CSUNCSUN

EED 601EED 601

Spring 2005Spring 2005

Powerpoint AssignmentPowerpoint Assignment

Community Helpers

Culminating Lesson Plan:

Social Science-History CA Social Science-History CA Content StandardsContent 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.

Teacher Objectives:Teacher Objectives: Student Objectives:Student Objectives:

Teacher will introduce a community Teacher will introduce a community helper: helper: doctordoctor..

Teacher will discuss the importance Teacher will discuss the importance and role of a doctor.and role of a doctor.

Students will be able to identify one Students will be able to identify one community helper: community helper: doctordoctor..

Students will know what the Students will know what the community helper does to help their community helper does to help their community.community.

Materials:Materials:Scrubs outfit (hat, pants, shirt, stethoscope, gloves)Scrubs outfit (hat, pants, shirt, stethoscope, gloves)

Paper bagPaper bag

Plastic bag w/cluesPlastic bag w/clues

CrayonsCrayons

Doctor chartDoctor chart

Doctor clothes cut-out worksheetsDoctor clothes cut-out worksheets

Procedure:Procedure:

Initiating Activity:Initiating Activity:

Discuss social studies-history CA content standards with students.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 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 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 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 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 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 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).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 ***Next, teacher will have a few students use the stethoscope to listen to their heart beat.beat.

Quickly review vocabulary from chart (TheQuickly review vocabulary from chart (The different types of community helpers and different types of community helpers and

the job they perform which you discussed in previous lessons.)the job they perform which you discussed in previous lessons.)

Procedure:Procedure:

Modeling/Guided Practice:Modeling/Guided Practice:

Once the teacher has put on each article of clothing and discussed the importance of 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 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.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 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 our community, the teacher will chart their responses on the doctor chart that will have already been displayed on the board.have already been displayed on the board.

Then have one student come up to the chart and read what the class has come up Then have one student come up to the chart and read what the class has come up with.with.

Begin ‘clues’ game with students as an informal assessment. Select student will pick Begin ‘clues’ game with students as an informal assessment. Select student will pick a clue and give their response.a clue and give their response.

Discuss standards once again and ask what students have learned.Discuss standards once again and ask what students have learned.

Explain doctor worksheet in detail.Explain doctor worksheet in detail.

Independent PracticeIndependent Practice::

Students will complete the writing part of the worksheet. Students Students will complete the writing part of the worksheet. Students will explain: Why is a doctor important? What is a doctor’s job? Etc.will explain: Why is a doctor important? What is a doctor’s job? Etc.

Students will then complete the doctor cutout worksheet. Teacher Students will then complete the doctor cutout worksheet. Teacher will circulate to make sure all students are on task (informal will circulate to make sure all students are on task (informal assessment).assessment).

Students will use their word bank to label each part.Students will use their word bank to label each part.

Closure:Closure:

Teacher will have students play the ‘clues’ game Teacher will have students play the ‘clues’ game and discuss what the students have learned.and discuss what the students have learned.

Read “Doctor” book.Read “Doctor” book.

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