Gwynedd Mercy University

School of Business and Education

Name: Tian Butler Grade/Level: 3

Topic: Jobs in the Community
PA Core or Academic Standard(s):
6.5.3.A: Explain why people work
6.5.3.B: Identify different occupations
Big Idea(s): Every person in society serves a purpose to help the community work well
together
Essential Questions:
1. Why is it important to have different jobs in the community (firefighters, police,
EMT)?
2. Why is it important that people pursue different jobs?
Objective/Performance Expectation: What will students know and be able to do as a
result of this lesson? (1 point)
a. Students will be able to identify different community helpers (jobs) by being able
to draw and act out what they might want to be when they grow up.
I. PLANNING AND PREPARATION:

1. Briefly describe the students in your class, including those with special
needs. Explain how you will meet the needs of ALL learners
(Differentiated Instruction). (2 points)
a. This is a 3rd grade class with 21 students. There are ten male
students and 11 female students in the class. There is 1 child with
an individualized education program (IEP) in the class. One of the
students is diagnosed with Autism Spectrum disorder and is
accommodated by having extra time on tasks, that means extra
time on tests or quizzes, and is allowed extra time transitioning
from one subject to the next. Overall the class demonstrates that
they are kinesthetic learners. They like to be moving around and
using hands on materials to help their learning process. There is
one aide in the classroom who helps out the student with autism
but floats around the room helping other students if they have
questions. The class is diverse and there are several students who
speak English as a second language so when they are working on
activities they are paired up with another student in the classroom
so they have peer support.

2. List the specific standard and expectations as outlined in the PA

Core/Academic Standards (SAS). (1 point)
a. Economics
i. 6.5.3.A: Explain why people work-students will be
expected to understand why it is important that people
work

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 ii. 6.5.3.B: Identify different occupations-Students will be
expected to know the different types of jobs in their
community and draw out what they would like to be.

3. Explain the psychological principles/theories you used in constructing this

lesson and explain how it is manifested in the lesson. (2 points)
a. Dewey. Howard Gardner’s theory of multiple intelligence is, “that
people do not have just an intellectual capacity, but have many
kinds of intelligence, including musical, interpersonal, spatial-
visual, and linguistic intelligences” and this is important to
remember when being a teacher and coming up with lessons that
all students learn differently and some students may be better at
one subject than another. I used John Dewey’s theory which is, “he
believed that human beings learn through a 'hands-on' approach.” I
decided to have students draw what type of job they would like to
be because for some students drawing may be easier than having to
explain off of the top of their head.

II. CLASSROOM ENVIRONMENT:

4. Describe the effective classroom routines and procedures resulting in

little or no loss of instructional time. (1 point)
a. Students follow the regular classroom routines and expectations.
Social studies class starts with them doing a “do now” that is up on
the board when class starts. Once they have completed the “do
now” independently and raise their hand they will be partnered up
and will discuss the “do now” with one another. Once all students
are done the “do now” everyone goes back to their seats and the
lesson starts. The students are energized and ready to learn.
5. Identify what you will do to set clear standards of conduct and behavior
management of student behavior. (1 point)
a. Students will be expected to follow the classroom behaviors that
were talked about at the beginning of the school year. On the wall,
there is a classroom list of expected behaviors that every student is
to follow. Before every lesson, the classroom expectations are read
aloud so the students remember them. Every student follows the
classroom expectations and if during the lesson students have
followed the expected behaviors, 2 points will be added to the class
dojo points. If students have been misbehaving, 1 point will be
taken away. The goal is for the class to have 20 points by the end
of the week. Every student is constantly reminded of the
expectations and behaviors for the classroom.
6. Identify what you will do to establish expectations for student
achievement. (1 point)
a. The students’ expectations for the lesson are stated when giving
the directions for the particular lesson. Students will draw what

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 type of job they would like to be and then they will act out that
profession. For this activity, I will give the direction at least 2
times and will draw an example of a job on the board. Before I
hand out the materials I will ask the students if there are any
questions. Students will complete the activity independently, while
I walk around and provide feedback and help to those who I see
need it.
III. INSTRUCTION:
List Materials Needed
A. Markers
B. Colored pencils
C. Dream job worksheet

7. Motivation Activities/Strategies: (1 point)

How will you generate interest or focus your lesson for the students?
a. Before the lesson I will ask the students if they have ever seen the
movie Zootopia. I will explain how Zootopia is about how the
different animals in the movie all have different jobs in their town
and that each animal has a purpose in their town.
8. Prior Knowledge Activities/Strategies: (1 point)
How will you activate prior knowledge, build background, or review
previous lessons?
a. I will build background knowledge by going over a few key vocab
words that are important for this lesson. Some vocab words are,
“white collar”, “blue collar”, “community”. I will also go over
what a firefighter does and what a police officer does, just to get
the students thinking about what some of the jobs do.
9. Sequence of Lesson: What learning activities/strategies will you use to
engage the students in the learning? What will students do to use and
apply new concepts or skills (independent practice if relevant)? How will
you monitor and guide their performance? Include relevant vocabulary.
(Please use bullets to sequence your lesson) (3 points)
a. Teacher will say, “in today’s lesson we are going to learn about
different jobs in the community”
b. Teacher will ask the students if they have ever seen Zootopia and
then explain how Zootopia can relate to our lesson about jobs in
the community
c. Teacher will put relevant vocab words on the board and leave them
up for the entire lesson so the students can reference them
throughout the class
d. Teacher will ask students for a thumbs up, down or in the middle if
they understand what has been said so far in the lesson
e. Teacher will explain different jobs that are important for a
community (firefighter, police, EMT)
f. Teacher will ask students if they know of any jobs that they can
think of in their community

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 g. Teacher will tell students that for today’s activity they will draw
what job in their community they will want to be
h. Teacher will walk around classroom and ask students if they need
help
i. Teacher will then have a few students act out what job they have
drawn and the other students in the class will guess what job they
are performing.
j. Teacher will wrap up the lesson by reminding students why it is
important to have different types of jobs in a community.
10. Level of Learning/Assessment Evidence (1 point)
How will you know if students grasped the material? What
techniques/strategies will you use to assess learning (Bloom’s
Taxonomy)? Identify what informal and/or formal assessments you will
use to monitor student learning. Also identify if this will be formative or
summative.
a. For an informal way to assess the students’, I will ask them to give
me a thumb up, thumb in the middle, or thumbs down so I can
assess whether or not they understand the key vocab words. During
the activity, I will walk around and assess each student and see if
they are achieving the activity with proficiency, having a little bit
of trouble, or if the activity is challenging them (formative
assessment). I will have students act out their job they have drawn
and then I will have them show the picture they drew. This is an
informal check just to see if they understood what the lesson was
about today.
11. What will you do to bring closure to the lesson? How will you summarize
this lesson and preview the lesson that will follow? (2 points)
a. To end this lesson, I will explain again why having different jobs
in a community is important. I will remind the students that today
we drew pictures and acted out what that job would do and notice
how most of the students chose different jobs that they would like
to be. I will ask the students if they have any questions and if none
of them have questions I will ask them a question. I will ask, “why
is it important that we have firefighters and police officers in our
community?” After a student has answered I will then preview
tomorrows lesson. Today we learned about different jobs in a
community, in tomorrow’s lesson we will learn about different
jobs in the world.
REFLECTION:

1. Describe what went well with the lesson, what didn’t go so well and what
you would do to improve your teaching effectiveness in the next lesson.