University of West Alabama

COE
5E Lesson Plan- Boom Card (Individual)

Teacher: Tiffany Wilkinson

Date: 04/06/2023
Subject Area / Social Studies/Kindergarten
Course /
Grade Level:
Materials: iPad
Boom Card Website
Character puppet template
Paper bags
Glue
Crayons
Community Helper Sorting Task

Standards: SS10.k.7: Describe the roles of helpers and leaders, including the school principal, school
custodian, volunteers, police officers, and fire and rescue workers.
Objectives: Students will be able to identify who the community helpers are and their roles in the community
and the tools of their trade.
Differentiation Students will have access to an adaptive book that is identical to the Boom Card activity on the
Strategies: iPad. Students will be able to choose picture cards to answer the questions and organize the
information presented into categories.

ENGAGEMENT:
After watching a video about Community Helpers on YouTube, students will divide into small group centers rotations. One
group will work on making a community helper puppet, a second group will work on a sorting activity sorting tools of the trade
with the person who does the job, and a third group will work one on one with the teacher working on the iPad with the Boom
Card activity.
Assessment: The teacher will use the boom card activity as an informal assessment of the student’s understanding of the roles
of community helpers and what they do.
EXPLORATION:
Students will get the opportunity to pick out a character to turn into a community helper puppet. Students will use the boom
card activity to guide them into figuring out what character they want to use and what tools they need for their character.
Assessment: The teacher will observe how students put the characters together and group the tools for the community helper
to assess their understanding of the role of the community helper.
EXPLANATION:
Students need to learn about the people in their community who are tasked with helping them. Children who understand how
a community works together help foster a sense of belonging within the community. This also gets students thinking about
ways that they can help their community. It is also important that students know whom they need to call in the event of an
emergency. Letting students know what they do, such as doctors or dentists, can also help decrease anxiety or unease when
dealing with these people in their community.
1. What is a community?
2. Who are community helpers?
3. How does _____ help the community?

Approved January, 2013

 4. What kind of tools does _____ use to help the community?

Assessment: Students will use a sorting activity to determine if they understand the necessary tools for each community
helper. The teacher will observe the responses of students to ensure their understanding and take notes on students who
need more help.
ELABORATION:
Students will use their puppets to put on a puppet show to show they understand their character’s role as a community
helper. Students will get the opportunity to interact and participate with other students.

Assessment: The teacher will observe the student’s dialogue with their character to assess their understanding of the
community helper and their role in the community.
EVALUATION:
Expectations: 5- Approaching Expectations
Following Directions: The student needed
redirecting to the task more
than 5 times to complete
their assignment.
Participation: The student did minimal
participation in the class.
Completion: The student completed some
of the assignments
independently.
10- Expectations Were Met
The student was able to sit
and work appropriately at
their table for most of the
time.
Student participated with
the class for most of the
assignment.
The student completed most
of the assignments
independently.
15: Exceeded Expectations
The student was able to sit
and work appropriately at
their table for the entirety of
the lesson.
Students participated in
every aspect of the
assignment and developed a
concise dialogue for their
character.
The student was able to
complete all of the
assignments independently.

References:
Bybee, R.W. et al. (1989). Science and technology education for the elementary years: Frameworks for curriculum and instruction. Washington,
D.C.: The National Center for Improving Instruction.
Bybee, R. W. (1997). Achieving Scientific Literacy: From Purposes to Practices. Oxford: Heinemann.
National Research Council. (1999). Inquiry and the national science education standards: A guide for teaching and learning. Washington, D.C.:
National Academy Press.
Polman, J.L. (2000). Designing project-based silence: Connecting learners through guided inquiry. New York: Teachers College Press.

Approved January, 2013