Jobs in Our Community

Week 1
H-SS 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 accounts.
MSDP1.1 Pose information questions; collect data; and record results using objects, pictures and picture
graphs.
Objective: Students will differentiate between jobs that are done at school and jobs that are done at
home by sorting pictures of workers into two separate categories: Home and School
Monday
Read This is the
Way We Wash
Our Clothes and
discuss the
difference
between how the
character in the
story washes
clothes back then
and how we wash
clothes today.
Explain the word
job. Write a
class list of the
various types of
chores and jobs
we do around our
house and school.
Pick one job and
write the steps
involved in doing
the job.
*Teacher directed
activity.

Skype.com

Tuesday
Skype with a
mom! To see
what jobs she
does at home
during the day.
Review the jobs
students do at
home. Create a
household chore
glyphs with
different symbols
and colors to
represent
different chores.
Chart class
results.
Math integration

Wednesday
Group discussion
on jobs students
have at home and
how they are
similar and
different from the
jobs they have at
school (T-graph
for side by side
comparison).
Draw 2 pictures: a
picture of a job at
home and one of
their job at school
and finish the
sentence My job
is__. For each.
*Writing

Thursday
Read A Day in the
Life of a Teacher
by Linda Hayward.
Visit the
custodian,
cafeteria workers,
principal, nurse,
school monitors,
librarian, and
administrative
assistants. Take
pictures for the
classroom.
*Primary sources

Friday
Share pictures
from Thursday
with the class,
along with some
old pictures of
workers at
schools. Identify
the differences
between them.
Review jobs the
students do at
home and the
jobs they see at
school. Color, cut
and paste pictures
of school jobs and
home jobs in two
categories.
*Primary sources
*Students who
are done early
may complete a
worksheet tracing
the names of
various jobs found
at home and
school.

Kya Denny
EDUC 5555
Integrated Unit

Jobs in Our Community

Week 2
H-SS 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 accounts.
VAPA T 3.2: Portray different community members, such as firefighters, teachers and clerks, through
role-playing activities.
VAPA M 2.2: Sing age-appropriate songs from memory.
VAPA D 1.2: Perform basic locomotor skills
HE 1.4G: Identify trusted adults who promote healthy development.
Objective: Students will recognize workers and their jobs by sight and demonstrate the types of work
each job entails.
Monday
Learn about the
words
community and
neighborhood.
Read Community
Helpers from A-Z
by Bobby
Kalman.
Learn The
People in Your
Neighborhood
song.
Introduce the
postal worker,
the firefighter,
the police
officer, the
doctor and
nurse, the chef,
the farmer, park
ranger,
carpenter,
*The names of
the jobs will be
said and listed in
Spanish

Tuesday
Play
Firefighter
boot camp
games.
Create
scenarios
where
students have
to run, jump,
climb, crawl,
drag a hose
(rope).

Wednesday
Read Work in
Colonial America
by Mark Thomas.
Venn Diagram of
the differences
between farmers
and
doctor/nurses
now and then.
Show pictures of
Clara Barton and
generate
discussion about
the important
role of nurses.
Show pictures of
Cesar Chavez. Tell
about his
accomplishments
for farm workers
by discussing the
harsh conditions
of farms back
then and whats
different today.

http://www.redcross.org/about-us/history/clara-barton

Thursday
Stations including
community helpers puzzles,
listen to recording of Whose
Vehicle is This? By Sharon
Katz Cooper then match the
car to the job worksheet,
match, color, cut and past
the old and the new jobs
worksheet, group with the
teacher douse Work Read
Aloud worksheet
(classification/Categorization
of jobs)
*Students who finish early
may read themed books in
the book nook.
*Worksheets from the Scott
Foresman Colonial
Willamsburg History-Social
Science for California Learn
and Work curriculum guide

Friday
Students will
break off into
groups of 4.
Teacher will
hand out
pictures of
people
representing
different jobs
to one person
per group. That
student will act
out the job
they were
given and the
rest will guess.
Once they
guess, they all
must act out
the job until
the next round
of pictures is
handed out.
Everyone will
get a turn.

Kya Denny
EDUC 5555
Integrated Unit

Jobs in Our Community

Week 3
H-SS 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 accounts.
VAPA VA 2.4: Paint pictures expressing ideas about family and neighborhood.
S IE 4.e: Communicate observations orally and through drawings.
Objective: Students will identify their jobs in their community, select a job they might like to have and
explain why.
Monday
Prepare for field
trip. What is a
Police Officer?
What does s/he
do? Generate a
list of questions,
viewed on
projector to ask
on tour of station.
Go over Prezi on
rules and
procedures for
field trip.

Tuesday
Field trip to police
station. Emphasis
on friendliness of
police officers,
how they keep us
safe, and how to
reach them if we
need their help.
*Hard of hearing
student will be
with the group
closest to the
speaker.

Wednesday
Write a group
story about our
trip to the police
station.
Learn the 9-1-1
song.
Draw a picture to
illustrate the
story.

Thursday
Students will
paint a picture of
a job they would
like to have when
they grow up. It
does not have to
be one studied.
Underneath they
will write When I
grow up I want to
be a ____.
*Students who
are ready, may
write another
sentence
explaining why.
*Students who
cannot write yet
will dictate their
sentence to the
teacher who will
write it in
highlighter for the
student to trace.

Friday
Students will
share with the
class their My
Jobs in My
Community
books that they
have accumulated
(teacher will bind
them) throughout
the unit. It will
include their
glyph, their
picture of their
jobs at home and
school, the group
story and their
picture, as well as
their painting of
the job they might
like to have when
they grow up.
Students will
explain why they
chose the job they
did, to the class.