Lesson Plan Template (ECED)

Candidate: Courtney Boggs Date and Time of Lesson: 3-8-13 School: Merrywood Subject: Social Studies L#:00186026 Grade Level: K5 Cooperating Teacher: Mrs. Simpson Lesson Title: Community workers

1. Curriculum Standards Addressed: K-2.3 Identify authority figures in the school and the community who enforce rules and laws that keep people safe, including crossing guards, bus drivers, firefighters, and police officers. EEDA: 1.2. Recognize that men and women can have the same work 2. Cross Curricular Connections: Math, catagorizing 3. Instructions Objective(s) Criteria: By the end of the lesson students will identify authority figures that enforce rules and laws and keep people safe, including crossing guards, bus drivers, firefighters, and police officers. 4. Assessment(s) of the objectives: Pre: The students being able to identify which authority figure their picture is associated with. During: The students being able to recognize that both men and women can have these jobs. Post: The students papers where they matched up the authority figure to their picture. 5. Materials/Resources: Big Post-it sheet Markers Glue Labels for community workers

6. Prerequisites (Prior Knowledge): The students will need to know what a bus driver, crossing guard, police and firefighter are and their jobs. 7. Procedures: 1. First we will gather on the carpet and I will start off by asking the students to name some community workers that they think help people. After we have discussed the ones that they have mentioned we will then go into more detail about the four authority figures that we are going to be categorizing. We will talk about the objects and pictures that we see that helps us to indentify who these people. 2. I will then explain to the students that I am going to hand out a picture to each student, and that I want them to look at their picture and think about what authority figure that we would

associate that picture with. After they have had a few seconds to think about it I will tell them to turn to their talk partners and discuss with each other why they think it is associated with that certain authority figure. We will then go around the room and have a student one at a time come up and glue their picture with the authority figure they think it belongs to and explain why. 3. When each student has associated their picture with their person and explained why, I will then explain to them that each student has a paper on their desk, and each paper has a picture of the four authority figures and one picture that is associated with that person and that they are going to match them up. I will then tell the helpers to go and get one pencil box for their table, and then dismiss the girls to their seat and then the boys. I will explain to the students that once they have completed their paper they may hand it to me, go pack up and then go sit on the carpet and read independently from one of the reading bins that have been placed on the carpet. 8. Accommodations: Early finishers will go pack up and pick out a book out of the book bins and sit on the carpet for independent reading. 9. References: N/A