Match Needs and Helpers
  1. Strand PHIL.I Definitions of Philanthropy
    1. Standard DP 01. Define Philanthropy
      1. Benchmark E.3 Recognize that citizens have a responsibility for the common good as defined by democratic principles.
    2. Standard DP 02. Roles of Government, Business, and Philanthropy
      1. Benchmark E.2 Explain the difference between wants and needs.
    3. Standard DP 04. Operational Characteristics of Nonprofit Organizations
      1. Benchmark E.1 Describe how citizens organize in response to a need.
  2. Strand PHIL.II Philanthropy and Civil Society
    1. Standard PCS 01. Self, citizenship, and society
      1. Benchmark E.5 Identify one local citizen who has helped the community through giving and/or service.
    2. Standard PCS 04. Philanthropy and Geography
      1. Benchmark E.3 Describe the "characteristics of place" related to the school and neighborhood.
    3. Standard PCS 05. Philanthropy and Government
      1. Benchmark E.1 Define community as the degree that people come together for the common good.
    4. Standard PCS 06. Philanthropy in History
      1. Benchmark E.2 Give an example of an individual who used social action to remedy an unjust condition.
    5. Standard PCS 07. Skills of Civic Engagement
      1. Benchmark E.2 Discuss an issue affecting the common good in the classroom or school and demonstrate respect and courtesy for differing opinions.
  3. Strand PHIL.III Philanthropy and the Individual
    1. Standard PI 01. Reasons for Individual Philanthropy
      1. Benchmark E.5 Give examples of actions students can take to improve the common good and list or describe responsibilities that go with those actions.
    2. Standard PI 02. Careers In The Nonprofit Sector
      1. Benchmark E.2 Describe a job in the civil-society and for-profit sectors.
  4. Strand PHIL.IV Volunteering and Service
    1. Standard VS 01. Needs Assessment
      1. Benchmark E.1 Identify a need in the school, local community, state, nation, or world.
      2. Benchmark E.2 Research the need in the school, neighborhood, local community, state, nation, or world.

Using the data collected from the Blue Sky Activity in the previous lesson and the community interviews, students brainstorm possible members of the community who can help with the identified issues. Introduce students to the concept of neighborhood beautification.

PrintOne 45-Minute Class Period

The learner will:

  • list and chart issues in their neighborhood (gathered from the interviews and Blue Sky Activity).
  • identify members of the community that can help with these issues.
  • large index cards for titles of community helpers and needs of neighborhood
  • display of the "Good/Improve" chart from the Blue Sky Activity from Lesson One
  • printouts of images of a variety of community helpers (see Bibliographical References)
  • completed homework: Interview a Family Member from Lesson One
  • chart paper
  • colored construction paper, scissors, glue
  • markers
  1. Anticipatory Set

    Review the issues students care about from the Blue Sky Activity of the previous day. Ask the students to name the issues that seem to show up most often on the class brainstorm (e.g., pollution, kindness, hunger). Tell the students that today they are going to focus on the biggest issues on this chart and match them with people in the community who care about those issues.

  2. Have the students bring their interview sheets to sit on the floor in front of a display of the "Good/Improve chart" from the Blue Sky Activity. Review the chart. Then write on individual index cards the areas to improve (e.g., "pick up trash," "plant flowers on the playground," "food for hungry children."). Next, ask students to share the answers to question 3 on their interview sheets. Depending on the age and/or ability of your students, you may have to read the interview sheets and share with the class. Write any new ideas for improvement on index cards. Display these cards on a board or chart paper.

  3. Show the students printouts of images of a variety of community helpers. (See Bibliographical References.) Ask them to identify the community helpers (firefighter, librarian, maintenance worker, teacher, police officer).

  4. Ask students to name community helpers who might be connected to the issues printed on the index cards.

  5. With student help, match the community helper images with the index cards of the issues. You’ll be creating a chart that matches issues with community helpers. There can be more than one person to an issue.

  6. Label the community helpers with index cards. If there are not images for all the community helpers, write their titles on cards to match (e.g., food bank worker). When appropriate, point out which of the community helpers are performing philanthropy to improved the community.

  7. Explain to the students that they are going to complete the matching chart by illustrating it. Tell them that they will either draw or make a collage picture of an issue or community helper to illustrate the chart. Ask for volunteers or assign the images needed to complete the chart.

  8. After each student has an issue or community helper assignment, have them return to their desks to create the imagery for the chart.

  9. When their work is finished, put it all together on chart paper or butcher paper, matching issues and possible community helpers for that issue. Be creative!

  10. When it is complete, meet as a group to talk about the final product.

  11. Guide a discussion about the issue they would like to address to beautify or improve their neighborhood/community. They do not need to come to a consensus about the issue or project until the next lesson, but this discussion should start narrowing their choices.


Teacher observation of student participation. Observe how students analyze data gathered and interpret graph/chart created. Observe students' ability to effectively match community helper to community need.