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Lesson Plan   



 
    Lesson Information
     
 
    Outcomes and Standards
    Objectives
    Assessment
     
   
    Resources
    Materials
    Vocabulary
    Day Plans
    Enrichment Options
     
   
    Teacher Reflection
     



Stage 1
Identify Desired Results


Catchy Title: Making a Connection
Theme/Topic of Lesson: Community
Time Commitment: One 75 minute block
Subject Area(s):
    Social Studies - Economics
Grade Level(s): 1,2,3,Early Childhood
Standards Alignment:
Class Challenge Question:

How are government community workers important to us?


Overview:

The purpose of this lesson is to identify workers in a community who provide services for the government.  Students will work as a class, in teams and individually, to identify and illustrate the jobs and services provided by these community workers.



Stage 2
Determine Acceptable Evidence


5.6
(K-3)
Maryland Content Standards
5.6 Students demonstrate understanding of the economic roles of government in a market-oriented economy.
Maryland State Indicators
5.6.3.1
give examples of community services provided by government and paid for with taxes (MLO 4.5.)


Learning Objectives:

The Students will:
  • be able to locate and gather information about community government workers.

Assessment
The students will be assessed on their Student Concept Map as well as their illustration.


Stage 3
Plan Learning Experiences


Resources

Other TechnologyMinimum of 1 computer with projection device
SoftwareInspiration or Kidspiration
  http://www.inspiration.com
Print MaterialsCommunity Ties The students will use the book "Community Ties" to view different government community workers.
  http://www.eduplace.com
Pictures and/or posters of community workers

Materials
Per class
  • Chart paper
  • 3 sentence strips for displaying vocabulary words and definitions
  • Markers
Per student team/group of 4Per Student
  • Sheet of drawing paper
  • Crayons
  • Student Concept Map

      (View)

Vocabulary
  • Community - A place where people live and work together.
  • Government - The ruling of a district; persons ruling a district.
  • Workers - Persons that do their job in their community.
1: Workers in our Community
Daily Challenge Question: Who are some of the government workers in our community?

Set-up Directions:

Write the following on chart paper and display in the classroom:

Supply Managers: Collect team supplies

Facilitator: Make sure your team focuses on the Class Challenge Question.

Recorder/Reporter: Record team information as neatly as possible.

Coach: Offer positive encouragement to your team as it works together.

 

Write the Daily Challenge Question on another piece of chart paper and post it in the classroom. Divide students into heterogeneous groups of 4-5. Display pictures and posters of community workers throughout the classroom. Make copies of the Sample Concept Map for each team and the Student Concept Map handout for each student. In addition, load the Sample Concept Map onto the demonstration computer.



Teacher Presentation & Motivation:
Introduce the Daily Challenge Question. Have students brainstorm the community workers with whom they are familiar. Using the displayed pictures and posters of community workers, have the students predict which workers might be considered government community workers. List all of the responses on the board. Ask, "What do you think government workers do that makes them different from other community workers? For example, what makes a mail carrier or crossing guard different from a doctor or teacher? Does anyone recognize any of the vocabulary words posted on the sentence strips?" Allow for responses and ensure understanding of the vocabulary before proceeding.

Activity 1 - Concept Map

Display the Sample Concept Map on the computer and projector. Go through each community worker and three responsibilities that each worker has. Explain to students that, in their teams, they will be researching government community workers and recording their job titles and three responsibilities as they relate to the community on a concept map like this one (hard copy). If students are familiar with Inspiration or Kidspiration, they can create a concept map directly on the computer. They will conduct their research in the Community Ties book.

Set the TeachTimer for 25 minutes for teams to complete this activity.

After teams have finished, the Reporter should report their findings to the class. Engage the class in a discussion about how they decided who was a government community worker and who was not. Each team member should then choose one of the community workers that their team researched to illustrate in the next activity. Each member will illustrate a different worker.



Activity 2 - Community Worker Illustrations

The Supply Manager should gather the drawing paper and crayons for each team member. Set Teach Timer for 15 minutes. Students work independently to create an illustration of the government community worker they chose from the team research. Teacher should circulate around the class to ensure that students are meeting with success. When students have completed the activity, each one shares their illustration with the class using the Stand and Deliver method.



Wrap Up:
As a class, discuss the Daily Challenge Question. Be sure that all students understand the difference between a government community worker and a non-government community worker.

Enrichment Options
Community Connection
Students can take a field trip to visit governement community workers doing their jobs.

Parent-Home Connection

Solicit parent government workers to come in to speak to the class about their jobs. Focus should be on how their job is different from a non-government job.



Field Experiences

The students can visit community workers on the job:

Possible Class Trips

1. Fire Station

2. Police Station

3. City Hall

4. Sanitation Department

5. Department of Water Works

 



Cross-Curricular Extensions

Technology:  Students can use Inspiration or Kidspiration software to create a concept map to show the connection of community workers to the community (if they did not already do this in the lesson).

 

Language Arts:  Students can write thank-you letters to community workers thanking them for their service to the community. If a field trip was taken, students can write thank-you letters thanking workers for the visit.




Stage 4
Teacher Reflection


As a reflective practitioner, note how this lesson could be adjusted after its initial implementation. How successful were the students? What did the assessment demonstrate about the students’ learning?  What skills do the students need to revisit?  What instructional strategies worked and what made them successful?  What will you change the next time you use this lesson?  Why? 



Author: Mae Williams
Modified by: Amy Whitney
Author's School System: Baltimore City Public Schools