will create a
paper/pencil copy of the
learning assessment and final
project.
➢ Teachers will allow students
to complete and create their
different academic learning
targets by pencil and paper.
Jo Williamson, Ph.D., Kennesaw State University
supports the role of explorer by
providing students with multiple
ways to research community
helpers.
➢ Content and Learning Goals -
Challenging: This tool will be
challenging for emergent readers. If
reading the nonfiction book is too
challenging, students have the
option of having the book read to
them.
➢ Content and Learning Goals -
Challenging: Sparky is scenario
based and can be challenging for
some students. Flip is also
challenging as kindergarten students
are new to using this software.
BrainPOP jr. has videos with quizzes
and activities that require higher
order thinking.
➢ Learning Tasks - Culturally
Responsive: YouTube videos about
community helpers are culturally
diverse and include many different
ethnic groups and non-traditional
genders.
➢ Assessments - Generative: Students
will be given three minutes at the
end of each presentation to ask
questions and provide feedback
which will encourage students to
reflect on their work.
➢ Student Roles - Producer: This tool
supports specialized learning needs
for students who prefer paper and
pencil over a digital form to
complete/produce their final written
project and their matching
assessment.
➢ Learning Tasks - Multi-disciplinary:
Students are able to complete their
writing piece, creation of garbage
trucks using shapes, and matching
assessment in paper format. Each
task/assessment is for different
academic standards across multiple
disciplines.
 Community Helpers Engaged Learning Project
References and Supporting Material:
Topic Resources used to develop learning Materials instructor would need to
experience implement learning experience

Teacher Teachers Rock: Yarn, printed teacher badges, crayons,

https://www.youtube.com/watch?v=35KO markers, pencils, scissors, tape, glue,
GvQa3bc staples

Read Teacher book in Social Studies Tub

Teacher: PebbleGo

Construction Worker
Read construction book in Social Studies
Tub
Pete the Cat Construction Destruction:
https://www.youtube.com/watch?v=tSCtH
zpeXkA
Pipe cleaners, cheerios, crayons,
markers, pencils, construction paper,
butcher paper, sentence strip, scissors,
tape, glue, staples

Construction Worker: PebbleGo

Construction Site Field Trip:

https://gpb.pbslearningmedia.org/resource/
b40052d2-202a-4fee-bf6f-5e63f91e9936/b
40052d2-202a-4fee-bf6f-5e63f91e9936/

Mail Carrier Snail Brings the Mail: Writing paper, pencils, envelopes,
https://www.youtube.com/watch?v=2v5Tg stamps, classroom bag (any bag is
Ck8PCk fine), scissors, tape, glue, staples

*Post Office Field Trip -

http://www.viewpure.com/tGOE-qxRVZw
?ref=bkmk

Police Officer Pebble Go: Police Officers
https://site.pebblego.com/modules/5/categ
ories/5007/articles/5197
Read: Police Officers from Social Studies
Tub
Red and green construction paper,
popsicle sticks, construction paper for
badge, butcher paper, sentence strips,
crayons, markers, pencils, scissors,
tape, glue, staples

BookFlix: Police Officers on the Go

https://bookflix.digital.scholastic.com/pair/d
etail/bk0015pr/start?authCtx=U.600172443

Read: Police Officer

https://www.getepic.com/app/read/25739

Firefighter BookFlix - How Things Work: Fire Crayons, markers, pencils, butcher
Trucks paper, sentence strips, construction
paper, scissors, glue, staples, tape
https://bookflix.digital.scholastic.com/pair/
detail/bk0129pr/start?authCtx=U.6001724
43

Jo Williamson, Ph.D., Kennesaw State University

 Community Helpers Engaged Learning Project

Brain Pop Jr. - Fire Safety

Fire Safety

Learn About Firefighters

Learn about Firefighters for Kids

Sparky interactive fire safety game

Nurse/Doctor BookFlix - A Day with Doctors Crayons, markers, pencils,

https://bookflix.digital.scholastic.com/pair/ construction paper, printable medical
detail/bk0122pr/start?authCtx=U.6001724 tools, stethoscope, scissors, tape, glue,
43 staples

Brain Pop Jr. - Going to the Doctor:

https://jr.brainpop.com/health/bewell/goingt
othedoctor

Soldier Our Amazing Military None needed

https://www.youtube.com/watch?v=o2aw
QMJfH1Y

US Military Physical Fitness Training

https://www.youtube.com/watch?v=7TlEq
KnfyU0

Don't Forget, God Bless Our Troop…

Farmer PebbleGo: Farmer Seeds, garden or plastic cups and

potting soil, garden trowel,
I want to be a Farmer
https://www.youtube.com/watch?v=WtH7
hNKyOD8

Chef I want to be a Baker! Butcher paper, sentence strips,

https://www.youtube.com/watch?v=_j_sB crayons, markers, pencils, pre-baked
q_GaVE cookies, decorating icing in various
colors, scissors, glue, tape, staples
Social Studies Tub: Book about a Chef

Trash Collector BookFlix: I Stink or Garbage Trucks
https://bookflix.digital.scholastic.com/pair/
detail/bk0075pr/start?authCtx=U.6001724
43
Pebble Go: Garbage Collectors
Butcher paper, sentence strips, pencils,
crayons, markers, surgical gloves,
trash bags, 2D shapes (already cut
out), construction paper, glue, scissors,
tape, staples

Final Written Work and Students will use the videos and books Paper, pencils, iPads, Chromebooks,
Presentation listed above to help with their research and crayons, markers, construction paper,
creating their final project. staples (for bulletin board)

Students will assess the social studies

standard by completing the community
helper naming activity.

Community Helper Naming Activity

Jo Williamson, Ph.D., Kennesaw State University

 Community Helpers Engaged Learning Project
What modifications have you made since you submitted your “idea” for feedback?
Katie suggested the videos be presented at a parents night or community night, so we’ve included the videos being presented
on loop during curriculum night.

Brent and Jonathan suggested we provide a way for their peers to give feedback and offer praise to strengthen the generative
indicator. We have allotted time after each presentation for students to provide feedback. A timer will be added on the
ViewSonic/Projector to make sure each student has the same amount of time to present and receive feedback.

Which indicators of Engaged Learning will be high in this lesson and Why?

Components Indicators Rationale

Content and Learning Goals
➢ Standards-based ➢ This project meets the definition of
standards-based because it addresses 6
➢ Challenging Academic standards and 4 ISTE-S
standards.
➢ This project meets the definition of
challenging because it moves students
beyond knowledge and into analysis of why
each community helper is important as well
as synthesizing their ideas of future self.

Learning Tasks ➢ Authentic/Meaningful ➢ This project meets the definition of

➢ Student-directed
➢ Multi-Disciplinary
➢ Culturally responsive
➢ This project meets the definition of
➢ This project meets the definition of being
authentic/meaningful because students
participate in real-life scenarios, assume
community helper roles, grapple with
open-ended questions (what do you want to
be when you grow up and why?), and
produce products for their peers, school
personnel, parents, and community
members.
student-directed because students will be
interviewing community helpers to help
them discover what type of community
helpers they would like to be in the future.
culturally responsive because it includes
“funds of knowledge” from the community
the students live in as well as the
socio-economic background of each student.
The community helpers include protectors,
teachers, healers, and builders from all
educational levels. Some community helpers
will have college degrees and some will not,
but all are equally important.

Student Roles ➢ Explorer ➢ This project meets the definition of explorer

because it incorporates new ideas and
➢ Teacher introduces new tools for students to utilize
as they conduct their research to complete
➢ Producer their project.
➢ This project meets the definition of teacher
because once the students have completed
their project, they will present it to their
peers, parents, and community.
➢ This project meets the definition of producer
because the students will create a project

Jo Williamson, Ph.D., Kennesaw State University

 Community Helpers Engaged Learning Project
that others can use to learn about the roles
and responsibilities of various community
helpers.

Teacher Roles ➢ Facilitator ➢ This project meets the definition of

➢ Guide
➢ Co-learner/co-investigator
➢ This project meets the definition of guide by
➢ This project meets the definition of
facilitator because the teacher will stimulate
discussion about each community helper to
gauge understanding and higher-order
thinking as well as monitoring students'
learning throughout the project providing
prompt feedback.
helping students with questions and
individual tasks to reach their learning target
by modeling, mediating, explaining,
clarifying, redirecting, and providing
options. The students will have learning
targets for each community member as well
as their final project at the end of the unit.
co-learner/co-investigator because the
teacher will explore ideas outside of
expertise by learning about other
community helpers, allow students to
interview community helpers for answers
that the teacher may not know, and
collaborate with community helpers to
acquire knowledge necessary to help
students reach learning targets for their final
project.

Social Interactions ➢ Collaborative ➢ This project meets the definition of

collaborative because students will work
together to understand what each
community member does and how they help
their communities as well as sharing ideas
on their final project.

Assessments ➢ Performance-based ➢ This project meets the definition of

performance-based because each student
➢ Seamless, Ongoing will be graded on their final project at the
end of the unit using a completion checklist.
➢ Generative ➢ This project meets the definition of
seamless, ongoing because students will
receive feedback on their performance
throughout the entire learning process.
Feedback will be provided one-on-one or in
small groups as needed. Positive feedback
will also be provided frequently so that
students know they are doing a good job and
are meeting the learning targets.
➢ Peers will be allowed three minutes after
each presentation to reflect and ask
questions about each student’s presentation.
Peers may also offer praise and helpful
suggestions. Students will also come up
with interview questions for each
community helper.

Jo Williamson, Ph.D., Kennesaw State University

 Community Helpers Engaged Learning Project
References

Bellisario, G. (2013a). Let's meet a firefighter (cloverleaf books: Community helpers). Millbrook

Press ™.

Bellisario, G. (2013b). Let's meet a police officer (cloverleaf books ™ ― community helpers)

(Illustrated ed.). Millbrook Press ™

Bookflix. (2018). A Day with Doctors.

https://bookflix.digital.scholastic.com/pair/detail/bk0122pr/start?authCtx=U.600172443

Bookflix. (2018). How Things Work: Fire Trucks

https://bookflix.digital.scholastic.com/pair/detail/bk0129pr/start?authCtx=U.600172443

Bookflix. (2018). I Stink or Garbage Trucks.

https://bookflix.digital.scholastic.com/pair/detail/bk0075pr/start?authCtx=U.600172443

Bookflix. (2018). Police Officers on the Go

https://bookflix.digital.scholastic.com/pair/detail/bk0015pr/start?authCtx=U.600172443

BrainPOPJr. (n.d.). https://jr.brainpop.com/health/besafe/firesafety/

BrainPOPJr. (2022). Going to the doctor. https://jr.brainpop.com/health/bewell/goingtothedoctor/

Clever Kids. (2020, December 3). Our amazing military! an educational video for children!

[Video]. YouTube. https://www.youtube.com/watch?v=o2awQMJfH1Y

Clover Reading, Punter, R., & Blunt, F. (2017, November 8). Snail brings the mail/read aloud by

little girl Clover [Video]. YouTube. https://www.youtube.com/watch?v=2v5TgCk8PCk

Happy Lion Learning [Happy Lion Learning]. (2017, March 11). Learn about firefighters for

kids [Video]. YouTube. https://www.youtube.com/watch?v=F4QRChIrUs0&t=1s

Heos, B. (2013a). Let's meet a construction worker (cloverleaf books ™ ― community helpers).

Millbrook Press ™.

Jo Williamson, Ph.D., Kennesaw State University

 Community Helpers Engaged Learning Project
Heos, B. (2013b). Let's meet a doctor (cloverleaf books ™ ― community helpers). Millbrook

Press ™.

Heos, B. (2013c). Let's meet a teacher (cloverleaf books ™ ― community helpers). Millbrook

Press ™.

Jasnoch, J., & Dean, J. (2015, September 17). Pete the cat: construction destruction! [Video].

YouTube. https://www.youtube.com/watch?v=tSCtHzpeXkA&t=5s

Liebman, D. (2012). I want to be a soldier. Firefly Books.

Liebman, D. (2013). I want to be a chef. Firefly Books.

Military Footage Archive. (2019, August 1). US Army physical fitness training/US military

archive/MFA [Video]. YouTube. https://www.youtube.com/watch?v=7TlEqKnfyU0

Murray, J. (2016). Police officers [epic!].

https://www.getepic.com/book/28596031/police-officers

NFPA Kids. (2022). [fire safety resources and interactive activities]. Retrieved July 8, 2022,

from https://www.sparky.org/

Ode, E. (2021). Hooray, it’s garbage day! Kane Miller Books / EDC Publishing.

Once Upon A Story & Biden, J. (2017, November 4). Don’t forget, God bless our troops by Jill

Biden: children’s books read aloud on once upon a story [Video]. YouTube.

https://www.youtube.com/watch?v=JucO3noSMj0

PebbleGo. (2022). Farmer. https://site.pebblego.com/modules

PebbleGo. (2022). Construction Worker.

https://site.pebblego.com/modules/5/categories/5007/articles/5197

PebbleGo. (2022). Garbage Collector. https://site.pebblego.com/modules

PebbleGo. (2022). Police Officer. https://site.pebblego.com/modules

Jo Williamson, Ph.D., Kennesaw State University

 Community Helpers Engaged Learning Project
PebbleGo. (2022). Teacher. https://site.pebblego.com/modules

PBS LearningMedia. (n.d.). Construction site field trip [Video].

https://tn.pbslearningmedia.org/resource/b40052d2-202a-4fee-bf6f-5e63f91e9936/b4005

2d2-202a-4fee-bf6f-5e63f91e9936/

Radical Jr. (2017, April 30). I want to be a farmer - kids dream job - can you imagine that?

[Video]. YouTube. https://www.youtube.com/watch?v=WtH7hNKyOD8&t=1s

Radical Jr. (2018, May 5). I want to be a baker - kid’s dream job - can you imagine that? [Video].

YouTube. https://www.youtube.com/watch?v=_j_sBq_GaVE

readlearngrow14, & Parr, T. (2018, May 5). Teachers Rock! (Read-Aloud) [Video]. YouTube.

https://www.youtube.com/watch?v=35KOGvQa3bc

Ready, D. (2013). Nurses help (our community helpers) (Illustrated ed.). Capstone Press.

Ready, D. (2014). Farmers help (our community helpers) (Illustrated ed.). Capstone Press.

ViewPurebeta. (n.d.). How to mail a letter/post office field trip/kid vision pre-k [Video].

http://www.viewpure.com/tGOE-qxRVZw?ref=bkmk

Weber, E. (2020). Sincerely, emerson: A girl, her letter, and the helpers all around us.

HarperCollins.

Jo Williamson, Ph.D., Kennesaw State University