Lesson Title: Sorting Through Jobs

Indiana Wesleyan University

Elementary Education Lesson Plan Template
Social Studies: DSS LESSON PLAN
2007 ACEI Standards
READINESS
I.
Goals/Objectives/Standard(s)
A. Goal(s)
-Students understand that there are a variety of jobs.
-Students are able to compare one job to another.
B. Objective(s)(specific terms)
-At each table students are able to sort the items which are related to career from the random objects.
-After working at the learning center, students can identify one career and list details about that career.
C.
Standard(s):
NCSS: XII- Science, Technology and Society
IAS: K.4.2 Identify and describe different kinds of jobs that people do and the tools or equipment used in these
jobs.
K.4.3 Explain why people in a community choose different jobs.
II.
A.

B.
C.
D.
E.

Materials & Management

Materials - A variety of items the relate to each job position. For example: Chef, - Play food, wisk,
and an apron Mechanic: tools, a car, Doctor: stethoscope, ace bandage, empty pill bottle,
ambulance card (Have an animal- talk to kids about vets vs. doctors.) Actor: Hawaiian lay,
bandana, puppet, Thor hammer, fairy wings and video. Scientist: googles, beakers, dropper, Have a
picture book for each item. Each station will have 10 items- this way I will know if anything is
missing.
- Worksheet
Time- (after lunch?) 7 minutes at each station
Space- Stations are set up around the room. Students begin at the carpet where I come in dressed
up.
Behavior- Students need to stay on task while at each station- I will be providing feedback. The
students regularly work at stations, thus they know many of the expectations.
Technology- a timer, I will use the iPad/ computer at actor station station. (Sesame Street, Job
song: http://indiana.pbslearningmedia.org/resource/sesame-job-song/job-song-sesame-street/ )

III.

Anticipatory Set (2 minutes)

I will come in dressed up
Hello class, how are you today? Have you ever thought about what you want to be when you grow up?
Well I am at college learning how to become a teacher but last night I had this idea! What if instead I
decide to become a nurse?! You see I have lots of friends who are nurses at college and they love it!
Hmm would have to learn all about the human body and learn how to give shots. But I dont like to
see sick people now that I think of it- I dont really want to be a nurse, I think I will stay as a teacher.
Have you ever thought about what type of things you like to do?
IV.
Purpose:
Today we will be talking about different jobs, because each of us have different abilities and one day
everyone gets the opportunity to work somewhere and affect their community.
PLAN FOR INSTRUCTION
III. Adaptation to Diverse Students

Special Needs Students- I will have students grouped before the lesson. Thus, I know where each student
will be and place them in an environment that fit their needs best.
Remediation I will model how to sort items at each station if I see students struggling. This way students
are provided with extra scaffolding. For the students who didnt reach the objectives we may spend some
time one on one or with a helper talking about different job occupations. These students will have the
opportunity to talk about a job they might want to do and look at the tools used for that situation.
Enrichment These students can look through the books that are provided. By looking at other resources
they can see to find other tools and inspiration.
ESL- This lesson will help an ESL student work on vocabulary. For this student I may provide a listening
activity at each station which uses his native language. Then there will be English vocab which a TSOL
teacher can work later on with the child.

IX. Technology Inclusion- There is a video about occupations at the acting station. Students can watch the
performance but also see different people explain their occupation. If a student needs extra help I can add
more technology/ resources to each station.
(ACEI 3.2)

IV. Lesson Presentation (Input/Output)

(ACEI 2.4, 3.3)
Input: (3 minutes)
I will give students an explanation of what I expect them to do at the stations
Boys and girls we will be exploring different jobs today. Some people choose a job because it is what they
like to do, or what they are good at, some people choose a job because it pays them money. I dont think I
would be a good nurse, instead what I love is learning and getting to be in the classroom with you. I will be
setting a timer and you will go around to different stations. At each station there will be a box that has
different items. You will have a picture of a job, and what you need to do is find the things a person might
use for his job. At this station there is a picture of a chef. I am going to look for things a chef might use to
cook food in a restaurant. (hold up a few items) Do you think a chef would need a toy car? (no). What about
an apron? What might the chef use the apron for? When you find something they might use sort the item
over here. When you are done you can flip over the picture of the chef to find the correct answers and check
if you picked the right stuff for the job. You will do this at each station with your group. There are 5 stations.
When you go to the doctor station will you try to find a spoon which a chef might use? (no).
(give each student a name tag- this will tell them what group to go to)
Starting Station:
Chef: Red
Mechanic: Blue
Actor: Green
Doctor: Yellow
Scientist: Orange
Output: (5-7 minutes at each station 25-35 minutes total)
Students will be rotating in stations. On the projector they can see a timer. When the time buzzes they need
to clean up and move to the next station- They will raise their hands when everything is cleaned up and I will
check, and have them move to the next station. As students are at each station, I will walk around and ask
them a variety of questions:
-What do you think this person does in their job?
-How would they use [insert item]?
-Do you think you would have fun in this job?
-Do you know anyone who does this?
-How do they help you by doing their job? (when we get sick we go see the doctor)
When students complete sorting they need to check to make sure they picked the correct items, if they finish
early I will encourage them to talk about the job.
At the actor station I will allow students to watch a sesame street song, because actors can use any prop
V. Check for understanding. (5-7 minutes)
Once students finish their last rotation, when they have cleaned up I will give them each a worksheet. On this
worksheet students will draw one job that they enjoyed. They will be encouraged to add detailed items
such as the ones they used in the station i.e. an actor may be wearing a costume, or a chef might be
cooking. When finished, students will then turn in their paper and return to the carpet to begin their next
activity.

A.

VII. Review learning outcomes / Closure

As students are completing their worksheets I will be walking around and talking to each student. I will ask
them to show me the tools they used. I might also point out the picture their neighbor drew, and create a
conversation about the differences between each job, what skills and tools you need for each. Once I notice
most students are finished I will gain their attention. Boys and Girls I enjoyed seeing what each of you came
up with now that most of you are finishing up, hand me your worksheet and then go to the carpet for our next
activity.
PLAN FOR ASSESSMENT
Formative: Students will show that they understand the differences between jobs, by being able to sort through
items. I will also go around to each station to talk to the students of their process of sorting. I will ask students what
they think different tools are used for.

B.

Summative: Students will draw on a worksheet one job that resonated with them. I will ask them to also draw tools
a person might use for that profession. This way students can show they understand the job, and that it if different
from others.
.
(ACEI 4.0)
REFLECTION AND POST-LESSON ANALYSIS
1.
How many students achieved the lesson objective(s)? For those who did not, why not?
2.
What were my strengths and weaknesses?
3.
How should I alter this lesson?
4.
How would I pace it differently?
5.
Were all students actively participating? If not, why not?
6.
What adjustments did I make to reach varied learning styles and ability levels?
a.
Blooms Taxonomy
b.
Gardners Multiple Intelligences
7. Did students need an introduction to each job, or where they able to figure out each station?
Revision Date: August 25, 2015
2007 ACEI Standard

Actor

Chef

Scientist
Mechanic

Name:______________________

This is a picture of me as a_________________.