SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC
Name
Subject
Grade Level
Date/Duration
Big Ideas
Essential
Questions
PA/Common
Core/Standards

Objective
Bloom's
Taxonomy
Webb's Depth of
Knowledge
(DOK)
Formative &
Summative
Assessment
Evidence

ISTE Standards
for Students
Framework for

DETAILS
Miss Lindsay Smith
Social Studies Community Helpers Then and Now
Kindergarten
1 class period/30 minutes
Communities have many people whose work helps one
other survive.
What do various community helpers do?
How have the roles of community helpers changed over
time?
8.2.K.B. - Examine photographs of documents,
artifacts, and paces unique to Pennsylvania.
5.3.K.B. - Identify the role of adults in authority at home
or in school.
6.1.3 - Identify the role of people in a community and
what they do to make a living
5.2.1 - Identify community workers that exist in most or
all communities
In small groups, the kindergarten students will be able
to correctly identify what 3/4 community helpers do
benefit their neighborhood.
In small groups, the kindergarten students will be able
to describe 1 similarity and 1 difference between past
and present community helpers.
Formative Assessment:
Students will be informally assessed through their
responses to teacher questions during station time. The
teacher will stop with each group to discuss things that
are similar and different about community helpers then
and now.
During a whole group discussion, the class will create a
Venn diagram with both images and words, showing
what they learned about community helpers then and
now.
Summative Assessment:
At the end of the lesson, students will individually
complete an exam where they must sort aspects of
community helpers into the categories of then, now, or
both. The teacher will show the students images or
state facts students will write the number in a colorcoded Venn diagram.
ISTE Standards for Students
Contribute to project teams to produce original work or
solve problems
Locate, organize, analyze, evaluate, synthesize, and

CK

21st Century
Learning

Accommodation
s, Modifications

ethically use information from a variety of sources and

media.
Understand and use technology systems
Framework for 21st Century Learning
Interpret information and draw conclusions based on
the best analysis
Demonstrate ability to work effectively and respectfully
with diverse teams.
Use technology as a tool to research, organize,
evaluate, and communicate information.
Student with Emotional/Behavioral Issues
Set clear rules and goals for using materials
Provide a peer buddy/group to model appropriate social
interaction
Provide student with a behavior contract and token
economy system for positive behavior
Offer a quiet, cool-down area
Provide student with an alternative, acceptable
replacement behavior

SUPERVISING
TEACHERS
SIGNATURE

Seton Hill University Lesson Plan Template Step-by-Step

Procedures
RATIONALE for
the Learning
Plan
Introduction

Explicit
Instructions

CK
Activating Prior Knowledge
Ask students about the people they have been learning
about.
What do community helpers do? What are some
community helpers we have been learning about?
**During the stations, the teacher might ask the
students to describe what they have already learned
about what different community helpers do.
Hook/Lead-In/Anticipatory Set
Ask students: Do you think the jobs people have done
have always been the same?
Read Community Helpers Then and Now by Bobbie
Kalman
Big Idea Statement
Community helpers are people who work to make our
neighborhood better.
Essential Questions Statement
What do pilots, firefighters, bakers/chefs, and factory
workers do?
How have community helpers jobs changed over time?

Lesson
Procedure

Objective Statement
Students will be able to identify what community
helpers do.
Students will be able to describe 1 similarity and 1
difference between community helpers then and now.
Transitions
See transitions within lesson procedure below
Key Vocabulary
Community Helper
Past
Present
Similarity
Difference
Primary source
PreAssessment of Students
Use student answers from activating prior knowledge
questions o gauge understanding
Modeling of the Concept
At the beginning of the lesson, the teacher will show the
students a set of images of that depict teachers at
various points in history. The students will discover that
all of the images show teachers, but the teachers all
look different because the pictures were taken in the
past. A discussion will ensue regarding how the role of a
teacher has changed over time. The teacher will then
provide the students with an example of one similarity
and one difference between teachers then and now.
Guiding the Practice
Utilizing the same example from the Modeling the
Concept Portion, the teacher will have the class
brainstorm an additional way that the job of a teacher is
the same and different now than it had been in the past.
Transition
The teacher will organize students into four groups. To
move the students to their first station, have them
pretend they are firefighters putting out a fire
Providing the Independent Practice
The lesson will follow a station format. The students will
visit each station and will use the provided primary
sources to discuss with their group members similarities
and differences between community helpers then and
now. The stations will include a pilot, a firefighter, a
baker/chef, and a factory worker. Each group will have
approximately five minutes at each station. The teacher
must ensure to stop at every station to gain informal
assessment evidence about the students understanding
of what is similar and different about these four
community helpers in the past and in the present. The
teacher can provide a graphic organizer for students to

record their thoughts on in the form of pictures or words,

depending on how advanced the students are. Most
kindergartners will likely find this difficult, so it is not a
requirement.
Transition
Warn students when they have 2 minutes left at each
station. As they move between stations, the students
can imitate various community helpers, or the teacher
can choose to forgo this component based on behaviors.
Reading
Community Helpers Then and Now, by Bobbie Kalman
Materials
Primary source sets images/videos of pilots,
Technology
firefighters, bakers/chefs, and factory workers both then
Equipment
and now
Supplies
Optional graphic organizer
Evaluation of
Formal Evaluation
the
At the end of the unit, the students will fill in a Venn
Learning/Master
diagram under teacher guidance. The teacher will state
y of the
an aspect of a community helper and the students will
Concept
have to classify it as past, present or both. They
will write the number of the statement in the
appropriate colored section of a Venn diagram.
Informal Evaluation
The teacher will informally evaluate students mastery of
the objectives through questioning. He/she will stop at
each station and have them name 1 similarity and 1
difference between community helpers then and now.
Closure
Summary & Review of the Learning
At the end of the lesson, the teacher will bring the
students together as a whole class. They will discuss
their findings. The teacher will then preview the exam
for the students by familiarizing them with a Venn
diagram. They can place some of the similar and
different responses in the various sections of a class
organizer.
Homework/Assignments
The student should go home and ask their parents about
how their job has changed over time. How was might
their work be different in the past?
Teacher

Self-reflection