Students in preschool are learning about community helpers. The teacher created a lesson with centers focused on police officers, firefighters, and bakers. At the science center, students will fingerprint themselves and compare prints to learn how fingerprints help police solve mysteries. The math center involves a firefighter-themed bingo game to practice counting and matching numbers. Differentiation is provided based on students' skill levels.

1. Community Helpers
Annotated Integrated Lesson Plan
Nicole Pilarz

2. Annotated Integrated Lesson Plan: Community Helpers
I. Background Information:
Name: Nicole Pilarz
Date: 3/31/14
Grade: Preschool 4
Group Size: 24 students
Learning about community helpers is an important part of the preschool curriculum. Recently,
Mrs. I’s class has been introduced to the topic community helpers and has talked briefly about
the different kinds of community helpers and what they do. This unit will go further in exploring
what exactly a community helper is and where to find them. We will also discuss how the
children themselves can help the community. While this lesson will describe the duties of
multiple community helpers, after talking with the children I have decided to take an in depth
look at the ones most relevant to the children. These are jobs that children are most familiar with
and jobs that many parents in the classroom have such as police officers, firefighters, and
teachers. These careers will be the main focus of the learning activities.
II. Theoretical Framework
While writing my lesson I focused on the theoretical framework of several educational
theorists in order to facilitate children’s thinking and learning. The first that came to mind was
using Howard Gardner’s theory of multiple intelligences. Each student learns in a unique way so
I tried to expand my unit on community helpers to include as many of the multiple intelligences
as I could. For example in the science center students will use their linguistic intelligence and
for both the math and science center they will use their logical/mathematical intelligence; in the
matching center they will use their interpersonal intelligence and in the art center the can use
their spatial intelligence. Each center focused on a different strategy to help multiple learners.
I also focused parts of my lesson on Vygotsky’s theory of scaffolding. For each center I
provided accommodations for learners above and below average skill level and shared these
changes with the adults at each center. By doing this I am ensuring that each child works within
their zone of proximal development which means they have the perfect amount of assistance to
where they are challenging themselves, but not becoming frustrated.
The last theorist who I focused a majority of my unit on was John Dewey’s theory of
learning by doing. This involves a careful design of activities that allows students to have
meaningful learning experiences. Each of my centers was specifically designed so that I am not
simply telling students what different community helpers do, but having them do it themselves!
By decorating a cake, fingerprinting themselves, and racing to put out fires, they are performing
the jobs of the various community helpers and therefore having a more meaningful learning
experience because they are learning by doing. By using the ideas from each of these theorists, I
am ensuring that each student has their best chance at making authentic learning connections.

3. III. LessonPlan and Centers:
Big Idea:
There are many different types of community helpers and all of them have very different jobs.
All of the community helpers play an important role in keeping our community running and safe.
Essential Questions:
1 What is a community?
2 Can you name some community helpers and explain their jobs?
3 Why are community helpers important?
4 What does a police officer do and what is one way they can solve mysteries?
5 What does a baker do?
6 What does a firefighter do?
Learning Objectives:
Students will be able to:
 Brainstorm a list of community helpers and what they do.
 Explain in their own words the meaning of the word community.
 Discuss why community helpers are so important.
 List details about the jobs of specific community helpers.
 Complete a graph about the community helper they would like to become.
Developmental Domains:
Domain 4: Communication,Language, and Literacy:
Part A: Approachesto Communication
Motivation
1 Demonstrate thattheyare motivatedtocommunicate.
a. Participatesinsmall orlarge groupactivitiesforstorytelling,singingorfingerplays.
b. Asksquestions.
c. Listensattentivelyforavarietyof purposes(e.g.,forenjoyment;togaininformation;to
performa task;to learnwhat happened;tofollow directions).
BackgroundKnowledge
2 Demonstrateshe/sheisbuildingbackgroundknowledge.
a. Asksquestionsrelatedtoa particularitem, eventorexperience.
b. Correctlyidentifiesmeaningsof wordsinread-alouds,inconversation,andinthe
descriptionsof everydayitemsinthe worldaroundthem.
c. Uses newvocabularycorrectly.
d. Makes comparisonstowordsand conceptsalreadyknown.
Part B: English Language Arts and Literacy
ReadingStandardsforLiterature
KeyIdeasandDetails

4. 1 Withpromptingandsupport,ask andanswerabout detail(s) inatext.
2 Withpromptingandsupport,retell familiarstories.
3 Withpromptingandsupport,ask andanswerquestionsaboutcharactersandmajor eventsina
story.
Craft andStructure
4 Exhibitcuriosityand interestinlearningnew vocabulary(e.g.,askquestionsaboutunfamiliar
vocabulary).
RespondingtoLiterature
1 Withpromptingandsupport,make connectionsbetweenself,text,andthe worldaroundthem
(text,media,social interaction).
Presentationof Knowledge andIdeas
4 Describe familiarpeople,places,things,andeventsand,withpromptingandsupport,provide
additional detail.
(Domains for centers listed separately.)
Materials:
 Picture of a police officer
 Percy’s Neighborhood by Stuart J. Murphy
 Graph of community helpers from story
 Wipe board and markers
 Supplemental texts including: Community Helpers from A to Z, Helpers in my
Community, Jobs People Do, Bakers, Keeping You Safe: A Book About Police Officers,
and My Mom is a Firefighter.
 Materials for centers (listed separately)
LessonProcedure:
Anticipatory Set-
 Hold up a picture of a police officer and ask the students if they have ever seen a police
officer before. Comment on how many of the student’s parents are police officers.
 Ask students to raise their hand and tell me some of the things police officers do.
 Remind students that police officers are community helpers; can they name any more
community helpers? Write their answers on the board.
Direct Instruction-
 Introduce the story Percy’s Neighborhood by Stuart Murphy. Tell students that this book
talks about many different community helpers. Keep your ears open for some of the
community helpers that are mentioned and see if you can remember what they do.
 Near the beginning of the book, the word community is defined. See if students can raise
their hand and explain what a community is in their own words. Listen to student

5. answers to ensure they understand what a community is and how it relates to community
helpers.
 Finish reading the story asking critical thinking questions along the way.
 After the story ask students if they can remember all of the community helpers listed in
the story, pull out a graph with all of those jobs listed at the bottom with pictures.
 Have students come up one at a time and place a mark above the job they would most
want to have. Have an “other” option for children who prefer a different job.
 Count the markings and see which job is the most popular in the class.
 Explain how in centers today we will be learning more about certain community helpers
and what they do.
 Briefly explain each center to the class and assign their groups.
 Begin centers, each one should be about 10 to 15 minutes long.
Assessment:
 Teacher will listen as students brainstorm a list of community helpers.
 Teacher will make anecdotal records concerning students’ understanding of the word
community.
 Teacher will listen as students describe why community helpers are important.
 Teacher will collect the graph completed by the students.
 Teacher will observe students as they list details about specific community helper jobs.
Differentiated Instruction:
Category Accommodation/Modification Rationale
Students
above
level
Challenge these studentswithcritical
thinkingquestionsthatrequire an
explanation. Thisshouldinclude more
indepthinformationaboutwhatisa
communityandwhycommunityhelpers
are important. Have themexplainitto
the rest of the class. Withthe graph
have themfigure outhowmanymore
votesone categorywouldneedtoequal
another.
Once studentsunderstandthe basicideaof a
communitytheyshouldbe challenge totake
theirknowledgeastepfurther,givingspecific
detailsandexplainingwhycommunityhelpers
are important. If countingis a skill theyhave
alreadymasteredonthe graph,encourage them
to go furtherslippingadditionintothe lessonby
asking,how manymore votesdoesthisjobneed
to have the most?
Students
below
level
Helpthese studentstounderstanda
basicexplanation of acommunityusing
variousformsof manipulatives,pictures
and examples. Helpthemtosimply
name a fewcommunityhelpersand
understandwhattheyare insteadof
describingtheirimportance. Forthe
graph,simplycountaloudwiththemthe
numberof votes.
Before studentscanunderstandwhycommunity
helpersare soimportanttheymustfirsthave a
basicideaof whata communityis. Once they
understandthisaspectof the lessontheycan
slowlyadvance withthe material. The graphis a
great countingstrategyandthose whostruggle
withcountingwill benefitfromwatchingthe
teachermodel the actionandfollowingalong
withthem.

6. *Assessments and differentiated instruction listed separately for each center.*
Learning Centers:
Center 1: Science Center
Objectives-
Students will be able to:
 Brainstorm ways that police officers solve mysteries.
 Trace their own hand.
 Compare fingerprints using a magnifying glass.
 Discuss the relationship between fingerprinting and solving mysteries.
Developmental Domains-
Domain 1: Approachesto Learning
CuriosityandInitiative
4 Exhibitscuriosity,interest,andwillingnessinlearningnew thingsandhavingnew experiences
a) Asksquestionsusingwho,what,how,why,when,where,whatif.
b) Expressesaninterestin learningaboutanddiscussingagrowingrange of ideas.
g) Willinglyengagesinnew experiencesandactivities.
Domain 5: Cognitionand Knowledge ofthe World: Science
ScientificThinking
1 Asksquestionsandmakespredictionsbasedonobservationsandmanipulationof thingsand
eventsinthe environment.
b. Manipulatesandobservesobjectsinhisorher surroundingstodevelopconclusions.
e. Asks“why,”“how,”and “what if”questionsandseeksanswersthroughexperimentation
and investigation.
f. Makes predictionsbasedonbackgroundknowledge,previousscientificexperiences,and
observationsof objectsandeventsinthe world.
2 Testspredictionsthroughexplorationandexperimentation.
b. Uses a varietyof toolsandmaterialstotestpredictionsthroughactive experimentation
(childusesmagnifyingglasstoexaminepine needles;childputslarge paperclipon
waterto see if it floats.)
c. Replicatesorchangesthe experimental approach.
3 Generatesexplanationsandcommunicatesconclusionsregardingexperimentsand explorations.
a. Comparesandcontrasts attributesof objects,livingthings,andeventsinthe
environmenttoorganize whattheyhave learned.
c. Verifiespredictionsbyexplaining“how”and“why.”
d. Makes age appropriate,logical conclusionsaboutinvestigations.
e. Sharesideasaboutobjects,livingthingsandothernatural eventsinthe environments
throughwords,pictures,andotherrepresentations.

7. Materials-
 25 pieces of paper and pencils
 2 washable ink pads
 6 magnifying glasses
Procedure-
 When students arrive at the center, ask if they can remind me about some of the things
police officers do. How do they keep us safe?
 Tell students that we are going to be detectives and figure out one way that police officers
solve mysteries.
 Have each student trace their hand on a piece of paper, help those students who need it.
Have them write their name under their hand.
 Using a washable ink pad, have students make a fingerprint on each of their
corresponding fingers of their traced hand, (thumb print goes on the outline of the thumb
and so on).
 Give each student a magnifying glass to look at their own fingerprints. Then switch
papers and allow children to look at other students fingerprints.
 Ask students what they noticed about the fingerprints; were they the same or different?
 Lead students to understand that everyone’s fingerprints are unique; nobody has a
fingerprint just like yours! How could this help police officers solve mysteries?
 Lead them to understand that police officers use fingerprints so they know exactly who
touched an object or was at a specific place, which helps them solve mysteries and keep
us safe. What an important job!
Assessment-
 Teacher will observe students brainstorming about police officers.
 Teacher will collect students’ traced hands.
 Teacher will make anecdotal records as students compare fingerprints.
 Teacher will listen to discussion about the relationship between fingerprinting and
solving mysteries.
Differentiated Instruction:
Category Accommodation/Modification Rationale
Students
above
level
Students may be asked to describe
how the fingerprints are different.
Ask if they can figure out how police
use fingerprints to solve mysteries.
Can they give any examples
themselves? These students could
also assist their friends.
Students who are above level should be
challenged with critical thinking questions.
Now that they know that everyone’s
fingerprints are different, can they figure out
how that helps police officers? Use
scaffolding and scientific inquiry strategies
to challenge them and make them think.

8. Students
below
level
Students may require assistance
tracing their hand or require teacher
to do it for them. They may need
assistance with the magnifying glass.
In order to notice the differences in
fingerprints students may require
enlarged pictures of fingerprints from
the computer. More specific,
relatable examples can be given for
how police use fingerprints.
Students below level may need help with the
basic skills of the activity such as tracing.
They may also need a more concrete
explanation and examples to fully
understand the material. Using different
strategies, examples, technology, and
manipulatives could help them understand
the activity, depending on the learner.
Center 2: Math Center
Objectives-
Students will be able to:
 Brainstorm the different things firefighters do.
 Count a given number of dots.
 Match the number of dots to their numerical symbol.
Developmental Domains-
Domain 5: Cognitionand Knowledge ofthe World:Mathematics
CountingandCardinality
Knownumbernamesandthe count sequence
2 Representanumberof objectswithawrittennumeral 0 – 5 (with0 representingacountof no
objects).
Countto Tell the Numberof Objects
3 Understandthe relationshipbetweennumbersandquantitiesto10; connect countingto
cardinality.
a. Whencountingobjects,saythe numbernamesinthe standardorder,pairingeach
objectwithone and onlyone numbername andeach numbername withone andonly
one object.
b. Understandthat the lastnumbername saidtellsthe numberof objectscounted.The
numberof objectsisthe same.
c. Regardlessof theirarrangementorthe orderinwhichtheywere counted.
d. Understandthat eachsuccessive numbername referstoa quantitythatisone larger.
4 Countto answer“howmany?” questionsaboutasmanyas 10 thingsarrangedina line,a
rectangulararray, or a circle,or as any as 5 thingsin a scatteredconfiguration;givenanumber
from1 – 10, countout that manyobjects.
Materials-
 6 flame bingo boards
 40 water drop bingo markers
 12 numbered fire truck cards
 Fire safety stickers

9. Procedure-
 When students arrive at the center see if they can remember the different things
firefighters do.
 Explain that we are going to play firefighter bingo! Each student is going to get a
different bingo board with 6 flames on it. Each flame will have dots inside ranging from
1 to 12.
 I will have special fire truck cards with numbers written on them. When I call a number
students will have to count their dots and see if they have a matching number. If students
have a match they will cover their flame with a cutout of a drop of water.
 The first person to put out all of their flames with water will win a special firefighter
sticker!
Assessment-
 Teacher will listen to students brainstorm about firefighters.
 Teacher will observe students correctly counting dots.
 Teacher will complete a checklist of who can match the correct number of dots to its
numerical symbol.
Differentiated Instruction:
Category Accommodation/Modification Rationale
Students
above
level
These students can be given
harder boards with more dots to
test their counting skills. They
may be encouraged to group
when counting or count by two’s.
Students who are already skilled at counting
and finding the correct numerical symbol may
need to be challenged with larger numbers.
They may also be challenged to try different
methods of counting to expand their
knowledge and skill.
Students
below
level
These students can be given
easier boards with smaller
denominations of numbers. It
might help for them to count
along with the teacher. They may
also count their dots ahead of
time and write the number under
the dots to simplify matching the
numerical symbol.
Students need to master counting smaller
numbers before they can move on to bigger
denominations. By counting with a teacher
they are following a model and learning by
example. Counting the dots and writing the
correct number below it still captures the
objective of the game, but with less pressure to
count as quickly or accurately as their
classmates.
Center 3: Art Center
Objectives-
Students will be able to
 Brainstorm about the job of a baker.

10.  Use fine motor skills to manipulate crayons, markers and bingo dabbers.
 Decorate a pretend cake in unique, creative ways.
Developmental Domains-
Domain 2: Physical Developmentand Health
5 Demonstrateseye-handcoordinationanddexterityneededtomanipulate objects.
a. Uses pinchergrasp(index fingerandthumb).
c. Uses materialssuchaspencils,paintbrushes,eatingutensilsandbluntscissors
effectively.
Domain 5: Cognitionand Knowledge ofthe World:Arts
Visual Arts
1 Expressesoneselfandrepresentswhathe/she knows,thinks,believesandfeelsthroughvisual
arts.
a. Experimentswithavarietyof mediumsandmethodsof usingartmaterials(suchas
usinga bigbrush to paintbroadstrokes,combiningcolors,etc.).
b. Showsan interestinwhatcan be createdwithtools,texture,colorandtechnique.
d. Choosesmaterialsandsubjectswithintentandpurpose.
2 Respondsandreact to visual artscreatedbythemselvesandothers.
a. Expressesaninterestindrawings,sculptures,models,paintings,andart creationsof
others.
b. Identifiessimilaritiesanddifferencesamongsamplesof visual art.
c. Sharesopinionsaboutvisual arts,creations,andexperiences.
Materials-
 25 cutout cakes from construction paper
 Pencils, markers, crayons and bingo dabbers
 Candle cutouts
 Glue sticks
Procedure-
 When students arrive at the center ask them who knows what a baker is, what do they do?
 Lead students to understand that bakers are community helpers that make all sorts of
delicious things to eat like cookies, cake, and bread. It is also their job to decorate the
cakes so people want to buy them.
 Tell students that they are going to get the chance to be bakers and decorate a cake; they
will want it to look pretty so other people will want to eat it!
 Allow students to choose the color of their “cake” that I will have cut out of construction
paper. Write their name on the back example: “Baker Madison”.
 Students may decorate their cake however they like, I will have crayons, markers and
bingo dabbers available to use. I will also have cut-out candles that students may choose
to stick anywhere on their cakes.

11.  When everyone is done have them show their finished cakes to the group one at a time.
Assessment-
 Teacher will listen to students brainstorm about bakers.
 Teacher will complete a checklist detailing how children use fine motor skills to
manipulate art materials.
 Teacher will collect students decorated cakes.
Differentiated Instruction:
Category Accommodation/Modification Rationale
Students
above
level
Students can be encouraged to
create patterns on their cakes with
colors or even shapes. Ask them
critical thinking questions about
why a Baker should do his best
work decorating a cake.
Having children attempt to create patterns is a
great way to encourage math skills while still
maintaining open ended art. Critical thinking
questions will expand students thinking about
why they are completing the activity.
Students
below
level
These students should just be
encouraged to have fun with the
art, there are no wrong answers. A
variety of art tools caters to all
children’s skill levels. Use
concrete examples, pictures, and
manipulatives to show students
why it is important for bakers to
create pretty cakes. Who wants to
buy a sloppy birthday cake?
The idea behind open ended art is that students
should be encouraged to be imaginative,
creative, and have fun. There should be no
pressure because there are no right answers.
The variety of art materials should help
students at different skill levels. For example,
students who have trouble holding a crayon
can bingo dab. Also providing concrete
pictures and examples as to why a bakers cake
should be pretty help the students understand
the idea behind the art activity.
Center 4: Matching
Objectives-
Students will be able to:
 Match various community helpers to their correct tools.
 Explain the connection the community helper has with their specific tools.
 Find hidden matches using their memory.
Developmental Domains-
Domain 3: Social and Emotional Development
3 Demonstratesandcontinuestodeveloppositiverelationshipswithsignificantadults(primary
caregivers,teachersandotherfamiliaradults).
a. Interactswithsignificantadults.
b. Seeksguidance fromprimarycaregivers,teachersandotherfamiliaradults.

12. 4 Developspositive relationshipswiththeirpeers.
b. Interactswithotherchildren(e.g.,inplay,conversation,etc.).
c. Sharesmaterialsandtoys withotherchildren.
d. Sustainsinteractionsbycooperating,helping,andsuggestingnew ideasforplay.
e. Developsclose friendshipwithone ormore peers.
Domain 5: Cognitionand Knowledge ofthe World:Social Studies
Geography
1 Developsabasicawarenessof self asanindividual,self withinthe contextof family,andself
withinthe contextof community.
b. Describeshoweachpersonisunique andimportant.
f. Describeshisowncommunityand/orcultural group.
g. Recognizessome communityworkersanddescribeswhat theydo.
Civics,CitizenshipandGovernment
5 Demonstratesanunderstandingof roles,rights,andresponsibilities.
a. Recognizesthatall childrenandadultshave roles,rights,andresponsibilitiesathome,
school,inthe classroomand inthe community.
c. Recognizesthe roles/contributionsof communityworkersastheyproduce
goods/servicesthatpeople need.
CareerDevelopment
8 Demonstratesinterestandawarenessaboutawide varietyof careersandworkenvironments.
a. Asksquestionsaboutandshowsaninterestinthe jobsof his/herfamilymembers
and/or“communityhelpers.”
b. Recognizesthatpeople dependon“communityhelpers”toprovide goodsandservices.
c. Identifiesthe toolsandequipmentthatcorrespondtovariousrolesandjobs.
Materials-
 Set of 24 matching community helper cards
Procedure-
 When students arrive at the center see how many different community helpers they can
name.
 Introduce the set of matching cards to the group, explain how you need to try and match
the community helper to the tools they need to do their job. The people cards are labeled.
For example, the librarian would match the books; the dentist would match the
toothbrush and so on.
 First play the game with the cards facing up and see if the students can match all of the
cards.
 Next play as a memory game with the cards flipped over. Depending on how well the
students do, it may be best to start off with only half the cards and gradually add more as
time permits.

13.  At the end of the center see how many more community helpers the students are now able
to name.
Assessment-
 Teacher will observe students as they match the community helper to their tool.
 Teacher will listen as students explain the connection between the community helper and
their tool.
 Teacher will observe students finding correct matches using their memory.
Differentiated Instruction:
Category Accommodation/Modification Rationale
Students
above
level
These students can play a memory
game with the entire set of cards.
Have them provide explanations for
how each community helper uses
their tools at work. They could be
encouraged to think of other
community helpers that were not
included, what tools do those
people use? What about their
parents?
Playing a memory game not only shows that
they are aware of what each community
helper does, but are competent enough to
match them by memory. Having them explain
how each tool is used helps them to expand
their knowledge for each job. Having them
think of other examples helps them to apply
this activity to their everyday lives and family.
Students
below
level
These students may play the entire
game with the cards flipped right
side up. They may also only want
to focus on a certain number of
matches. Focus on the connection
between a few of the community
helpers and their tools.
The memory aspect of the game may be too
confusing for these students. It is more
important for them to understand the
connection between the community helpers
and their tools. Focusing on only a certain
amount of jobs helps establish a more
concrete connection. It is better to understand
a few than to feel overwhelmed and confused
with them all.
Closure-
 Call students back to the carpet when centers are finished and see if we can add any
community helpers to our original list.
 Tell students that we have talked about a lot of different jobs today, but is there anything
they can do as students to be a helper to the community.
 Brainstorm a list of ways that the students can help the community every day!
Assessment Discussion:
Throughout the unit and the learning centers I will be participating in various forms of informal
assessment. Some strategies include observations, checklists, and anecdotal records. I will be
asking the adults at each center to help me with the informal assessments as well. For the read

14. aloud activity and each learning center listed above I have noted various ways to differentiate
instruction for learners that are above and below level. This will ensure that throughout the
entire unit, the needs of all children will be met. All of the assessment strategies are appropriate
for the preschool level, and because they are informal, they will give a more authentic
representation of their skill. Through the use of differentiated instruction and the wide range of
assessment tools, I will be able to have a thorough understanding of the students’ skill level
including who needs extra help, who should be challenged to extend their knowledge, what parts
of the lesson most students struggled with, which parts they excelled in, and how much
improvement was made. This will help when developing future lessons on this topic.
Family Connection:
After the lesson is completed the students will receive an activity to take home and complete
with their families. The activity consists of a booklet with one page for every day of the week
starting with Monday. For each day of the week, the student will record one community helper
they saw that day. The parent/guardian will write the name of the community helper in the given
space at the top of the page. Then the student will draw a picture of the community helper below
it. Then the child will briefly explain what the community helper does and the parent/guardian
will record what the child says at the bottom of the paper. Children may use any community
helper they see such as their teacher, the mailman, or even their parents! A letter including
instructions will be sent home with the child along with a short survey for parents to fill out
regarding the activity.