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.
Top Related