Ariel Elvins

Wesleyan College

 The unit I developed for my kindergarten classroom

encompassed the idea and importance of community

helpers. Collectively, my host teacher and I developed
lessons for a unit that would last for two weeks. The unit
began with the annual Career on Wheels day. This day
consists of various people in the community bringing in
the vehicles they use for work and explaining their jobs.
Its like career day but it incorporates the work vehicles.
The students observed helicopter pilots, police K-9
units, locksmiths, EMTs, farmers, and many more in
order to establish a foundational understanding of
community helpers.

The students were provided the opportunity to

speak with some of the community helpers

that visited Heard Elementary. They were able
to obtain insight into the responsibilities
incorporated with various jobs. They also
began to envision themselves in a particular
career field. The students learned that it takes
hard work and perseverance to obtain a job
you truly enjoy.

 I am fortunate enough to have a fianc who

is a Registered Nurse at Houston Medical

Center, Crisp Regional Medical Center,
Coliseum Medical Center, and Regency
Hospital. After following proper protocol, I
was able to bring in some of the tools my
fianc utilizes in his career. For safety
purposes, I only brought in a few
stethoscopes and a blood pressure gauge. I
had to ensure that there were limited safety
risks when selecting tools. The students
were given the opportunity to experiment
with the tools and discuss what makes those
particular tools important in his career. This
led the students into an extensive classroom
discussion regarding the tools that are
required for various jobs.

Pre-Assessment Activity

Pre-Assessment Scores
120
100
80
60
40
20
0

Class
Average:
59.8

Bazemore, Cole
Belmonte, Eduardo
Cason, Coley
Cheeley, Amari
Crawford, Cailsey
Fernandez, Nathan
Freeman, Arielle
Gonzalez, Tania
Green, Cy
Hunt, Carsen
Israel, Julia
Liles, Hannah
McCollum, Ava
McCollum, Emily
Nasworthy, Ayden
Partain, Dawson
Peacock, Erin
Stephens, Remiya
Syme, Nicholas
Ussery, Sam
Varma, Om
Ward, Jordi

83
33
50
33
50
66
100
100
33
33
100
66
50
66
83
33
66
33
83
33
66
50
59.82609

Lesson One
The students will listen as the teacher reads Maybe
you should fly a jet! Maybe you should be a vet! by
Theo LeSieg. The class will discuss the book and
different jobs explored in the text. They will answer
questions prompted by the teacher regarding the text.
1. ELACCKRI1: With prompting and support, ask
and answer questions about key details in a text.
2. SSKE1: The student will describe the work that
people do (police officer, fire fighter, soldier, mail
carrier, baker, farmer, doctor, and teacher).

Lesson One Procedures

1. Read the text to the class as the students sit on the
carpet.
2. After reading the text, the teacher will ask the class if
there were any jobs in the book that they would like to
do. The teacher will ask the students to raise their hand
if they would like to share the job they would enjoy.
3. The teacher will select students to share the job that
interests them and why they chose that job.

Lesson One

Lesson Two
The students will discuss the jobs they chose to
pursue. They will complete a counting worksheet that
focuses on various jobs in the community.
MCCK.MD.3 Classify objects into given categories; count the

numbers of objects in each category and sort the categories

by count.
2. SSKE1: The student will describe the work that people do
(police officer, fire fighter, soldier, mail carrier, baker, farmer,
doctor, and teacher).

Lesson Two Procedures

1. The students will be given the worksheet. This
worksheet asks that students to use base ten models to
color in 18 blocks.
2. As the students work on the worksheet, the teacher
will circle around the room assisting students.
3. The teacher will select one student to share their
completed worksheet.

Lesson Two

Lesson Three
The students will complete a worksheet that
categorizes the tools community helps use into the
appropriate job column.
1. MCCK.MD.3 Classify objects into given categories; count

the numbers of objects in each category and sort the

categories by count.
2. SSKE1: The student will describe the work that people do
(police officer, fire fighter, soldier, mail carrier, baker, farmer,
doctor, and teacher).

Lesson Three Procedures

1. The students will be given the worksheet. They should use their

scissors to cut along the dotted lines of the worksheet that contains
several items that community helpers need.
2. The students should sort the items into categories depending on

the jobs that requires the item.

3. Once the students finish sorting, they can use their glue sticks to

glue each item into the appropriate job column.

4. As the students work on the worksheet, the teacher will circle

around the room assisting students.

5. The students will place their worksheets in the back of the room

to let them dry.

Lesson Three

Lesson Three

Lesson Four
The students will write complete sentences that tell what job they
would like to have when they grow up. They students will start
the sentence with the phrase, I want to be
1. ELACCKW1: Use a combination of drawing, dictating, and
writing to compose opinion pieces in which they tell a reader
the topic or the name of the book they are writing about and
state an opinion or preference about the topic or book.
2. SSKE1: The student will describe the work that people do
(police officer, fire fighter, soldier, mail carrier, baker, farmer,
doctor, and teacher).

Lesson Four Procedures

1. The students will come to the carpet. The teacher will use chart paper and
markers to write the phrase, I want to be on the chart. As the teacher write
on the chart, she will ask the students to sound out and spell the words in the
phrase.
2. Once the phrase is written on the chart, the students will return to their
seats. They will be asked to write a sentence in their journals hat explains what
they want to be when they grow up. Each sentence must start with the phrase
written on the chart.
3. Once the students finish the sentence, they will be asked to draw a picture to
accompany their sentence.
4. Throughout the journaling process, the teacher will be walking around the
room assisting students and discussing the journal entries.
5. The sentences will turn their journals into the journal box.
6. The teacher will read the students journals to determine student
comprehension.

Lesson Four

Lesson Five
The students decide what job they want to
have when they grow up. They will use the
template worksheet and color crayon to create
an artistic depiction of their dream job.
1. SSKE1: The student will describe the work that

people do (police officer, fire fighter, soldier, mail

carrier, baker, farmer, doctor, and teacher).

Lesson Five Procedures

1. The students will be given the template worksheet.

2. The students will be asked to color the template page to make it

look like a person in the job they want to have when they grow up.
3. Once the students finish the coloring, they will complete the

sentence on the worksheet. They will have to write the name of the
job they hope to have.
4. The teacher will be walking around the room assisting students

and discussing the journal entries.

5. After completing the assignment, the students illustrations will

be used to decorate the classroom and remind us of the

importance of community helpers.

Lesson Five

Post Assessment Activity

Post Assessment Scores

120
100
80
60
40
20
0

Class
Average:
86.7

Bazemore, Cole
Belmonte, Eduardo
Cason, Coley
Cheeley, Amari
Crawford, Cailsey
Fernandez, Nathan
Freeman, Arielle
Gonzalez, Tania
Green, Cy
Hunt, Carsen
Israel, Julia
Liles, Hannah
McCollum, Ava
McCollum, Emily
Nasworthy, Ayden
Partain, Dawson
Peacock, Erin
Stephens, Remiya
Syme, Nicholas
Ussery, Sam
Varma, Om
Ward, Jordi

83
78
83
83
92
78
100
100
78
83
100
92
78
78
83
92
78
100
100
83
78
83
86.73913