Design Topic Jobs in our Communities Subject(s) Social Studies Grade(s) TK Designer(s) Lindsey Rosete

STAGE 1 – DESIRED RESULTS

Unit Title: Social Studies: Jobs in our Community
The goal of this unit is to familiarize TK students with the community around them. First, the
community of the classroom, and then of the school and then of the area in which they live. Students
should be able to acknowledge how necessary jobs are in these communities and explain why. Without
teachers teaching and parents paying for school and taxes, students would not have a place to go to
receive an education.
Established Goals:
Social Studies
K.3 Students match simple descriptions of work that people do and the names of related jobs at the
school, in the local community, and from historical ac​counts.
K.4 Students compare and contrast the locations of people, places, and environments and describe their
characteristics.
Visual Literacy
5.3 ​Point out images (e.g., photographs, paintings, murals, ceramics, sculptures) and symbols found at
home, in school, and in the community, including national and state symbols and icons.
Communication and Expression Through Original Works of Art
2.4​ Paint pictures expressing ideas about family and neighborhood.
Understandings: Essential Questions:
❏ Students will understand that without jobs ❏ What kinds of jobs exist?
our community does not function properly. ❏ What is a community?
“Many hands make for light work.” ❏ ​Why do people have jobs?
❏ Students will understand that we cannot all ❏ Will I have a job one day and what will I
have the same job because there are many do? Why? How will I become that?
things that need to get done. ❏ Why do we need to learn about jobs?
❏ Why do we need to learn about
communities?

Students will know: Students will be able to:

❏ Students will know common jobs (police ❏ Students will be able to identify common
officer, fire fighter, teacher, principal, jobs in their communities.
secretary (school), mail carrier, sanitation ❏ Students will be able to describe a
worker). community.
❏ Students will know duties associated with ❏ Students will be able to explain what jobs
each type of job. communities need.
❏ Students will know that in order to become ❏ Students will be able to describe what
a worker in these fields, certain skills or functions the workers perform.
schooling is required. ❏ Students will be able to associate job titles
with work.

STAGE 2 – ASSESSMENT EVIDENCE

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Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Design Topic Jobs in our Communities Subject(s) Social Studies Grade(s) TK Designer(s) Lindsey Rosete

Performance Tasks- (G.R.A.S.P.S.): ​Goal, Role, Other Evidence (e.g., texts, quizzes, prompts,
Audience, Situation, work samples,observations, self-assessments,
Product/Performance/Purpose reflections):
Students are able to identify a career they would
like to have one day and describe how they would Exit ticket: Students can use a clothespin and
be able to get into that field. They would describe match the job pictured to the tool used for that job.
where​ they work, ​what​ they do, ​who​ they help and
why​ they want to do that job one day. Create a map of their home and label the rooms
and people’s jobs
G​oal​- ​The goal is to provide students with a
glimpse into reality regarding jobs by guiding Create a map of the school and identify the needs
them in identifying their own skills and skills they of the school and the jobs of the people there.
would need in order to have a particular job.
Dramatic play-jobs, community helpers
R​ole​- ​Students will be job hunters and need to
select a job to investigate and report on through a Personal Community Map
gallery walk that the teacher sets up, with pictures
of different jobs. Group community map

A​udience​- ​The audience is the remainder of the Dialogue: Students are able to identify tasks
class and the teachers. associated with a particular career.
Informal check for understanding: Students can
S​ituation​- ​Students are being asked to create a identify different communities they are members
presentation that teaches their classmates what of.
they learned about the job they chose.
Gallery Walk for jobs-choose a job and apply for
P​erformance​- ​Students will independently (with it. What skills should you have in order to be good
help from the teachers or their parents) create a at that job? Interview students.
presentation where they dress up in appropriate
career attire and describe their job to their Create a play where students act out work
classmates. situations:
● someone gets their cat stuck in a tree, call
S​uccess​-​ A successful result will include attire that the fire department and rescue the cat
matches the job chosen, information regarding the ● vet clinic where students bring their sick
job requirements, duties, locations and any other animals and doctors and nurses care for
relevant information they discover. them
● school

Key Criteria:

Scale 1​(low)​ to 4​(high)

4 Student comes dressed in attire Student uses correct

that matches their chosen job language/vocabulary and
(or with props), is able to orally accurately describes the details
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Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Design Topic Jobs in our Communities Subject(s) Social Studies Grade(s) TK Designer(s) Lindsey Rosete

describe the who, what, when, of their job.

where and why relating to their
job and is able to answer
questions from their peers.

3 Student comes dressed in attire Student uses close-to-accurate

that matches their chosen job vocabulary and adequately
(or with props), is able to (with describes the details of their job.
prompting/support) describe the
who, what, when, where and
why relating to their job.

2 Student can describe attire that Student uses some accurate

matches their chosen job, is able vocabulary and is able to recall
to describe some of the who, some details about their job.
what, when, where and why
relating to their job with
prompting and support.

1 Student can describe attire that Student is able to recall few

matches their chosen job and is details about their job, with
able to recall few facts prompting support.
regarding their job.

STAGE 3 – LEARNING PLAN

Summary of Learning Activities:
1. Bubble map- Name all the jobs we know >transfer to KWL chart
2. Read “Career Day” by Anne Rockwell
3. Adults in those jobs students are interested in to come talk to the class each Wednesday.
4. Read “Let’s Meet a Teacher” by Bridget Heos
5. The students will describe duties performed by presenting adults and decide whether they are
necessary
6. Dramatic play centers- Pizza Parlor, Grocery Store, Vet clinic, School with tools used in those
careers.
7. Read “Me on a Map” by Joan Sweeney
8. Read “Stone Soup” book and use sequencing cards to show the adding of each item.
9. One student will be set up to complete a large puzzle on their own. Other students will watch
only until the student asks for help and more help until everyone is involved and the puzzle is
complete. Many hands make for light work.
10. Students will be given one piece of a puzzle and together they will put it together as a team to
demonstrate community.
11. Students will use matching worksheets/ Seesaw to match careers with uniforms, tools,
workplace setting, skills required
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Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Design Topic Jobs in our Communities Subject(s) Social Studies Grade(s) TK Designer(s) Lindsey Rosete

12. Construction Safety Bingo which teaches vocabulary for things such as “hard hat, wheels,
Danger signs, etc.”
13. Students will use GoogleMaps on their iPads to locate themselves and explore the areas around
them. Students will identify things such as large green spaces, homes and large buildings.
14. Students will complete “In The Town” worksheet where they identify and count up how many of
each thing they can find.
15. Students will create a map, with guidance, at home of their bedroom (rough drawing).
16. Students will map the school as a group to further understanding of the communities they belong
to.
17. Students will meet school faculty that do certain jobs and learn where they work and what tools
they need.
18. Read “Clothesline Clues to Jobs People Do” by Kathryn Heling
19.
20. Students will read “Wonderful Workers” rhyme to identify the type of work that people do. Ex:
“The baker wakes early and bakes us a bun.” then complete worksheet to match the baker with
buns they read about.
21. Students will map the classroom in small groups to further understanding of the communities
they belong to.
22. Students will match tools with professionals using the “Tool Time” worksheet.
23. Art lesson
24. Social Studies lesson
25. Gallery walk to gather information about many career options.
26. Students will be visited by parents/ friends that are willing to come share their experience.
27. Performance task

STAGE 3 – LEARNING MATRIX

Monday Wednesday Friday

Week 1 Read “Career Day” by Read “Let’s Meet a Dramatic play centers-
Anne Rockwell Teacher” by Bridget Pizza Parlor, Grocery
Heos Store, Vet clinic,
Bubble map- Name all School with tools used
the jobs we know > School faculty in those careers.
transfer to KWL chart (secretary, Principal,
Video on various 2nd grade teacher, Students will match
careers (not just civil custodian) will come tools to careers using
service). talk to the students and games/worksheets
present on their jobs.
Introduce Unit goals Students will write
thank you notes to each
of them for coming.

Week 2 Read “Me on a Map” Identify classroom as a Go on a nature walk to

by Joan Sweeney community. explore the school

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Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Design Topic Jobs in our Communities Subject(s) Social Studies Grade(s) TK Designer(s) Lindsey Rosete

grounds and talk about

Identify school as a Sing “Clean up” song where things are
community and find it as we work together to located
on a map. clean the classroom.
Identify cleaning as a Art lesson-Students
Read “Stone Soup” job. will work as a class to
book and use assemble an accurate
sequencing cards to Parents will come to map of the school using
show the adding of present on their jobs butcher paper and
each item. and bring tools for the templates for items
students to touch. such as playground,
cars, students, trees.

Week 3 Review school map Parents will come to Role playing- Students
from Art lesson present on their jobs will choose a job
and bring tools for the within the school and
Place “people” in map students to touch. verbally tell what that
of school in relation to person does to help
the job that they do. Students will recall
who has presented and
match people to
jobs/tools they use on a
worksheet

Week 4 Students will read Read “Clothesline Social Studies lesson-

“Wonderful Workers” Clues to Jobs People students will select a
rhyme to identify the Do” by Kathryn Heling career that they will
type of work that apply for
people do. Social Studies lesson-
students will Students will work in
Construction Safety investigate career job specific groups to
Bingo which teaches options through gallery complete applications
vocabulary walk

Watch video Job

Vocabulary
https://youtu.be/R69Y
KFmlcnA

Week 5 Students will role play Puzzle activities Teachers will interview
interviewing for jobs students for their jobs
that they investigated Review importance of
on Friday with a all careers and play Students will prepare
partner Community Helper posters or props for
Trivia video: their presentations next
https://youtu.be/jt2q1c week

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Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Design Topic Jobs in our Communities Subject(s) Social Studies Grade(s) TK Designer(s) Lindsey Rosete

HsH6E

Week 6 Prepare for Performance task Performance task

performance task presentations presentations
presentations and
complete posters or
props

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Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)