Student Resources

I've Been Working In the Neighborhood

Teacher Resources

open

  • Invitation to inquiry
  • Open minds
  • Stimulate curiosity

Immerse

  • Build background knowledge
  • Connect to content
  • Discover interesting ideas
Icons from Kuhlthau, C.C., Maniotes, L.K.,  & Caspari, A.K. (2012).  Guided inquiry design: A framework for inquiry in your school. Santa Barbara, CA:  Libraries Unlimited.

Background Knowledge

comprehension

Research Scenario

One Monday morning, boys and girls walk to the bus stop. Ms. Jones, the crossing guard, helps them cross the street safely. When the school bus arrives, Mr. Smith, the bus driver, says "Good morning!" as they step inside. As they ride the bus to their school, they see the garbage collectors picking up their neighbors' trash and recycling.

Ms. Thompson, the principal, greets all the boys and girls at the front door of the school. Just as always, their kindergarten teacher, Mr. Matthews, smiles when he sees them come in their classroom, ready to start a new week.

Each of the adults which the boys and girls have seen on their way to school is an important worker in their neighborhood. There are many kinds of workers in every community, and each worker has an important and interesting job to do.

If you could spend a day helping a worker in your community, which kind of worker would you choose and why?

First, use the resources below to build background knowledge, connect to the content, and discover interesting ideas.

View the BrainPop Jr. video, Community Helpers to build background knowledge.

View a true story using NBC News about a handyman who is helping his community in a very unique way.

firefighters

Explore

  • Explore interesting ideas
  • Look around
  • Dip in
Icon from Kuhlthau, C.C., Maniotes, L.K.,  & Caspari, A.K. (2012).  Guided inquiry design: A framework for inquiry in your school. Santa Barbara, CA:  Libraries Unlimited.

doctors

Task and Product

We will learn about six kinds of community helpers:

  • veterinarian
  • pediatrician
  • utility workers/electrician
  • mail carriers
  • fire fighters
  • police officer

To find out more about these community helpers, we will be exploring resources as a class to locate as much information as possible.

Once we have found and recorded our new information, you will choose a community helper of your choice to create a poster/digital poster to share with your classmates all the new exciting information you have found.

Explore

We will use exploratory search strategies such as browsing, skimming, and scanning of a variety of resources to begin to collect our new information. As you begin your reading, "Dip in" and reflect as you explore.

Go to the Student Resources page to get started on your research on community helpers.

evaluate

  • Evaluate the achievement of learning goals
  • Reflect on content
  • Reflect on process
Icon from Kuhlthau, C.C., Maniotes, L.K.,  & Caspari, A.K. (2012).  Guided inquiry design: A framework for inquiry in your school. Santa Barbara, CA:  Libraries Unlimited.

Assessments

The following scoring tools will be used to evaluate your poster and final presentation. We will look at these tools together so we all know what should be included and how you will be graded.

Mail Truck

Identify

  • Pause and ponder
  • Decide direction
  • Identify inquiry question
Icon from Kuhlthau, C.C., Maniotes, L.K.,  & Caspari, A.K. (2012).  Guided inquiry design: A framework for inquiry in your school. Santa Barbara, CA:  Libraries Unlimited.

Questions

Essential Question:

If you could spend a day helping a worker in your community, which kind of worker would you choose and why?

Here are some other questions to think about when deciding which community helper you would like to spend the day with and why.

  • Where does this community helper work?
  • What do they do to help the community?
  • What will you see at their work?
  • What kinds of noises will you hear at their work place?
  • What will you help them do while you are there?

Remember as we were learning about each community helper we were generating questions that we still have about their job.

gather

  • Gather important information
  • Go broad (search)
  • Go deep (read)
Icon from Kuhlthau, C.C., Maniotes, L.K.,  & Caspari, A.K. (2012).  Guided inquiry design: A framework for inquiry in your school. Santa Barbara, CA:  Libraries Unlimited.

Gather & Sort

As a class we have learned and researched about several community helpers. Now you will learn and explore about other types of community helpers. Remember to continue to think about the essential question while you are researching.

  • In pairs, select a book about a community helper. Do a picture walk with your partner to learn about how the community helper helps the community.
  • View additional online resources on the Student Resource page to learn more about what your community helper does.
  • Show digital citizenship and avoid plagiarism by paraphrasing or quoting information, and by citing your sources in a Works Cited list.
    Police lights

Create

  • Reflect on learning
  • Go beyond facts to make meaning
  • Create to communicate
Icon from Kuhlthau, C.C., Maniotes, L.K.,  & Caspari, A.K. (2012).  Guided inquiry design: A framework for inquiry in your school. Santa Barbara, CA:  Libraries Unlimited.

Create

Analyze what we have discussed as a class and what has been gathered with your partner.

  • What have you learned about the importance of your community helper?
  • What does your community helper do to benefit the neighborhood?

Synthesize your findings by creating a poster to share your new learning with your classmates. Make sure you create a poster to show what your community helper does for their neighborhood.

Evaluate your poster and presentation according to the checklist below.

share

  • Learn from each other
  • Share your learning
  • Tell your story
Icon from Kuhlthau, C.C., Maniotes, L.K.,  & Caspari, A.K. (2012).  Guided inquiry design: A framework for inquiry in your school. Santa Barbara, CA:  Libraries Unlimited.

Share

Listen carefully as everyone shares their posters with the class. Think about all the different workers in the posters and all the different ways they help their community.

Be prepared to share what you like and learned about your classmates presentations. This means you have to be good listeners and a respectful audience.

construction workers

evaluate

  • Evaluate the achievement of learning goals
  • Reflect on content
  • Reflect on process
Icon from Kuhlthau, C.C., Maniotes, L.K.,  & Caspari, A.K. (2012).  Guided inquiry design: A framework for inquiry in your school. Santa Barbara, CA:  Libraries Unlimited.

Evaluate

Evaluate the achievement of your inquiry-based learning goals using the scoring tools in the Assessments section, as directed by your teacher:
  • Reflect on your learning of the content by choosing another community helper a classmate shared. Talk to a partner about how the community helper is important to the community. (Time permitting: students can illustrate their knew learning)

Extend your learning:

Think About...

  • What would happen to the community if this helper did not do their job?
  • What job would you like to do when you grow up?

jQuery

Background Images from Clipart Today & Microsoft Word Clipart
Last updated: July 2015

Revised by Jennifer Misamore & Katie Fridley: July 2012
Created by Kim Parsons, BCPS, July 2001
BCPS Research Module, Copyright 2004, Baltimore County Public Schools, MD, all rights reserved