Instructional Software

Lesson Idea Name: Community Helpers

Content Area: Social Studies
Grade Level(s): Kindergarten

Content Standard Addressed:

APL2.4a Demonstrates eagerness to learn about and discuss new topics, ideas and tasks.
APL2.4b Asks questions and seeks new information. With assistance, looks for new information and wants to
know more.
APL2.4c Increasingly seeks out and explores unfamiliar objects in the environment.
APL4.4a Engages in elaborate and sustained imagined play and can distinguish between real life and fantasy.
CLL1.4a Listens and responds on topic to conversations and group discussions for an extended period.
CD-SS3.4b Identifies and describes aspects of his/her community.

Technology Standard Addressed: 3- knowledge constructor

Selected Technology Tool: Brain Pop

URL(s) to support the lesson (if applicable):

https://jr.brainpop.com//socialstudies/communities/communityhelpers/

Type of Instructional Software:

☒ Drill and Practice ☒ Tutorial ☐ Simulation ☐ Instructional Game ☐ e-books/e-references

Features of this software (check all that apply):

☐ Assessment Monitoring/Reporting
☐ Allows teacher to create customized lessons for students
☐ Multi-user or collaborative functions with others in the class
☐ Multi-user or collaborative with others outside the class
☒ Accessible to students beyond the school day
☒ Accessible via mobile devices
☒ Multiple languages
☒ Safety, security and/or privacy features

Bloom’s Taxonomy Level(s):

☒ Remembering ☒ Understanding ☒ Applying ☐ Analyzing ☒ Evaluating ☐ Creating

Levels of Technology Integration (LoTi Level

☐ Level 1: Awareness ☐ Level 2: Exploration ☐ Level 3: Infusion ☒ Level 4: Integration
☐ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL): This activity engages all students. The gifted student can work ahead.
The student needing support can review content multiple times. My ESL student can have access in his or her
language. Perceptions is clear as the software provides visual diagrams and sounds for my students. It
supports comprehension of the concept. It supports sustaining efforts and persistence.

Lesson idea implementation:

Since students initiated the topic, the teacher will present the video and share information on the many
different types of community helpers with the students. Teacher will ask questions to encourage discussion
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and respond to students’ questions as they seek new information. As they watch the colorful and interesting
video, students are challenged to learn about unfamiliar (in concept) community helpers, like their parents
and janitors in their school. The Brain Pop movie will allow the student to see just how community helpers
help all of us. It explains how children can also be responsible citizens in our community, and that we can
volunteer out time to help make our community a better place. Through the video they are encouraged to
show and be respectful. They will also get to know the tools community helpers use to get their job done.

After the video, the student’s knowledge will be assessed as they engage in the Brain Pop questions and
games to solidify the concept. Also, students will be directed to the exploration and props area to find
community helpers tool and to don the helper’s gear for role play. This will enhance multiple means of
engagement and expression while extending students’ learning. This will be recorded by the teacher to share
with parents. They will create stories through pictures to tell about one or more community helper.
Reflective Practice:
Students’ knowledge will be extended to a higher level as they use their created story through art to make a
book utilizing PowerPoint. Voice recording will be added to the PowerPoint as they tell the story and how
they appreciate the chosen helper. This will be shared with parents and the community helpers in the school
to demonstrate appreciation. This production would place the student on a higher level of the ISTE and
Bloom’ Taxonomy level.

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