|Lesson Plan ID:
What Will I Be When I Grow Up?
During this lesson students have the opportunity to explore different types of community helpers. Students begin to identify activities and tools associated with these community helpers. Students also begin to identify helping careers they might enjoy.
|ELA(K) ||8. Use brainstorming, drawing, and discussion as elements of prewriting in the writing process. |
|TC2(K-2) ||1. Identify basic parts of various technology systems. |
|TC2(K-2) ||2. Identify applications and operations of various technology systems. |
|TC2(K-2) ||3. Demonstrate correct posture and finger placement while using a technology system. |
|TC2(K-2) ||4. Identify safe use of technology systems and applications. |
|TC2(K-2) ||5. Practice responsible use of technology systems and applications. |
|TC2(K-2) ||7. Use digital tools to access and retrieve information. |
|TC2(K-2) ||10. Design original works using digital tools. |
|ELA2013(K) ||12. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. [RI.K.3] |
|ELA2013(K) ||41. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. [L.K.6] |
|Primary Learning Objective(s):
Students will describe the different roles of people in the community and the tools they need to do their jobs.
|Additional Learning Objective(s):
Students will complete the templates using the computer.
|Approximate Duration of the Lesson:
|| Greater than 120 Minutes|
|Materials and Equipment:
|Technology Resources Needed:
Computers with Internet access, printer
Student should have basic skills using a mouse and keyboard. The teacher should arrange for community helpers to come and speak to the class.
1.)Begin the lesson by asking students to identify community helpers in the neighborhood. List these helpers on the board.
2.)As a class, visit the site below to discover a variety of community helpers.
)This site describes different types of community helpers.
3.)When discussing each of the community helpers, list the activities the community helpers do on the board and the tools they use to do them.
4.)The teacher may choose to use the site below to explore more community helpers. There are printouts that go along with each community helper.
)This site contain a variety of information about different community helpers.
5.)Once students understand why community helpers are important to our cities, show them the attached presentation. Explain that they will be creating a slide about a community helper they might want to be when they grow up.
Review the instructions for creating the slides.
Print off a blank slide for students to complete before adding their slide to the presentation.
6.)Discuss that parents are helpers also, showing students the sample newsletter attached. Give each student a "Meet my Mom/Dad" handout (see attached). Allow students time to complete the sheets. Have them take the sheets home to get parents' assistance if needed. Once they bring the sheets back, have them complete the template to create their own newsletters.
7.)Once the presentation and newsletters are completed, have students share them with the class. Then print them off to create two class books.
|Attachments:**Some files will display in a new window. Others will prompt you to download.
||MEET MY DAD template.doc|
MEET MY MOM template.doc
Meet My Mom Dad handout.doc
MEET MY MOM.doc
The teacher will assess students' assignments using the attached rubrics.
Students needing assistance in reading the PowerPoint presentation may receive extra help from the teacher, older student helpers, or adult volunteers.
Each area below is a direct link to general teaching strategies/classroom
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
|Presentation of Material
||Using Groups and Peers
|Assisting the Reluctant Starter
||Dealing with Inappropriate
Be sure to check the student's IEP for specific accommodations.
|Variations Submitted by ALEX Users: