Indiana Wesleyan University

Elementary Education Lesson Plan Template

Social Studies/ DSSM rev.2019
Student: Alex Yoder School: Kendall University
IWU Supervisor: Dr. Karr Co-op Teacher: Jennifer Miller
Teaching Date: No longer…BIG SAD  Grade Level: Kindergarten
Audit Trail: N/A

LESSON RATIONALE
This lesson is important because it teaches my students how different people in a community have different roles and how we can all work
together to help each other and belong as one body belonging to one another.

(CAEP K-6 1.a)

READINESS
I.Goals/Objectives/Standard(s)
A. Goal: Students will be able to see and identify how different parts of a community work together for the benefit of the whole
community
B. Objective:

- Students will be able to identify different roles in a community

- Students will be able to explain what different people in the community do
- Students will be able to explain how people as individuals help the whole body

C. Standards: NCSS/ IAS

IAS: K.2.1: Give examples of people who are community helpers and leaders and describe how they help us.

NCSS 1.A: Candidates are knowledgeable about the concepts, facts, and tools in civics, economics, geography,
history, and the social/behavioral sciences.

II. Management Plan

a. Materials: (Double click the box)


 https://prekinders-wpengine.netdna-ssl.com/wp-content/uploads/2009/07/community-
helper-bingo.pdf

b. Time:
Anticipatory Set- 5-10 minutes
Instruction- 15 minutes
Assessment- 5-10 minutes

c. Space
– Students will be at their desks while I teach, will work at their desks, and then present in front of the class.
d. Behavior – Students will be expected to sit and listen in their desks, participate in answering questions, and present in
front of the class, as well as get along with their peers.

III. Adaptation to Individual Differences and Diverse Learners-- If a student is non-verbal or does not do well speaking in front of the
class, I can have them out their role instead of speak about it to the class. If students get done early, they can help a friend as long as
they do don’t distract them, for students who need reteaching we could make it even more simple and have them think about their
family roles at home, for ELL students, I could bring in costumes so the student knows what’s being shown even if they don’t know
English that well. Some students with exceptional needs could benefit from having props or sensory items.

PLAN FOR INSTRUCTION (CAEP K-6 1.b)

IV. Anticipatory Set
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies/ DSSM rev.2019
• Alright students, let me ask you a question. Do you have jobs you do at home to help your family? What are some of your jobs?
Some of my jobs were to mow the lawn, water the garden, feed the dog, clean the dishes, make my bed, all kinds of jobs. Now the
rest of my family had jobs too that they did around the house. My dad cleaned bathrooms, weeded the flowers, and grilled. My mom
dusted, did laundry, and cleaned up areas in the house that were messy. We all had our specific jobs that way one person didn’t
have to do everything.

V. Purpose: Just as me and my family members had specific jobs in the house that we did to help each other out, we are going to learn about
different people who do different jobs in our community to help out everyone else living in the community.

VI. Lesson Presentation (Input/Output)

“Alright class, to start, let’s think about some different people who work at our school. You guys know who (librarian) is. What does she
do? Good, she’s our librarian. What does she do? Good, she runs our library and helps us check out books. How about (computer
teacher)? What does he do? Yes, right. He’s our computer teacher. What does he do? That’s right; He helps us learn about our iPads,
computers, and technology. How about (principal)? Yes that’s right she’s our principal. What does she do? Good, she makes decisions for
our school and makes sure it runs properly. Now, we also have people with different jobs in our community? Can you think of some jobs
in our community that help us? Yes great job; a policeman, a fireman, a teacher, those are all great examples. Just like the people in our
school and just like my family, everyone has different jobs and they all work together to help everyone out. We are now going to practice
to see if we can identify different roles in a community and what they do. I will give you all a worksheet. You will not all have the same
worksheet; you’ll have different worksheets that have different community members on them. Your job is to identify what job your
person has and what they need for their job. (Allow students time to work on worksheet *attached below*, walk around and help
students, answering any questions they may have.) Okay now we will come up and share as a group and learn about each community
member and what they do. If you had a fireman, come to the front. Ok firemen, tell us some things that a fireman needs and what they
do. Good! (Repeat this process with all the community member jobs.) Great job groups! Now we’re going to take this a step forward. I
told you earlier that we will learn how all the jobs work together to help the whole community. So I’m going to call out two different jobs
and I want you to raise you hand and tell me how that person could help someone in the community. Why might I need help from a
firefighter. Good, if there is a fire or if there is a cat stuck in a tree. What is a situation where I would need a doctor? Good; if I get sick, or
if I break a bone. (Repeat for several other jobs.)

VI. Check for understanding.

“To make sure we understand how to identify different community members, know what they do, and know how they help our community, I
want you to call on a friend who did not have the same community member as you and tell us what you learned about their community
member. “

VIII. Review learning outcomes / Closure –

“Great job class! You guys did so good with all those activities! I appreciate your participation, hard work, and willingness to have fun. Now
we know about all kinds of different jobs in our community. We learned how everyone has different jobs and different skills but how we
can use those skills to help others who belong in our community.”

**** Maybe for fun I would send this “Community members BINGO” home that they can do with their parents and return for a treat! 
https://prekinders-wpengine.netdna-ssl.com/wp-content/uploads/2009/07/community-helper-bingo.pdf

PLAN FOR ASSESSMENT

A. Formative:. Each group presents to the class about what their community member is, what they do, and when you would
need them.
B. Summative: Have a section on the unit test where there is a picture of a community member and I ask what they are, what
they’re role is, and what you would need them for.

REFLECTION AND POST-LESSON ANALYSIS (CAEP K-6 3.b)

1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. Can students identify different community members and their roles in the community?
3. What were my strengths and weaknesses?
4. How should I alter this lesson?
5. How would I pace it differently?
6. Were all students actively participating? If not, why not?
7. What adjustments did I make to reach varied learning styles and ability levels?
8. Were there any students who fell through the cracks?
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies/ DSSM rev.2019
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies/ DSSM rev.2019
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies/ DSSM rev.2019
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies/ DSSM rev.2019
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies/ DSSM rev.2019

Student: School:
IWU Supervisor: Co-op Teacher:
Teaching Date: _____or IDK Grade Level:
Audit Trail:
OPPORTUNITY FOR IMPROVEMENT Format COMPETENT OUTSTANDING

Heading Student uses the provided template for Social

Studies content.
Template Student includes all of the information in the
template heading.
Audit Trail Student includes a list of dates and methods
for communicating with cooperating teacher.
Rationale Statement of rationale for the learning
experience and environment in this lesson.

Goals The lesson plan contains objectives that

connect goals and standards with lesson
Objectives
activities and assessments.
Standards
Each objective should include the
following: Conditions; Desired learning;
Observable behavior; and Accuracy (as
necessary)

IAS:

NCSS:

ISTE:

Management Plan A. Materials:

B. Time:
C. Space:
D. Behavior:
E. Technology: (as appropriate)
Anticipatory Set The anticipatory set is clear and direct and
focuses students’ attention on the lesson.

Purpose The statement of purpose is clearly connected

to the content of the lesson and is presented
in terms that are easily understood by
students.

Plan For Instruction

Adaptation to Instructional opportunities are provided in

Individual Differences this lesson. The opportunities are
and Diverse Learners developmentally appropriate and/or are
adapted to diverse students.

Early Finishers
Reteaching-

ELL –
Exceptional Needs-
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies/ DSSM rev.2019
Lesson Presentation Candidates demonstrate understandings,
for Social Studies capabilities and practices associated with
the central concepts and tools in Civics,
Economics, Geography, and /or History
within a framework of inquiry.

Lesson Presentation The candidate’s lesson demonstrates an

understanding of developmentally
appropriate practice.

The candidate’s lesson includes both

modeling and guided practice.

The lesson presentation includes relevant

activities that encourage student
participation and critical thinking.

Check for The lesson plan includes a plan and the means
Understanding to check for student understanding of the
lesson. A provision is included to reteach all
[CFU] or part of the lesson to all or part of the class.

Review Learning Lesson closure relates directly to the lesson

Outcomes and/ or purpose and/or objective.
Closure

Plan for
Competent 3
Assessment

Formal and Informal A plan for formal and informal assessment

Assessment [ mainly formative]throughout the lesson is
included. The assessment strategies are
uniquely designed for the students.

Reflection and Post- The lesson plan includes all required self-
Lesson Analysis answer questions.

SCORING
A lesson plan with elements that do to meet the A competent lesson plan earns a score of An outstanding lesson plan earns a
competent level will receive a score of 33 /40 or lower 34-37/40. score of 38/40-40/40

Additional Comments: