Seton Hill University Lesson Plan Template: Name Subject Grade Level Date/Duration

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
DETAILS
CK
Miss Lindsay Smith
Social Studies Introducing Community Helpers
Kindergarten
1 class period; 35 minutes
Communities have many people whose work helps one
other survive.
What is a community helper?
What are some examples of community helpers?
What do different community helpers do?
What tools do community helpers use to help them do
their jobs?
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
As a class, the kindergarten students will be able to
successfully define community helper with 100%
accuracy.
In small groups, the kindergarten students will be able
to correctly match community helpers to their tools 7/8
times.
to correctly act out the work or actions of a community
helper 1/1 time.
to identify 3 community helpers and describe what they
do.
Formative Assessment
Throughout the lesson, the teacher will stop at the
different stations to check student progress on
objectives. EX: at the bulletin board station, the teacher
will check to ensure the students have correctly
matched the tools/vocabulary words to the community
helpers.
Summative Assessment
At the end of the unit, the students will complete a
project showcasing how they will help their community
in the future. They will incorporate information from
this lesson by choosing two community helpers they
have learned about and incorporating a tool or element
of their work into the final project.
ISTE Standards for Students
Interact, collaborate, and publish with peers, experts, or
Framework for
21st Century
Learning
Accommodation
s, Modifications
others employing a variety of digital environments or

media
Collect and analyze data to identify solutions and/or
make informed decisions
Advocate and practice safe, legal, and responsible use
of information and technology
Framework for 21st Century Learning
Prioritize, plan, and manage work to achieve the
intended result
Know when it is appropriate to listen and when to speak
Monitor, define, prioritize and complete tasks without
direct oversight
Use technology as a tool to research, organize,
evaluate and communicate information
Student with Emotional and Behavioral Issues
Peer buddy/group to model appropriate social
interactions
Offer breaks to calm down in a quiet, cozy area of the
room.
Provide cues to refocus attention
Implement a behavior reward or token economy system
to reinforce positive behaviors
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 What do your parents do while you
are at school?
How does your mom/dad/grandparent/etc. help
the community?
Talk about how adults have jobs and these jobs help our
community work.
Hook/Lead-In/Anticipatory Set
Read Clothesline Clues to Jobs People Do, by Kathryn
Heling
As the story is being read, have students guess what
community helper is being portrayed. Ask them How
did you know it was a ________________? What
makes you think the next job is _____________?
Big Idea Statement
There are people in our community who work to make it
better.
Lesson
Procedure
Essential Questions Statement

What is a community helper?
What are some examples of community helpers?
What do community helpers do?
What tools do community helpers use to help them do
their jobs?
Objective Statement
Students will be able to define the term community
helper
Students will be able to identify 3 community helpers
and describe what they do.
Students will be able to match community helpers to
their tools.
Students will be able to act out what one community
helper does.
Transition
See transitions listed throughout lesson procedure
section.
Key Vocabulary
Community helper
Tool
Community
Job
Pre-Assessment of Students
Talk with students about what jobs they know about. See
if they can explain what a community helper is.
Modeling of the Concept
Before sending the students to the stations, the teacher
should demonstrate what the children would do at each
station. First, at the bulletin board station, the teacher
should show the students how to match the tools to the
correct community helper. For the technology station,
the teacher will show the students which apps and
websites they should be using and how to use them
properly. At the charades station, the teacher should
demonstrate to the students how to play charades. The
teacher will act out a community helper without using
words or sounds, only body motions. Finally, at the
Twister station, the teacher will explain how to play. The
students will be matching the description of a
community helper to the image on the twister board.
Transition
To move the students from their reading carpet to their
stations, call them by name and have them name a
community helper.
Guiding the Practice
During the stations, the teacher will be located at the
Twister station to guide the students there. He/she will
be responsible for facilitating this station by calling out

body parts and descriptions of community helpers.
As students are playing the Twister game, ask them
What led you to think this description was about
________________? How did you know _________ was
the correct answer? What tools does this
community helper use? What other things does
this community helper do?
Providing the Independent Practice

The students will engage in four stations, as described
above. At station 1, the students will complete an
interactive bulletin board that requires them to match
tools to the correct community helper. At station 2, the
student will utilize technology to learn more about
community helpers. There will be apps and websites
provided for the students. At station 3, the students will
play community helpers charades, where each student
will act out a community helper without using sounds.
Finally, at station 4, the children will play community
helpers twister. Here, the teacher will call out a body
part and describe an aspect of a community helper. The
students will then need to place the correct body part on
the correct community helper.
Transition
When moving between stations, have the children
pretend to be astronauts, a kind of community helper.
Reading
Clothesline Clues to Jobs People Do, by Kathryn Heling
Materials
Bulletin board w/ 8 community helpers and their tools
Technology
I-pads/computers
Equipment
Community helper hat
Supplies
Index cards with names and pictures of community
helpers
Twister board w/ images of community helpers on it
Evaluation of
Formal Evaluation
the
At the end of the unit, students will be formally
Learning/Master
evaluated through their final project, which has them
y of the
think about how they could be a community helper in
Concept
the future.
Informal Evaluation
During the stations, the teacher should check to ensure
the students are performing the correct actions and are
understanding community helpers. The teacher can
check the bulletin board at the end of each groups time
at a station. At the conclusion of the lesson, the teacher
will check overall understanding through the interactive
review of the learning.
Closure
Summary & Review of the Learning
After all groups have completed all four stations, the
Teacher
Self-reflection
students should be transitioned back to their seats. The

teacher should go over an example from each station to
make sure the children were getting the correct
answers.
Ask students What is a community helper? What
are some community helpers we learned about?
What tools does ______ use? What does _______
do?
Homework/Assignments
Have students look for community helpers on their way
home or at home. They should be ready to share one
community helper they saw.

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SETON HILL UNIVERSITY

Lesson Plan Template

others employing a variety of digital environments or

Seton Hill University Lesson Plan Template Step-by-Step

Essential Questions Statement

be responsible for facilitating this station by calling out

Providing the Independent Practice

students should be transitioned back to their seats. The

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