1. Topic-
Social Studies
English/Language Arts
2. Content-
ELA: Humphrey the Lost Whale; Brainstorming; Nonfiction Literature; response to text/others

PHIL: Common Good; Community; Cooperate; Helping;Neighborhood

SOC: Citizenship/Civic Engagement; Common Good; Communities; Natural Characteristics of place; School Community
3. Goals: Aims/Outcomes-
1.Define Community and Neighborhood.

2.Respond to an example of a community in literature.

3.Recognize that communities form when people work together for a common purpose

4. List places that help or give service in the community.
4. Objectives-
Standard 1-4: The student will demonstrate an understanding of how individuals, families, and communities live and work together in America and around the world.
5. Materials and Aids-
1. A pail of water
2. Construction Paper
3. Humphrey the Lost Whale: A True Story, by Wendy Tokuda
6. Procedures/Methods-

A. Introduction-

Show the pail of water to the class. Ask students what could fit in the pail. Ask the students if a fish could fit in the pail. If so, how big a fish could this pail hold? What happens when you put a big fish in this little pail? (It will die because there is not enough room or water for the fish to survive.)

B. Development-

1. Introduce the story entitled: Humphrey the Lost Whale: A True Story, by Wendy Tokuda. Tell the students to imagine that the pail is a freshwater river. Tell them a synopsis of the story: In this true story, a whale named Humphrey swam into the San Francisco Bay of the Pacific Ocean, and then swam into a freshwater river. The whale could not survive in the confined freshwater, nor could it turn around in the river to get back to the ocean. A community of people came together to help get the whale back into the Pacific Ocean.

2.Write the words neighborhood and community on the chalkboard. Let the students define the terms in their own words. Make sure they include that a neighborhood is a place where people live, work and play and a community is a place that has many different neighborhoods.

C. Practice-

1. Read the story aloud to the children.

2. After the story, talk about how the people came together for a common purpose. They formed a community of people who cared about helping this whale"”people from the neighborhoods, scientists and whale watchers, people with many different talents. They worked together and grew to care for each other, too. Redefine a community as: a group of people who come together for a common purpose. They do not need to live near each other. Challenge the students to think of other communities of people who work together for a common purpose (families, classes, faith organizations, sports teams, hunger-awareness groups, environmental organizations, animal-rights groups, etc.). Tell the students that a person can be a member of many different communities at the same time. Ask them to name the communities to which they belong.

3. Conclude that people often help each other in a community or work together for the common good of the community. Challenge students to think of ways they could help their community (class, school, neighborhood) in preparation for the service project. List these on a chart.

D. Independent Practice-

1. Each student traces one hand onto construction paper using a pencil.

2. On each finger of the traced hand, the students write or draw a way they can help a community to which they belong. Some examples include playing with a lonely classmate on the playground, cleaning up the classroom, volunteering to help in the school lunchroom, cleaning up trash in their neighborhood, reading to a younger sibling, etc. They may refer to the ideas already listed on the chart.

3. Have students use scissors to cut out their construction paper hand. Have students share their finished products. Hang the hands up on the bulletin board in a circle (with fingers pointing out). Write "Community"¯ in the center of the circle.

E. Accommodations (Differentiated Instruction)-

As needed

F. Checking for understanding-

This will be completed with the closing activity listed below.

G. Closure-

The closure would be an open discussion of the communities that we all belong to.
7. Evaluation-
THE NEXT DAY: Review the concepts of neighborhoods and communities. Ask the students to come to the front of the class and tell the class what communities they are associated with.

This Lesson Plan is available at (www.teacherjet.com)