Social Studies Lesson Plan Template

Social Studies Lesson Plan Template

Teacher(s) Name: Sarah Bogenreif

Thematic Unit Theme/Title/Grade Level: Social Studies / Jobs / Kindergarten

Wiki space address: http://kindergartenknights.wikispaces.com

Daily Lesson Plan Day/Title: Day 1 / “What is a Job”

Learning Objectives

What will students accomplish / be able to do at the end of this lesson? / General Goal(s):
o  The student will understand that jobs are the work that people do and that their job as a student is to learn.
o  The student will identify the tools or items associated with different careers.
Specific Objectives:
o  The student will identify different kinds of jobs and helpers in the community.
o  The student will name activities at school and at home that are their job or responsibility.
o  The student will think critically about why it is it important to work hard.
o  The student will indentify that fulfilling a student’s responsibilities in school and at home exemplifies responsible behavior.
NCSS Theme/Sunshine State Standards / Sunshine State Standards Addressed:
SS.C.2.1.3.K.1 Knows examples of situations involving responsibility
SS.K.E.1.3: Recognize that people work to earn money to buy things they need or want.
LA.K.1.6.2: The student will listen to and discuss both familiar and conceptually challenging text;
LA.K.1.6.1: The student will use new vocabulary that is introduced and taught directly;
NCSS Standards Addressed:
Theme 4--INDIVIDUAL DEVELOPMENT AND IDENTITY: Social studies programs should include experiences that provide for the study of individual development and identity.
Theme 5--INDIVIDUALS, GROUPS, AND INSTITUTIONS: Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions.
Student Activities & Procedures
Teacher Activities/Student Activities / Anticipatory Set (Lead-In):
1.  Reread of review the concept of work with The Grasshopper and the Ants Powerpoint to enhance fluency and retrieve background knowledge;
Let’s remember the story about the two bugs: one who likes to have fun and not do any work, the other works hard.
Questions and general answers following the review or rereading:
o  What is Work? Definition: doing something to finish a task; something to be done
o  What work was done in the story? Gathering food for the winter
o  Why didn’t the grasshopper want to that work? He wanted to play and have fun.
o  Why did the ant want to work? They knew that many things needed to be gathered before the winter came because the snow would then cover the ground and bury the food.
o  Who was the responsible worker? The ant did what he knew needed to be done.
o  What does the grasshopper do that is not responsible? He spent all his time playing and ran out of time to find and store food for the winter.
o  What should he have done instead? Finding food for the winter
o  Discuss what it means to be responsible and what responsible behavior is. Relate it to the meaning of a responsibility. (Extension activity available)
2.  Pre-Assessment
o  What kind of work do people do?
o  What kind of work do people do when they have a job?
o  Take a piece of paper and draw a picture of a job you’d like to have or learn more about.
Good thoughts! We will see if you have any more ideas after we read about Career Day.
Step-By-Step Procedures:
1.  Read “Career Day” by Anne Rockwell.
2.  Ask students to listen while reading “Career Day” for the different types of jobs that are in the community. What responsibilities do these workers have? What are their expected tasks or behaviors?
3.  Questions/comments to expand on the reading:
o  What else do builders build?
o  Expand on judges; they determine the law
o  Do musicians get paid for their performances?
§  Some do and that is their only job but some musicians play music for fun during their time off
o  Same with authors and carpenters
o  Mr. Madoff has to know about a dinosaur’s body (how it es put together) in order to put these BIG bones all together like a puzzle.
o  A crossing guard is a very important job. She keeps children safe. Who has seen a crossing guard before?
o  A nurse must like changing dirty diapers!
o  That’s right! It is best to be responsible and recycle to make new things from old garbage because if we just throw everything away, the trash gets buried in a BIG hole in the ground. It’s not gone--just covered up.
o  What is Evan’s father making? He is called a carpenter.
o  What do you go to the store to buy?
o  In this story Mr. Siscoe is a teacher’s helper who is learning to be a teacher himself. He has to go to school just like us.
4.  After reading, discuss what is a job (definition: a position in which someone regularly works for money) What is my job?
5.  Do you work? What is your job?
6.  Make a list on the board of the work student see is going on in the storybook classroom and compare it to what jobs they do in their classroom.
7.  Have an assortment of tools that match up with a majority of the occupations in the book and other common occupations in the community.
8.  Explain that workers need different tools to complete different jobs. Examples include a judge does not need a paint brush or a stethoscope and a doctor or painter does not need a bulldozer.
9.  Have students come up and pick a “tool” (definition: a thing that a worker needs to do their job) and explain what kind of worker would need it and have them explain why or how the worker would use it. The items may represent multiple occupations. Have students think of other occupations that might use the item to do work.
10.  Discuss how people need to learn how to do their jobs. For example, Mr. Siscoe is learning how to be a great teacher! Link current learning to a career. Emphasize the benefits of continued learning or higher education required for some jobs like Mr. Madoff, the paleontologist, or Charlie’s mom, the Judge.
11.  Technology integration
o  http://teacher.scholastic.com/commclub/index.htm --read and follow along with what the community workers do and learn more about the important jobs they do.
Post-Assessment:
12.  Use the ("Whose Tools” from Time for Kids website) worksheet to create a table of occupations and tools. There is room to paste the images next to the words or cut and paste onto another sheet of paper. Additional print outs of occupation flash cards can be matched to tools to make a larger table. See resource from kidsparkz.com
13.  Possible Connections To Other Subjects and Supplementary Material:
o  Science, engineering, architecture
o  Find images and sound clips of music or art
o  http://www2.scholastic.com/browse/video.jsp --author interviews about how to make books, ideas for stories, books, and illustrations. See David Shannon’s interviews about his book, “Too Many Toys.”
14.  Adaptations (For Students With Learning Disabilities):
o  Job and occupation match activity: Use the occupation printables and images of tools to match which job goes with which tools (does not need to be pasted with words)
15.  Extensions (For Gifted Students):
o  Ask the students about other responsibilities they have at school and at home. Responsibilities may include expected tasks and expected behaviors. What are the benefits of being responsible? What are the problems with being irresponsible?
§  Can you think of jobs we have in our classroom?
§  What responsibilities did you notice that these people had?
o  Everybody has responsibilities. Some of these responsibilities are jobs that people get paid to do. Should you always get paid for finishing a responsibility? Why not? Brainstorm a list on the board of things that people must act responsibly about that but aren’t paid to for. Examples include being honest, telling the truth, not interfering with the rights/needs of others, helping others, doing your best work at school and home, and picking up trash or bringing canned goods to school for hungry members of the community.
o  When people work, or have a job, do they get paid money? Why do you think it is important to get paid?
o  The ants did their job so they could store their food. People work at a job because they need money to buy food and pay for their homes.
o  Talk about why the work they do is important to the person who pays them.
o  Assess whether the student recognizes that responsibility includes helping, making good choices, completing tasks and being a good “citizen.”

Resources/Materials

/ Required Materials:
o  The Grasshopper and the Ants Powerpoint;
o  “Career Day” by Anne Rockwell
o  Artifacts to represent occupational tools
o  Internet sites to give more/different examples of occupations
o  Job Description Match PDF
o  Occupation Reference Pages for flash cards
o  Vocabulary Pages Including Pictures
o  Unit badge
o  Paper Optional, glue, and scissors
Technology Integration:
http://www2.scholastic.com/browse/video.jsp
http://teacher.scholastic.com/commclub/index.htm
Lesson Plan Resources:
http://www.timeforkids.com/TFK/kids
http://www.kidsparkz.com/community.html
Optional:
http://learnenglishkids.britishcouncil.org/en/practise-your-english/jobs-flashcards
http://www.eslflashcards.com/preview.php?id=47
Lesson Plan Sources:
http://learningtogive.org/lessons/unit168/lesson1.html
http://www.jeffcityschools.org/Karen/subsite/pdf%20files/Classroom%20Guidance/Kindergarten/Kindergarten%20Learning-Careers%20Lesson%20Plan%20May%202007.pdf
http://learningtogive.org/lessons/unit168/lesson1.html
Assessment / Pre-Assessment:
o  What kind of work do people do?
o  What kind of work do people do when they have a job?
o  Take a piece of paper and draw a picture of a job you’d like to have or learn more about.
Post-Assessment:
Use worksheet to create a table of occupations and tools. There is room to paste the images next to the words or cut and paste onto another sheet of paper and use flash cards of occupation printables (rather than words) and tools to make a larger table.

Exceptionalities

/ ESOL/SLD:
o  Job and occupation match activity: Use the occupation printables and images of tools to match which jobs go with which tools (does not need to be pasted with words). Students may work with partners.
Gifted/Talented:
o  Ask the students about other responsibilities they have at school and at home. Responsibilities may include expected tasks and expected behaviors. What are the benefits of being responsible? What are the problems with being irresponsible?
§  Can you think of jobs we have in our classroom?
§  What responsibilities did you notice that these people had?
o  Everybody has responsibilities. Some of these responsibilities are jobs that people get paid to do. Should you always get paid for finishing a responsibility? Why not? Brainstorm a list on the board of things that people must act responsibly about that but aren’t paid to for. Examples include being honest, telling the truth, not interfering with the rights/needs of others, helping others, doing your best work at school and home, and picking up trash or bringing canned goods to school for hungry members of the community.
o  When people work, or have a job, do they get paid money? Why do you think it is important to get paid?
o  The ants did their job so they could store their food. People work at a job because they need money to buy food and pay for their homes.
o  Talk about why the work they do is important to the person who pays them.
o  Assess whether the student recognizes that responsibility includes helping, making good choices, completing tasks and being a good “citizen.”

Discussion Notes

/ Possible Connections To Other Subjects and Supplementary Material:
o  Science, engineering, architecture
o  Find images and sound clips of music or art
o  http://www2.scholastic.com/browse/video.jsp --author interviews about how to make books, ideas for stories, books, and illustrations. See David Shannon’s interviews about his book, “Too Many Toys.”
Home work:
o  Unit Badge: color badge and draw pictures to represent your favorite jobs; including tools that the workers will need to complete their work.