Unit 5: Changemakers: Our World (Weeks 25–30)

Weeks 25–30

Realia & Stewardship Supplies: • Blue plastic recycling tub/bin for classroom waste sorting
• Disposable child-sized safety gloves (for campus clean-up)
• Lightweight litter pick-up grabber tongs (2–3 pairs)

Planting & Campaign Supplies: • 1 bag organic potting soil & biodegradable paper planting cups
• Seed packet: quick-germinating beans or sunflowers
• Clean cardboard boxes (for Food Pantry Donation packing)

Universal Classroom Staples (Needed Across All Units):

• Heavy white 65lb cardstock paper (for workbooks & mats)

• Thermal lamination pouches (9x12 in) for activity mats

• Velcro adhesive dot coins (for token attachment)

• Washable stamp pads (SAFE, KIND, HELP, STAR)

• Dry-erase markers with eraser caps

• Heavy-duty cardboard shoeboxes for diorama stations

Community Compass • Master Materials Purchasing Guide (Single-Page Guide) Supply Guide • Page 1 of 1

Unit 1 Teacher Lesson Plan • Community Compass Lesson 1 of 12

UNIT 1 • WEEK 1 Classroom Safety Rules

LESSON 2: What Is a Rule? Safe vs. Unsafe

25 Minutes

Elementary Social Studies

Student "I Can" Statement:

"I can tell if an action is safe or unsafe to keep our bodies protected!"

Desk Materials Needed: Desktop Green/Red visual paddle, laminated card [Walking Feet], desktop pocket chart, sorting cards of safe and unsafe actions.

1. Hook & Sensory Prime (5 Min) — Seated at Desks

Hold Green/Red paddle at front table. Say: "Watch my feet! [Demonstrate slow, calm walking beside teacher desk]. Are my feet walking safely? Show me thumbs up! Yes! Safe walking feet keep bodies happy. Now look: [Quick pretend stumble]. Uh-oh! Running inside bumps our knees. Red paddle freeze!"

2. Direct Instruction & Modeling (8 Min) — Front Easel

Display laminated card [Walking Feet]. Say: "A Rule is an agreement that protects our bodies. Repeat: 'Rules keep me safe.' [Choral repeat]. In our room, walking feet keep everyone safe and calm. Running belongs outside on the playground."

3. Guided Practice & Desktop Pocket Sort (9 Min) — At Assigned Seats

Hand picture card to student at desk. Say: "Marcus, look at this picture: sitting safely in a chair. Does it go in the Green Safe pocket or Red Unsafe pocket? Drop it in the Green pocket. High five!" • Tier 1: Drops card into color pocket • Tier 2: States "Safe" or "Unsafe" • Tier 3: Explains why running causes falls.

4. Closure & Seated Check (3 Min)

Flash thumbs check at seats. Say: "Pushing in line? (Thumbs down!). Walking feet in our room? (Thumbs up!). Super safe citizens!"

Anticipated Roadblock & Targeted Scaffold:

Struggle: Student fixates on the unsafe behavior and begins running around existing desks to get peer laughs.

Targeted Scaffold: Do not chase. Keep all other students seated. Hold up high-contrast desk card [Shoe = Walking Feet] at their eye level. Say: "Feet stay on the floor. Tap your chair." Transition student directly into sitting.

"Break It Down" Diagnostic Scripting (Progressive Question Hierarchy):

• Level 1 (Binary Choice): Say: "Look at my paddle. Is walking green-safe or red-unsafe? Point to green."
• Level 2 (Cause & Effect): Say: "If we run by our chairs, what happens? Do we fall down? Yes or no?"
• Level 3 (Rule Phrasing): Say: "What is our classroom rule for our feet? Tell me the words: 'We use ___ feet.'"

Unit 1 Teacher Lesson Plan • Community Compass Lesson 2 of 12

UNIT 1 • WEEK 2 Equity & Individual Needs

LESSON 3: Fairness: Same vs. What We Need

25 Minutes

Elementary Social Studies

Student "I Can" Statement:

"I can understand that fair means everyone gets what they need to learn and be safe!"

Desk Materials Needed: Real Band-Aids, desktop sorting tray, tool cards (eyeglasses, pencil grip, timer clock, water cup, Band-Aid).

1. Hook & Sensory Prime (5 Min) — Seated Demonstration

Call 2 students to small-group table. Say: "Marcus has a pretend paper cut on his finger. [Put Band-Aid on finger]. Elena has a headache. [Put Band-Aid on Elena's finger]. Wait! Elena, did a finger Band-Aid fix your head? Shake your head: No way! A Band-Aid doesn't fix a headache!"

2. Direct Instruction & Modeling (8 Min) — Desktop Anchor Chart

Display bold anchor card. Say: "Here is our big classroom truth: FAIR does not mean everyone gets the exact SAME thing. Fair means everyone gets what THEY NEED. Elena needs quiet water. Marcus needs a Band-Aid. Different tools for different needs!"

3. Guided Practice & Desktop Matching (9 Min) — At Assigned Seats

Pass sorting tray to student desks. Say: "Who needs eyeglasses: the friend reading tiny book words or the friend taking a nap? Match glasses to reading friend. Who needs a pencil grip? Match grip to tired fingers. Super thinking!" • Tier 1: Matches physical tool to picture • Tier 2: Completes sentence frame • Tier 3: Explains why peers get different tools.

4. Closure & Seated Check (3 Min)

Call-and-response at seats. Say: "Does fair mean the same? (No!). Fair means what you... (Need!)."

Anticipated Roadblock & Targeted Scaffold:

Struggle: Rigid thinking triggers an outburst when a peer receives an individual learning tool or break at their desk.

Targeted Scaffold: Reference the Band-Aid immediately: Say: "Remember our Band-Aid. We give each student the tool that helps their brain work. You have your pencil grip; Sam has his visual schedule. Both tools help us learn."

"Break It Down" Diagnostic Scripting (Progressive Question Hierarchy):

• Level 1 (Concrete Binary): Say: "Does a Band-Aid help a headache? Show me thumbs down: No."
• Level 2 (Choice of Need): Say: "If your friend feels thirsty, do they need water or a jacket? (Water)."
• Level 3 (Concept Application): Say: "Why is it fair if Sam uses a visual timer card and you use a checklist?"

Unit 1 Teacher Lesson Plan • Community Compass Lesson 3 of 12

UNIT 1 • WEEK 2 Classroom Governance

LESSON 4: Making Classroom Agreements

25 Minutes

Elementary Social Studies

Student "I Can" Statement:

"I can help choose our 3 big classroom agreements and make my promise!"

Desk Materials Needed: Tabletop demonstration tray with tumbled markers, desktop easel with 3 Agreement cards, pre-cut cardstock paper handprints, peel-and-stick adhesive tabs.

1. Hook & Sensory Prime (5 Min) — Seated at Desks

Bring tabletop demonstration tray to front: tumbled markers rolling off. Say: "Look at my tray right here. Markers rolling and crashing to the floor! How does our body feel when things are tumbling? Anxious! Let's make 3 promises together to keep our desks peaceful and safe."

2. Direct Instruction & Modeling (8 Min) — Front Easel

Display 3 Agreement icons: 1. Be Safe (Heart), 2. Be Kind (Smile), 3. Try Our Best (Star). Say: "Count them on your fingers: One: Be Safe! Two: Be Kind! Three: Try Our Best! Say it together. These three promises protect everyone in our classroom."

3. Guided Practice & Desktop Handprint Pledge (9 Min) — At Assigned Seats

Distribute pre-cut paper handprint cutouts to each student at their desk. Say: "Peel the adhesive backing on your paper handprint. Press it onto our tabletop Promise Chart. Say: 'I promise to be safe and kind!' [Zero wet paint, zero mess]." • Tier 1: Presses paper hand & says "Kind" • Tier 2: Traces agreement sentence • Tier 3: Writes personal pledge.

4. Closure & Seated Check (3 Min)

Hands on hearts at desks. Say: "In our classroom: we are safe, we are kind, we try our best!"

Anticipated Roadblock & Targeted Scaffold:

Struggle: Student resists touching paper or adhering handprint due to task refusal or fine motor fatigue.

Targeted Scaffold: Hand-under-hand support at desk: Say: "We do it together." Guide student's hand to press sticker onto chart. Specific verbal praise: "You made our promise!"

"Break It Down" Diagnostic Scripting (Progressive Question Hierarchy):

• Level 1 (Icon Point): Say: "Point to the picture that means Be Kind: smiling friend or yelling friend?"
• Level 2 (Sentence Stem): Say: "Say with me: 'In our classroom, I promise to be ___ (Safe/Kind).'"
• Level 3 (Behavior Link): Say: "When you share markers with Elena, which agreement are you keeping?"

Unit 1 Teacher Lesson Plan • Community Compass Lesson 4 of 12

UNIT 1 • WEEK 3 Self-Regulation & Conflict Tools

LESSON 5: Solving Problems with Words & Tools

25 Minutes

Elementary Social Studies

Student "I Can" Statement:

"I can use calming tools and words when I feel mad or upset with a classmate!"

Desk Materials Needed: Tabletop puppet demo toys, portable Calm Down Kit basket (kept on standard classroom shelf), Traceable Deep Breathing Sheets, 2-minute sand timer, pocket Calm Tokens.

1. Hook & Sensory Prime (5 Min) — Seated at Desks

Puppet roleplay at small-group table. Say: "Look at Puppet Bear and Puppet Rabbit at our table. Both pulling on one marker! [Yanking]. 'Mine!' 'Mine!' Stop hands! What happens if they yank? The marker snaps! What tools do we use instead of grabbing?"

2. Direct Instruction & Modeling (8 Min) — Tabletop Basket

Introduce the portable Calm Down Kit basket. Say: "No yelling needed. We reach for our portable Calm Kit right on this shelf. Inside we have our Traceable Deep Breathing Sheet, 2-minute sand timer, and 'My Turn' communication card. When your body feels angry, we breathe 3 times."

3. Guided Practice & Traceable Breathing (9 Min) — At Assigned Seats

Pass laminated Traceable Deep Breathing Sheets to student desks. Say: "Put your pointer finger on the Start Star. Trace up the line: breathe in 1, 2, 3... trace across: hold... trace down: breathe out 1, 2, 3. Feel your chest relax? Now practice trading words with your desk neighbor: 'My turn please' or 'Trade markers?'" • Tier 1: Traces breathing line with finger & says "Turn" • Tier 2: Uses 3-word script • Tier 3: Uses timer with peer.

4. Closure & Seated Check (3 Min)

Give each student a pocket Calm Token for their desk caddy. Say: "Words and breaths solve problems in our room!"

Anticipated Roadblock & Targeted Scaffold:

Struggle: Elevated emotional dysregulation during conflict causes vocal shutdown or grabbing behavior.

Targeted Scaffold: Do not demand verbal speech. Hand the portable 2-minute sand timer and Traceable Deep Breathing Sheet directly to student: Say: "Watch the blue sand fall. Trace the line with your finger. Just breathe." Introduce words only after respiration slows.

"Break It Down" Diagnostic Scripting (Progressive Question Hierarchy):

• Level 1 (Point to Emotion): Say: "Look at my feelings chart. Are you feeling happy (smile) or angry (frown)? Point."
• Level 2 (Calming Tool Choice): Say: "Do you want the Traceable Breathing Sheet or the sand timer? (Breathing Sheet)."
• Level 3 (Resolution Words): Say: "Use your words instead of grabbing: say 'Can we trade?'"

Unit 1 Teacher Lesson Plan • Community Compass Lesson 5 of 12

UNIT 1 • WEEK 3 Diversity & Learning Strengths

LESSON 6: Different Strengths & Ways We Learn

25 Minutes

Elementary Social Studies

Student "I Can" Statement:

"I can name my learning strength and tell one tool that helps my brain focus!"

Desk Materials Needed: Tabletop focus tool basket: Visual Picture Schedule cards, First-Then desktop boards, Visual Countdown Timers, Word Bank strips, "My Learning Strength" desktop cards.

1. Hook & Sensory Prime (5 Min) — Seated at Desks

Gather at small-group table. Say: "Look around our room! Does every teammate learn the exact same way? No! Some friends are great at math puzzles. Some friends remember every word in a story. Some friends are fast organizers! We all have different brain superpowers."

2. Direct Instruction & Modeling (8 Min) — Tabletop Focus Tools

Display 3 real classroom learning tools from our lab. Say: "In our classroom, different tools help different brains do their best work. Look: 1. Visual Picture Schedule (helps our eyes know what is next), 2. Visual Timer Clock (shows how much work time is left), 3. First-Then Board (helps our hands stay on task). These tools help our brains shine!"

3. Guided Practice & Desktop Strength Portfolio (9 Min) — At Assigned Seats

Pass learning tool cards to student desks. Say: "Which tool helps your brain focus when it's time to work? Leo picks the Picture Schedule. Marcus picks the Visual Timer. Say: 'This tool helps my brain!' Place your Learning Strength card into your working folder!" • Tier 1: Points to tool card & speaks name ("Timer") • Tier 2: Traces "I use my timer" • Tier 3: Explains their learning strength.

4. Closure & Seated Check (3 Min)

Thumbs up at desks. Say: "Every brain in our classroom is built to learn!"

Anticipated Roadblock & Targeted Scaffold:

Struggle: Student compares their work pace to a faster peer and expresses frustration ("I'm slow!").

Targeted Scaffold: Reframe immediately: Say: "Learning is not a race in our room. Some friends work fast; some friends work steady and careful. Both ways are smart. Look at your timer—you are doing great work!"

"Break It Down" Diagnostic Scripting (Progressive Question Hierarchy):

• Level 1 (Tool Choice): Say: "Which tool helps your eyes: the Picture Schedule or the Timer? Point."
• Level 2 (Tool Purpose): Say: "Why do we use our First-Then board? (To know what comes next)."
• Level 3 (Personal Strength): Say: "Tell our table one thing your brain is really great at doing."

Unit 1 Teacher Lesson Plan • Community Compass Lesson 6 of 12

UNIT 1 • WEEK 4 ★ Target S.S.1 Obj 1

LESSON 7: Helper Roles: Emergency vs. Support

25 Minutes

80% Accuracy Target Benchmark

Student "I Can" Statement:

"I can sort public helpers into emergency workers or school/city support workers!"

Desk Materials Needed: Audio siren and bell clips on teacher phone, 2-column desktop sorting organizer (Emergency vs. Support), 5 helper profile cards (the Nurse, Police, Firefighter, Custodian, Bus Driver).

1. Hook & Sensory Prime (5 Min) — Seated Audio Cues

Play two quick audio sounds at teacher desk. Say: "Listen carefully! Sound 1: [Wee-woo siren!]. Sound 2: [School morning bell ding-dong!]. Fast siren means EMERGENCY! Morning bell means DAILY SUPPORT!"

2. Direct Instruction & Modeling (8 Min) — 2-Column Organizer

Present desktop sorting mat (Emergency Services vs. Municipal Support). Say: "Look at my organizer. Column 1 is Emergency Services: they rush fast to save lives (Police, Fire, EMT, Nurse). Column 2 is Municipal Support: they help our school and town work smoothly every day (Custodian, Bus Driver, Principal). Say: 'Emergency rushes! Support helps every day!'"

3. Guided Practice & 5-Helper Desktop Sort (9 Min) — At Assigned Seats

Distribute 5 helper profile cards to each student's desk. Say: "Marcus, look at Firefighter Jack with his hose. Emergency or Support? Place on Emergency. Leo, look at Custodian Dave with his mop. Place on Support. Target: Aim for 4 out of 5 correct (80% accuracy)!" • Tier 1: Sorts 5 cards into labeled trays • Tier 2: Fills 2-column organizer • Tier 3: Writes duty for each helper.

4. Closure & Seated Check (3 Min)

Flashcard drill at desks. Say: "The school nurse? (Emergency/First aid). Bus driver? (Support!). Super sorting!"

Anticipated Roadblock & Targeted Scaffold:

Struggle: Student confuses municipal support with emergency (e.g. classifying the custodian as an emergency responder).

Targeted Scaffold: Use icon border cues: Emergency cards feature a flashing siren icon border; Support cards feature a building tool border.

"Break It Down" Diagnostic Scripting (Progressive Question Hierarchy):

• Level 1 (Tool Cue): Say: "Does a nurse carry Band-Aids or a broom? (Band-Aids). Put the Nurse in the Emergency box."
• Level 2 (Speed Cue): Say: "Does a firefighter rush with sirens to put out fires? (Yes! Emergency)."
• Level 3 (Category Distinction): Say: "Name one worker who helps our school every day without sirens."

Unit 1 Teacher Lesson Plan • Community Compass Lesson 7 of 12

UNIT 1 • WEEK 4 ★ Target S.S.1 Obj 2

LESSON 8: Two Helpers Solve a Problem: Collaboration

25 Minutes

80% Accuracy Target Benchmark

Student "I Can" Statement:

"I can say how 2 different helpers work together as a team to solve a big problem!"

Desk Materials Needed: Tabletop scenario box (spilled water diorama), 2-piece collaboration puzzle cards (Nurse + Custodian; Police + Fire), scenario prompt cards.

1. Hook & Sensory Prime (5 Min) — Seated Scenario

Present tabletop scenario box at front: miniature doll slipped on pretend juice spill. Say: "Look at our tabletop scene. Oh no! A juice spill and a student slipped and hurt their knee! Can one single helper fix both things at once? No! We need TWO helpers working as a team!"

2. Direct Instruction & Modeling (8 Min) — Puzzle Demonstration

Display 2-piece interlocking puzzle cards on tabletop easel. Say: "Puzzle Piece 1: The Nurse cares for the student's scraped knee with ice. Puzzle Piece 2: Custodian Dave mops up the water puddle and sets the safety cone. When they work TOGETHER, the problem is solved!"

3. Guided Practice & Partner Problem Solving (9 Min) — At Assigned Seats

Pass scenario cards to student desks (e.g. Lost child in hallway). Say: "Look at your problem card. Pick the 2 helper cards that team up to solve it! Say: 'The teacher and principal team up!'" • Tier 1: Picks 2 cards & speaks names • Tier 2: Fills cloze sentence • Tier 3: Writes 1 paragraph on teamwork.

4. Closure & Seated Check (3 Min)

Choral chant. Say: "How do helpers solve big problems? (Together as a team!)."

Anticipated Roadblock & Targeted Scaffold:

Struggle: Student only identifies 1 worker (Nurse) and completely overlooks the hazard on the floor (spill).

Targeted Scaffold: Use a physical 2-piece puzzle frame on their desk: Piece A has the nurse cutout; Piece B has custodian cutout. The frame is only complete when BOTH pieces are in place.

"Break It Down" Diagnostic Scripting (Progressive Question Hierarchy):

• Level 1 (Targeted Match): Say: "The knee is hurt. Who fixes the knee? (Nurse). Who mops the water? (Custodian)."
• Level 2 (Teammate Search): Say: "Can the nurse mop while bandaging the knee? No! Who is her teammate?"
• Level 3 (Collaboration Summary): Say: "Explain how the nurse and custodian worked together to solve the problem."

Unit 1 Teacher Lesson Plan • Community Compass Lesson 8 of 12

UNIT 1 • WEEK 5 National & Community Symbols

LESSON 9: Symbols of Our Country: Flag & Statue of Liberty

25 Minutes

Elementary Social Studies

Student "I Can" Statement:

"I can recognize the American flag and Statue of Liberty as symbols of freedom and welcome!"

Desk Materials Needed: Small cloth American flag, photo or mini model of Statue of Liberty, outline collage sheets, pre-cut stripes, peel-and-stick foam stars.

1. Hook & Sensory Prime (5 Min) — Seated at Desks

Bring small cloth flag to small-group table. Say: "Look at our flag right at our table. Touch the soft cloth. Let's count red stripes with our pointer finger: 1, 2, 3, 4, 5, 6, 7. Stars and stripes stand tall!"

2. Direct Instruction & Modeling (8 Min) — Tabletop Display

Display desktop model/picture of Statue of Liberty. Say: "A Symbol is a picture that stands for a big idea. The flag stands for our whole country. Lady Liberty holds her golden torch up high to say: 'Welcome! You are safe and free here!' Repeat: 'Welcome friends!'"

3. Guided Practice & Desktop Collage (9 Min) — At Assigned Seats

Pass tactile flag outline cards to student desks. Say: "Glue your paper stripes on the flag outline, or press foam stickers on Lady Liberty's torch. Beautiful symbols of freedom and welcome!" • Tier 1: Glues pre-cut stripes & says "Flag" • Tier 2: Labels 'Flag' and 'Torch' • Tier 3: Writes 2 sentences on freedom.

4. Closure & Seated Check (3 Min)

Stand tall beside chair with pretend torch raised. Say: "We welcome all friends in our classroom!"

Anticipated Roadblock & Targeted Scaffold:

Struggle: Abstract civic concepts ("Nation", "Liberty") are cognitively inaccessible for concrete learners.

Targeted Scaffold: Anchor to classroom experience: Say: "Freedom means you can learn and be safe at your desk. The torch is a friendly flashlight welcoming you to our classroom."

"Break It Down" Diagnostic Scripting (Progressive Question Hierarchy):

• Level 1 (Visual Pick): Say: "Point to our country's flag: is it red stripes and stars or polka dots?"
• Level 2 (Object Identification): Say: "What does Lady Liberty hold up in her hand to shine light? (A torch)."
• Level 3 (Meaning): Say: "Why do we see American flags in our school building?"

Unit 1 Teacher Lesson Plan • Community Compass Lesson 9 of 12

UNIT 1 • WEEK 5 Democratic Decision-Making

LESSON 10: Voting & Making Decisions Together

25 Minutes

Elementary Social Studies

Student "I Can" Statement:

"I can vote on a choice and accept the winner even if my choice didn't win!"

Desk Materials Needed: Two real snack boxes (Box of Cheez-Its vs. Box of Graham Crackers), cardboard slot box on teacher desk, visual ballot slips (Cheez-It icon vs. Graham Cracker icon), dry-erase tally marker.

1. Hook & Sensory Prime (5 Min) — Seated at Desks

Hold up real snack options at front table: Box of Cheez-Its vs. Box of Graham Crackers. Say: "We have two delicious snacks, but we can only pick ONE today! How do citizens decide fairly without tears or arguments? We VOTE!"

2. Direct Instruction & Modeling (8 Min) — Front Table

Display ballot box on teacher desk. Say: "Voting means every single citizen gets ONE vote. You mark your paper slip in secret and drop it in the slot box. The choice with the MOST votes wins. And if your pick doesn't win? We smile and say: 'Good choice, team!'"

3. Guided Practice & Desktop Voting (9 Min) — At Assigned Seats

Hand out visual ballot slips at existing student desks. Say: "Circle your vote at your desk (Cheez-Its or Graham Crackers). Walk up one by one and slide your ballot in the box. Super voting!" Tally votes on front board together. • Tier 1: Circles picture & drops ballot • Tier 2: Counts tally marks • Tier 3: Explains why majority rules.

4. Closure & Seated Check (3 Min)

Announce winner. Practice gracious sportsmanship: Say: "Cheez-Its won today! Let's clap for our snack team!"

Anticipated Roadblock & Targeted Scaffold:

Struggle: Tantrum, crying, or table-swiping when a student's preferred choice loses the vote.

Targeted Scaffold: Pre-teach "The Gracious Loser Script" before opening box: Say: "Repeat after me: 'Next time my choice might win! I am a good sport.'" Ensure next vote alternates category.

"Break It Down" Diagnostic Scripting (Progressive Question Hierarchy):

• Level 1 (Vote Choice): Say: "Do you want Cheez-Its or Graham Crackers? Point to your picture card."
• Level 2 (Tally Count): Say: "Cheez-Its got 5 votes; Graham Crackers got 3 votes. Which number is larger? (5)."
• Level 3 (Sportsmanship): Say: "Graham Crackers did not win today. What kind words can you say to be a gracious sport?"

Unit 1 Teacher Lesson Plan • Community Compass Lesson 10 of 12

UNIT 1 • WEEK 6 Culminating Project Build

LESSON 11: Project Build: Classroom Quilt Squares

25 Minutes

Elementary Social Studies

Student "I Can" Statement:

"I can make my quilt square showing how I am a helpful, safe school citizen!"

Desk Materials Needed: Pre-cut heavy cardstock squares, student printed helper photos, peel-and-stick foam border frames, ink stamps (KIND, SAFE), highlighted sentence strips.

1. Hook & Sensory Prime (5 Min) — Seated at Desks

Display finished teacher model quilt square. Say: "Look at my square right here! Photo of me helping our classroom team, with my citizen promise. Today, each of you crafts your patch right at your desk to assemble our giant Classroom Constitution Quilt!"

2. Direct Instruction & Modeling (8 Min) — Tiered Options

Explain tiered expectations at standard student desks. Say: "Tier 1 friends: stick your photo in the center and stamp SAFE or KIND. Tier 2 friends: write on your yellow sentence strip. Tier 3 friends: write your 3-sentence citizen pledge."

3. Guided Practice & Desktop Quilt Assembly (9 Min) — At Assigned Seats

Students complete cardstock squares at their assigned desks using pre-cut frames and stickers. Say: "Leo, press your photo right here. Marcus, write your helper sentence: 'I help by sharing.' Teacher staples squares onto existing bulletin board." • Tier 1: Center photo + stamped icon • Tier 2: 1-sentence pledge • Tier 3: 3-sentence citizen pledge.

4. Closure & Seated Check (3 Min)

View combined quilt on existing wall board. Say: "Look at our team quilt! Tomorrow our guests arrive to see your work!"

Anticipated Roadblock & Targeted Scaffold:

Struggle: Fine motor frustration with scissors, wet glue, or handwriting spacing causes work tear-up.

Targeted Scaffold: Use pre-cut cardstock squares, pre-applied peel-and-stick photo tabs, and wide highlighted handwriting guidelines. Zero wet glue bottles.

"Break It Down" Diagnostic Scripting (Progressive Question Hierarchy):

• Level 1 (Placement): Say: "Where does your photo belong? Right in the center circle. Press flat."
• Level 2 (Word Bank Pick): Say: "Pick your helper word from our bank: do you 'share' or 'clean'?"
• Level 3 (Pledge Read): Say: "Read your sentence: 'In our classroom, I am a citizen because I ___.'"

Unit 1 Teacher Lesson Plan • Community Compass Lesson 11 of 12

UNIT 1 • WEEK 6 Unit Culmination & Authentic Showcase

LESSON 12: Project Showcase & Helper Celebration

25 Minutes

Elementary Social Studies

Student "I Can" Statement:

"I can show our quilt and explain our helper teamwork to school visitors!"

Desk Materials Needed: Completed Classroom Constitution Quilt on board, student citizen pledge cards at desks, official "Citizenship Portfolio Certificates" for signing.

1. Hook & Sensory Prime (5 Min) — Seated at Desks

Students seated at regular desks. Say: "Special visitors are knocking on our door in 3 minutes: Principal Davis, the Nurse, and the Custodian! Let's practice our big citizen greeting: 'Welcome to our room!' Practice with smiling eye contact."

2. Direct Instruction & Modeling (8 Min) — Presentation Protocol

Review presentation steps. Say: "Guests will walk right to your desk table. Tier 1 friends: point to your quilt patch and say your helper's name. Tier 2 friends: read your promise sentence. Tier 3 friends: explain how our two helpers work together."

3. Guided Practice & Desktop Showcase (9 Min) — At Assigned Seats

Guests tour the room while students remain at their standard desks. Say: "The Nurse is at your table, Marcus! Show your square. Marcus says: 'The Nurse keeps me safe!' The Nurse gives a high-five. Wonderful presentation!" • Tier 1: Points & speaks helper title ("Nurse") • Tier 2: Reads sentence aloud • Tier 3: Explains collaborative problem-solving.

4. Closure & Citizen Portfolio Signing (3 Min)

Principal visits each student's desk to review their quilt contribution and co-sign their official "Citizenship Portfolio Certificate." Say: "Congratulations to our official school citizens on completing our Classroom Constitution!"

Anticipated Roadblock & Targeted Scaffold:

Struggle: Stage fright, sensory overwhelm from visitors entering, or running away from the presentation area.

Targeted Scaffold: Keep students firmly seated at their familiar personal desk. Familiar classroom aide stands right beside student to hold hand or prompt first word.

"Break It Down" Diagnostic Scripting (Progressive Question Hierarchy):

• Level 1 (Guest Greeting): Say: "The Nurse is standing right here. Wave hand and say: 'Hello, Nurse!'"
• Level 2 (Square Show): Say: "Show the Nurse your quilt square. Read your promise sentence."
• Level 3 (Reflection): Say: "Tell our visitors: How do rules and helper teamwork keep our room safe?"

Unit 1 Teacher Lesson Plan • Community Compass Lesson 12 of 12

1. BE SAFE

Walking feet, safe hands, and sitting carefully in chairs.

😊

2. BE KIND

Sharing tools, smiling, and speaking calm words to friends.

⭐

3. TRY YOUR BEST

Taking our time, asking for help, and never giving up.

Part 3: My Agreement Check

Which agreement will you practice today? Circle one:

BE SAFE BE KIND TRY MY BEST

Explain how you will show this promise to your classmates and teacher today:

Community Compass • Unit 1 Student Workbook Page 2 of 8

COMMUNITY COMPASS

UNIT 1: Calming Words & Different Learning Strengths

Week 3 Student Workbook • Lessons 5 & 6

Name:

Date:

Part 1: What Can I Say Instead of Grabbing? Words Solve Problems

When two friends want the same marker or book in our room, what words can we use? Circle the two kind phrases:

A "My turn next, please."

B "Give that to me right now!"

C "Can we trade markers?"

D Yanking the toy with two hands.

Part 2: What Tools Help My Brain Focus? Focus Learning Tools

Every brain in our classroom has special strengths! Circle the tool that helps your brain do its best work:

📅

Picture Schedule

Helps my eyes see what activity comes next.

⏳

Visual Timer Clock

Shows my eyes how much work time is left.

📋

First-Then Board

Helps my hands complete tasks one step at a time.

Part 3: My Learning Strength Reflection

1. Describe one learning activity your brain is really great at doing:

2. Describe how using your favorite focus tool helps you complete your work:

Community Compass • Unit 1 Student Workbook Page 3 of 8

COMMUNITY HELPERS & TEAMWORK

UNIT 1: Public Service Helpers & Civic Collaboration

Week 4 Student Workbook • Lessons 7 & 8

Name:

Date:

Part 1: Classify Public Service Roles Sort 5 Workers

Write each helper in the correct column: Emergency Services (rush fast with sirens) or Municipal Support (help our building every day).

• Police Officer • School Custodian • Firefighter • Bus Driver • The Nurse

🚨 EMERGENCY SERVICES

Rush fast with sirens / first aid

🏫 MUNICIPAL SUPPORT

Help our school & town every day

Part 2: Two Helpers Solve a Civic Problem Collaboration in Action

Problem Scenario:

A large water puddle spilled in the hallway. A student slipped, fell down, and scraped their knee.

Which TWO helpers must collaborate to solve this problem? Circle two:

The Nurse First aid & ice

The Custodian Mop & safety cone

The Bus Driver Drives the bus

Explain how these two helpers work together to solve the problem and protect everyone:

Community Compass • Unit 1 Student Workbook Page 4 of 8

COMMUNITY COMPASS

UNIT 1: Symbols of Our Country & Voting Together

Week 5 Student Workbook • Lessons 9 & 10

Name:

Date:

Part 1: Symbols of Our Country Identify & Match

A symbol is a picture that stands for a big idea. Match each symbol to what it represents:

🇺🇸

The American Flag 50 stars and 13 red and white stripes. Stands for our country!

🗽

Statue of Liberty Holds a torch high to welcome people and stand for freedom.

Part 2: Democratic Voting Simulation One Citizen = One Vote

Voting is how citizens make choices fairly. Cast your vote for today's classroom snack by checking ONE box:

🧀

Cheez-Its Salty & cheesy snack squares

🍪

Graham Crackers Sweet honey crunchy squares

Our Classroom Tally Count:

Cheez-It Votes:

Graham Cracker Votes:

Part 3: Sportsmanship in Democracy

Why is voting fair even when your choice doesn't win? How can you be a gracious teammate?

Community Compass • Unit 1 Student Workbook Page 5 of 8

PORTFOLIO SYNTHESIS

UNIT 1: My Classroom Citizen Reflection Log

Week 6 Review • Permanent Workbook Page

Name:

Date:

Unit 1 Milestones Checklist (Review with Your Teacher):

I know that a citizen is a member of our classroom team. I know that rules protect our bodies and keep us safe. I know that fairness means everyone gets what they need to learn. I can name two community helpers who collaborate in an emergency. I can practice 5-Finger Breathing when I need to feel calm.

My Proudest Citizen Moment:

Write 2 to 3 sentences about how you helped someone in our classroom during Unit 1:

★ Print Notice: The next page contains your official Quilt Patch and Certificate. It is printed on an independent sheet so it can be safely cut out or framed without damaging your workbook pages!

Community Compass • Unit 1 Student Workbook Page 6 of 8

UNIT 1 CULMINATING PROJECT

Classroom Constitution Quilt & Citizen Certificate

Week 6 Showcase • Safe to Cut Out!

Name:

Date:

✂️ My Constitution Quilt Square (Cut Along Dashed Border) Room Showcase Patch

Attach Photo or Draw Self

[ Student Photo / Drawing ]

Classroom Citizen

My Citizen Promise:

In our classroom, I help our team by:

Stamp or Circle: SAFE KIND HELPFUL

Official Classroom Record

Classroom Citizenship Agreement Certificate

Community Compass Learning Team

This document certifies that the student named above is an active, respected classroom citizen. They have completed Unit 1, learned how public helpers keep our community safe, and pledged to follow our three classroom agreements: Be Safe, Be Kind, and Try Our Best.

Student Citizen Signature

Teacher / Principal Signature

Community Compass • Unit 1 Student Workbook Page 7 of 8 • Cutout & Award Sheet

Two-Sided Printing Protection Page

This reverse page is intentionally left blank so that the Constitution Quilt Patch & Award Certificate on Page 7 can be safely cut out or displayed without cutting through any student workbook exercises.

Community Compass • Intentional Blank Page Page 8 of 8

Lesson 13: Globes vs. Flat Maps & Lesson 14: Bird's-Eye View

20–25 Min Each

Lesson 13 Routine:

Inflatable globe toss. Catch with two hands: Is your thumb on water or land? Peel orange skin to see round sphere flatten into a table map.

Lesson 14 Routine:

"The Eagle View" game. Hold toy car at eye level, then look straight down from above. Place blocks on rug and photograph from above.

Break It Down Questions:

• Level 1: "Is a globe round like a ball or flat like paper?"
• Level 2: "Looking from above is called a bird's-..." [eye view].
• Level 3: "Why do birds see the roof of our school instead of the door?"

WEEK 8

Lesson 15: Compass Rose & Lesson 16: The 4-Landmark Map Key

★ Core Target S.S.2

Lesson 15: Compass Rose:

"The Compass Dance." Wall markers: N (board), S (cubbies), E (windows), W (door). Mnemonic: "Never Eat Soggy Waffles!" (Clockwise).

Lesson 16: Map Key (4 Icons):

1. School (pencil/book)
2. Hospital (red cross)
3. Park (green tree)
4. Fire Station (fire hat/flame)

Break It Down Questions:

• Level 1: "Point to the red cross. Is that the Hospital or Park?"
• Level 2: "The top letter on a compass is..." [N / North].
• Level 3: "How does a map key help a visitor who speaks another language?"

Target S.S.2 Data Protocol (Lesson 16): Present student with a 3x3 grid containing the 4 symbols. Ask student to identify each symbol using the key. Record accuracy (4/4 = 100%, 3/4 = 75%). Benchmark: 80% across 4 of 5 trials.

Sensory & Communication Adaptations:

For students with balance sensitivities during whole-body rotation, use a desktop spinner with cardinal direction arrows. Provide AAC symbols with high-contrast color outlines (North=Green, South=Blue, East=Yellow, West=Orange).

Map Detectives Teacher Plan • Section 2: Weeks 7 & 8 Lesson Execution Page 2 of 6

Weeks 9 & 10 • Lessons 17 to 20

Personal Address, Landforms & Weather Patterns

Standards & Mandates

WEEK 9

Lesson 17: My Address, Town & State & Lesson 18: Landforms

Life Skills Integration

Lesson 17: Address Safety:

Life skill: Memorizing personal street name and town. 4 Nesting Boxes: My Bedroom → My House → Our Town → Our State.

Lesson 18: Concrete Landforms:

Tactile tray: Kinetic sand, river rocks, water beads. Push sand high into a Mountain, carve a winding River, pat flat for Coast.

Break It Down Questions:

• Level 1: "Do you live in a house or on a boat in the ocean?"
• Level 2: "Water flows downhill in a winding..." [river].
• Level 3: "Why is knowing your home address an important safety skill?"

WEEK 10

Lesson 19: Four Seasons & Weather & Lesson 20: Climate Adaptation

Climate Mandate

Lesson 19: Seasons & Gear:

Sensory relay dressing a bear for winter (parka, mittens) vs summer (sunhat). Check outdoor weather wheel daily.

Lesson 20: Weather Care:

"Rain Cloud in a Jar" with shaving cream and blue dye pipettes. How trees absorb rainwater and shade sidewalks on hot days.

Break It Down Questions:

• Level 1: "When it snows, do we wear mittens or shorts?"
• Level 2: "When dark storm clouds gather, we bring an..." [umbrella].
• Level 3: "How do trees keep our school playground cool in the summer?"

Mid-Unit Formative Check (End of Week 10):

□ Can student orient to a flat map without spinning the page?
□ Can student identify at least 3 of 4 cardinal directions?

□ Does student recognize the 4 landmark icons on a map key?
□ Is student prepared for the multi-step navigation grid in Week 11?

Map Detectives Teacher Plan • Section 3: Weeks 9 & 10 Lesson Execution Page 3 of 6

Weeks 11 & 12 • Lessons 21 to 24

Neighborhood Grid Construction & Navigation Tour

★ Target S.S.2 Mastery Showcase

WEEK 11

Lesson 21: Building the Grid Map & Lesson 22: Navigating Routes

★ Benchmark S.S.2.C

Lesson 21: Build Grid:

Paint 3x3 cardboard grid with black tape roads and green grass. Affix 4 landmarks into assigned coordinate squares with top compass rose.

Lesson 22: Route Tracing:

"Start at School. Drive to Park!" Lay yarn tracks: "1 step East, 1 step South!" Move toy ambulance from Hospital West to School.

Break It Down Questions:

• Level 1: "To go to the school, do you drive North or South?"
• Level 2: "From the fire station, we move one square..." [East].
• Level 3: "Why is it important for an ambulance driver to know the fastest route?"

Target S.S.2 Mastery Benchmark Check (Lesson 22): Administer 3 route trials per student. Provide start landmark and destination. Student must state or point to the correct cardinal direction(s) (N, S, E, W). Record on data tracking sheet (Page 6).

WEEK 12

Lesson 23: Rehearsal & Lesson 24: Junior Geographer Expo

Public Celebration

Lesson 23: Tour Rehearsal:

Students wear "Official Junior Geographer" badges and practice their speaking/pointing scripts with staff acting as visiting tourists.

Lesson 24: The Geographer Expo:

Invite school staff (principal, the Nurse, speech therapist). Visitors draw destination cards; navigators drive cars and announce cardinal directions.

Classroom Expo Floor Setup:

Station 1 Map Key Landmark Matching

Station 2 3D Grid Map Vehicle Navigation

Station 3 Certificate & Photo Wall

Map Detectives Teacher Plan • Section 4: Weeks 11 & 12 Project Expo Page 4 of 6

Instructional Toolkits

Sensory Routines, Songs & Social Navigation Scripts

Daily Teacher Resource

Classroom Compass Song (Sung to: "Twinkle, Twinkle, Little Star")

"North points UP into the sky,
South points DOWN as birds flutter by.
East is where the sun will rise,
West is sunset in our eyes!"

"Never Eat Soggy Waffles now,
Map Detectives know just how!
N-E-S-W, all around,
We find landmarks in our town!"

Tiered Social Dialogue Scripts for Navigation Practice

TIER 1 (EMERGING SPOKEN) • FIELD-OF-2 & GESTURE SCRIPT Visual / 1–2 Words

Peer / Teacher: "Where is the Fire Station?"

Student: (Points to red flame symbol on grid) "Fire Station!"

Peer / Teacher: "Show me which way to drive: North or South?"

Student: (Taps North arrow card) "North!" (Drives toy car forward)

TIER 2 (DEVELOPING) • SENTENCE-STEM TOUR GUIDE SCRIPT Structured Cloze

Visitor: "Excuse me, Navigator! How do I get from the School to the Park?"

Student: "First, start at the [School]. Drive 1 square [East]. Turn and drive 1 square [South]. You arrived at the [Park]!"

TIER 3 (DISCOURSE) • INDEPENDENT COMMUNITY GUIDE SCRIPT Full Discourse

Student Guide: "Welcome to our Community Grid Map! Our map key features four landmarks: School, Hospital, Park, and Fire Station. The ambulance travels North on Maple Street and West on Oak Avenue. Let me show you on the grid!"

Self-Regulation Break: "The Compass Breath"

When spatial tasks cause cognitive fatigue: "Let's take a Compass Breath."
Inhale deeply reaching arms straight up (North). Exhale lowering hands to knees (South). Inhale stretching right arm out (East). Exhale sweeping left arm out (West). Return hands to center chest for calm focus.

Map Detectives Teacher Plan • Section 5: Songs, Scripts & Regulation Routines Page 5 of 6

Assessment & Compliance

Target S.S.2 Progress Monitoring & Data Log

Quarterly Target Record

Formal Target S.S.2 Statement: "Given a neighborhood grid map with a compass rose and a map key featuring 4 community landmarks, student will use legends to locate landmarks and describe relative directions (N, S, E, W) between landmarks with 80% accuracy across 4 consecutive assessment opportunities."

Scoring Rubric (Target S.S.2 Standards-Based Continuum)

Student Weekly Data Collection Roster Record % or Trial Accuracy (e.g., 4/5 = 80%)

| Student Name | Wk 8
Map Key (4) | Wk 9
Compass (4) | Wk 11
Route Nav | Wk 12
Expo Mastery | Target Met? | | --- | --- | --- | --- | --- | --- | | ________________________ | ___ / 4 | ___ / 4 | ___ / 5 | ___ % | □ YES   □ NO | | ________________________ | ___ / 4 | ___ / 4 | ___ / 5 | ___ % | □ YES   □ NO | | ________________________ | ___ / 4 | ___ / 4 | ___ / 5 | ___ % | □ YES   □ NO | | ________________________ | ___ / 4 | ___ / 4 | ___ / 5 | ___ % | □ YES   □ NO |

Evaluator / Teacher Signature: ____________________________________

Date: ____________________

Map Detectives Teacher Plan • Section 6: Progress Monitoring & S.S.2 Mastery Data Page 6 of 6

This symbol stands for:

Hospital Park Fire Station

This symbol stands for:

Fire Station School Park

Map Detectives Workbook • Page 3: 4-Landmark Map Key Page 3 of 8

Name:

Date:

WEEK 9 • LESSONS 17 & 18 Community & Nature

MY ADDRESS & LANDFORMS

Where I live on Earth and the natural shapes of land and water

Part 1: My Official Community Postcard Write or Trace Your Address

My Full Name:

Street Address:

My Town:

My State:

Part 2: Earth Landforms (Match the Landform Name to the Picture):

MOUNTAIN

Tall land with a steep peak

RIVER

Water flowing across the land

SHORE / COAST

Where sandy beach meets the ocean

Word Bank for Handwriting:   [   MOUNTAIN   •   RIVER   •   SHORE   ]

Map Detectives Workbook • Page 4: Address & Landforms Page 4 of 8

Name:

Date:

WEEK 10 • LESSONS 19 & 20 Weather & Climate

WEATHER & SEASONS TRACKER

Observing our atmosphere and dressing for the forecast

Part 1: The Four Seasons (Draw a line to the clue):

1. FALL / AUTUMN Leaves turn red and drop

2. WINTER Cold air and snowflakes

3. SPRING Rain showers and new flowers

4. SUMMER Hot sunshine and long days

Part 2: Weather Detective Gear (Circle the Best Choice):

When it is freezing and SNOWING outside, I wear:

Warm Mittens Swimsuit

When heavy RAIN is pouring from clouds, I need:

Umbrella Sunglasses

When the hot bright SUN is in the sky, I wear:

Heavy Parka Sunhat

Climate Action: How Trees Protect Our Town

Trees give cool shade on sunny days and soak up heavy rain so streets do not flood. Draw one tree protecting our school in the blank space:

Map Detectives Workbook • Page 5: Weather & Seasons Page 5 of 8

Name:

Date:

WEEKS 11 & 12 Culminating Challenge

NEIGHBORHOOD NAVIGATION CHALLENGE

Official Neighborhood Grid

Compass: ↑ N   ↓ S   → E   ← W

SCHOOL [START HERE]

Oak Street

PARK

Maple Avenue

TOWN SQUARE

Pine Lane

FIRE STATION

Elm Street

HOSPITAL

Navigation Missions (Fill in the direction: NORTH, SOUTH, EAST, or WEST):

1. Start at SCHOOL. To travel across Oak Street to the PARK, go:

2. Start at SCHOOL. To travel down Maple Avenue to the FIRE STATION, go:

3. Start at HOSPITAL. To travel across Elm Street to the FIRE STATION, go:

★ Print Notice: The official certificate is on Page 7 with an intentional blank back so it can be cut out or displayed without losing any of your grid answers!

Map Detectives Workbook • Page 6: Grid Navigation Missions Page 6 of 8

Community Compass Civic Recognition

Official Junior Geographer Award

Honoring successful mastery of map legends, compass directions, and community navigation!

This diploma is proudly awarded to:

Globes & Flat Maps Differentiates spheres from flat paper maps.

Compass Rose Mastery Accurately uses North, South, East, and West.

Map Key Detective Matches 4 community landmarks to symbols.

Grid Route Navigator Guides routes across neighborhood streets.

Teacher Signature

OFFICIAL GEOGRAPHER

Date Awarded

Map Detectives Workbook • Page 7: Award Certificate (Safe to cut out!) Page 7 of 8

Two-Sided Printing Protection Page

This reverse page is intentionally left blank so that the Official Junior Geographer Certificate on Page 7 can be safely cut out, framed, or displayed without damaging your neighborhood grid navigation work on Page 6.

Community Compass • Intentional Blank Page Page 8 of 8

↓ Drive 2 squares SOUTH along Maple Ave!

MISSION CARD 3 Start: Hospital

Goal: Ambulance drives from Hospital to Fire Station!

← Drive 2 squares WEST along Elm Street!

MISSION CARD 4 Start: Park

Goal: Travel from the Park to the Hospital!

↓ Drive 2 squares SOUTH along Pine Lane!

MISSION CARD 5 Start: Fire Station

Goal: Fire engine rushes from Fire Station to School!

↑ Drive 2 squares NORTH along Maple Ave!

MISSION CARD 6 Start: Town Square

Goal: Start at Town Square (B2) and choose any landmark!

Announce direction to teacher: N, S, E, or W!

Landmark Navigation Mat • Page 3: Cutout Manipulatives Page 3 of 4

Two-Sided Printing Protection Page

This reverse page is intentionally left blank so that the Landmark Tokens and Mission Challenge Cards on Page 3 can be safely cut out without affecting any other activity sheets.

Community Compass • Manipulatives Reverse Page Page 4 of 4

Show visitors North, South, East, and West.

3. Guide Route

Drive the car and announce your direction!

Official Junior Geographers Slide 6 of 6

Core Concept:

A need is something humans must have to stay alive, healthy, and safe (Water, Food, Shelter, Warm Clothing).

Sensory Routine:

The Survival Backpack: Pass around heavy pack with water bottle, warm mittens, bread. Say: "We need this to live!"

Break It Down Questions:

• Level 1: "Is clean water a need or a toy?"
• Level 2: "To survive cold snow, our body needs a warm..." [coat].
• Level 3: "What happens to our bodies if we don't drink water?"

Lesson 26: What Is a Want? (Things We Enjoy) Day 2 • 25 Min

Core Concept:

A want is something fun or nice to have, but our bodies live safely without it (Video games, candy, toys).

Sensory Routine:

Thumbs Up / Wiggle Fingers: Display giant photos (lollipop, apple, game, coat). Thumbs up for Need, wiggle for Want.

Break It Down Questions:

• Level 1: "Is a candy bar a need or a want?"
• Level 2: "Toys are fun, but our bodies can live without..." [them].
• Level 3: "Why should families buy groceries before buying video games?"

Lesson 27: Goods (Objects You Can Touch & Take Home) Day 3 • 25 Min

Core Concept:

A good is a physical object that is made or grown. You can touch, hold, and take it home.

Sensory Routine:

Mystery Feely Bag: Reach into cloth bag to pull out a pencil, apple, and toy car. Say: "I can hold this good!"

Break It Down Questions:

• Level 1: "Can you put a good in your backpack? (Yes/No)"
• Level 2: "An apple you hold and eat is a..." [good].
• Level 3: "Name one good you have on your desk right now."

Lesson 28: Services (Helpful Jobs People Do for Us) Day 4 • 25 Min

Core Concept:

A service is an activity or helpful job that someone performs for others (Haircut, bus ride, medical checkup).

Sensory Routine:

Service Charades: Teacher mimes driving bus, checking teeth with mirror, sweeping streets. Students call out the service.

Break It Down Questions:

• Level 1: "Is driving a school bus a good or a service?"
• Level 2: "When a doctor checks your heart, they do a..." [service].
• Level 3: "Why can't you put a haircut in your pocket?"

Teacher Anchor Chart Quick Reference

Needs vs. Wants Anchor:

• • NEED: Water, nutritious food, winter coat, safe house.
• • WANT: Candy bar, video game console, skateboard, pizza party.

Goods vs. Services Anchor:

• • GOOD: Book, apple, toy, shoes, milk carton (touch & keep).
• • SERVICE: Bus ride, haircut, teaching lesson, doctor checkup.

Community Compass • Unit 3 Teacher Plan (Needs, Wants & Town Workers) Page 2 of 6

Week 15 • Lessons 29 & 30 ★ CORE IEP S.S.1 BENCHMARK

Classifying Helper Roles & Multi-Helper Collaboration

IEP S.S.1 Target

The 5 Target Public Service Helper Roles (IEP S.S.1 Focus)

Lesson 29 Protocol: Sorting Emergency vs. Municipal Helpers Objective S.S.1.A

1. Concrete Hook: Siren whistle vs bus bell. "Emergency helpers rush immediately to danger (siren!). Municipal helpers keep our town running every day (bell!)."

2. Sorting Mat Routine: Red (Emergency) and Blue (Municipal) trays. Pick helper token, name uniform tool, place onto color mat.

Break It Down Questions:

• Level 1: "Is a firefighter Emergency or Municipal?"
• Level 2: "A bus driver does municipal..." [work].
• Level 3: "Why do emergency vehicles have sirens?"

Lesson 30 Script: The Fallen Storm Tree & Power Line Crisis (IEP S.S.1 Mastery) Core Scenario Simulation

The Civic Problem: A severe thunderstorm knocked down a large oak branch across Main Street. The branch pulled down electrical power lines, sparks are flying, and cars cannot pass.

Helper 1: Firefighter

Action: Rushes with engine, sets caution cones, extinguishes sparks, secures danger zone.

"Step back! The area is safe from fire!"

Helper 2: Utility Worker

Action: Arrives in bucket truck with rubber gloves, de-energizes cable, repairs wires, clears roadway branch.

"Power is cut! I am fixing the cables!"

Teamwork Synthesis:

Together: Firefighter keeps citizens back while Utility Worker repairs the electrical lines safely!

"Both helpers worked together!"

Break It Down Inquiry: Ask: "Could the utility worker fix the line safely if the firefighter didn't put out the sparks first? Why do we need BOTH helpers?" Record responses for IEP S.S.1 data.

Community Compass • Unit 3 Teacher Plan (Needs, Wants & Town Workers) Page 3 of 6

Weeks 16 & 17 • Lessons 31–34

Financial Literacy & Mini-Market Preparation

Standard: NJ 6.1.2.EconET.2

Lesson 31: Money Basics: Coins, Dollar Bills & Paychecks Day 1 • 25 Min

Core Concept:

Money is a medium of exchange. Workers perform services or make goods, and they are paid money (income) to buy what they need.

Sensory Routine:

Tactile Coin Rubbing: Tape coins under paper. Students shade with crayons to reveal textures and numerals ($1, $2, $5).

Break It Down Questions:

• Level 1: "Does a worker get paid money or rocks for doing their job?"
• Level 2: "We use dollar bills to buy things we..." [need].
• Level 3: "Why do people go to work every day?"

Lesson 32: Spending Choices & Piggy Bank Savings Day 2 • 25 Min

Core Concept:

When we have money, we can spend it now or save it in a piggy bank for something important later.

Sensory Routine:

Drop-in-the-Slot Bank: Give each student 3 plastic coins. They choose: spend 1 on a sticker or save 2 in the clear bank.

Break It Down Questions:

• Level 1: "Do you keep saved money in a piggy bank or throw it away?"
• Level 2: "Saving money helps us buy big things in the..." [future].
• Level 3: "What is one big thing you would like to save coins for?"

Lesson 33: Setting Up Our Market & Helper Service Stations Day 3 • 25 Min

Core Concept:

A market has both Goods Stations (items for sale) and Helper Service Desks (professionals providing civic support).

Sensory Routine:

Price Tag Stamping: Rubber stamp prices ($1 for apple, $2 for book, $5 for pack). Place helper signs at dispatch.

Break It Down Questions:

• Level 1: "Does a shopper pay before or after getting their item?"
• Level 2: "Price tags tell shoppers how much money to..." [pay].
• Level 3: "Why do store shelves have clear price labels?"

Lesson 34: Social Transaction Scripts & Polite Communication Day 4 • 25 Min

Core Concept:

Transactions require polite turn-taking, greeting, exchanging money/goods, and saying thank you.

Sensory Routine:

Bell-Ding Roleplay: Cashier rings bell, takes play bill, places item in bag, and exchanges verbal script with shopper.

Break It Down Questions:

• Level 1: "What do you say after paying: 'Thank you' or 'Go away'?"
• Level 2: "When you enter a store, the cashier says: 'Hello, how may I...' [help you].
• Level 3: "How does being polite help transactions go smoothly?"

Classroom Transaction Social Scripts (Desktop Prompts)

Shopper / Customer Script:

1. "Hello, I would like to buy this [apple / good]."
2. "How much money is it?"
3. Hands over play money: "Here is [two] dollars."
4. "Thank you! Have a good day."

Cashier / Helper Worker Script:

1. "Welcome to our market! May I help you?"
2. "That costs [$2] dollars, please."
3. Takes bill, places in cash drawer: "Here is your receipt."
4. "Thank you for visiting our town market!"

Community Compass • Unit 3 Teacher Plan (Needs, Wants & Town Workers) Page 4 of 6

Week 18 • Lessons 35 & 36 ★ CULMINATING PROJECT

The Mini-Market & Community Helper Expo

Week 18 Milestone

Classroom Physical Setup: 4 Interactive Zones

Transform the classroom into a miniature town square. Students rotate through two 12-minute shifts: Shift A serves as Workers/Helpers, while Shift B shops and presents civic incident reports. Then swap roles.

Zone 1: Goods Grocery Stand

Stocked with play food and classroom school supplies ($1, $2, $5). Student cashier calculates prices and bags items.

Zone 2: Municipal Services Bureau

Bus driver stamps transit passes; Utility worker signs water pipe maintenance inspection forms.

Zone 3: Emergency Dispatch Station

Police, Fire, and Paramedic staff ready to respond when a visitor draws a "Crisis Incident Card."

Zone 4: Central Collaboration Plaza

The tabletop Collaboration Bridge where two helpers meet to present their teamwork solution to invited guests.

Lesson 35: The Live Expo Session Guide (30 Min) All Hands Event

Min 0–5: Put on helper badges and cashier aprons. Distribute $10 in play money wallets to shoppers.

Min 5–15: Shift 1 Group 1 runs stations. Group 2 shops for needs and presents crisis card at dispatch.

Min 15–25: Shift 2 Rotate roles. Group 2 runs stations. Group 1 shops and conducts collaborative rescues.

Min 25–30: Wrap Count register receipts, deposit savings in piggy bank, take celebration group photo.

Lesson 36: Unit 3 Debrief & Portfolio Certificate Final Synthesis

Discussion Prompt:

"When the water pipe broke in our market, who fixed it? Did the utility worker work alone, or did the police officer help block traffic?"

Portfolio Assembly:

Students bind Worksheets 1–5 into their Citizenship Portfolio and attach Page 6: "Official Junior Economist & Community Helper Certificate."

Sensory Calming:

After exciting market roleplay, lead a 2-minute 5-finger desktop calm breathing exercise to transition smoothly back to baseline.

Sensory Overload & De-escalation Protocol

If store noise or register ringing becomes overstimulating: activate the "Quiet Market" cue (dim overhead lights, switch to whispered transactions, provide noise-dampening earmuffs, or allow student to manage the silent savings deposit box).

Community Compass • Unit 3 Teacher Plan (Needs, Wants & Town Workers) Page 5 of 6

Assessment & Data Collection Guide

IEP Target S.S.1 Progress Tracking Rubric

Quarterly IEP Data

IEP S.S.1 Mastery Evaluation Rubric (4-Point Scale) Benchmark: 80% (3/4 or 4/4) across 4 of 5 trials

Standardized Prompting Hierarchy for Data Collection:

Level 1: Independent (I) → Level 2: Visual Prompt (V) → Level 3: Verbal Prompt (VP) → Level 4: Gestural / Point (G) → Level 5: Physical / HOH (P)

Family Connection: Home Community Helper & Needs Scavenger Hunt Home Extension

Dear Families, in Unit 3 our students are exploring the difference between needs and wants, learning how workers earn money, and celebrating community helpers! Here are three fun conversation starters for home:

• Grocery Need vs. Want Hunt: At the supermarket, have your child find 2 items we need to live (milk, bread) and 1 item that is a fun want (cookies, toy).
• Neighborhood Helper Spotting: When you see a mail carrier, utility truck, or school bus, point it out and ask: "What service does this helper do for our town?"
• Piggy Bank Coin Drop: Let your child drop a real coin into a jar to practice saving for a special goal.

Community Compass • Unit 3 Teacher Plan (Needs, Wants & Town Workers) Page 6 of 6

MUNICIPAL HELPERS

Support our town every day by keeping buses running, water clean, and streets safe.

Classify the 5 Public Helpers. Check the correct box for each helper:

1. Police Officer Patrol car, radio, protects safety

EMERGENCY MUNICIPAL

2. Firefighter Helmet, yellow bunker coat, fire hose

EMERGENCY MUNICIPAL

3. Paramedic / EMT Ambulance, first-aid kit, medical care

EMERGENCY MUNICIPAL

4. Bus Driver Transit bus, fare box, daily ride

EMERGENCY MUNICIPAL

5. Water / Utility Worker Hard hat, pipe wrench, utility truck

EMERGENCY MUNICIPAL

Civic Thinking Check:

Why do we need both emergency helpers and municipal helpers in our town?

Community Compass • Student Workbook Page 3 of 8

Unit 3 • Civic Problem Solving

Two Helpers Team Up!

Name:

Date:

Town Problem: Storm on Main Street!

A fierce thunderstorm knocked a big tree branch onto electrical power lines on Main Street. Sparks are shooting into the air, and cars cannot drive safely!

Step 1: Check the 2 helpers who team up to solve this town crisis:

Firefighter (secures fire/sparks) Utility Worker (fixes power lines) Ice Cream Seller (scoops cones) Toy Store Clerk (sells games)

Step 2: How do they work together? Write or trace each helper's job:

Helper 1: Firefighter

What does the firefighter do?

Helper 2: Utility Worker

What does the utility worker do?

Teamwork Solution Sentence:

Together, both helpers worked as a team to make Main Street again!

Teamwork Verbal Share: "I can say how helper groups work together to solve problems!" ★ Civic Target 1

Community Compass • Student Workbook Page 4 of 8

Unit 3 • Financial Choices

Earning, Spending & Saving

Name:

Date:

1. EARN Workers do jobs to earn money.

2. SPEND We use money to buy goods/services.

3. SAVE We keep money for big needs later.

Part 1: The Town Market Menu. You have $5.00 in your wallet.

Juicy Apple Need • Food $1.00

School Notebook Need • Learning $2.00

Toy Race Car Want • Play $3.00

Part 2: What is your financial plan? Fill in the blanks:

1. I will spend $ to buy a .

2. I will save $ in my piggy bank for later!

Draw coins in your bank:

Polite Words at the Cash Register:

• "Hello, may I please buy this?"

• "Here is my money. Thank you!"

Community Compass • Student Workbook Page 5 of 8

Unit 3 Review

Economics & Helper Review

Name:

Date:

Unit 3 Learning Milestones Checklist:

I can tell the difference between Needs (survival) and Wants (extras). I know that a Good is an object you touch and a Service is helpful work. I can name Emergency helpers and Municipal helpers in our town. I can explain how two helpers collaborate to solve a community emergency. I know how to make choices to spend or save money in a piggy bank.

My Mini-Market Expo Reflection:

Write 2 to 3 sentences about your job during our Classroom Mini-Market Expo:

★ Print Notice: Page 7 holds your official Junior Economist Award Certificate. It has an intentional blank back so it can be cut out or displayed without losing your workbook notes!

Community Compass • Student Workbook Page 6 of 8

Community Compass Civic Recognition

Junior Economist & Helper Award

Honoring outstanding knowledge of community helpers, needs, wants, and civic teamwork.

This official certificate is proudly presented to:

Needs vs. Wants Knows what keeps humans alive and healthy.

Goods & Services Differentiates physical goods from helpful work.

Public Service Helpers Classifies emergency vs. municipal workers.

Helper Collaboration Explains how two helpers team up in a crisis.

My Culminating Mini-Market Job Role:

Market Cashier Emergency Responder Municipal Worker

Teacher Signature

OFFICIAL SEAL

Date Completed

Community Compass • Student Workbook Page 7 of 8 • Award Sheet

Two-Sided Printing Protection Page

This reverse page is intentionally left blank so that the Junior Economist & Helper Award Certificate on Page 7 can be safely cut out or displayed without losing your workbook notes on Page 6.

Community Compass • Intentional Blank Page Page 8 of 8

Incident 2: Burst Water Main Pipe City Alert

An underground water pipe cracks open! Water floods the school crossing intersection.

Helper Team: Utility Worker + Police Officer

Incident 3: Bicycle Crash in Town Park Medical

A child falls off a bike, scrapes their leg, and needs a bandage while crowds watch.

Helper Team: Paramedic + Police Officer

Incident 4: Heavy Snow on Morning Bus Route Weather

Thick snowdrifts block the school bus stop. Students are waiting in freezing wind.

Helper Team: Plow Utility Crew + Bus Driver

3. Mini-Market Play Currency (Cut for Cashier & Shopper Wallets):

Town Bank $1 One Dollar

Town Bank $1 One Dollar

Town Bank $2 Two Dollars

Town Bank $5 Five Dollars

Community Compass • Activity Mat (Sheet 2: Cutouts & Manipulatives) Page 3 of 4

Two-Sided Printing Protection Page

This reverse page is intentionally left blank so that the Helper Tokens, Crisis Incident Cards & Play Currency on Page 3 can be safely cut out without affecting any other printed sheets.

Community Compass • Manipulatives Reverse Page Page 4 of 4

Tool: Medical Kit

Municipal

Bus Driver

Drives students and citizens safely across town every day.

Tool: Transit Bus

Municipal

Utility Worker

Maintains clean drinking water pipes and fixes electric lines.

Tool: Wrench & Bucket Truck

Every helper has an important job that makes our town safe, healthy, and clean!

Civic Teamwork ★ Target Milestone S.S.1

Two Helpers Solve a Crisis!

Collaboration in Action

Town Crisis: Storm on Main Street!

A giant thunderstorm knocked down a tree branch onto power lines. Sparks are flying, and cars cannot drive safely!

1. Firefighter

Rushes with the fire engine, sets safety cones, puts out sparks, and keeps citizens far away from danger.

2. Utility Worker

Arrives in bucket truck with heavy safety gloves, cuts power safely, repairs wires, and clears the roadway.

Teamwork Win!

Neither helper could do this alone. Working together makes our town safe again!

Problem Solved!

Our Class Goal: "I can say how helper groups work together to solve community problems!"

Culminating Project

Classroom Mini-Market & Helper Expo

1. Choose Your Job

Wear your official badge! Serve as a Market Cashier, Emergency Dispatcher, or Municipal Service Tech.

★ Wear Your Helper Badge!

2. Spend & Save

Use your $5 or $10 play money wallet. Buy needs first, pick a fun want, and save coins in your piggy bank!

★ Count Your Dollar Bills!

3. Speak Politely

Use polite customer and cashier words: "May I please buy this?" and "Thank you for shopping!"

★ Excellent Civic Manners!

🎉 You Are an Official Junior Economist & Community Helper!

Sequences 4-stage personal timelines, explains technological advancements, and acts as Living Museum Docent for classroom visitors.

Community Compass • Unit 4 Teacher Plan (Past, Present & Our Stories) Page 1 of 6

Weeks 19 & 20 • Lessons 37–40

Daily Living Tools, Travel & Communication Then vs. Now

Standard: NJ 6.1.2.HistoryCC.1

Lesson 37: Daily Schedules: How We Measure Our Day Day 1 • 25 Min

Life & Communication Skill:

Following a visual schedule (First / Next / Then / Last). Understanding morning arrival, lunchtime clock hands, and dismissal routines.

Multi-Sensory Routine:

The Human Clock Hands: Students use outstretched arms as clock hands to show 12:00 lunch time. Compare sundial shadows to modern wall clocks.

Break It Down Questions:

• Level 1: "Do we eat breakfast in the morning or at bedtime?"
• Level 2: "First we unpack, and next we do..."
• Level 3: "How does checking our schedule help us stay calm?"

Lesson 38: Washing Clothes & Cooking Food (Then vs. Now) Day 2 • 25 Min

Life & Communication Skill:

Household safety: Knowing that washing machines and microwaves are modern appliances. Requesting adult help around heat/stoves.

Multi-Sensory Routine:

Washboard Soap Scrubbing: Set out a ribbed washboard in a basin of soapy water. Students rub washcloths by hand, then compare to pushing a washing machine button.

Break It Down Questions:

• Level 1: "Which tool needs muscle power: washboard or washer?"
• Level 2: "Today, our refrigerator keeps our milk..." [cold].
• Level 3: "Why did people spend all day washing clothes long ago?"

Lesson 39: Transportation: Walking, Horses & Modern Wheels Day 3 • 25 Min

Life & Communication Skill:

Community mobility safety: Seatbelts in cars/buses, looking both ways at pedestrian crosswalks, recognizing transit vehicles.

Multi-Sensory Routine:

Clip-Clop vs. Engine Rumble: Play sound recordings of horse hooves on cobblestones vs. a diesel bus engine. Students mime holding reins vs. driving a steering wheel.

Break It Down Questions:

• Level 1: "Which travels faster: a horse carriage or a school bus?"
• Level 2: "When we ride in a car, we click our..." [seatbelt].
• Level 3: "How do cars and buses help people who live far from work?"

Lesson 40: Communication: Written Letters to Smartphones Day 4 • 25 Min

Life & Communication Skill:

Functional telephone skills: Dialing emergency numbers (911), saying "Hello, my name is..." on a call, sending a message to a family member.

Multi-Sensory Routine:

The Heavy Rotary Dial: Pass around an old rotary telephone. Students stick fingers in dials to turn numbers, feeling the mechanical spring click back.

Break It Down Questions:

• Level 1: "Can you take a picture with a rotary phone? (Yes/No)"
• Level 2: "If there is an emergency, we tap..." [9-1-1].
• Level 3: "Why is video-calling helpful for talking to grandma far away?"

Teacher Anchor: Then vs. Now Core Pairs

Lighting: Candle → Lightbulb

Washing: Washboard → Washer

Travel: Horse → Bus / Car

Phone: Rotary Wire → Cell Phone

Community Compass • Unit 4 Teacher Plan (Past, Present & Our Stories) Page 2 of 6

Weeks 21 & 22 • Lessons 41–44

School History, Artifacts & Personal Growth Timelines

Standard: NJ 6.1.2.HistoryUP.1

Lesson 41: School Days: One-Room Schoolhouses to Modern Classrooms Day 1 • 25 Min

Life & Communication Skill:

Classroom citizenship: Taking care of personal learning tools (crayons, tablet screens, books). Sharing supplies cooperatively.

Multi-Sensory Routine:

Slate Chalkboard Writing: Students write their names using real chalk sticks on individual slate tablets, then wipe clean with a dry sponge.

Break It Down Questions:

• Level 1: "Did students long ago have iPads or slate boards?"
• Level 2: "Today, our classroom has bright electric..." [lights].
• Level 3: "Why is it nice that we have different grades in our school?"

Lesson 42: Artifact Detectives: Touching Real History Day 2 • 25 Min

Life & Communication Skill:

Sensory exploration & describing attributes: Using descriptive adjectives (heavy, rusty, smooth, glass, wooden, loud, quiet).

Multi-Sensory Routine:

The White Glove Artifact Box: Wear cotton "museum gloves" to inspect vintage postage stamps, an iron key, an old clockwork watch, and a quill pen.

Break It Down Questions:

• Level 1: "Feel this key. Is it made of metal or plastic?"
• Level 2: "An artifact is an object from the..." [past].
• Level 3: "What does this key tell us about how people locked doors?"

Lesson 43: Temporal Language: First, Next, Then, Last Day 3 • 25 Min

Life & Communication Skill:

Self-regulation & task completion: Sequencing 3-step functional activities (e.g. Wash hands: 1. Turn on water, 2. Use soap, 3. Dry with paper towel).

Multi-Sensory Routine:

Step-Stone Carpet Path: Lay 4 colored carpet squares on the floor labeled 1 (First), 2 (Next), 3 (Then), 4 (Last). Students step across as they recount a routine.

Break It Down Questions:

• Level 1: "Do you put your shoes on before or after your socks?"
• Level 2: "First I wake up, and next I eat..." [breakfast].
• Level 3: "Why do we need to follow steps in order when making lunch?"

Lesson 44: My Personal Growth: Look How Much I Have Grown! Day 4 • 25 Min

Life & Communication Skill:

Self-advocacy & pride: Articulating personal milestones and self-care independence (dressing self, walking, reading words, expressing feelings).

Multi-Sensory Routine:

The Baby Shoe Comparison: Hold a tiny baby bootie next to the student's current sneaker. Students measure shoe length using interlocking snap cubes.

Break It Down Questions:

• Level 1: "When you were a baby, could you drive a car or did you crawl?"
• Level 2: "When I was little I could not, but now I can..." [walk / read].
• Level 3: "What is one new thing you learned to do this school year?"

Student Growth Milestone Reference Frame

Stage 1 (Baby): Bottle, crib, crawling, crying for help

Stage 2 (Preschool): Tricycle, blocks, learning words, potty training

Stage 3 (Elementary Now): Backpack, writing, helping peers, independent choices

Community Compass • Unit 4 Teacher Plan (Past, Present & Our Stories) Page 3 of 6

Weeks 23 & 24 • Lessons 45–48 ★ CULMINATING PROJECT

Living Museum Expo & Class Time Capsule

Week 24 Showcase

Lesson 45: Oral History: Listening to Family & Community Stories Day 1 • 25 Min

Life & Communication Skill:

Active listening and asking simple social interview questions: "What was your favorite game when you were seven?"

Multi-Sensory Routine:

The Audio Story Player: Play short 30-second clips of grandparents describing childhood radios, outdoor games, and walking to school in the snow.

Break It Down Questions:

• Level 1: "Did your grandparents have color TVs when they were born?"
• Level 2: "Stories from long ago help us learn about our..." [family].
• Level 3: "Why is it important to listen when elders speak?"

Lesson 46: Building Our Class Time Capsule Day 2 • 25 Min

Life & Communication Skill:

Making choices, valuing personal memories, and cooperating as a group to seal historic classroom memorabilia.

Multi-Sensory Routine:

The Metal Vault Sealing: Each student places 1 handprint tracing, 1 current favorite snack label, and 1 handwritten goal into a decorated time tin.

Break It Down Questions:

• Level 1: "Will we open this tomorrow or far in the future?"
• Level 2: "A time capsule holds items from the..." [present].
• Level 3: "What will students think when they open this in 10 years?"

Lesson 47: Living Museum Station Setup & Tour Rehearsal Day 3 • 25 Min

Life & Communication Skill:

Social greeting and roleplay presentation: Wearing docent badge, smiling, waving, and presenting an artifact to a peer.

Multi-Sensory Routine:

The Docent Script Card: Provide desktop stands with large-print visual scripts: "Welcome to my station! Long ago people used [Object]. Today we use [Object]!"

Break It Down Questions:

• Level 1: "What do you say first when a visitor walks up?"
• Level 2: "Welcome to our museum! My name is..." [Name].
• Level 3: "How does speaking clearly help visitors understand your artifact?"

Lesson 48: The Living Museum Expo & Junior Historian Award Day 4 • 25 Min

Life & Communication Skill:

Receiving positive feedback, celebrating personal growth, taking pride in school projects, and smooth calming transition.

Multi-Sensory Routine:

Museum Visitor Passport: Invited guests (school staff, principal) get a paper passport stamped at each student station after listening to the historical artifact talk.

Break It Down Questions:

• Level 1: "Did you show your Then and Now station today?"
• Level 2: "I am proud of myself because I..." [presented / worked].
• Level 3: "What was your favorite memory from this history unit?"

Museum Crowd & Noise Accommodations

Keep museum visitor groups small (2–3 guests per station max). Offer noise-canceling headphones for docents during open floor rotations. Provide nonverbal pointing cards for students who prefer gestural presentation.

Community Compass • Unit 4 Teacher Plan (Past, Present & Our Stories) Page 4 of 6

Practical Classroom Blueprint

Living Museum Staging & Station Dialogue Cards

Exhibit Blueprint

4 Living Museum Interactive Exhibit Stations

Station 1: Daily Chores & Home Life

Display real washboard + modern detergent pod container; wax candle + LED touch puck light.

Station 2: Travel & Getting Around Town

Display horse figurine + toy school bus; vintage paper road map + toy GPS dashboard.

Station 3: Communication & Connection

Display vintage rotary phone + deactivated smartphone; sealed wax letter envelope + computer keyboard.

Station 4: Learning in School

Display mini slate chalkboard + chalk stick; pencil and pen vs. tablet learning screen.

Student Docent Speaking Scripts (Cut / Tape to Station Tables)

Station 1 Script (Chores):

"Welcome! Look at this washboard. Long ago, people scrubbed clothes by hand. Today, we push a button on the washing machine!"

Script A

Station 2 Script (Travel):

"Welcome! Long ago, horses pulled carriages slowly down dirt roads. Today, our school bus has an engine and seatbelts to keep us safe!"

Script B

Station 3 Script (Phone):

"Welcome! This rotary phone was attached to a wall with a cord. Today, cell phones fit right in our pockets and can call 911 anywhere!"

Script C

Station 4 Script (School):

"Welcome! Students long ago wrote on dusty slate boards. Today, we have colorful books, pencils, and computer tablets to help our brains learn!"

Script D

Nonverbal & AAC Docent Option:

For non-speaking or emerging communicators, provide a 2-button speech device or 2-cell communication board with symbols: [THEN / OLD PHOTO] and [NOW / TODAY PHOTO]. When the guest approaches, the student taps the device to play the pre-recorded voice narration.

Community Compass • Unit 4 Teacher Plan (Past, Present & Our Stories) Page 5 of 6

Data Tracking & Home Extension

Unit 4 Historical & Temporal Thinking Rubric

Progress Rubric

Temporal & Historical Skill Evaluation Rubric Benchmark: 80% accuracy across 4 of 5 trials

Functional IEP Accommodations & Core Supports:

• Realia tactile bins for sensory exploration before paper tasks.

• High-contrast 24mm line spacing for student handwriting.

• AAC multi-button devices programmed with THEN/NOW scripts.

Family Connection: The "Then & Now" Home Memory Hunt Home Routine

Dear Families, in Unit 4 our historians are learning how daily life has changed over time and celebrating their own growth! Try these meaningful home activities:

• Baby Photo Comparison: Pull out a baby photo of your child. Talk together: "Look at you! When you were a baby, you couldn't tie shoes. Look what you can do now!"
• Kitchen Appliance Chat: Point to your refrigerator or microwave: "Long ago, there were no microwaves! How do you think people heated soup?"
• First / Next / Then Routine: Practice using temporal words at bedtime: "First we brush teeth, next we put on pajamas, and then we read our story!"

Community Compass • Unit 4 Teacher Plan (Past, Present & Our Stories) Page 6 of 6

Past School

Our School Today (NOW)

• • Separate classrooms, gym, library, and cafeteria.
• • Electric lights, heating, and cooling.
• • Colorful paper, markers, books, and tablets.
• • Yellow school buses and safe drop-off lanes.

Today's School

Part 2: Draw one tool you use to learn in school today:

My modern learning tool is a:

Break It Down Questions:

• "Would you rather write on a dusty slate or on colorful paper?"

• "What room in our school do you like best: Gym, Library, or Class?"

Community Compass • Student Workbook Page 3 of 6

Unit 4 • Functional Time Skills

First, Next, Then, Last

Name:

Date:

Temporal Schedule Words We use time words to understand what comes before and what comes after!

Activity 1: Number the steps to wash your hands in order (1, 2, 3, 4):

Turn on water and wet hands

Rub soap to make warm bubbles

Rinse bubbles with clean water

Dry hands with paper towel

Activity 2: My Morning School Schedule (Fill in the blanks):

FIRST: I arrive at school and hang up my .

NEXT: I unpack my folder and say hello to my .

THEN: We start our morning meeting and check our .

Break It Down Life Skill Check: I know what activity comes next on our daily board!

Community Compass • Student Workbook Page 4 of 6

Unit 4 • Personal History

Look How I Have Grown!

Name:

Date:

You are part of history! As time passes, your body grows, your brain learns, and you master new independent skills.

Stage 1 When I Was a Baby

[Draw Baby Self or Bottle]

I needed help to:

Stage 2 In Preschool

[Draw Tricycle or Blocks]

I learned how to:

Stage 3 Me Right Now!

[Draw You at Your Desk]

Now I can independently:

Functional Narrative Sentence (Read aloud to a friend):

"When I was little, I could not walk or talk. Now that I have grown, I can all by myself!"

Break It Down: "What is one thing you can do today that you could not do last year?"

Community Compass • Student Workbook Page 5 of 6

Community Compass Civic Recognition

Official Junior Historian Award

Honoring outstanding knowledge of history, Then vs. Now daily life, schedules, and personal growth!

This official certificate is proudly presented to:

Daily Life Tools Compares washboard vs. washer & candle vs. light.

Communication & Safety Knows how to dial 9-1-1 on modern phones.

Schedule Sequences Follows First, Next, Then, Last routines.

Personal Growth Celebrates independence from baby to student now.

My Living Museum Exhibit Role:

Home Chores Docent Travel & Phone Guide School History Expert

Teacher Signature

OFFICIAL HISTORIAN

Date Completed

Community Compass • Student Workbook Page 6 of 6

Community Compass • Activity Mat (Sheet 2: Cutouts & Badges) Page 2 of 2

"Students walked miles in snow to get to school!"

Our School Today (NOW)

Colorful classrooms, gym & library

• Bright electric lights, cafeteria, and playgrounds
• Books, colorful markers, pencils, and computer tablets
• Supportive teachers and classmates helping each other

"We have amazing tools to help our brains grow!"

Break It Down: What is your favorite modern learning tool: tablet, book, or marker?

Time & Schedule Skills

First, Next, Then, Last!

Step 1

FIRST

Wake up and arrive at school

Hang up coat

Step 2

NEXT

Morning circle & check schedule

Greet classmates

Step 3

THEN

Hands-on social studies lesson

Work with partner

Step 4

LAST

Pack backpack & bus dismissal

Safe ride home

Break It Down: Do you unpack your backpack FIRST or LAST when you get to class?

Culminating Showcase

Our Living Museum of History

1. Be a Museum Docent

Wear your official badge! Greet visitors and explain your Then & Now historical artifact.

★ "Welcome to my station!"

2. Seal the Time Capsule

Add your handprint tracing and favorite memory to keep safe for future students!

★ Preserving our history!

3. Celebrate Growth

Share how much you have grown from when you were a baby to a proud elementary scholar!

★ Look how much I can do!

🏛️ Congratulations! You Are an Official Junior Historian!

Community Compass • Unit 5 Teacher Plan (Changemakers: Our World) Page 1 of 6

Weeks 25 & 26 • Lessons 49–52

Environmental Stewardship & Practical Recycling

Standard: NJ 6.1.2.CivicsCM.1

Lesson 49: What Is a Changemaker? (Small Deeds, Big Impact) Day 1 • 25 Min

Life & Communication Skill:

Recognizing that everyone has the power to help. Greeting peers with kindness, offering assistance, and keeping shared spaces safe.

Multi-Sensory Routine:

The Ripple Bowl: Drop a single marble into a bowl of water. Watch the ripples spread outward: "One small kind action spreads across our whole school!"

Break It Down Questions:

• Level 1: "Is a changemaker someone who helps or someone who breaks things?"
• Level 2: "A changemaker uses their hands to..." [help / clean].
• Level 3: "How can you be a changemaker right here in our classroom today?"

Lesson 50: Caring for Our Earth: Keeping Parks & Playgrounds Clean Day 2 • 25 Min

Life & Communication Skill:

Sanitation safety: Never touching sharp trash; putting litter in proper cans; washing hands thoroughly with soap.

Multi-Sensory Routine:

Playground Litter Inspection: Walk outside with grabber tongs and a bucket. Collect safe paper scraps and clean up playground borders.

Break It Down Questions:

• Level 1: "Where does trash belong: on the grass or in the trash can?"
• Level 2: "After cleaning up litter, we always wash our..." [hands].
• Level 3: "Why do birds and animals get hurt when people drop plastic outside?"

Lesson 51: Recycling: Paper, Plastic Bottles & Cardboard Day 3 • 25 Min

Life & Communication Skill:

Sorting household waste independently: Distinguishing clean paper, cardboard boxes, and plastic water bottles from food scraps.

Multi-Sensory Routine:

Tactile Bin Sort: Place clean cardboard, dry plastic milk jug, clean paper, and plastic wrapper on table. Students listen for the crinkle and deposit into the blue recycle bin.

Break It Down Questions:

• Level 1: "Does this water bottle go in the blue recycle bin? (Yes/No)"
• Level 2: "Recycling means turning old plastic into..." [new things].
• Level 3: "Why is it important to empty out all the water before recycling a bottle?"

Lesson 52: Planting & Stewardship: Caring for Living Things Day 4 • 25 Min

Life & Communication Skill:

Patience, fine-motor planting, daily watering routine, understanding that living things require sun, soil, and water.

Multi-Sensory Routine:

The Soil & Seed Cup: Spoon moist soil into a paper cup, press a bean or sunflower seed 1 inch down, spray with water mister, and set on the sunny windowsill.

Break It Down Questions:

• Level 1: "Do plants need sunlight or darkness to grow?"
• Level 2: "Every day we give our plant a little..." [water].
• Level 3: "How do trees and flowers help make our school beautiful?"

Functional Waste Sorting Quick Anchor

BLUE RECYCLE BIN: Clean paper, clean cardboard boxes, clean plastic bottles.

BLACK TRASH CAN: Food scraps, greasy pizza boxes, dirty tissues, plastic wrap.

Community Compass • Unit 5 Teacher Plan (Changemakers: Our World) Page 2 of 6

Weeks 27 & 28 • Lessons 53–56

Self-Advocacy, School Helping & Community Drives

Standard: NJ 6.1.2.CivicsPI.2

Lesson 53: Self-Advocacy: Speaking Up for What You Need Day 1 • 25 Min

Life & Communication Skill:

Self-advocacy: Expressing emotional regulation needs before meltdowns occur: "I need a break", "I need a drink of water", "I need quiet."

Multi-Sensory Routine:

The Break Card Tap: Teach students to touch their laminated desk Break Card or say "Break please" when task difficulty feels overwhelming.

Break It Down Questions:

• Level 1: "When you feel overwhelmed, do you scream or ask for a break?"
• Level 2: "If you don't understand the work, you say: 'Can you help...'" [me].
• Level 3: "Why is asking for help a sign of being a strong, brave changemaker?"

Lesson 54: School Helper Roles: Supporting Our Custodian & Nurse Day 2 • 25 Min

Life & Communication Skill:

Showing gratitude, writing thank-you notes, and putting chairs on desks at the end of the day to assist the custodian.

Multi-Sensory Routine:

Chair Push-In Sweep: Practice walking quietly around the room pushing in every chair and collecting floor pencils into the bin.

Break It Down Questions:

• Level 1: "Does pushing in your chair make the floor safe to walk? (Yes/No)"
• Level 2: "When someone helps us in school, we say: 'Thank...'" [you].
• Level 3: "How does cleaning our own desks help our school custodian?"

Lesson 55: Community Care: The Canned Food & Warm Mitten Drive Day 3 • 25 Min

Life & Communication Skill:

Empathy, generosity, understanding that some community members lack food, and checking labels for non-perishable cans.

Multi-Sensory Routine:

The Donation Box Packing: Students stack cans of soup and boxes of pasta into a decorated cardboard box, counting items together.

Break It Down Questions:

• Level 1: "Do we donate canned food or melted ice cream?"
• Level 2: "Sharing food helps neighbors who are..." [hungry].
• Level 3: "How do you feel in your heart when you give something to help others?"

Lesson 56: Civic Choice: Voting on Our Class Helping Project Day 4 • 25 Min

Life & Communication Skill:

Democratic participation: Casting a secret ballot, respecting the majority vote, and accepting that we all support the winning project.

Multi-Sensory Routine:

The Ballot Drop Box: Students mark their choice (A: Campus Beautification Flowers, B: Recycled Art Mural, C: Food Drive Helpers) and drop ballot in box.

Break It Down Questions:

• Level 1: "Does each student get one vote or ten votes?"
• Level 2: "In a fair vote, we count each..." [ballot / vote].
• Level 3: "What should we do if our favorite project doesn't win the vote?"

Functional Self-Advocacy Core Sentences:

"I need help, please."

"I need a short break."

"I can help my classmate."

Community Compass • Unit 5 Teacher Plan (Changemakers: Our World) Page 3 of 6

Weeks 29 & 30 • Lessons 57–60 ★ CULMINATING PROJECT

Civic Action Execution & Changemaker Showcase

Week 30 Finale

Lesson 57: Hands-On Action: Beautifying Our School Campus Day 1 • 25 Min

Life & Communication Skill:

Collaborative teamwork, dividing supplies (gloves, trowels, seeds), and working side-by-side with peer partners.

Multi-Sensory Routine:

The Flower Bed Plant: Head outside to campus flower beds or window planter boxes. Dig small holes, place seedlings, tamp down soil, and water gently.

Break It Down Questions:

• Level 1: "Are we planting flowers to make the school pretty or messy?"
• Level 2: "We work together as a team to dig the..." [hole / soil].
• Level 3: "How does our garden make other students feel when they walk by?"

Lesson 58: Documenting Our Impact: The Helping Hands Poster Day 2 • 25 Min

Life & Communication Skill:

Reflecting on accomplishments, using photos to tell a sequence story, and celebrating group success.

Multi-Sensory Routine:

Handprint Pledge Mural: Paint hands with washable green/blue paint and stamp onto a banner: "We Are Changemakers! Our Hands Help the Earth!"

Break It Down Questions:

• Level 1: "Look at your handprint! Did your hands help today?"
• Level 2: "Our poster shows how we took care of our..." [school / earth].
• Level 3: "What was the most fun part of working on our project?"

Lesson 59: Showcase Presentation Rehearsal & Partner Speaking Day 3 • 25 Min

Life & Communication Skill:

Public presentation skills: Eye contact, body posture, smiling, holding poster edges, and using sentence scripts.

Multi-Sensory Routine:

Microphone Confidence Practice: Pass around a toy or real wireless microphone. Each student states their project role: "I helped plant flowers!"

Break It Down Questions:

• Level 1: "Do you speak in a whisper or a clear voice into the mic?"
• Level 2: "Hello, my name is... and I am a..." [changemaker].
• Level 3: "Why are we proud to show our work to the school principal?"

Lesson 60: The Changemaker Showcase & 30-Week Graduation Day 4 • 25 Min

Life & Communication Skill:

Graduation celebration, acknowledging 30 weeks of growth across citizenship, geography, economics, history, and civics.

Multi-Sensory Routine:

Medal Ceremony & High-Fives: Present each student with their official "Community Changemaker Award." Lead a class celebration cheer.

Break It Down Questions:

• Level 1: "Did you complete all 30 weeks of Community Compass? (YES!)"
• Level 2: "I am a helpful community..." [citizen / changemaker].
• Level 3: "What was your very favorite lesson from the whole year?"

Calming Wind-Down Protocol

After the excitement of the final celebration, lead a 3-minute 5-finger desktop breathing session (revisiting Unit 1's sensory anchor) to bring heart rates and sensory energy back to calm baseline before dismissal.

Community Compass • Unit 5 Teacher Plan (Changemakers: Our World) Page 4 of 6

Event Staging & Social Scripts

The Changemaker Expo Staging & Speaking Scripts

Event Blueprint

3 Community Showcase Interactive Hubs

Hub 1: Earth & Recycling

Students demonstrate sorting clean bottles and paper into blue bins; display healthy potted plant seedlings.

Hub 2: Helping Neighbors

Display canned food donation collection box and student-made thank-you cards for school helpers.

Hub 3: Self-Advocacy & Pride

Display "Break Cards", visual schedule strips, and student portfolios from Units 1 through 5.

Student Presenter Dialogue Strips (Tape to Exhibit Tables)

Presenter Script 1 (Earth Hub):

"Welcome! Look at our recycling bin. We keep plastic bottles off our grass so animals and plants stay safe!"

Hub 1

Presenter Script 2 (Helping Hub):

"Welcome! We collected canned food for neighbors who need a meal. When we share, our community grows stronger!"

Hub 2

Presenter Script 3 (Advocacy Hub):

"Welcome! We learned how to speak up when we need help or a break. Being a changemaker starts with using our voices!"

Hub 3

AAC Device & Eye-Gaze Presentation Adaptations:

Pre-program 3 buttons on student AAC talkers: Button 1: [HELLO / WELCOME], Button 2: [WE ARE CHANGEMAKERS], Button 3: [THANK YOU FOR VISITING]. Ensure high volume so guests can clearly hear student voice output.

Community Compass • Unit 5 Teacher Plan (Changemakers: Our World) Page 5 of 6

Year-End Assessment & Home Extension

Unit 5 Civic Participation & Advocacy Rubric

Culminating Rubric

Civic Action & Communication Mastery Rubric Benchmark: 80% accuracy across 4 of 5 trials

30-Week Curriculum Mastery Milestone:

Over 30 weeks and 60 lessons, students built foundations in Fair Rules (Unit 1), Spatial Navigation (Unit 2), Economic Roles & Teamwork (Unit 3), History & Schedules (Unit 4), and Civic Action (Unit 5).

Family Connection: Everyday Home Changemakers Home Routine

Dear Families, congratulations! Our scholars have completed Unit 5 and the entire 30-week Community Compass curriculum! Here are ways to continue nurturing civic pride at home:

• Home Recycling Helper: Give your child the official job of placing rinsed plastic containers and cardboard into your home recycling bin.
• Practicing Self-Advocacy: Praise your child when they use their words to say: "I need help" or "I need a quiet break" rather than reaching frustration.
• Neighborhood Kindness Walk: Next time you take a walk, smile and say "Good morning!" to neighbors and community workers.

Community Compass • Unit 5 Teacher Plan (Changemakers: Our World) Page 6 of 6

Classroom Desk Sweep Put crayons in boxes and push in your chair neatly.

DONE ✓

Hallway Walking Safety Walk quietly on the right side with safe walking feet.

DONE ✓

Cafeteria Clean Table Throw away your milk carton and wipe up food crumbs.

DONE ✓

Library Book Care Turn pages gently with clean hands and return to shelf.

DONE ✓

Thank-You Note to a School Helper (Custodian, Nurse, or Cafeteria Worker):

Dear ,

Thank you for helping keep our school clean and safe every day!

From your friend,

Break It Down: "How does pushing in your chair help our school custodian?"

Community Compass • Student Workbook Page 3 of 6

Unit 5 • Functional Communication

Speaking Up: Self-Advocacy

Name:

Date:

Self-Advocacy Means Using Your Voice! When you need help, a break, or more space, using calm words or pointing to your card is brave and strong!

Scenario 1: You are stuck on a hard problem "Can you please help me with this?"

Raise your hand, look at teacher, or point to [HELP] icon.

Say It!

Scenario 2: The room feels too loud and overwhelming "I need a short calm break, please."

Touch your Break Card or take 3 deep belly breaths.

Say It!

Scenario 3: You see a classmate who dropped their pencil "I can help you pick that up!"

Smile, pick up the pencil, and hand it back gently.

Say It!

Part 2: Complete your personal advocacy sentence:

When I feel frustrated or tired at school, I will:

Break It Down: "What can you say if you need a drink of water during work time?"

Community Compass • Student Workbook Page 4 of 6

Unit 5 • Democratic Action

Our Class Helping Project

Name:

Date:

Official Class Project Ballot (Check 1 Choice):

1 Vote

Project A: Campus Flower Planting Plant colorful flowers to make our school walkway beautiful!

Project B: School Recycling Champions Label classroom bins and collect plastic bottles across the grade!

Project C: Neighbor Food & Mitten Drive Decorate donation boxes and collect soup cans for families in need!

Part 2: Our Teamwork Checklist:

1. Gather Tools Gloves, seeds, bins

2. Work in Pairs Help each other

3. Wash Hands Clean up safely

My job on our changemaker team is:

Break It Down: "What do good citizens do when the project they didn't vote for wins?" (We support our team!)

Community Compass • Student Workbook Page 5 of 6

Community Compass 30-Week Milestone

Official Community Changemaker Award

Honoring successful completion of all 5 units of Community Compass: Citizenship, Geography, Economics, History & Civic Action!

This prestigious diploma is awarded with pride to:

Unit 1 School Citizen

Unit 2 Map Detective

Unit 3 Town Worker

Unit 4 Junior Historian

Unit 5 Changemaker

Civic & Communication Milestones Mastered:

✓ Recycles paper and plastic to protect Earth

✓ Uses self-advocacy to ask for help or breaks

✓ Follows daily schedules: First, Next, Then

✓ Works collaboratively with classmates to solve problems

Teacher Signature

CIVIC GRADUATE

Date Completed

Community Compass • Student Workbook Page 6 of 6

Solution Tool: Break Card & Calm Breaths

3. Changemaker Team Role Badges:

Project Captain Leads group team

Supply Manager Hands out tools

Earth Steward Checks recycling

Kindness Peer Encourages partners

Community Compass • Activity Mat (Sheet 2: Cutouts & Cards) Page 2 of 2

Democratic Participation

Voting on Our Class Helping Project

Option A

Plant Flowers

Dig small holes, plant bright sunflower seedlings, and water them every morning!

Beautify Our Walkway

Option B

Recycle Drive

Label blue bins across the hallway and collect plastic bottles all week!

Protect Our Campus

Option C

Food Pantry Drive

Decorate sturdy donation boxes and collect soup cans for families in need!

Feed Our Community

Break It Down: Every student casts 1 ballot. How do we support the winning project as a team?

Grand Curriculum Finale

Our Changemaker Showcase Celebration!

Unit 1

School Citizens

Fair rules & calm breathing

Unit 2

Map Detectives

Compass rose & landmarks

Unit 3

Town Workers

Helpers team up in crisis

Unit 4

Past & Present

Then vs. Now & schedules

Unit 5

Changemakers

Civic action & advocacy

🌟 Congratulations! You Completed 30 Weeks of Community Compass! 🌟