SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC
Name
Subject
Grade Level
Date/Duration
Big Ideas
Essential
Questions

PA/Common
Core/Standards

Objective
Bloom's
Taxonomy
Webb's Depth of
Knowledge
(DOK)
Formative &
Summative
Assessment
Evidence

ISTE Standards
for Students
Framework for
21st Century
Learning

DETAILS
CK
Miss Smith
Social Studies Community Helpers
Kindergarten
1-2 Class Periods
Communities have many people whose work helps one
other survive.
What is a police officer?
What tools does a police officer use?
What does a police officer do to help the community?
How do police officers solve crimes?
5.3.K.B. - Identify the role of adults in authority at home
or in school.
6.1.3 - Identify the role of people in a community and
what they do to make a living
5.2.1 - Identify community workers that exist in most or
all communities
Individually, the kindergarten students will be able to
identify and describe 4 out of 6 tools that a police
officer uses to help the community.
Individually, the kindergarten students will be able to
identify and describe 2/3 components of a police
officers job.
In small groups, the kindergarten students will be able
to analyze clues to correctly identify the culprit in The
Mystery of the Cookie Caper.
Formative Assessment
Students will be assessed through their ability to match
clues (tools and jobs) to the correct items. This will lead
to their ability to identify the person who stole the
cookies.
Summative Assessment
At the end of the unit, students will be completing a
project detailing how they could become a community
helper in the future. They may include items learned
from this lesson, should they choose to incorporate a
police officer into their project.
ISTE Standards for Students
Collect and analyze data to identify solutions and/or
make informed decisions
Process data and produce results
Contribute to project teams to produce original works or
solve problems
Framework for 21st Century Learning
Be open and responsive to new and diverse
perspectives; incorporate group input and feedback

Accommodation
s, Modifications

into the work

Use various types of reasoning (deductive, inductive,
etc.) as appropriate to the situation
Solve different kinds of non-familiar problems in both
conventional and innovative ways.
Student with Emotional and Behavioral Issues
Provide student with a peer buddy to model appropriate
behavior and social skills
Offer a quiet area for breaks as necessary
Implement a behavior contract/token economy system
Offer rewards for positive behaviors
Teach meditation and self-talk techniques to help
reduce stress
Be consistent with rewards/punishments/behavior
monitoring

SUPERVISING
TEACHERS
SIGNATURE

Seton Hill University Lesson Plan Template Step-by-Step

Procedures
RATIONALE for
the Learning
Plan
Introduction

Explicit
Instructions

CK
Hook/Lead-In/Anticipatory Set
Watch The Berenstain Bears On the Job Video (Part 1)
Show the portion where the Berenstain bears interact
with the police bear.
Activating Prior Knowledge
The teacher will place a large image of a police officer
on the whiteboard or SmartBoard. As a class, the
students and teacher will create a concept map of
everything they know about police officers.
Big Idea Statement
Community helpers are people who work to make our
neighborhood better.
Essential Questions Statement
What is a police officer?
What tools does a police officer use?
What does a police officer do to help the community?
How do police officers solve crimes?
Objective Statement
The students will be able to identify tools that police
officers use.
The students will be able to identify things a police
officer does.
The students will be able to solve The Mystery of the
Cookie Caper.

Lesson
Procedure

Transition
See transitions listed throughout lesson procedure
below.
Key Vocabulary
Fingerprint
Crime
Handcuffs
Culprit
Clues
Suspect
Badge
Safety
Pre-Assessment of Students
Students knowledge will be pre-assessed during the
activating prior knowledge activity, in which they create
a class concept map of everything they know about
police officers.
Modeling of the Concept
After the class has completed the concept map, they will
go over new vocabulary that will be helpful in this lesson
and the teacher will read The Mystery of the Cookie
Caper to explain to the students their task.
Next, the teacher will explain each of the stations to the
students. At each station, the students will collect a clue
to help solve case. At station one, students will take
each others fingerprints to learn about one component
of a police officers job. At this station, they will receive
their first clue the fingerprint of the culprit. At station
two, the children will explore the different tools a police
officer uses including handcuffs, flashlight, radio, and
badge. If possible, examples of the tools will be at the
table. The teacher will guide a discussion at this table
about how each tool is used. Then, students will create
their own police badge. At this station, students will
receive their second clue the eye color of the culprit.
At the third station, students will explore how police
officers keep people safe on the road. They will learn
about police cars, police dogs, crossing guards, and
speeding tickets. They can write a speeding ticket and
watch an informational video. At this station, they will
receive the clue of the culprits hair color. At the final
station, students will learn about how police officers will
keep them safe. They will practice writing and saying
their name and address in case of an emergency. They
will learn a special rhyme about how police officers are
their friends. At this station, they can sign a thank you
card for the local police officers. They will also receive
their final clue the color of the shirt of the culprit.
Transition

The students will be placed into groups. Each group will

be called to their first station one at a time. As the
students move to their stations, they should act like the
cookie caper, tiptoeing so they arent caught.
Guiding the Practice
As the students move through the stations, the teacher
should check to ensure they are on task and give them
their clue. He or she should ask the students openended questions about the materials, tools, and work of
a police officer.
Transition
The teacher should provide students with a five-minute
warning before they move to the next station. The
students will move in groups from station to station at
the sound of a police siren.
Providing the Independent Practice
Students will compile all of the clues they received. They
will use this information to decide which of the suspects
is the cookie caper. All of the suspects will be pictured in
the case file that the students receive. When the
students choose the culprit, they will create a wanted
poster depicting the cookie caper. This will be submitted
to the teacher for credit.
Transition
After the students have completed all of the stations,
they should return to their seats acting as if they were a
police officer.
Reading
The Berenstain Bears On the Job Video (Part 1)
Materials
Large cutout or image of police officer
Technology
Dry-erase markers
Equipment
Cookie clues for The Mystery of the Cookie Caper
Supplies
Ink pads
Paper
Construction paper
Aluminum foil
I-pad
Manila case file folders
Suspect bios
Smart Board + Laptop
Evaluation of
Formal Evaluation
the
Students will be formally evaluated through their
Learning/Master
completion of the final unit project in which they
y of the
highlight different community helpers.
Concept
Informal Evaluation
Students will be informally evaluated through the
wanted poster that they submit and through their
answers at the questioning session at the end of the
lesson.
Closure
Summary & Review of the Learning

Teacher
Self-reflection

After all students have completed the activity, the

teacher should go over the vocabulary and the activities
at each station. The students should be questioned
specifically about the tools a police officer uses and
aspects of a policemans job.
Homework/Assignments
None for this lesson