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LESSON RATIONALE
This lesson gives students the opportunity to learn more about who contributes to the common good of their school while at the same time
reflect on how their own actions can also affect the common good. (CAEP K-6 1.a)
READINESS
I. Goals/Objectives/Standard(s)
A. Goal: Students will identify community helpers within their school and explain how they can help them.
B. Objective: Given at least one example of a community helper in their school, students will explain what they do and how they can
help them.
C. Standards:
IAS:
• 1.2.3: Describe ways that individual actions can contribute to the common good of the classroom or community.
NCSS:
b. Time: 25 minutes
c. Space
• During the lesson, students will be sitting at their desks for the anticipatory set and mini lesson about community helpers. Then, after
explaining the activity, students will be in different groups around the room completing their own poster cooperatively.
• Groups:
o Group 1: Jackson A., Callie, Owen, Alayna, Baley
o Group 2: Gracie, Cooper, Catie, Parker, Kinley
o Group 3: Marie, Landon, Sam, Ryleigh
o Group 4: Addi, Tyler, Harley, Evan, Maddison
o Group 5: Eli, Marley, Jaxson W., Ben, Kenzi
d. Behavior
• A “Drop Bucket” class-wide behavior management plan will be used throughout the lesson to reinforce positive and cooperative behavior.
• An individual behavior management card flipping system will be used when negative behavior is present.
• During the small group activity, I will set a timer for students so they work efficiently on their poster.
• Necessary transition techniques, such as call and response, the clapping method, or the counting down method will be used.
V. Purpose: “Just like how your entire town or city has community helpers, your school by itself also has a lot of community helpers.
Today, we are going to look at some examples of people in your school that are community helpers, what they do, and how you can
help them.”
• For instruction, the same power point used in the anticipatory set will be used to transition to the definition of community helpers
in relation to individuals within the students’ school.
• Introduce the concept of a community helper within the students’ school, “A community helper is a person who works in a
community to help the lives of others. A community helper in our school is someone who works to help all of you learn and grow! Do I
have about 3 friends who want to guess some examples of community helpers in our school?” Allow 3 students to answer.
• “Good! Those are some great examples of community helpers. Now we are going to go through some pictures of examples of community
helpers in our school. When we get to each one, I want a friend to raise their hand and tell me who they think that community helper is,
and what they do to help our school.”
• Go through the rest of the power point containing pictures of a school nurse, janitor, lunch lady, teacher, and principal. Allow
students to answer accordingly, and prompt/model when needed. Make the instruction interactive and allow students to have a
discussion about the responsibilities of these community helpers if the opportunity arises.
• Put up an anchor chart titled “Community Helpers in Our School” that contains the definition and pictures of examples. Tell
students they can use this as a reference for the later activity, “Here is a poster with some examples of community helpers that we just
discussed. You can use this while we do our group activity later.”
• Then, read the next slide that says, “How can we help these community helpers in our school?” Ask students this question, and
write their answers on a different anchor chart titled “How Can We Help?”
• Explain that students can also use this during the later activity, “Friends, make sure to also use this poster to complete your later
group activity.”
(CAEP K-6 3.d)
• To check for understanding, students will complete a poster covering the responsibilities of ONE community helper in their school.
Their poster will answer two questions:
o What do they do?
o What can we do to help them?
• The poster that students create will also have a title that says the community helper on it and a section where they will have the
responsibility to draw what their community helper looks like.
• Different community helpers at school:
o School Nurse
o Janitor
o Lunch lady
o Teacher
o Principal
• “Okays boys and girls, now that we have thoroughly discussed examples of community helpers in your school and what they do, you are
all going to make your own poster about ONE of the community helpers we talked about today. I have the groups that you will make
your posters with written on the board.”
Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies/ DSSM rev.2019
• “You are going to answer TWO questions about your group’s community helper on your poster.” Have a blank example of the poster
on the board. “ As you can see, I have the poster split into sections and the questions are already written. The first question is ‘What do
they do?’ In this section you will answer how this person helps your school’s community. The next question is ‘What can we do to help
them?’ In this section, you will write how you as a student can help these people in your school to create a better working community.”
• “In the last section of your poster, you will draw what your community helper looks like. Make sure to include things in your drawing
that your person uses. For example, for the school nurse, you might draw a thermometer that takes temperature.”
• Tell each group where they will be and what community helper they have, “Group 1, you will make a poster about the School Nurse.
Group 2, you will make a poster about the Janitor. Group 3, you will make a poster about a Lunch lady. Group 4, you will make a poster
about a Teacher. Lastly, group 5, you will make a poster about the principal.”
VIII. Review learning outcomes / Closure –
• To close, students will present their poster in their group to the rest of the class. Ask students to pick one or two people to tell
everyone else about the community helper they had, and what they would do to help them.
• After each presentation ask students some review questions covering this topic:
o What do community helpers in our school do?
o What are some examples of community helpers in our school?
o What can we do to help them?
Not an exact example of what the anchor charts will look like, but a visual of the idea.
IAS:
NCSS:
ISTE:
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.
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.
Plan for
Competent 3
Assessment
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: