The learner will:

• identify why trust is important to a community.
• explain what is meant by a common resource.
• compare and contrast how the community functions when rules are followed or not followed.

Anticipatory Set:
Have a box in the front of the room with the parachute hidden inside. Tell the students that the "something" in the box is NOT yours, it's not theirs, it is something that is a "common resource" in the classroom. Define "common." Ask the students to name some items that the whole class can use together that would be fun, but everyone has to work together.

• For this day ask the students in advance to wear something blue so that they all have something in common. (Have some blue stickers or blue "smiley" faces ready for any student who forgets.)
  
  
• Have each student grab a side of the parachute and give directions for its use. Examples: Lift high in the sky, go as low as you can go, lift high and bring it behind you and sit down…count to see how long it will stay in the air, add the balls and play popcorn. See Bibliographic References for additional games.
  
  
• Discuss what would happen if one child let go without anybody knowing. Then what would happen if four people let go? Would the parachute go up as high? It is important to trust our friends at school when we are playing games together or working on a project together. Are there other games that we can play as a class?
  
  
• Do they feel like they can trust each other because they are wearing the same color today? What is it that makes them feel like they belong to the class? Do they always have to dress the same, look the same, or act the same to feel like they belong to a group? Talk about the feeling they get when they see somebody doing some of their favorite things? Do they feel they can trust them? Explain that people in a community must agree on some rules and trust that all the members will follow the rules. Ask the students to brainstorm a list of the classroom rules that help everyone to get along together. During the discussion, especially emphasize those ideas that promote caring for the "common good" in the classroom—toys, books, learning time, furniture, teacher time.
  
  
• To prepare the students to draw two pictures about the rules for the class, use the following discussion. Think about what would happen if the rules weren't kept. This will give them a start about what to draw. Then talk about what is needed for trust to occur (e.g., honesty, helping one another, following directions, looking out for some body else, not playing tricks on each other, etc.).
  
  
• Have the students fold their paper into quarters. On the left side, draw pictures to show two rules not being followed and on the right side of the paper have them draw the same rules being followed. Then write one sentence describing that rule in action. If you are teaching younger grades have them dictate the rule that corresponds to their pictures.

• Heine, Helme. Friends. New York: Aladdin Paperbacks, 1997. ISBN: 0689710836.
• Hutchins, Pat. The Doorbell Rang. New York: Mulberry Paperbacks, 1989. ISBN: 0688092349.
• Wilmes, Liz and Dick. Parachute Play: for Indoor/Outdoor Fun. Illinois: Building Blocks, 1985. ISBN: 0943452031.