Name of Lesson Community Helpers: What Tools Will They Need?

(Classifying
tools according to occupation)
Content Mathematics and Social studies: Children will be developing
area(s)/developmental their classification skills while building a better
domain(s) addressed understanding of the different roles each community helper
plays.
Brief description of the Children will sort the community helper tools and discuss
lesson how the tools are used.
This lesson is: ∗A new concept/activity
∗A continuation of a
previous lesson/activity
Classifying the tools will build strong classification skills.
Discussing the use of each of the tools will help the children
Rationale
better understand the roles of different community helpers.

15 min
Timeframe
Objective(s) of the Given instruction on the roles of community helpers, students
activity will demonstrate understanding of the different tools needed
for different occupations and sort them accordingly.
Connections to  Standard Area - Math: Mathematics (NYS P-12 Common Core) Grade Band - Math.P-8: Prekindergarten - Eighth
standards Grade Grade Level - PK: Prekindergarten Domain - PK.MD: Measurement and Data Cluster - Sort objects and count
the number of objects in each category. Standard PK.MD.2:
 Standard Area - SS: Social Studies Academic Level - SS.E: Elementary Standard - SS.E.3: Geography Key Idea -
SS.E.3.1: Geography Performance Indicator SS.E.3.1A:
Language Objectives This lesson’s language focus will be on vocabulary acquisition.
The children will be learning new words for the various
tools used by different professionals such as stethoscope
and rolling pin.

Resources/materials  Cut out tools: stethoscope, medicine, x-­­ray, shot, fire

needed: hose, fire truck, smoke mask, ax, rolling pin,
flour and sugar, oven, white board, pencils and
paper, books, tool belt, tool box, hammer, wrench
 Cut outs of community helpers: doctor, firefighter, baker,
teacher, construction worker  Chart with spaces
for community helpers on top and tools on bottom
Technology inclusion (if None for this lesson
applicable)
Procedures (step by Anticipatory Set (Connection/Motivation)
step) Begin by telling the class that some helpers in the
community have come to visit. Introduce and review the
community helpers and stick them in the top portion of the
graph. Have the helpers say ‘hello’ to the children.
Tell the children that the helpers have a problem
and need their help. Explain that all the helper’s tools have
been mixed up and need to be sorted.
 Instruction/Mini Lesson
Pull out a tool from a box or bag and introduce it to
the children. Ask who they think it belongs to. Stick it
on the chart beneath the correct helper and discuss
how each tool is used by the corresponding helper.
Guided Participation
Have each child have a turn pulling out an object from the
bag and sorting the tool. Discuss as a class how
each tool is used. Try to elicit as many understandings of
the tool before explaining it.
Closure (sharing/reflection, next steps)
When all the tools have been sorted, count the tools for
each helper and briefly compare the amounts. Review the
names of all the tools once more before having the
helpers say ‘thank you’.

Method of assessing Pre--assessment Assessment of Student Assessment of

children’s Before introducing the Children’s
understanding of activity, ask the During center time Language Learning
lesson/activity/objective(s) students during have a similar Review
center time to sort sorting activity the names of
various objects available in the the tools during
by color or shape. social studies center. the next class and
Once the children Observe whether see if the
demonstrate a the children are children can recall
good able to the vocabulary.
understanding of successfully sort the If some children
classification with concrete tools by occupation. have not grasped
objects, then the vocabulary, find
classification with more some books that
 abstract objects use the vocabulary
and be introduced. in context and
review the words.

Plans for differentiated Supporting children Supporting English Language Learners

with identified delays This lesson will be good for ELL
instruction/instructional or disabilities students because each tool is clearly
modifications For children with pronounced and practiced as a group.
delays, have them team However some vocabulary is more difficult
up with a friend and will need to be reintroduced in
when sorting a variety of contexts such as book,
an item or centers and throughout the day.
with the teacher.
Allow for more time
and use positive
reinforcement
throughout the activity.

Follow up/Extension Find various books about the doctors, teachers,

activities firefighters, construction workers, and bakers and search for
some of the tools used in the stories. Discuss the
importance of each community helper and brainstorm some other
tools these helpers might use.
Any additional
information
that would be
helpful for the
observer to know
 Learning Activity
Plan for PreK-­­
Grade 2

Observer feedback on the lesson plan, including commendations and

recommendations for improving aspects of the learning activity