Community Helpers

Annotated Integrated Lesson Plan

Nicole Pilarz

Annotated Integrated Lesson Plan: Community Helpers

I. Background Information:

Name: Nicole Pilarz Date: 3/31/14

Grade: Preschool 4 Group Size: 24 students

Learning about community helpers is an important part of the preschool curriculum. Recently,

Mrs. I’s class has been introduced to the topic community helpers and has talked briefly about

the different kinds of community helpers and what they do. This unit will go further in exploring

what exactly a community helper is and where to find them. We will also discuss how the

children themselves can help the community. While this lesson will describe the duties of

multiple community helpers, after talking with the children I have decided to take an in depth

look at the ones most relevant to the children. These are jobs that children are most familiar with

and jobs that many parents in the classroom have such as police officers, firefighters, and

teachers. These careers will be the main focus of the learning activities.

II. Theoretical Framework

While writing my lesson I focused on the theoretical framework of several educational

theorists in order to facilitate children’s thinking and learning. The first that came to mind was

using Howard Gardner’s theory of multiple intelligences. Each student learns in a unique way so

I tried to expand my unit on community helpers to include as many of the multiple intelligences

as I could. For example in the science center students will use their linguistic intelligence and

for both the math and science center they will use their logical/mathematical intelligence ; in the

matching center they will use their interpersonal intelligence and in the art center the can use

their spatial intelligence. Each center focused on a different strategy to help multiple learners.

I also focused parts of my lesson on Vygotsky’s theory of scaffolding. For each center I

provided accommodations for learners above and below average skill level and shared these

changes with the adults at each center. By doing this I am ensuring that each child works within

their zone of proximal development which means they have the perfect amount of assistance to

where they are challenging themselves, but not becoming frustrated.

The last theorist who I focused a majority of my unit on was John Dewey’s theory of

learning by doing. This involves a careful design of activities that allows students to have

meaningful learning experiences. Each of my centers was specifically designed so that I am not

simply telling students what different community helpers do, but having them do it themselves!

By decorating a cake, fingerprinting themselves, and racing to put out fires, they are performing

the jobs of the various community helpers and therefore having a more meaningful learning

experience because they are learning by doing. By using the ideas from each of these theorists, I

am ensuring that each student has their best chance at making authentic learning connections.

III. Lesson Plan and Centers:

Big Idea:

There are many different types of community helpers and all of them have very different jobs.

All of the community helpers play an important role in keeping our community running and safe.

Essential Questions:

1 What is a community?

2 Can you name some community helpers and explain their jobs? 3 Why are community helpers important? 4 What does a police officer do and what is one way they can solve mysteries?

5 What does a baker do? 6 What does a firefighter do?

Learning Objectives:

Students will be able to:

Brainstorm a list of community helpers and what they do.

Explain in their own words the meaning of the word community.

Discuss why community helpers are so important.

List details about the jobs of specific community helpers.

Complete a graph about the community helper they would like to become.

Developmental Domains:

Domain 4: Communication, Language, and Literacy: Part A: Approaches to Communication

Motivation

1 Demonstrate that they are motivated to communicate. a. Participates in small or large group activities for storytelling, singing or finger plays. b. Asks questions. c. Listens attentively for a variety of purposes (e.g., for enjoyment; to gain information; to

perform a task; to learn what happened; to follow directions).

Background Knowledge

2 Demonstrates he/she is building background knowledge. a. Asks questions related to a particular item, event or experience. b. Correctly identifies meanings of words in read-alouds, in conversation, and in the

descriptions of everyday items in the world around them. c. Uses new vocabulary correctly. d. Makes comparisons to words and concepts already known.

Part B: English Language Arts and Literacy Reading Standards for Literature

Key Ideas and Details

1 With prompting and support, ask and answer about detail(s) in a text. 2 With prompting and support, retell familiar stories. 3 With prompting and support, ask and answer questions about characters and major events in a

story.

Craft and Structure

4 Exhibit curiosity and interest in learning new vocabulary (e.g., ask questions about unfamiliar

vocabulary).

Responding to Literature

1 With prompting and support, make connections between self, text, and the world around them (text, media, social interaction).

Presentation of Knowledge and Ideas

4 Describe familiar people, places, things, and events and, with prompting and support, provide

additional detail.

(Domains for centers listed separately.)

Materials:

Picture of a police officer

Percy’s Neighborhood by Stuart J. Murphy

Graph of community helpers from story

Wipe board and markers

Supplemental texts including: Community Helpers from A to Z, Helpers in my Community, Jobs People Do, Bakers, Keeping You Safe: A Book About Police Officers,

and My Mom is a Firefighter.

Materials for centers (listed separately)

Lesson Procedure:

Anticipatory Set-

Hold up a picture of a police officer and ask the students if they have ever seen a police officer before. Comment on how many of the student’s parents are police officers.

Ask students to raise their hand and tell me some of the things police officers do.

Remind students that police officers are community helpers; can they name any more

community helpers? Write their answers on the board.

Direct Instruction-

Introduce the story Percy’s Neighborhood by Stuart Murphy. Tell students that this book

talks about many different community helpers. Keep your ears open for some of the

community helpers that are mentioned and see if you can remember what they do.

Near the beginning of the book, the word community is defined. See if students can raise

their hand and explain what a community is in their own words. Listen to student

answers to ensure they understand what a community is and how it relates to community

helpers.

Finish reading the story asking critical thinking questions along the way.

After the story ask students if they can remember all of the community helpers listed in

the story, pull out a graph with all of those jobs listed at the bottom with pictures.

Have students come up one at a time and place a mark above the job they would most

want to have. Have an “other” option for children who prefer a different job.

Count the markings and see which job is the most popular in the class.

Explain how in centers today we will be learning more about certain community helpers

and what they do.

Briefly explain each center to the class and assign their groups.

Begin centers, each one should be about 10 to 15 minutes long.

Assessment:

Teacher will listen as students brainstorm a list of community helpers.

Teacher will make anecdotal records concerning students’ understanding of the word community.

Teacher will listen as students describe why community helpers are important.

Teacher will collect the graph completed by the students.

Teacher will observe students as they list details about specific community helper jobs.

Differentiated Instruction:

Category Accommodation/Modification Rationale

Students above level

Challenge these students with critical thinking questions that require an explanation. This should include more in depth information about what is a community and why community helpers are important. Have them explain it to the rest of the class. With the graph have them figure out how many more votes one category would need to equal another.

Once students understand the basic idea of a community they should be challenge to take their knowledge a step further, giving specific details and explaining why community helpers are important. If counting is a skill they have already mastered on the graph, encourage them to go further slipping addition into the lesson by asking, how many more votes does this job need to have the most?

Students below level

Help these students to understand a basic explanation of a community using various forms of manipulatives, pictures and examples. Help them to simply name a few community helpers and understand what they are instead of describing their importance. For the graph, simply count aloud with them the number of votes.

Before students can understand why community helpers are so important they must first have a basic idea of what a community is. Once they understand this aspect of the lesson they can slowly advance with the material. The graph is a great counting strategy and those who struggle with counting will benefit from watching the teacher model the action and following along with them.

*Assessments and differentiated instruction listed separately for each center.*

Learning Centers:

Center 1: Science Center

Objectives-

Students will be able to:

Brainstorm ways that police officers solve mysteries.

Trace their own hand.

Compare fingerprints using a magnifying glass.

Discuss the relationship between fingerprinting and solving mysteries.

Developmental Domains-

Domain 1: Approaches to Learning

Curiosity and Initiative

4 Exhibits curiosity, interest, and willingness in learning new things and having new experiences a) Asks questions using who, what, how, why, when, where, what if. b) Expresses an interest in learning about and discussing a growing range of ideas.

g) Willingly engages in new experiences and activities.

Domain 5: Cognition and Knowledge of the World: Science

Scientific Thinking

1 Asks questions and makes predictions based on observations and manipulation of things and events in the environment.

b. Manipulates and observes objects in his or her surroundings to develop conclusions. e. Asks “why,” “how,” and “what if” questions and seeks answers through experimentation

and investigation. f. Makes predictions based on background knowledge, previous scientific experiences, and

observations of objects and events in the world. 2 Tests predictions through exploration and experimentation.

b. Uses a variety of tools and materials to test predictions through active experimentation (child uses magnifying glass to examine pine needles; child puts large paper clip on water to see if it floats.)

c. Replicates or changes the experimental approach. 3 Generates explanations and communicates conclusions regarding experiments and explorations.

a. Compares and contrasts attributes of objects, living things, and events in the environment to organize what they have learned.

c. Verifies predictions by explaining “how” and “why.” d. Makes age appropriate, logical conclusions about investigations. e. Shares ideas about objects, living things and other natural events in the environments

through words, pictures, and other representations.

Materials-

25 pieces of paper and pencils

2 washable ink pads

6 magnifying glasses

Procedure-

When students arrive at the center, ask if they can remind me about some of the things

police officers do. How do they keep us safe?

Tell students that we are going to be detectives and figure out one way that police officers

solve mysteries.

Have each student trace their hand on a piece of paper, help those students who need it.

Have them write their name under their hand.

Using a washable ink pad, have students make a fingerprint on each of their

corresponding fingers of their traced hand, (thumb print goes on the outline of the thumb

and so on).

Give each student a magnifying glass to look at their own fingerprints. Then switch

papers and allow children to look at other students fingerprints.

Ask students what they noticed about the fingerprints; were they the same or different?

Lead students to understand that everyone’s fingerprints are unique; nobody has a

fingerprint just like yours! How could this help police officers solve mysteries?

Lead them to understand that police officers use fingerprints so they know exactly who

touched an object or was at a specific place, which helps them solve mysteries and keep

us safe. What an important job!

Assessment-

Teacher will observe students brainstorming about police officers.

Teacher will collect students’ traced hands.

Teacher will make anecdotal records as students compare fingerprints.

Teacher will listen to discussion about the relationship between fingerprinting and solving mysteries.

Differentiated Instruction:

Category Accommodation/Modification Rationale

Students above level

Students may be asked to describe how the fingerprints are different. Ask if they can figure out how police

use fingerprints to solve mysteries. Can they give any examples

themselves? These students could also assist their friends.

Students who are above level should be challenged with critical thinking questions. Now that they know that everyone’s

fingerprints are different, can they figure out how that helps police officers? Use

scaffolding and scientific inquiry strategies to challenge them and make them think.

Students below level

Students may require assistance tracing their hand or require teacher to do it for them. They may need

assistance with the magnifying glass. In order to notice the differences in

fingerprints students may require enlarged pictures of fingerprints from the computer. More specific,

relatable examples can be given for how police use fingerprints.

Students below level may need help with the basic skills of the activity such as tracing. They may also need a more concrete

explanation and examples to fully understand the material. Using different

strategies, examples, technology, and manipulatives could help them understand the activity, depending on the learner.

Center 2: Math Center

Objectives-

Students will be able to:

Brainstorm the different things firefighters do.

Count a given number of dots.

Match the number of dots to their numerical symbol.

Developmental Domains-

Domain 5: Cognition and Knowledge of the World: Mathematics Counting and Cardinality Know number names and the count sequence

2 Represent a number of objects with a written numeral 0 – 5 (with 0 representing a count of no objects).

Count to Tell the Number of Objects 3 Understand the relationship between numbers and quantities to 10; connect counting to

cardinality. a. When counting objects, say the number names in the standard order, pairing each

object with one and only one number name and each number name with one and only one object.

b. Understand that the last number name said tells the number of objects counted. The number of objects is the same.

c. Regardless of their arrangement or the order in which they were counted. d. Understand that each successive number name refers to a quantity that is one larger.

4 Count to answer “how many?” questions about as many as 10 things arranged in a line, a rectangular array, or a circle, or as any as 5 things in a scattered configuration; given a number from 1 – 10, count out that many objects.

Materials-

6 flame bingo boards

40 water drop bingo markers

12 numbered fire truck cards

Fire safety stickers

Procedure-

When students arrive at the center see if they can remember the different things firefighters do.

Explain that we are going to play firefighter bingo! Each student is going to get a

different bingo board with 6 flames on it. Each flame will have dots inside ranging from

1 to 12.

I will have special fire truck cards with numbers written on them. When I call a number

students will have to count their dots and see if they have a matching number. If students

have a match they will cover their flame with a cutout of a drop of water.

The first person to put out all of their flames with water will win a special firefighter

sticker!

Assessment-

Teacher will listen to students brainstorm about firefighters.

Teacher will observe students correctly counting dots.

Teacher will complete a checklist of who can match the correct number of dots to its numerical symbol.

Differentiated Instruction:

Category Accommodation/Modification Rationale

Students

above level

These students can be given

harder boards with more dots to test their counting skills. They

may be encouraged to group when counting or count by two’s.

Students who are already skilled at counting

and finding the correct numerical symbol may need to be challenged with larger numbers.

They may also be challenged to try different methods of counting to expand their knowledge and skill.

Students

below level

These students can be given

easier boards with smaller denominations of numbers. It

might help for them to count along with the teacher. They may also count their dots ahead of

time and write the number under the dots to simplify matching the

numerical symbol.

Students need to master counting smaller

numbers before they can move on to bigger denominations. By counting with a teacher

they are following a model and learning by example. Counting the dots and writing the correct number below it still captures the

objective of the game, but with less pressure to count as quickly or accurately as their

classmates.

Center 3: Art Center

Objectives-

Students will be able to

Brainstorm about the job of a baker.

Use fine motor skills to manipulate crayons, markers and bingo dabbers.

Decorate a pretend cake in unique, creative ways.

Developmental Domains-

Domain 2: Physical Development and Health

5 Demonstrates eye-hand coordination and dexterity needed to manipulate objects. a. Uses pincher grasp (index finger and thumb). c. Uses materials such as pencils, paint brushes, eating utensils and blunt scissors

effectively.

Domain 5: Cognition and Knowledge of the World: Arts

Visual Arts

1 Expresses oneself and represents what he/she knows, thinks, believes and feels through visual arts.

a. Experiments with a variety of mediums and methods of using art materials (such as using a big brush to paint broad strokes, combining colors, etc.).

b. Shows an interest in what can be created with tools, texture, color and technique. d. Chooses materials and subjects with intent and purpose.

2 Responds and react to visual arts created by themselves and others. a. Expresses an interest in drawings, sculptures, models, paintings, and art creations of

others. b. Identifies similarities and differences among samples of visual art.

c. Shares opinions about visual arts, creations, and experiences.

Materials-

25 cutout cakes from construction paper

Pencils, markers, crayons and bingo dabbers

Candle cutouts

Glue sticks

Procedure-

When students arrive at the center ask them who knows what a baker is, what do they do?

Lead students to understand that bakers are community helpers that make all sorts of

delicious things to eat like cookies, cake, and bread. It is also their job to decorate the

cakes so people want to buy them.

Tell students that they are going to get the chance to be bakers and decorate a cake; they

will want it to look pretty so other people will want to eat it!

Allow students to choose the color of their “cake” that I will have cut out of construction

paper. Write their name on the back example: “Baker Madison”.

Students may decorate their cake however they like, I will have crayons, markers and

bingo dabbers available to use. I will also have cut-out candles that students may choose

to stick anywhere on their cakes.

When everyone is done have them show their finished cakes to the group one at a time.

Assessment-

Teacher will listen to students brainstorm about bakers.

Teacher will complete a checklist detailing how children use fine motor skills to manipulate art materials.

Teacher will collect students decorated cakes.

Differentiated Instruction:

Category Accommodation/Modification Rationale

Students

above level

Students can be encouraged to

create patterns on their cakes with colors or even shapes. Ask them critical thinking questions about

why a Baker should do his best work decorating a cake.

Having children attempt to create patterns is a

great way to encourage math skills while still maintaining open ended art. Critical thinking questions will expand students thinking about

why they are completing the activity.

Students

below level

These students should just be

encouraged to have fun with the art, there are no wrong answers. A

variety of art tools caters to all children’s skill levels. Use concrete examples, pictures, and

manipulatives to show students why it is important for bakers to

create pretty cakes. Who wants to buy a sloppy birthday cake?

The idea behind open ended art is that students

should be encouraged to be imaginative, creative, and have fun. There should be no

pressure because there are no right answers. The variety of art materials should help students at different skill levels. For example,

students who have trouble holding a crayon can bingo dab. Also providing concrete

pictures and examples as to why a bakers cake should be pretty help the students understand the idea behind the art activity.

Center 4: Matching

Objectives-

Students will be able to:

Match various community helpers to their correct tools.

Explain the connection the community helper has with their specific tools.

Find hidden matches using their memory.

Developmental Domains-

Domain 3: Social and Emotional Development

3 Demonstrates and continues to develop positive relationships with significant adults (primary caregivers, teachers and other familiar adults).

a. Interacts with significant adults. b. Seeks guidance from primary caregivers, teachers and other familiar adults.

4 Develops positive relationships with their peers. b. Interacts with other children (e.g., in play, conversation, etc.). c. Shares materials and toys with other children. d. Sustains interactions by cooperating, helping, and suggesting new ideas for play.

e. Develops close friendship with one or more peers.

Domain 5: Cognition and Knowledge of the World: Social Studies

Geography

1 Develops a basic awareness of self as an individual, self within the context of family, and self within the context of community.

b. Describes how each person is unique and important. f. Describes his own community and/or cultural group.

g. Recognizes some community workers and describes what they do.

Civics, Citizenship and Government

5 Demonstrates an understanding of roles, rights, and responsibilities. a. Recognizes that all children and adults have roles, rights, and responsibilities at home,

school, in the classroom and in the community. c. Recognizes the roles/contributions of community workers as they produce

goods/services that people need.

Career Development

8 Demonstrates interest and awareness about a wide variety of careers and work environments. a. Asks questions about and shows an interest in the jobs of his/her family members

and/or “community helpers.” b. Recognizes that people depend on “community helpers” to provide goods and services.

c. Identifies the tools and equipment that correspond to various roles and jobs.

Materials-

Set of 24 matching community helper cards

Procedure-

When students arrive at the center see how many different community helpers they can

name.

Introduce the set of matching cards to the group, explain how you need to try and match

the community helper to the tools they need to do their job. The people cards are labeled.

For example, the librarian would match the books; the dentist would match the

toothbrush and so on.

First play the game with the cards facing up and see if the students can match all of the

cards.

Next play as a memory game with the cards flipped over. Depending on how well the

students do, it may be best to start off with only half the cards and gradually add more as

time permits.

At the end of the center see how many more community helpers the students are now able

to name.

Assessment-

Teacher will observe students as they match the community helper to their tool.

Teacher will listen as students explain the connection between the community helper and

their tool.

Teacher will observe students finding correct matches using their memory.

Differentiated Instruction:

Category Accommodation/Modification Rationale

Students

above level

These students can play a memory

game with the entire set of cards. Have them provide explanations for

how each community helper uses their tools at work. They could be encouraged to think of other

community helpers that were not included, what tools do those

people use? What about their parents?

Playing a memory game not only shows that

they are aware of what each community helper does, but are competent enough to

match them by memory. Having them explain how each tool is used helps them to expand their knowledge for each job. Having them

think of other examples helps them to apply this activity to their everyday lives and family.

Students

below level

These students may play the entire game with the cards flipped right

side up. They may also only want to focus on a certain number of

matches. Focus on the connection between a few of the community helpers and their tools.

The memory aspect of the game may be too confusing for these students. It is more

important for them to understand the connection between the community helpers

and their tools. Focusing on only a certain amount of jobs helps establish a more concrete connection. It is better to understand

a few than to feel overwhelmed and confused with them all.

Closure-

Call students back to the carpet when centers are finished and see if we can add any community helpers to our original list.

Tell students that we have talked about a lot of different jobs today, but is there anything

they can do as students to be a helper to the community.

Brainstorm a list of ways that the students can help the community every day!

Assessment Discussion:

Throughout the unit and the learning centers I will be participating in various forms of informal

assessment. Some strategies include observations, checklists, and anecdotal records. I will be

asking the adults at each center to help me with the informal assessments as well. For the read

aloud activity and each learning center listed above I have noted various ways to differentiate

instruction for learners that are above and below level. This will ensure that throughout the

entire unit, the needs of all children will be met. All of the assessment strategies are appropriate

for the preschool level, and because they are informal, they will give a more authentic

representation of their skill. Through the use of differentiated instruction and the wide range of

assessment tools, I will be able to have a thorough understanding of the students’ skill level

including who needs extra help, who should be challenged to extend their knowledge, what parts

of the lesson most students struggled with, which parts they excelled in, and how much

improvement was made. This will help when developing future lessons on this topic.

Family Connection:

After the lesson is completed the students will receive an activity to take home and complete with their families. The activity consists of a booklet with one page for every day of the week starting with Monday. For each day of the week, the student will record one community helper

they saw that day. The parent/guardian will write the name of the community helper in the given space at the top of the page. Then the student will draw a picture of the community helper below

it. Then the child will briefly explain what the community helper does and the parent/guardian will record what the child says at the bottom of the paper. Children may use any community helper they see such as their teacher, the mailman, or even their parents! A letter including

instructions will be sent home with the child along with a short survey for parents to fill out regarding the activity.