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Our Town

Recognize the importance of the jobs people do in your community. Create signs for a lesson on community workers using Crayola Dry-Erase Crayons then imagine a town without each of these important people.

  • Grade 2
    Grade 3
  • 30 to 60 minutes
  • Directions

    1. Who works in your community? Brainstorm a list of jobs in your town. Who is responsible for keeping community members safe? Who keeps people healthy? Who has the responsibility of making sure people travel safely from place to place? Who contributes to community life using art, music, theater, and other creative skills?
    2. Provide Crayola® Dry-Erase Crayons and individual dry-erase boards for children to create signs for community helpers they would like to be. Allow children to make their own choices with no teacher intervention other than to provide creative support. For example, if five students all decide to create a sign for a firefighter, but no one makes a sign for a mail carrier, let it happen.
    3. Demonstrate some design ideas such as fancy block lettering, colorful borders, and symbols. Students may include tools and supplies used by the workers in their sign designs. For example, the doctor sign might have bandages around the border and a drawing of a stethoscope on the side.
    4. After signs are created, arrange children in a circle to see all the community workers in “Your Town.” Invite children to make observations about what they see. Allow children to group themselves by occupation or needs they serve for the community. In what ways is “Your Town” strong because there are many workers taking responsibility for a particular community need? Which jobs are missing? How will that affect “Your Town?”
    5. Allow children to erase and redraw signs to improve the town. Regroup and re-evaluate “Your Town” now. How has your community grown stronger?
    6. Invite children to draw pictures and write reflections about their learning experience.
  • Standards

    LA: Participate in collaborative conversations with diverse partners about grade level topics and texts with peers and adults in small and larger groups.

    LA: Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade level reading and content, choosing flexibly from a range of strategies.

    LA: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

    SS: Identify and describe ways family, groups, and community influence the individual’s daily life and personal choices.

    SS: Work independently and cooperatively to accomplish goals.

    SS: Show how groups and institutions work to meet individual needs and promote the common good, and identify examples of where they fail to do so.

    SS: Give examples of the various institutions that make up economic systems such as families, workers, banks, labor unions, government agencies, small businesses, and large corporations.

    SS: Describe how we depend upon workers with specialized jobs and the ways in which they contribute to the productions and exchange of goods and services.

    VA: Students will initiate making works of art and design by experimenting, imagining and identifying content.

    VA: Students will investigate, plan and work through materials and ideas to make works of art and design.

    VA: Students demonstrate an understanding that creative thinking and artmaking skills transfer to many aspects of life.

  • Adaptations

    Create a Community Helpers display featuring drawings of community workers and descriptions of how they contribute to the community. Draw each community worker on a foam plate using dry-erase crayons. Add colorful designs around the edges. Write descriptions on lined paper using Crayola Colored Pencils.

    Write the name of or draw a specific community worker in a circle in the center of a dry-erase board using dry-erase crayons. Around the circle write adjectives that describe this community worker. Use these adjectives to write descriptive sentences about this worker’s contribution to the common good.

    Read aloud the book The Paperboy by Dav Pilkey. Invite children to work cooperatively to write and illustrate their own storybooks about other community workers, such as a police officer, dentist, architect, or barber.

    Interview community workers about their jobs. Invite a variety of workers to your classroom for interviews, including waiters, nurses, librarians, and repairmen. Support children in developing their own “What I Want to Know” questions for each person.

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  • Creativity.
  • Capacity.
  • Collaboration.
  • Change.
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