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CSUN. EED 601 Spring 2005 Powerpoint Assignment. Culminating Lesson Plan:. Community Helpers. Social Science-History CA Content Standards. 1.5 Students describe the human characteristics of varied backgrounds of American citizens.

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  1. CSUN EED 601 Spring 2005 Powerpoint Assignment

  2. Culminating Lesson Plan: Community Helpers

  3. Social Science-History CA Content Standards 1.5 Students describe the human characteristics of varied backgrounds of American citizens. ***For a complete list of the Social Science-History CA Content Standards click here.

  4. Teacher will introduce a community helper: doctor. Teacher will discuss the importance and role of a doctor. Students will be able to identify one community helper: doctor. Students will know what the community helper does to help their community. Teacher Objectives:Student Objectives:

  5. Materials: • Scrubs outfit (hat, pants, shirt, stethoscope, gloves) • Paper bag • Plastic bag w/clues • Crayons • Doctor chart • Doctor clothes cut-out worksheets

  6. Procedure: Initiating Activity: • Discuss social studies-history CA content standards with students. • Teacher will have doctor’s outfit already placed inside a paper bag. Then, ask a few students to come up and take out one article of clothing from the bag. The teacher will put the article of clothing on one by one. As each article of clothing is put on, the teacher will ask students what they think I am dressing as and why they think this helper wears these clothes. Teacher continues this activity until all the articles of clothing are put on and discussed. (If students can not supply a complete, correct response for each article of clothing then teacher will give input as needed). ***Next, teacher will have a few students use the stethoscope to listen to their heart beat. • Quickly review vocabulary from chart (Thedifferent types of community helpers and the job they perform which you discussed in previous lessons.)

  7. Procedure: Modeling/Guided Practice: • Once the teacher has put on each article of clothing and discussed the importance of each and what it is called, the teacher will begin a discussion about the importance of a doctor in our community and/or what the role of the doctor is. • As students give their thoughts and ideas about a doctor and what his/her role is in our community, the teacher will chart their responses on the doctor chart that will have already been displayed on the board. • Then have one student come up to the chart and read what the class has come up with. • Begin ‘clues’ game with students as an informal assessment. Select student will pick a clue and give their response. • Discuss standards once again and ask what students have learned. • Explain doctor worksheet in detail.

  8. Independent Practice: • Students will complete the writing part of the worksheet. Students will explain: Why is a doctor important? What is a doctor’s job? Etc. • Students will then complete the doctor cutout worksheet. Teacher will circulate to make sure all students are on task (informal assessment). • Students will use their word bank to label each part.

  9. Closure: Teacher will have students play the ‘clues’ game and discuss what the students have learned. Read “Doctor” book.

  10. Assessment: • Teacher will check for understanding during the clues game and • independent practice. • Teacher will collect student’s doctor worksheet to assess • students’ knowledge and put up on display in classroom. • ***For a detailed list of various assessments click on the following link: • http://www.angelfire.com/wa2/buildingcathedrals/measuringsuccess.html

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