School Jobs/School Workers

Kindergarten

Social Studies

Unit: 02 Lesson: 03

Lesson Synopsis:

In this lesson, students learn about the people in the school community, their jobs and job descriptions, and identify locations of those jobs within the school. Students also learn how these jobs contribute to meeting the needs of the school community.

TEKS:

K.7 / Economics. The student understands the value of jobs. The student is expected to:
K.7A / Identify jobs in the home, school, and community, and
K.7B / Explain why people have jobs.

K.8

/ Government. The student understands the purpose of rules. The student is expected to:
K.8A / Identify purposes of having rules.
K.8B / Identify rules that provide order, security, and safety in the home and school.
K.9 / Government. The student understands the role of authority figures. The student is expected to:
K.9A / Identify authority figures in the home, school, and community.
K.9B / Explain how authority figures make and enforce rules.
K.13 / Science, technology, and society. The student understands ways technology is used in the home and school and how technology affects people’s lives. The student is expected to:
K.13A / Identify examples of technology used in the home and school.
K.13B / Describe how technology helps accomplish tasks and meet people’s needs.

Social Studies Skills TEKS:

K.15 / Social Studies skills. The student communicates in oral and visual forms. The student is expected to:
K.15A / Express ideas orally based on knowledge and experiences.
Getting Ready for Instruction
Performance Indicator(s):

Identify school workers and describe the job the person does. (K.7A, K.7B; K.15A)

2C; 3A

Key Understandings and Guiding Questions:

Los trabajos de las personas contribuyen a la comunidad escolar.

—¿Qué trabajos tienen las personas en la escuela?

—¿Cómo contribuyen estos trabajos a la escuela?

—¿Quiénes son las personas que trabajan en tu comunidad escolar?

—¿Por qué son importantes los trabajos de los trabajadores de la escuela?

—¿Cómo sería nuestra escuela si no tuviéramos trabajadores en la escuela?

Vocabulary of Instruction:

Grade/Course

Social Studies

Unit 02 Lesson: 03

trabajo
valor
trabajar
comunidad
contribuir

Grade/Course

Social Studies

Unit 02 Lesson: 03

Kindergarten

Social Studies

Unit: 01 Lesson: 01

Materials:

Kindergarten

Social Studies

Unit: 02 Lesson: 03

Refer to the Notes for Teacher section for materials.

Kindergarten

Social Studies

Unit: 02 Lesson: 03

Attachments:

Teacher Resource: List of Possible School Helpers
Teacher Resource: Checklist for School Helpers(Sample)

Kindergarten

Social Studies

Unit: 02 Lesson: 03

Kindergarten

Social Studies

Unit: 02 Lesson: 03

Resources and References:

None identified

Advance Preparation:

Become familiar with content and procedures for the lesson, including school workers and their jobs.
Refer to the Instructional Focus Document for specific content to include in the lesson.
Plan the school helper tour.
Select appropriate books, sections of the textbook, and other classroom materials that support the learning for this lesson.
Preview resources and websites according to district guidelines.
Locate digital camera.
Alert school workers that you plan to bring the class to visit their offices and give them a list of the questions that will be asked.
Arrange to take pictures of the school workers at work, or take pictures ahead of time.
Following tour, prepare larger and smaller versions of the pictures of the workers for use on Day 2.
Prepare materials and handouts as needed.

Create an appropriate classroom version of the evaluation checklist based on the Teacher Resource: Checklist for School Helpers(Sample).

Background Information:

Kindergarten

Social Studies

Unit: 02 Lesson: 03

Students have been at school long enough to have observed the people who help them each day. They may or may not have met the school helpers or know their jobs, but they will probably be aware of their presence.

Kindergarten

Social Studies

Unit: 02 Lesson: 03

Getting Ready for Instruction Supplemental Planning Document

Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners. The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.

Kindergarten

Social Studies

Unit: 02 Lesson: 03

Instructional Procedures
Instructional Procedures / Notes for Teacher
ENGAGE – Prepare to tour the school / NOTE: 1 Day = 30 minutes
Suggested Day 1– 5 minutes

Say:

We will be taking a tour of our school.What is a tour? (On a tour people travel from place to place or from one location to another location.)
This tour will take place within the school. On our tour we will be looking for school helpers or workers.

To access prior knowledge, ask questions such as:

What is a school worker? (Someone who has a job at a school.)
Who are our school workers?(Custodians, cafeteria workers, nurse, librarian, receptionist, registrar, principal, bus driver, assistant principal, teachers, instructional aides, etc.)
Are school workers also school authority figures?

(Some school workers are also authority figures. Those include the principal, assistant principal, teachers.)Teacher may include others, depending on school situation. Remind students that school authority figures and school workers help us stay safe. They often help create rules and help enforce rules.

What jobs do they do? (Help keep our school clean, prepare breakfast and/or lunch, help keep us healthy, help us remember to follow the rules, etc.)School workers do a wide variety of jobs. They follow rules that are related to their jobs – just like we, as students, follow rules. It helps keep them, their co-workers and students safe. For example: in the school kitchen, there may be signs posted to remind workers of food safety regarding cleanliness, food temperature, etc.

/ Attachments:

Teacher Resource: Checklist for School Helpers

Purpose:
This Engage section prepares students for the tour by introducing vocabulary and concepts. It also offers an opportunity to access prior knowledge and create interest in the school helpers or workers.
TEKS:K.7A, K7B; K.8A, K.8B; K.9A, K.9B; K.13A; K.15A
Instructional Note:
In this introduction and throughout the entire lesson, emphasize that school workers are part of our school community. They work together to ensure that our school functions successfully everyday, providing students a safe and secure place for students to learn.
EXPLORE– Prepare to interview school workers / Suggested Day 1(continued)–5 minutes

Prepare students to interview school workers by demonstrating the interview process with a student volunteer.

Ask:

What is your name?(Ms. Jones)
What is the name/title of your job?(Kindergarten Teacher)
What do you do in this job?(My job is to teach students many new things and keep students’ safe at all times by enforcing school and classroom rules.)
Do you use any technology tools to do your job? (Yes, I use many kinds of technology. I use a computer to research things I teach, enter attendance, write lesson plans, communicate with parents, check out books from the library, etc. I also use projectors that make pictures and lessons big enough for everyone to see. I sometimes use a television and DVD player.)
How do you help people in the school?(I help students learn something new every single day. I also help students stay safe by enforcing our school and classroom rules.)
What do you like about your job?(I liketo teach children and I like to work with other teachers.)
How long have you done this job?(___ Number of years.)

Ask for a student volunteer to interview you as a school worker, becoming the first school worker in the classroom book that will be created.

Begin a class chart that will show school workers. (Use a T-Chart and see example in Notes to Teachers.)

/ Materials:

chart/butcher paper for class chart
larger picture of yourself teaching

Instructional Note:
Be sure and give the list of questions ahead of time to the school workers who will be interviewed by students. Give suggestions regarding the information you would like for the students to learn from the school worker. For example: include information about enforcing school rules and keeping students safe. If they use technology (like a card scanner in the cafeteria line or a bar code reader in the library or a digital scale or thermometer in the nurse’s office or a Walkie Talkie used by the custodians) you might ask them to be prepared to demonstrate.
EXPLAIN –Identify workers / Suggested Day 1 (continued)–5 minutes

Student pairs orally name at least 3 school workers.

EXPLORE–Tour the school / Suggested Day 1(continued)–15 minutes

Distribute a copy of the school map to individual students or student pairs.

Start the tour.

During the tour, when students find someone they believe is a school worker, they should, with the teacher’s help, ask the school worker to identify his/her job.

On the tour, the teacher takes a picture of each school helper doing his/her job.

Students or the teacher ask:

What is your name?
What is the name/title of your job?
What do you do in this job?
Do you use any technology tools to do your job?
How do you help people in the school?
What do you like about your job?
How long have you done this job?

/ Materials:

school maps
camera

Attachments:

Teacher Resource: List of Possible School Helpers

Purpose:
Students actively engage in exploring the school and finding out about the school helpers.
TEKS: K.7A, K7B; K.8A, K.8B; K.9A, K.9B; K.13A; K.15A
Instructional Note:
Depending on the size of the school and number of school helpers, this could take longer. Decide which school helpers to visit in order to match the time available.
Ideally, the teacher would model the questions when encountering the first couple of helpers, and then prompt students to ask the questions themselves.
ENGAGE –What did we learn? / Suggested Day 2–5 minutes

Students recall the school tour they took on Day 1 and recall the school helpers they encountered.

EXPLAIN –Identify people and their jobs / Suggested Day 2–10 minutes

Display the T-chart begun on Day 1 (with local information).
On the left side of the T-chart, place the photo of a school helper.

Ask questions such as the following:
Who is this school helper?(example: Ms. Gonzales) When a student says the person’s name, the teacher writes the school helper’s name on the chart.
What is the name of Ms. Gonzales’ job? (She is our school nurse.) On the right side of the chart, write the title of the job.
What does Ms. Gonzales do in her job? Scribe a brief summary of Ms. Gonzales’s job, using information from student responses. Prompt students to include any technology the school worker might use for his/her job and how that technology helps the person do his/her job.

Facilitate discussion about each school helper met during the tour. Encourage all students to contribute to the discussions, being student actively engaged in helping fill in the T-chart. (The teacher should call on students to participate, even those who do not raise their hand.)

At the end of this discussion, ask:
What would happen if school workers did not do their jobs everyday?

/ Materials:

photographs of the school helpers doing their jobs
prepared T-chart:

Purpose:
This part of the lesson allows students to verbalize what they learned on the tour.
TEKS:K.7A, K7B; K.8A, K.8B; K.9A, K.9B; K.13A; K.15A
Instructional Note:
Using a graphic organizer such as a T chart helps students begin to learn to organize information. Modeling helps students understand the process of recording the information.
ELABORATE –Finding school helpers on the map / Suggested Day 2(continued)– 10 minutes

Show the map of the school.

Show the small photographs and ask the students to help you place them on the appropriate place on the map.

Say:

This is Ms. Gonzales. Thumbs up if you can show on the map where we should place Ms. Gonzales’s picture. Allow time for students to look at the map and think about where she belongs.

Then say:

Who can put this picture on the map for me? Allow a volunteer to place the picture on the map.

Model making a statement using appropriate language such as, Ms. Gonzales works in the nurse’s office. The nurse’s office is near the principal’s office.

Continue this pattern, with students making the statement, until all of the photographs are placed appropriately on the map.

Encourage students to use location vocabulary introduced in earlier lessons.

/ Materials:

Small copies of the photographs of the school helpers with tape or other adhesive placed on the back of the picture.

Purpose:
To provide students experience using a map by locating where school workers are usually found within the school.
TEKS:K.7A, K7B; K.8A, K.8B; K.9A, K.9B; K.13A; K.15A
Instructional Note:
Explain that although school helpers may belong in their office or other “place” during part of their day, they do spend time in other parts of the school. For example, although a custodian might have a small office and a place to keep custodial equipment and supplies, he/she can be seen all over the school doing his/her job.
Center Idea:
Make the map available to students so they can remove the school workers from the map, scramble the pictures, and then place them in the appropriate location.
EVALUATE –Identify and describe / Suggested Day 2(continued)– 5 minutes

Identify school workers and describe the job the person does. (K.7A, K.7B; K.15A)2C, 3A

Use the Teacher Resource: Checklist forSchool Helpersprepared during the Advance Preparation. Since this is an observation checklist, the teacher can begin writing down observations as early as the conclusion of the lesson on Day 1 since some students may demonstrate mastery at this time. On Day 2, have checklist available to continue filling it in. This can be partially accomplished in a whole group, but realistically will need to be completed later in the day.

/ Attachments:

Teacher Resource: Checklist forSchool Helpers (1 per student)