The Importance of Community: A Project Exploring Social Connections and Professional Roles

Abstract

Course name Instructor’s name Assignment due date Module 3: Project Planning Form Core Objectives 1. Describe what a community is from student’s perspective. 2. Provide examples of where they see a community. 3. Offer artistic examples of a community 4. Identify professional careers 5. Observe the social significance of a community Discussion [Name] Representation Investigation Display Phase I: Beginning a project Provide examples of what it means to be in a community. The students will provide examples of their experience of being in a community. They will tell the class if they feel part of certain communities at home and at school. Share the topic of the project with family members of the students and invite them to participate in the exercise. Describe to the families how the topic will impact learning in various core areas in the classroom. Use digital representations of the project topic and ask students how they relate with the descriptions of the community. The learners will identify different aspects of video and picture representations that show what it is to be in a community. Students will provide their own experience of a community and its significance to their life. They will show how being in a community in school and at home affects them (Clements & Sarama, 2016). Refer to children’s literature in the classroom to show the meaning and importance of a community. Phase II: Developing a project Ask students to describe the aspects of their community at home and at school. The students will answer questions on their experience of social interactions and the benefits communities provide. Visit the community park where students will observe families and people interacting with each other (Charlesworth & Lind, 2016). Visit the fire department to observe some roles of people in a community. Provide online visual examples of communities and roles of professionals in different capacities. The learners will have the opportunity to identify communities in online videos and pictures in the classroom. Students will tell the class what they learnt during the visit to the park and the fire department. They will describe the importance of being part of a community and the roles of professionals. Videos and pictures from text and online sources showing the roles of significant members of communities. Phase III: Concluding a project Invite family members to interact with students about the project. The family members will be informed of what the students have learned and provide their own experience of the implications of being in a community. Students and families will discuss the importance of being in a community and its social significance to their individual lives. Students will bring to class their artistic representations of a community. They will draw people in different roles of their communities showing roles and artistic impressions of people playing their roles in the community. Provide markers, pencils, and paper for the students to complete the exercise. Present the complete artistic works of the students to families. Ask the students to describe their experience of the project to their family members. They will show their works of art and what it meant to be part of their community. Present the completed drawings depicting communities to the students in the classroom. Ask the students to tell their peers why they felt the indicated roles were important to their community. References Charlesworth, R. & Lind, K.K. (2016). Math and Science for Young Children. (8th ed.) [City, State]. Cengage Learning. Clements, D. H., & Sarama, J. (2016). Math, science, and technology in the early grades. The Future of Children, 75-94. https://files.eric.ed.gov/fulltext/EJ1118544.pdf.