Jobs in the Community

1ST GRADE UNIT PLAN

Rebecca Deal and Rachel Faught

Table of Contents
Unit Rationale and Goals………………………………………………………………………………………………… 2

State Standards and NCSS Standards………………………………………………………………………………. 3

Concept Web…………………………………………………………………………………………………………………... 5

Letter to Parents………………………………………………………………………………………………………………. 6

Unit Initiation and Culminating Activities……………………………………………………………………… 7

List of Correlated Learning Activities in Other Disciplines……………………………………………… 8

Bulletin Board Sketches……………………………………………………………………………………………………. 9

List of 8 Children’s Books………………………………………………………………………………………………... 10

Daily Calendar………………………………………………………………………………………………………………….. 14

Lesson Plans……………………………………………………………………………………………………………………… 15

PAGE 1
Unit Rationale and Goals
Rationale

Students will discover jobs and their importance in not only our community, but in
general. It is important for students to understand why people go to work and pick certain
jobs. It is also important that students know that there is a wide variety of choices of jobs,
and that one day they will choose a job for themselves. In order to discover different jobs
and their importance, we will have a unit focused around jobs where students see what
people do in this community, through lessons, virtual field trips, and volunteers coming in
to speak about what they do.

Goals

1. Students will give at least five examples of different types of business and the
goods and services they produce for the community.
2. Students can give an example of the type of job somebody in their family has.
3. Students can determine at least one job that they may be interested in.
4. Students give an example of a financial goal.
5. Students can discuss different sources of income needed to meet financial goals.

PAGE 2
Standards
COLORADO STATE STANDARDS
Social Studies Standard: 3. Economics

1. People work at different types of jobs and in different types of organizations to

produce goods and services and receive an income

a. Give examples of different types of business and the goods and services
they produce for the community (DOK 1)

b. Give examples of types of jobs people in your family have (DOK 1)

c. Recognize that people have a choice about what kinds of jobs they do
(DOK 1-2)

2. Identify short-term financial goals (PFL)

a. Define a short-term financial goal (DOK 1)

b. Identify examples of short-term financial goals (DOK 1)

c. Discuss sources of income needed to meet short-term goals such as but

not limited to gifts, borrowing, allowances, and income (DOK 1-2)

Social Studies Standard: Civics

· Grade 1: Social Studies - Standard 4.1 – Civics

- Effective groups have responsible leaders and team members

Reading, Writing, and Communicating

· Grade 1: Reading, Writing and Communicating - Standard 1.2

- Verbal and nonverbal language is used to express and receive information

· Grade 1: Reading, Writing, and Communicating - Standard 1.3

- Identifying and manipulating phonemes in spoken words allow people to

understand the meaning of speech

· Grade 1: Reading, Writing, and Communicating - Standard 2.1, 2.2, 2.3, 2.4

- Comprehending and fluently reading a variety of literary texts are the beginning
traits of readers
- Decoding words require the application of alphabetic principles, letter sounds, and
letter combinations

PAGE 3
 - Understanding word structure, word relationships, and word family’s needs to be
demonstrated to begin to read

· Grade 1: Reading, Writing, and Communicating - Standard 3.1

- Exploring the writing process develops ideas for writing texts that carry meaning

· Grade 1: Reading, Writing, and Communicating - Standard 4.1, 4.2

- A variety of resources leads to locating information and answering questions of

interest
- Purpose, information, and questions about an issue are essential steps in early
research

NCSS STANDARDS
3. People, Places, and Environment

4. Individual Development and Identity

5. Individuals, Groups, and Institutions

6. Power, Authority, and Governance

7. Production, distribution, and consumption

PAGE 4
Concept Web

PAGE 5
Letter to Parents
Dear Parents and Guardians,

It is time for us to move onto an exciting new unit! For the next month, our focus will be
on jobs in the community. Lessons from all content areas will be incorporated into this
theme.

On the 12th our class will have a career day, in which parents and members of the
community will be invited into our classroom to discuss what job they do. Students will
have some questions prepared for this day. We are asking for volunteers, so please, if you
are available this day and would be willing to come in, contact us via phone number or
email.

On the 21st we are planning for a classroom exhibition, where students will dress as a job
they choose to present on. They will also have a presentation at this time. For this, we
invite families, community members, and other classrooms to come and see our
exhibition.

To help your child during this time, have conversations about working and what jobs
certain family members do. Encourage students to think about what strengths and
weaknesses and what job they may want to do in the future. This may help your child
make a decision about what to do in the future.

As always, please contact us with any questions, concerns, or comments. Let us know if
you would be able to volunteer for our career day.

Thank you!

Miss Rachel and Miss Becca

PAGE 6
Unit Initiation and Culminating Activities
INITIATION
Students will be asked to think about what jobs they already know of. We will then read
the book LMNO Peas to get the students thinking about different jobs. Students will then
create a concept map. This is a map that they will revisit, and they will continue to add on
to as students learn more about jobs and what jobs offer. During the initiation activity, I
would have materials available so that students can look up jobs once they run out of
ideas.

CULMINATING
Assessment: Students will choose a job of interest to them and research what they would
be doing in the job, how much money they might make, and explain why they chose the
job. They will complete an art project along with a brochure.
Project: Art and Literacy-Based Assessment-Students will create a piece of art using
watercolor and miniature cloth canvases. Their canvas should represent the type of job
they chose with a label of the job. To go along with the job cloth, students will also create
a brochure-like info packet. For their brochure, students are writing their type of job, what
they do in their job, how much they could make, and the hours they work. Last, we would
combine all the job cloths to make a quilt, and students will come to school dressed as
their job and present their brochure and cloth.

PAGE 7
Correlating Activities in Other Disciplines
Math

 Budgeting – what you can and can’t buy with a certain income
 Geometery – using shapes for building bridges and houses
 Looking at how much something costs to make and pricing it to make money

Science

 What different scientists and engineers do

 Earth Science – being geologists and taking soil samples

Literature

 Reading books related to working (see attached children’s books)

 Becoming editors – looking at an editor’s job and editing papers

Art

 Making a brochure about jobs and making sure to include different art elements

PAGE 8
Bulletin Board Sketches

PAGE 9
Children’s Books
LMNO Peas by Keith Baker
This wonderful piece of literature takes students on a
journey through the ABC’s in a fun and creative way.
The book illustrates peas and their many jobs and
careers. While also rhyming cleverly, the book
increases the student’s knowledge about their ABC’s,
the many thousands of jobs that are in the world, and
gives them a good, fun laugh while doing so. Take a
journey through the LMNO Peas.

This is the Teacher by Rhonda

Growler Green
This classically humorous story takes
readers through a day in the life of a
teacher. The students in this teacher’s
classroom are crazy hooligans that get
out of control. In one day, snakes are
loose, ants are crawling on the floor,
lunches smooshed all over, and many
other sequences that happen all in one
day. This is a fun story that gives
readers a taste of all the things that
could happen in the life of a teacher.

PAGE 10
 Busy People and How They do Their Work
by Joe Kaufman
There are several different stories all jam-packed on
one storybook. Each story allows the reader to gain
knowledge about different kinds of jobs in some
communities. Each jobs is explained in a unique, fun
way that gives readers ideas of what they would do if
they were older and worked. This storybook has an
excellent way of informing readers about what life
would be like if they were a firefighter, or a clown, or
anything they wanted to be.

The Cape: What Does it Mean to be a Leader by Tauscha & Breighlin

Johanson
The Cape is a story about what it
means to be a leader. It’s about a
young girl whose teacher gives her
a cape to wear, but she doesn’t
know why. She begins to feel over-
confident and bosses people
around. Soon, she discovers the
true meaning of an efficient,
helpful leader who gives people guidance and good ideas, rather than demanding things
from her peers. This story is great for students to gain perspective as they learn about how
the girl feels, how her classmates feel, and how her teacher feels about her leadership and
attitude.

PAGE 11
 The Berenstain Bears: When
I Grow Up by Mike
Berenstain
This book specifically talks about
all the different jobs that people can
choose from. It’s like a job tour in a
form of a children’s book that many
first graders will be able to read. If
they can’t read it, they can look at
the pictures to help them
understand. This will come in
handy as students try to think of
different jobs or even decide on a
job for their final project.

A New Coat for Anna by Harriet

Ziefert and illustrated by Anita Lobel
Anna is a young girl who has grown out of her
old coat. Because of war time, her mom does not
have money for a coat. So Anna and her mom
must trade for the different services to make a
new coat for Anna. I plan to use this book to
teach about goods and services as well as trading
items for items rather than spending money for
items.

PAGE 12
The Lemonade War by Jacqueline Davies
This book is great because it is a story that includes
different business terms, as well as math that is used
to run a business. This book is probably better suited
for older students, though more advanced students
can read this and the teacher may pick parts to read
to the class.

Roadwork by Sally Sutton and

illustrated by Brian Lovelock
This is a book that will be easy to read for
first graders. It covers construction work
and the many different machines that
people drive. This author also has other
stories about different kinds of
construction work, so a child who has
parents who are construction workers or
is just interested in machines would love
this kind of book, and may use it as a
reference for their project.

PAGE 13
Calendar

MONTHYEAR
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SAT/SUN

1 2/3
Letter to
Parents Sent
1

Home
WEEK

TES
NO

4 5 6 7 8 9/10
Lesson 1 Lesson 2 (pt 1) Lesson 2 (pt 2) Lesson 3
2
WEEK

TES
NO

11 12 13 14 15 16/17
Lesson 4 – Lesson 5 Lesson 6 Catch up
Career Day day/introduce
3

summative
assessment
WEEK

TES
NO

18 19 20 21 22 23/24
Work Time Work Time Work Time Class Wrap Up
Presentations
4
WEEK

TES
NO

25 26 27 28 29 30
5
WEEK

TES
NO

PAGE 14
Lesson Plans
LESSON 1: INTRODUCTION

Name: Rachel Faught

Title of Lesson: Jobs Around Us

Grade Level: 1st

Social Studies Themes and Concepts To Teach: Identify NCSS theme(s) that are related to
your lesson (there are 10 of them).

5. Individuals, Groups, and Institutions

7. Production, Distribution, and Consumption

Essential Questions for Inquiry: What jobs are in the community and what do they
provide?

Specific Objectives:

1. Students will identify different jobs and the goods and services they provide.
2. Students will create a concept map of these jobs and the goods and services they provide.

Standards Addressed (Social studies and related disciplines):

Standard 3: Economics
1. People work at different types of jobs and in different types of
organizations to produce goods and services and receive an income
a. Give examples of different types of business and the goods and
services they produce for the community (DOK 1)
b. Give examples of types of jobs people in your family have (DOK 1)

Required Materials and resources: List specific materials that you will need to teach this
lesson. Also identify resources (supplemental sources) and technology that are needed for your
lesson, (e.g. primary source documents, trade books, other texts, etc.).

 Blank computer paper and pencils

 Computers and/or tablets

PAGE 15
  Pebble Go:
https://www.pebblego.com/modules/5/categories/5007
For looking up different jobs in their groups

Step-By-Step Procedures:

(Lead-In) Meet in the class meeting place. Tell the class “We are going to start thinking about
different jobs and what people do at them. How many of you know an adult that goes to work?”
Have students raise their hands. If not all of the students are raising their hands, point out that
being a teacher is a job. Then point out that we all know people who work. Then explain “I’m
going to read a book that lists some different jobs. While I’m reading, pay attention to the
different jobs you hear.” Then read the book LMNO Peas. If time is short, start reading the book
and stop several pages in to start the activity, stating that if students are interested in this book it
will be in the class library to look at during reading time.

(Plan For Practice)

 Tell the students that we are going to make a concept web. I may show them what a
concept map looks like and ask if they have ever seen one, if we haven’t done one
already.
 I will then model the concept map. I would start with the center being jobs. I would state
that I know that I’m a teacher, so I would make that one bubble, and I would connect a
bubble to that saying ‘teach kids.’ I would then ask for an example from the book. I
would create a separate bubble, then connect a bubble to that for what good or service the
job provides. I may do this one more time.
 I would then tell the students that they are going to break off into table groups and create
their own concept maps. Their group will think of as many jobs as they can, and they will
connect what that job does, just as I have. I would explain that if their group gets stuck,
they can use a tablet or computer to look up more jobs. I would already have the
PebbleGo page pulled up on these so that they can look around.
 After breaking into groups, I would walk around and check what the students are doing. I
would make sure they understood concept maps, and got more help if needed. Before
directing them to technology, I would have them think about what their family members
did for work. I would then make sure to direct them to research more, if they felt like they
were stuck.

(Closure-Reflect Anticipatory Set)

Once everyone had time to look up jobs, I would call everyone to the meeting space with their
concept maps. I would tell them that I saw a lot of great thinking, and I wanted to hear some of
the different jobs that students thought of. I would also tell the students that they could add to
their maps if they heard one that they didn’t have. I would then pull student sticks and ask
whoever I pulled to give me one job and what that job provided, adding to the concept map that I
started before the students went to group work. At the very end of the lesson, I would ask students

PAGE 16
to turn in their concept maps so I could look them over. I would hand them back later.

Assessment:

In this case the assessment would be the concept map. I would check their concept maps as they
worked on them, and then I would look them over once they were finished, just to make sure that
students had some ideas and that they didn’t get lost in the lesson. Some students may draw
pictures rather than write words, if that was more helpful to them. For other students it may be
more helpful to work on a computer and type out a list or a map.

Differentiation/Adaptations:

For some students I might include pictures, or have them draw pictures if it was more helpful.
Pebble Go has a wonderful feature where they can listen to the article being read to them, and
they can focus on using Pebble Go a bit more. Students should receive more support by working
in a group setting.

Multicultural and/or Global Connections:

Possible ideas for further exploration may be looking at jobs in different parts of the world. How
are they alike and different? Even looking at different jobs in the city or the country might help as
well. I would do this as an extra lesson or have students explore this if they finish work early, and
share their finding during a share time.

Academic Language:

 Jobs
 Goods
 Service

Possible Connections To Other Subjects:

 Some jobs may relate to another subject, such as engineering or a journalist.

 This lesson also brings in concept maps, which helps with literacy and planning for
writing, which is what the students can use their concept maps for eventually.

Relationship to Social Studies Goals:

PAGE 17
In this lesson, students are understanding what different jobs are in their community. It’s
important for them to see the different kinds of work that people do. I would like them to look at
both jobs that require college education and jobs that don’t, in a respectful way. Eventually,
students will take the knowledge they learned in this lesson and apply it to learning why jobs are
important for society.

PAGE 18
LESSON 2
Name: Rachel
Title of Lesson: A New Coat for Anna
Grade Level: 1st

Social Studies Themes and Concepts To Teach:

7. Production, distribution, and consumption

Essential Questions for Inquiry:

What do workers receive for their work?

What are goods and what are services?
Why do we trade money?

Specific Objectives:

1. Students will state the difference between a good and a service.

2. In a simple simulation, students will trade for goods and services in order to meet a short-
term financial goal.

Standards Addressed (Social studies and related disciplines):

3. Economics
1. People work at different types of jobs and in different types of
organizations to produce goods and services and receive an income
a. Give examples of different types of business and the goods and
services they produce for the community (DOK 1)

3. Economics
2. Identify short-term financial goals (PFL)
c. Discuss sources of income needed to meet short-term goals such
as but not limited to gifts, borrowing, allowances, and income (DOK
1-2)

PAGE 19
Required Materials and resources:

Book: A New Coat for Anna

Step-By-Step Procedures: (brief)

(Lead-In) Describe how you will introduce the activity or problem. Consider the questions that
will activate students’ prior knowledge needed for this activity, get students curious about the
task, and/or relate to their personal background or interests.

I would want to start by defining a good and a service. I would give students examples and have
them determine which is a good or service.

I would remind students about the concept map. I would tell them that in this book I want them to
pay attention to the different people and the jobs they do, and if it is a good or service.

(Plan For Practice) Describe the expected actions of the students during this phase.

On the first day I would:

 I would read the book, making sure to explain the different jobs.
 After reading I would list the jobs they saw and whether it was a good or service.
 In the book, Anna’s mom has to trade things for goods and services, so I would ask
the students “What things did Anna’s mom have to give?” and “Is this how we
usually get things we need?” followed by “Why might we use money instead of
items?”
 I would explain that tomorrow we are going to do a trade game.

On the next day I would:

 Set up a trade game, where students all have something that they produce, and they need
other things to get through the week. Therefore, they need to trade their items so that they
can get the things they need. To make the game more complicated, they may have limited
resources and will have to plan carefully who they trade with and how.
 In another activity I would implement money. I would try to simplify this, as some are
still learning money, by making everything just worth one or two dollars.

(Closure-Reflect Anticipatory Set)

I would wrap this up with a discussion. I would ask the students what they thought was easier,
trying to trade goods or trying to use money. I would ask some questions such as “What if we
only sold goods?” “What if we only sold services?”

PAGE 20
Assessment:

In a journal, I would have students write/draw about what it was like trading for a good or service
vs. using money.

Differentiation/Adaptations:

Some students may have a “partner business” or may work together to get what they need.

Some students may draw diagrams that have simple labels for their assessment.

Multicultural and/or Global Connections:

In the discussion I could bring up what happens if somebody doesn’t have a certain resource
where they live. I may also ask what happens when resources are low. These are very open ended
questions, but would get the students thinking.

Academic Language:

 Income
 Goods
 Services
 Trading

Possible Connections To Other Subjects:

I see this activity pairing very well with a math lesson about adding and subtracting, as they make
money/get goods.

Relationship to Social Studies Goals:

This looks at social understanding. Students are learning why adults go to work and what
they get for their work.

PAGE 21
LESSON 3
Name: Rachel Faught
Title of Lesson: Jobs Around Durango
Grade Level: 1st Grade

Description of field trip:

We will be using Google maps to look at where different businesses in Durango are located. We
will look at the storefront and the name, and talk about what services might be there. We will start
with downtown main street, and branch off from there.

Social Studies Themes and Concepts To Teach:

 3. People, places, and environments

 7. Production, distribution, and consumption

Essential Questions for Inquiry:

What businesses are in the community and what do they offer?

Where are different places that people go to work?

Specific Objectives:

1. Students will explore Durango to identify businesses in the community.

2. Students will classify whether the business offers a good or a service on their concept
maps.

Standards Addressed (Social studies and related disciplines):

3. Economics
2. People work at different types of jobs and in different types of
organizations to produce goods and services and receive an income
b. Give examples of different types of business and the goods and
services they produce for the community (DOK 1)

Required Materials and resources:

Google Maps
One computer and a projector
Table group tablets
Previously created concept maps

PAGE 22
Step-By-Step Procedures:

(Lead-In) Describe how you will introduce the activity or problem. Consider the questions that
will activate students’ prior knowledge needed for this activity, get students curious about the
task, and/or relate to their personal background or interests.

Ask students to pull out their concept maps. Tell the students that today we are going to go on a
field trip. We are going to explore Durango with our bodies never leaving the classroom. Then I
would introduce what Google Earth is and ask if anybody has ever seen it. I would show them
how you can see places and buildings. I might give them some time to explore and get used to
moving around on the map. Then I would tell them about how when people go to work, a lot of
people (not all) have to go somewhere to work, and that today we should explore where people
work in Durango and what they do there. I would let them know that during this time, they should
add jobs if they don’t have it, and they should add places to their concept maps.

(Plan For Practice) Describe the expected actions of the students during this phase.

 List the specific task/problem you will give them.

 How will you set up the task for students?
 What are students to be doing? How are you making sure each child is accountable?
 How will students have the opportunity to practice the skills and concept understanding?
 How will you provide feedback (formative assessment)?
 Facilitating Questions. What are some potential questions you will ask students as you
observe (ask good questions related to your objectives)?
 Describe possible extensions or challenges for this task you will have ready for early
finishers.
 How will your students present their findings (summative assessment)?

I will have students start by the Gaslight theatre and work their way down. This will give an
opportunity to make it quite far in town. Students will be filling out their concept charts more
with more jobs and/or more information. They will be expected to follow along on their tablets as
we go downtown. They may look at different things than what I am pointing out, and they will
have a bit of time to explore on their own. However, they are expected to keep up during the
‘tour’ portion.

For a challenge, students can go to a completely different part of town and look at places there,
noticing what kind of businesses may be in more rural areas.

PAGE 23
I will be asking questions such as “What business is this?” “Do they provide a good or a service?”
“What is it that they provide?” To get students thinking about the objective.

Students may highlight what new information they have added to their concept map.

(Closure-Reflect Anticipatory Set) This piece allows the students to clarify their thoughts about
what they learned. It is often a good idea for them to write or talk about what they learned today.
How will you wrap up the lesson?

After the tour, I want students to add to each job what it offers (if they haven’t already) and
whether this is a good or a service. Students may continue to explore on their table groups. I will
ask if students found any different goods and services in their group explorations, and show
different places that people found.

*** If I have a lot of extra time, I may show students a different part of the world and look at how
different businesses look there.

Assessment:

During independent exploration, I will walk around and ask students where they are. I would ask
if they know the business, or if they can guess what you get at that business. At the end, I will
collect the concept maps again and look over what students have added.

Differentiation/Adaptations:

Students will be working in their table groups, which are planned for productive group work.
Some students may add diagrams to their concept maps. Considering the purpose of this activity,
I will not be grading spelling and grammar. I may encourage some students to pay attention to
spellings if I know they know that information.

Multicultural and/or Global Connections:.

If there is time, I would explore different cultures around the world and what businesses are there.
I may even look at different places in America. As I am guessing I would not have that time, I
may create a center where students can explore this if they finish an assignment early.

PAGE 24
Academic Language:

Career

Job

Salary

Service

Goods

Possible Connections To Other Subjects:

While exploring, we will be looking at different jobs that relate to different subjects. For instance,
we can talk about what happens at an art studio, and how art studios earn money. We can talk
about water treatment facilities or engineering businesses and relate it to science.

Relationship to Social Studies Goals:

This lesson supports social understanding and how jobs work in our community. People go to
different places to work. These places offer goods and services needed in our society.

PAGE 25
LESSON 4
Name: Becca Deal

Title of Lesson: Career Day

Grade Level: 1st Grade

Social Studies Themes and Concepts to Teach:

 NCSS Theme(s): 3 People, Places, and Environment 4 Individual Development and

Identity 6 Power, Authority, and Governance

Essential Questions for Inquiry:

 What kinds of jobs do people that you know perform?

 Where do they go to do those jobs?
 Why do people choose different jobs?
 What types of businesses are in the community?

Specific Objectives:

3. Students will understand different types of jobs by participating in a career day.

Standards Addressed (Social Studies and Related Disciplines):

 Grade 1: Social Studies - Standard 3.1 - Economics

o People work at different types of jobs and in different types of organizations to
produce goods and services and receive an income
 Grade 1: Reading, Writing and Communicating - Standard 1.2
o Verbal and nonverbal language is used to express and receive information

Required Materials and resources:

 Book This is the Teacher by Rhonda Gowler Green

 Concept Maps
 List of Questions to Ask
 Notebooks/Paper
 Pencils to write with
 https://www.education.com/activity/article/learn-about-community-helpers/

Step-By-Step Procedures

 (Lead-In): The lesson will start with a refresher on what we’ve been working on. I will
tell students that today is Career Day and parents and people from the community and
school will come in and talk about their jobs. Then I will read the book This is the
Teacher by Rhonda Growler Green. After reading this book, I will have students talk

PAGE 26
 about things they noticed and what job(s) they saw in the book. During this time, I will
have an open discussion about the life and job of a teacher. Once parents and community
members begin to file into the room, I will go over instructions and procedures that
students need to follow during the job presentations.
 (Plan For Practice): I will give students explicit instructions during presentations as
followed; 1) Students are required to take notes (on a pre-made sheet with lists of
presenters/jobs) on what they liked about the job, ask “questions for consideration” such
as; why did you choose this job, what do you do for your job, where do you go to work,
what do you do for your job, etc. Students can also ask any questions that are appropriate
for the situation. Now the ground rules are set, and parents can begin their short
presentations about their jobs with short Q&A at the end of each presentation. This
should take up a majority of the lesson.
 (Closure-Reflect Anticipatory Set): After asking questions and parents/people have left,
we will come together and debrief the lesson. This is a chance for students to share what
they liked about the different jobs and ask any lingering questions. I’ll be sure to ask
students inquiry questions. Students will hold on to their notes for later use.

Assessment: I will assess students’ questions and notes about career day. I will also assess
answers given by students at the end of the lesson.

Differentiation/Adaptations: Students ask any questions (appropriate) which allows them to tap
into their needs. I will also be available to ask any questions given by the students if they do not
feel comfortable asking parents. As for note-taking, some students may draw, write, or take notes
in a way that makes sense to them.

Multicultural and/or Global Connections: By listening to different career/job presentations

given by parents and members in the community, students are exposed to different ways of living
and different perspectives. The parents and people from the community may also be different or
similar genders, race, and ethnicities.

Academic Language/Vocab:

 Career
 Business

Possible Connections to Other Subjects: NA

Relationship to Social Studies Goals:

 Social Understanding – Students develop an understanding on how society works

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LESSON 5
Name: Becca Deal

Title of Lesson: Choosing Jobs

Grade Level: 1st Grade

Social Studies Themes and Concepts to Teach:

 NCSS Theme(s): 3 People, Places, and Environment 4 Individual Development and

Identity 6 Power, Authority, and Governance

Essential Questions for Inquiry:

 What kinds of jobs do people that you know perform?

 Where do they go to do those jobs?
 Why do people choose different jobs?
 What do workers receive for their work?
 What types of businesses are in the community?
 What is the difference between income and money?

Specific Objectives:

1. Students will recognize that people have a choice when it comes to jobs by completing a
career book.

Standards Addressed (Social studies and related disciplines):

 Grade 1: Social Studies - Standard 3.1 - Economics

o People work at different types of jobs and in different types of organizations to
produce goods and services and receive an income
 Grade 1: Reading, Writing, and Communicating - Standard 1.3
o Identifying and manipulating phonemes in spoken words allow people to
understand the meaning of speech
 Grade 1: Reading, Writing, and Communicating - Standard 2.1, 2.2, 2.3, 2.4
o Comprehending and fluently reading a variety of literary texts are the beginning
traits of readers
o Decoding words require the application of alphabetic principles, letter sounds,
and letter combinations
o Understanding word structure, word relationships, and word family’s needs to be
demonstrated to begin to read
 Grade 1: Reading, Writing, and Communicating - Standard 3.1
o Exploring the writing process develops ideas for writing texts that carry meaning

Required Materials and resources:

 Handmade career books (paper books with 5-7 pages)

 Markers, crayons, pencils

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  Books in the library
 https://www.education.com/activity/article/learn-about-community-helpers/
Step-By-Step Procedures: Brief Description

 (Plan For Practice): During this lesson, students will create a career book. This book
will contain 5 pages in which students draw a picture of a job they wrote down on their
concept maps from lesson one. Once they draw a picture, they will describe the job
underneath or beside the picture. They will do this for 5 jobs (or as far as they can get).
Pictures should be detailed and labeled and descriptions should be between 1-3 sentences
(more if desired). This lesson is based around literacy because students are taking time to
write and describe. Before creating their books, throughout the day, students will be
reading books from the classroom library which will contain informative books about
jobs, careers, leadership, and so on. With the knowledge of previously read books,
students will create their own career books that will then be placed in the classroom
library for other students to look at.

Assessment: The career books are an assessment on the understanding of what people do for
their jobs, why they choose jobs, and what’s required of them during a job. It also helps them
understand what type of clothing is appropriate for different kinds of jobs. I would also assess
their writing, artistic skills, and comprehension.

Differentiation/Adaptations: Students can write a different amount of words for their

descriptions, draw different pictures, ask for help, and refer to a book in the library. I also want
students accomplishing at least 3 pages in their career books.

Multicultural and/or Global Connections: Students come from all over and so do their
families. It’s possible that their cultural beliefs are unique in how they choose their careers and
jobs. Students will also be reading about different careers that show all races and genders. I make
it a goal to have a book in the class library that shows jobs from around the world.

Academic Language/Vocab:

 Career

Possible Connections to Other Subjects: Language Arts

Relationship to Social Studies Goals:

 Social understanding – students develop a sense of how a society works

 Citizenship in a diverse and globally interconnected society – students learn about people
from all over and the kinds of jobs they choose based on availability and beliefs

PAGE 29
LESSON 6
Name: Becca Deal

Title of Lesson: Leadership and Job Choice Cont.

Grade Level: 1st Grade

Social Studies Themes and Concepts to Teach:

 NCSS Theme(s): 3 People, Places, and Environment 4 Individual Development and

Identity 6 Power, Authority, and Governance

Essential Questions for Inquiry:

 How do you know if you are a responsible team member?

 How do you know if you are a responsible leader?
 What qualities make a responsible leader and can they change?
 How do you know when you are working with an effective team?

Specific Objectives:

1. Students will describe characteristics of responsible leaders and team members by

completing an activity.
2. Students will start working on their summative assessment by choosing a job, researching
that job, and creating a project.

Standards Addressed (Social studies and related disciplines):

 Grade 1: Social Studies - Standard 4.1 - Civics

o Effective groups have responsible leaders and team members
 Grade 1: Reading, Writing, and Communicating - Standard 1.3
o Identifying and manipulating phonemes in spoken words allow people to
understand the meaning of speech
 Grade 1: Reading, Writing, and Communicating - Standard 2.1, 2.2, 2.3, 2.4
o Comprehending and fluently reading a variety of literary texts are the beginning
traits of readers
o Decoding words require the application of alphabetic principles, letter sounds,
and letter combinations
o Understanding word structure, word relationships, and word family’s needs to be
demonstrated to begin to read
 Grade 1: Reading, Writing, and Communicating - Standard 3.1
o Exploring the writing process develops ideas for writing texts that carry meaning
 Grade 1: Reading, Writing, and Communicating - Standard 4.1, 4.2
o A variety of resources leads to locating information and answering questions of
interest
o Purpose, information, and questions about an issue are essential steps in early
research

PAGE 30
Required Materials and Resources:

 Activity
 Paper
 iPads, Computers, technology
 Book The Cape: What Does it Mean to be a Leader

Step-By-Step Procedures

 (Lead-In): This lesson will start with a few pages read out of the book The Cape. After
reading the book, I will explain our activity.
 (Plan for Practice): Students will get into groups of 5. Each group will be given a job
and its description. The student’s jobs are to read the job title, read the description of the
job, and complete a task of that job (ex: one table would have the job of janitor and their
task would be to wipe the table). One person will be given the title of “leader”. In each
group, students will have a different role: title reader, description reader, task reader,
task-doer, and leader. The leader is in charge of listening only. When the readers have
read and the task has been completed, the leader will rotate to a different group and
explain their job and complete the task without telling them what their job is. The group
is to guess the job to see how well the leader explained it. This scenario will continue for
4-5 rotations and jobs will change every time (meaning every student will have the
chance to be the leader).
 (Closure-Reflect Anticipatory Set): After completing rotations, we will meet back on
the carpet with whole group, and I will read more of The Cape. Then I will answer any
questions and ask inquiry questions as well. Throughout the day, students will also be
working on their project-based assessment. They are to start thinking of one job they
want to do, begin researching through reading and writing, and be prepared with the job
they want with notes in order to start creating “job cloths”.

Assessment: Assessment will happen throughout the lesson mostly through monitoring. Students
will also begin their summative assessments, but finish in a final lesson (day where they just
finish their brochures and job cloths then come to school the next day dressed as their career and
present their projects).

Differentiation/Adaptations: All students will be given different roles in groups, and all
students will be given the opportunity to be a leader (as well as a listener, a speaker, and a doer).

Multicultural and/or Global Connections: NA

Academic Language/Vocab:

 Leadership
 Team Member

Possible Connections to Other Subjects:

 Art

PAGE 31
  Communication (Language Arts)

Relationship to Social Studies Goals:

 Social understanding – students develop an understanding of how to communicate to one

another, what it means to be a leader, and what it means to be a team member

PAGE 32