Lindsey La BargeITEC 7230Planning Stage of Digital Story PresentationFebruary 11, 2009

Purpose: The purpose of this digital story presentation is to teach kindergarteners what

people do for their jobs. It is also to teach the students who they need to contact in case of

certain emergency situations and/or needs and how to contact them. This presentation

will include several government and private business careers.

Standard: SSKE1: The student will describe the work that people do (police officer, fire

fighter, soldier, mail carrier, baker, farmer, doctor and teacher). (Georgia Department of

Education, 2006).

Student Analysis

Age: This kindergarten class has fifteen students. The age range of these students is from

four to six years of age. There are ten male students and five female students.

Cultural Background: In this class, there are eight Caucasian students, two Asian

students, three African-American students and two Hispanic students. In this class, the

socioeconomic levels are between middle class and upper-middle class. None of the

students are on free or reduced lunch. All but two of the students live with both of their

biological parents. One student was adopted and one student’s parents are divorced. The

student whose parents are divorced lives full-time with his mother.

Educational Level: Ten of the students in this class are in the correct grade for their age.

The student who was adopted is a year older than his classmates due to slow

socialization. Three of the students are younger than their classmates due to being ahead.

One of the students has an emotional behavior disorder and has been held back one year.

Accommodations/Modifications: A contract was made for the student with the

emotional behavior disorder that both he and the parents were asked to sign. He was

given a chart with each day of the school year on it. When he goes the entire day with no

misbehavior he is awarded with a sticker on his chart. When he goes an entire week with

no misbehavior he is awarded a prize from the classroom treasure chest. Also, since he

struggles with interpersonal relationships, he will be assigned group work only with

students who are not confrontational. During this group work, he will be closely

monitored in order to avoid conflict.

Specific Entry Skills: The students in this class were tested verbally in order to insure

that they were competent enough to learn this lesson. As a group they were asked

questions and then prompted individually to answer. The only two that were not able to

come up with satisfactory answers that they were willing to share in front of the class

were the adopted student and the student with an emotional behavior disorder. These

students were able to answer when they were approached individually, but did not want

to speak up in front of the entire class.

Learning Styles: All of the students in this class are concrete sequential learners. This

means that they learn the best with hands on activities. They also learn the best when

ideas are presented and taught to them in an order that makes logical sense.

Demonstrations along with hands on activities are one of the best ways to teach them new

concepts because they can repeat most of what they see and hear while using their hands.

(Smaldino, Lowther & Russell, 2007 )

Motivation: In order to prevent the students from losing the motivation to learn, Keller’s

ARCS model will be used to help develop this lesson. This lesson has been designed to

grab and keep the students’ attention in order to facilitate the best learning possible. The

lessons are also relevant not only because it follows one of the state education standards,

but because it is something that the students should learn to make their lives better. This

lesson has also been designed to build the students’ confidence in their learning ability by

providing opportunities to earn both intrinsic and extrinsic awards. Some examples of

appropriate extrinsic awards are stickers, sugar-free candy, and small toys.

Gardner’s Multiple Intelligences: All the students are visual, kinesthetic and

interpersonal learners except the student that was adopted and the student with the

emotional behavior disorder. Because of these learning types, it is best to put the students

in groups that will work on a project together. This project should include pictures and

objects that can be touched by the students. The two students who are not interpersonal

learners are put into groups with extremely friendly and outgoing students. This will

teach the students to work with those that are not like them (Smaldino, Lowther &

Russell, 2007).

Objectives: The students will be able to:

- recognize what people do, based on what they wear and the tools they use.

(The performance outcome: must be able to provide the title of at least three

of the eight careers taught.)

- list some of the responsibilities of the careers taught. (The performance

outcome: must be able to list the job responsibilities of at least five of the

eight careers taught.)

- state whom they need to contact for certain situations. (The performance

outcome: must be able to state who to contact for at least five out of the eight

provided scenarios.)

Theory of Instruction: Since all the students are concrete sequential learners (Smaldino,

Lowther & Russell 2007), they will play a memory game where they have to match the

uniform of the career with a tool of the trade. First, this game will be played with the

entire class. The teacher will hold up a card with a uniform on it and the students will

have to name a tool that they would use in that profession. Then it will be played by

turning all of the cards over and splitting the class into three groups. Each student in the

group will get to turn two cards over, again trying to match the uniform of the profession

with a tool that matches the trade.

Content Outline:

Introduction: The teacher will introduce this lesson by asking some members of the

community to come in and bring some things for the students to play with such as a

fireman’s hat and a police officer’s flashlight.

Expectations: The students will be informed at the beginning of the lesson what they

will be expected to know at the end of the lesson by explaining the lesson objectives. The

teacher will reinforce expectations by discussing the career that was taught the day

before. This will help the students to remember what they have learned.

Career Titles

Person wearing blue or black uniform with flashlight and a gun = police officer

Person wearing yellow suit with big hose = fire fighter

Person wearing a camouflage uniform with a gun = soldier

Person wearing shorts with a big bag that has letters in it = mail carrier

Person wearing an apron who makes cakes = baker

Person with overalls and a rake = farmer

Person with a white coat with a stethoscope = doctor

Person with a classroom = teacher

Responsibilities

Police officer = to protect the community from those who disobey the law

Fire fighter = to help when there is a fire or a medical emergency

Soldier = to protect the country from those who want to hurt it

Mail carrier = to deliver letters and packages to our houses

Baker = to make desserts for birthdays and celebrations

Farmer = to make food for us to eat

Doctor = to make us better when we are sick

Teacher = to help us learn

Scenarios

Who do you contact when you see someone doing something they are not

supposed to be doing?

Who do you contact when there is a fire?

Who do you contact to thank for protecting our country?

Who do you contact when you want to mail a letter to your grandparents?

Who do you contact when you need a birthday cake?

Who do you contact to eat fresh fruit, vegetables and meat?

Who do you contact when you are sick?

Who do you contact when you need help learning something?

Audience Participation Plan: For this section of the lesson several participants from the

community, including some of the students’ parents, will be asked to come into the

classroom in their uniforms. The students will be allowed to ask them questions and

touch some of their tools that they use for their job. An example of this would be asking a

baker to come into the classroom and asking them to bring in things that the children can

safely touch such as a whisk and a pie tin. They would also be encouraged to bring some

of what they make like cookies or a cake.

References

Georgia Department of Education. (2006). Social Studies Standards. Retrieved February

3, 2009, from http://www.georgiastandards.org/SearchResults.aspx?viewmode=

details&StandardIDSelected =526

Smaldino, S.E., Lowther, D.L., Russell, J.D. (2007). Instructional technology and media

for learning. (9th Edition). New Jersey: Merrill/ Prentice Hall.