Social Studies
Grade Level: First Grade
Time: 40 minutes
Kelsey Mickelson
Objective:
Standard:
Content Area:
Materials:
Procedure:
Assessment:
Differentiation:
Resources:
Grade Level: First Grade
Time: 40 minutes
Miranda DenRuyter
Objective:
Standard:
Content Area:
Materials:
Procedure:
5. Have students be seated at desks/tables
6. Have students write down the new things they learned about careers today.
Assessment:
Differentiation:
Resources:
Grade Level: First Grade
Time: 40 minutes
Kelsey Mickelson
Objective:
- Students will be able to give examples of different jobs that a person can have in the community
- Students will be able to list off the 5 main community helpers
Standard:
- Students will learn to identify a variety of occupations in the community and explain how the people that do them meet the community’s needs.
Content Area:
- Social Studies
Materials:
- 5 Posters of men and women
- Teacher
- Police-person
- Doctor
- Firefighter
- Mailperson
- Paper plates with templates
- Markers
- Crayons
Procedure:
- Gather class into carpet or gathering area.
- Ask students what kinds of jobs their parents have and what they do for work.
- Show each picture of the community helper and have students raise their hand if they know what that helper’s job is.
- While going through each picture individually, ask the class if any of their parents have any of these 5 jobs.
- If any parents have these jobs, allow those students to talk about what their mom or dad does and see if they can explain how he/she helps the community.
- Go over the job descriptions of each of the community helpers one more time. Explain to students that anyone can become one of the community helpers and that these jobs aren’t gender specific.
- Begin playing a guessing game to have students guess what helper you are describing. The 5 posters will be hung up around the room and students will have to go stand by the community helper that they believe is being described.
- After each community helper has been described once, have students take a seat back at their tables.
- At the tables, students will get to pick out a paper plate hat template. Each plate will be one of the community helper’s hat.
- Students may only choose one hat to make.
- Students must cut out their hat and then color it appropriate colors.
- Students should be able to complete their hats in 30 minutes.
- Once their hats are completed, they will wear them all day long and if anyone asks them about their hat they should try to tell them what community helper they are what how they help the community.
Assessment:
- Observing students as they listen and go to the correct community helper that is being described
- Listening to students explain their hats to students or staff that are not in the class
Differentiation:
- Have students get in pairs and act out a community helper that they are trying to be by giving clues to their partner.
Resources:
- DPI Website
Grade Level: First Grade
Time: 40 minutes
Miranda DenRuyter
Objective:
- Students will be able to give examples of different jobs that a person can have in the community by listening to the parent speakers talk about their jobs.
Standard:
- Students will learn to identify a variety of occupations in the community and explain how the people that do them meet the community’s needs.
Content Area:
- Social Studies
Materials:
- Pencil
- Paper
- Parents
Procedure:
- Have students take out a pencil and a notebook.
- Have students sit at their desk/tables quietly when the parents arrive.
- The parents will take turns talking about their careers.
- hold the questions till all parents have finished
5. Have students be seated at desks/tables
6. Have students write down the new things they learned about careers today.
- What did the students learn that was different from Kelsey’s lesson on community helpers.
Assessment:
- Observing students as they go around and ask questions.
- Looking at the new things they learned that they wrote down in their notebooks.
Differentiation:
- For students who might have a hard time coming up with questions on their own can have one-on-one help with the teacher or work with a partner.
Resources:
- DPI website