• survey (v): to take a general view or to appraise 
• neighborhood (n): the area or region around or near, especially one's home 
• community (n, pl. –ies): a group of people living in the same area and under the same government; a group having common interests and goals and who work together
• community helpers: people with jobs that provide services to the community (firefighter, police officer, librarian, trash collector, religious leaders, city officials)

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.

• 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.
• 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).
• Ask students to name community helpers who might be connected to the issues printed on the index cards. 
• 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.
• 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). 
• 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.
• After each student has an issue or community helper assignment, have them return to their desks to create the imagery for the chart.
• 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!
• When it is complete, meet as a group to talk about the final product.
• Guide a discussion about the issue they would like to address to beautify or improved 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. 

Use the following link for images of community helpers:
http://www.google.com/search?tbm=isch&hl=en&source=hp&biw=981&bih=661&q=community+helpers&gbv=2&aq=f&aqi=g10&aql=&oq=