• Students will identify local businesses, buildings, and related jobs.
• Students will create a guide to their community.

Activity:

• Students take a field trip and tour the community, taking notes of local businesses and service agencies (e.g., schools, banks, hospitals).
• Students sketch or take photographs of the various businesses and service agencies.
• Students select a business/service agency, research it, and write descriptive paragraphs about the business including: name and type of business; location/address; types of jobs at business; skills/tools used; how employees do their jobs; when/where they work.
• Students attach a drawing or photograph of the business/building to their report.
• Students draw a map, showing locations of various businesses/buildings.
• All reports, photographs, and maps are combined into a community guidebook.
• Students create a large community map, including streets, parks, and businesses/buildings they have studied. (Students may draw the buildings or create three-dimensional models.)
• Each building is labeled, indicating the name/type of business and the jobs related to that building (e.g., bank teller, security guard, clerk).
• Post the map in the classroom, library, or school lobby.
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• ELA writing rubric is used to evaluate written pieces.
• Rubric is used to evaluate the community guidebook and individual articles.
• Rubric is used to evaluate large map.
• Classroom participation is evaluated.

• Cameras and film or disks (for digital cameras)
• Paper
• Art supplies
• Computer
• Word processing software
• Resources for field trip
• Bookbinding machine (optional)

• Students can create an audio tour of the community.
• Modifications for diverse learners: work in pairs or cooperative

http://www.p12.nysed.gov/cte/cdlearn/documents/CDOS-intro.pdf