1.

Name of Activity – Community Helpers

Originating Idea
Jilly always chooses to be a doctor during work time, she said she likes to be a doctor
when she grows up.

Curriculum Area
Choose 1:
Approaches to learning
Social and emotional development
Physical development and health
Language, literacy, and communication
Mathematics
Creative arts
Science and technology
Social studies

KDIs
H. Social Studies 54. Community roles: Children recognize that people have
different roles and functions in the community
D. Language, Literacy, and Communication 26. Reading: Children read for pleasure and
information.

Materials
Community helpers/roles books (police, teacher, doctor, vet, mailman, constructor
worker etc). Paper, crayons.

Appropriate Age group

Pre-K children – ages 4 and 5

Beginning of Activity
So Emma told me today that she wants to become a doctor I wonder what are the different jobs
that region kit when we grow up. Also there are lots of jobs in our community that people do to
keep our community safe. The community helpers have job that help people . Here are some
books about community helpers that we can read today.

Middle of Activity – the children were picked the community helper book of their choice. The
children will read through the book and see how community helpers work. The children will then
decide what they want to become when they grow up and draw that representation on a paper
with crayons.
Early Extension:
Children were read community helpers book. Teachers will scaffold them with open-
ended questions about what they want to become when they grow up.
Middle:
Children will read community helpers book more than one books. Children will identify
some of the roles and share if they had seen a community helper before for example like a
firefighter or police or meal man. Children will discuss what kind of job the community helpers
do.
Later Extension:
Children will read the community helpers book talk about what the community help us do to
keep us safe. They will make a detailed description of what they want to become and their
favorite community helper job. And they will draw their detailed representation on a paper using
crayons and share it with the teacher.

End of Activity
When the children are done drawing their representation they can share what they want to
become when they grow up and why do they like that particular role.

Follow-up Ideas-
1. Children can use community helper puppets to imitate or talk like them while using them
as a planning or recall strategy.
A. Approaches to learning 6. Reflection: Children reflect on their experiences.
2. More dress up clothes foreign community helpers can be added in the house area so
children can use for their pretend play during work time.
F creative arts 43. Pretend play: Children express and represent what they
observe, think, imagine, and feel through pretend play

2. Name of Activity – Road Signs

Originating Idea
During worktime, tom always picks the stop sign and shows it to friend who try to take
his toys.

Curriculum Area
Choose 1:
Approaches to learning
Social and emotional development
Physical development and health
 Language, literacy, and communication
Mathematics
Creative arts
Science and technology
Social studies

KDIs-
H social studies 56. Geography: Children recognize and interpret features and
locations in their environment
D. Language, Literacy, and Communication 26. Reading: Children read for pleasure and
information. 27. Concepts about print: Children demonstrate knowledge
about environmental print.

Materials
Wooden road signs, traffic signs, toy people , wooden blocks.

Appropriate Age group

Pre-K children – ages 4 and 5

Beginning of Activity
Friends on our way to school do you see signs on the road? What do you see? What do they
mean?

Middle of Activity – Children will predict and interpret what the road signs mean. The teacher
will explain what the road signs mean for example like stop or no turn or no walking or what the
three traffic lights mean and children will use this understanding to create a neighborhood using
the wooden blocks and toy people adding appropriate road signs in the neighborhood.

Early Extension:
Children just build towers with the wooden blocks. Teacher will encourage them to add people to
their construction. And scaffold them and help them understand how they can use the road signs
in their construction.
Middle:
children well build a construction with wooden blocks and add people to their neighborhood
they may add one or two sign. The teacher will scaffold and ask open-ended questions about the
construction and help them understand what that sign means in their construction.

Later Extension:
The children build their neighborhood with wooden blocks add people in their neighborhood and
add appropriate road signs and share it with the teacher and with open ended question, teacher
can assist how the sign would function in their neighborhood.
End of Activity
The children finished their construction project and explain why the road sign is
important to follow and if they had seen a similar sign on their way to school.

Follow-up Ideas
1. Children can continue playing with their construction and can add more materials to their
construction like animals or other building materials and work during the work time.
A Approaches to learning 5. Use of resources: Children gather information and formulate
ideas about their world.
2. Children can draw their own stop sign or do not touch signs during work time and use it
when they don't want friends to knock down there constructions.
A Approaches to learning 4. Problem solving: Children solve problems encountered in
play.

3. Name of Activity – The self-portrait

Originating Idea
Children are noticing differences about each other during their work time. They point out the
differences
in appearance in terms of hair, eyes and skin tone.

Curriculum Area
Choose 1:
Approaches to learning
Social and emotional development
Physical development and health
Language, literacy, and communication
Mathematics
Creative arts
Science and technology
Social studies

KDIs – H. Social Studies

53. Diversity – children understand that people have diverse characteristics, interests and abilities

Materials
We are all alike, We are all Different – book, Paper plate, Crayons/colored pencils, Mirrors
Yarn, Crinkle cut papers, Glue, Pipe cleaners, Scissors
Googly eyes – different colors, Paint, Paint brushes

Appropriate Age group

Pre-K children – ages 4 and 5

Beginning of Activity
Opening statement
I noticed Charlie and Jordan and Monica were pointing out differences in how you looked when
they were
playing in the House area yesterday. So we read We are Alike, We are Different. I thought it
would be neat if
we each made a self-portrait to highlight some of the ways we are the same and some of the
ways we are
different. I am going to give each of you a mirror so you can see your eye color and hair color
and shape of your
face, eyes and nose.

Middle of Activity – (what will the children be doing/saying – how will you transition from the
teaching
to the children doing – should read like a script but can be brief)
I want you to do your best to try and use the materials provided to make a self-portrait – which
just means a picture of yourself.

Early Extension:
Children may struggle with where to begin. Suggest to the children that they start with their hair
and then move down to the face to the color of their eyes and the shape of their nose and lips.

Middle:
Children are creating their self-portraits with the materials without a problem. Suggest two
students pair
up and talk about 2 things they notice that are similar and 1 thing they notice that is different
(think hair
length/color, eye color, etc).

Later Extension:
Children are completing their self portraits and noticing similarities and differences to their
friends. Ask
them to add more details like glasses, freckles, moles, etc. And ask them why do they think some
of the
these features are different/unique. (add vocabulary)

End of Activity
Have children share the self-portrait of themselves. What do you notice about their classmates
self-portraits?
Have children describe what they have on their self-portraits to each other. Have children
describe how they are
all different and how they are similar.

Follow-up Ideas -
1.Children will create their own book about how they are different and how they are alike
Draw a picture of their friend
2.Compare family portraits – have real life pictures from families – family involvement