Kindergarten Community Helpers

West Haven Public Schools

Unit Planning Organizer

Revised July 2011

Subject: Social Studies                                         

Grade: Kindergarten

Unit: Community Helpers                               

Pacing: Ongoing throughout the year

Essential Question:

What jobs are important to our community?

 

Big Idea:

There are people who do jobs that are important for our community.

 

CT State Standards (includes West Haven’s “Priority” GLES’s in BOLD and “Supporting” Standards)

Priority:

1.9.1 Explain that members of a community have both needs and responsibilities.

Supporting:

2.1: Understanding that information comes from a variety of sources.

2.4: Participate in classroom discussions.

2.5: Create and Share in-class artwork on a social studies topic.

3.1: Show awareness that there are different sides/points of view of one event.

3.2: Show awareness that people have feelings.

 

 

“Unwrapped” Concepts and Skills, and Bloom Levels (BL)

Concepts(Need to Know)

Skills(Able to Do)

BL

 

There are different types of jobs in the community. Our focus will be jobs that are discussed or implied in the Scott Foresman stories.

 

 

Any other community helpers you come across in teaching or in stories, their job can be discussed

 

An ongoing list can record all community helpers you explore throughout the year

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Explain that members of a community have both needs and responsibilities.

 

1

 

 

 

 

 

 

 

 

Assessments;

Recommended to do as a whole group activity. Not an individual assessment, more as exposure. Recommended to do as a building type of activity. Introduce each community job. Each time a new community job is introduced, all previous jobs are reviewed. Mastery is the exposure to Community Helpers.

Common Formative Pre- Assessment (Followed by Data Team Analysis):

Whole class discussion, brainstorm different community jobs that children are aware of. Form a list and save.

Common Formative Post- Assessment (Followed by Data Team Analysis):

Same procedure as pre-assessment, but following discussion, compare both pre and post lists to see what new jobs that the class has learned.

Instructional Planning

Suggested Resources/Materials:

This unit can be enriched by the following Scott Foresman Reading Stories:

 

Mary Had a Red Dress: Unit 1

The children in the story are going to school. Call attention to the community helpers that work at schools. Such as Teachers, Principal, & Nurse

The Wheels on the Bus: Unit 2

The bus travels throughout the town. Draw attention to the various businesses that are in the pictures. Talk about people that work there and what they do.

 

 

 

Mice Squeak We Speak:Unit 1

Some of the creature in this story could be found in a pet store (cats, dogs, birds, crickets, mice, frogs) Discuss the jobs at a pet store that help the animals and customers.

Miss Bindergarten Gets Ready For Kindergarten: Unit 2

Explain how teachers need to get a classroom ready for the children.

Follow the Leader: Unit 2

Revisit the discussion of jobs at a zoo that help the animals and the people that visit.

Dinner At Panda Palace: Unit 2

Discuss the setting of the story and who works at a restaurant

Bunny Cakes: Unit 2

A grocer works at a store that sells food. Today we have big food stores like Stop & Shop or Shop Rite but years ago people went to small stores for food and the grocer took the food off the shelf and gave it to the people. Perhaps some kids could associate a similarity to Pea Pod. Food gets ordered on the computer, packed up and delivered. Times have changed but needs are still the same?

Lilly’ Purple Plastic Purse: Unit 3

Teachers teach children in classrooms and not all rooms are the same. Parents work along to help children and teachers.

No, No, Titus: Unit 3

Discuss why farms are important to society. Discuss the jobs people and animals do on farms and how these jobs help society.

Ginger: Unit 3

Discuss the role of a Veterinarian in the community and how they help animals.

Mrs. McNosh Hangs Up Her Wash: Unit 3

Discuss the role of a Domestic Housewife and how “stay at home Moms” work. What jobs do they do? Why is it important to help Moms who works out side the home? How can kids help?

Raccoons and Ripe Corn: Unit 3

Review the plight of the farmer and discuss how difficult it is to raise crops. Brainstorm problems the farmer can have and how they could overcome them.

Corduroy: Unit 5

Discuss the various jobs in the story and relate these jobs to jobs done at the local stores.

Franklin Plays the Game: Unit 5

Discuss the role of a coach and how they teach the children their sport.

FlowerGarden: Unit 6

Recall story Bunny Cake. Compare and contrast the grocery store in both stories.

Machines At Work: Unit 6

Construction workers are people who work together to build buildings for our community. They use various types of trucks, equipment and other machines to build these structures. Many jobs are at a construction site.

 

Pictures of Community Helpers, either individual pictures or pictures within books

Student created art activities

Chart Paper

 

 

 

 

 

 

Suggested Research-based Effective Instructional Strategies:

 

Vocabulary/Word Wall

Enrichment/Extension

Interdisciplinary Connections