One Forty-Five Minute Class Period
The learner will:
- name community helpers.
- define the terms “for-profit” and “not-for-profit.”
- Give examples of non-profit jobs.
Read aloud some books about careers and community helpers (see Bibliographical References or read your favorites). As you read, lead the students to recognize that communities have needs that are met by a large variety of jobs and people who work. For example, we have the need to eat so farmers/grocery stores provide food. Allow students to express connections to the jobs of the people they know.
- After reading, have students add to the chart paper list started in the previous lesson about jobs that are necessary in a community. Encourage the students to think of all of their needs and how they are met by community jobs.
- Tell the students that some of these jobs/people produce money for a business owner. Others of these jobs are “not-for-profit.” Define profit as money earned after the expenses and costs are covered. Give the example of a lemonade stand. Once they pay back Mom for the costs of the ingredients and cups, the rest of the money that they keep is profit. Define “not-for-profit” as something done for the common good that does not produce a profit. Give the example of a museum that provides a service for the common good. The museum takes your money to cover the costs of the art exhibits and the pay of the employees (those that are not volunteers, which is in the next lesson) but it doesn't earn a profit.
- Display the list so all students can see all the pages. If you have small pictures to affix next to each job in the list, it will help students with the rereading. With the help of the students, indicate which community jobs are for profit and which are “not-for-profit.” There may be some gray areas, but some are clearly non-profit: fire fighters, mail carriers, librarians and teachers.
- Tell each student to choose one job from the list. The students should illustrate the job using crayons, markers or colored pencils. The illustration should indicate the “uniform” and tools required of the job. Labels should indicate whether the job is for profit or not-for-profit. Additional information may include related interests, education and personal information.
Use the following rubric to assess student understanding of the chosen career.
Appropriate illustration of helper, materials or uniform of helper, and correct label of profit or not-for-profit status of the worker.
Appropriate illustration of helper, materials or uniform of helper, but incorrect label of profit or not-for-profit status of the worker
Two of the three elements are missing.
Illustration not pertaining to the topic discussed.
No illustration, no tools, no label.
Interactive Parent / Student Homework:
Send home Attachment One: Volunteering in the Community . Have students talk with their families about volunteering and community helpers. They should bring their homework in the following day.
Lesson Developed By:Sara Truss
Homework: Talk with your family about community helpers.
Complete the questions together.
Please bring this to school tomorrow. We will be discussing volunteers
in the community and thinking of things we can do for the common good.
Tarea: Habla con tu familia acerca de ayudantes en la comunidad.
Completen juntos las siguientes preguntas.
Por favor trae este papel a la escuela mañana. Vamos a conversar acerca de los voluntarios en la comunidad y a pensar en cosas que nosotros podemos hacer por el bien común.
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