Daily Lesson Plan Day/Title: Day 2 / Places in My Community

Teacher Name: Ashley McManus Thematic Unit Theme/Title/Grade Level: Social Studies / Jobs / Kindergarten Wiki space address: http://kindergartenknights.wikispaces.com Daily Lesson Plan Day/Title: Day 2 / “Places in My Community”

Learning Objectives The students will demonstrate understanding of their community by identifying pictures of their neighborhood.

The students will define the purpose of each job and its location in their community.

The students will demonstrate understanding of the relative location of places in their community.

The students will practice effective communication when conversing with their group.

NCSS Theme/Sunshine State Standards NCSS Theme:

Theme 2 – People, Places, and Environments

Sunshine State Standards:

Benchmark(s):

SS.K.E.1.1 Benchmark Description: Describe different kinds of jobs that people do and the tools or equipment used.

SS.K.G.2.1 Benchmark Description: Locate and describe places in the school and community.

SS.K.G.1.1 Benchmark Description: Describe the relative location of people, places, and things by using positional words.

LA.K.1.6.6 Benchmark Description: The student will relate new vocabulary to prior knowledge.

Student Activities & Procedures Anticipatory Set: Teacher Activities/Student Activities “Yesterday we learned about jobs in our community through “Career Day”, but where do we find those jobs in our community? Today I’m going to read a book to you called “Jobs in My Neighborhood” by Gladys Rosa-Mendoza”

Procedures:

1. The teacher will show students, using Google Earth, where the community is located as well as where different locations are in that community. 2. Each table will be given an envelope representing one destination in the community shown through Google Earth. 3. The student reader of each group will read the clues and lead students in determining which job and location their envelope represents through brainstorming. 4. Students will present their hypotheses in sequential order, in which the teacher will follow with Google Earth to check to see if the students are correct. The numbers are labeled in the Google Earth “Job Locations” Tour and correlate with the envelopes. The process will continue with all eight destinations/envelopes. This shows students jobs around their community by discovery learning. 5. In their groups, students will discuss the importance of each job and its matching location. “Who does this job?” “Why is this job important?” “Where do we find this job? Is it in a specific building?” “Is it near or far? Does that matter?” “Why is the location important?” 6. Each group will give the teacher a report of their findings. Through class discussion, students will share their discoveries. The teacher will record these discoveries on the overhead for all students to see. 7. Students will return to their group discussions to decide which locations every community should have and why. The teacher will record these discoveries on the overhead for all students to see. “What is the most important job to have in the community?” “Which jobs keep the citizens safe?” “Is every job important? Why or why not?” 8. Students will then be given colored construction paper, an elastic hair band or rubber band, and the jobs handouts. The students should already have coloring tools, as well as scissors and glue. 9. Students will cut and match the correlating job with its location description in the community. Students will label and color the different jobs, creating their “Places in My Community” flip book.

Resources/Materials Materials:

-- “Job Locations” Tour in Google Earth -- “Jobs in My Neighborhood” by Gladys Rosa-Mendoza -- Envelopes -- Typed clues to include in the envelopes (attached). -- Construction paper, scissors, glue, coloring tools. -- Stapler -- Jobs handouts (attached) -- Overhead projector -- Teacher will need paper and pencil

References:

“Places in My Community” by Nancy Hagerty – Lessonplanspage.com http://www.lessonplanspage.com/SSOPlacesInMyCommunity-Purposes1.htm

Assessment Pre-Assessment: Students will verbally answer the following questions: 1. Where do we find jobs in our community? 2. Where does a mailman work? 3. Where does a fireman work? 4. Where do students work and what are their jobs? Post-Assessment: Each student will list one location that they believe is important in our community and list 2 reasons why it is good to have. Each student will also create their own flip book of jobs and their locations as a matching activity that assesses their comprehension. Participation throughout the lesson will also be part of the student’s grade.

Exceptionalities ESOL/SLD: Discussion of book will help ESOL students understand locate the jobs in their community as well as increase their overall comprehension of careers. The envelope with photographs and clue cards encourages students to connect text with pictures. The flip book that students create to match places with people not only encourages ESOL students to show their knowledge in writing, but alleviates the pressure by including coloring. All students, including ESOL students, are encouraged to participate within their small groups and cooperate with one another. ESOL students will be seated closer to the book, in order to see words as well as pictures. The various visual representations are beneficial to the ESOL students as well as the overhead used to present the listed information for ESOL students.

Gifted/Talented: Gifted students will be encouraged to write sentences in their “Places in My Community” flip book, as well as labeling the jobs. If the students finish all their work early, they may visit the website: “Kids Next Door” about Jobs and Places in the Community (http://www.hud.gov/kids/).

Discussion Notes Homework: Students will color/decorate their “Places in My Community” badge that will be used in the future for their “Jobs Vest.” (below)

“Places in My Community” Students will also be encouraged to point out job locations on their way home.

Parent Involvement: Parents will be asked to “quiz” their children on job locations while they are driving around the community

Extension: The teacher will create a class bulletin board with his/her students of their surrounding community and job locations.