Beacon Lesson Plan Library

Our Country, Our Community, Our Jobs

Thomas Valesky PhD


Students will analyze jobs that are of interest to them. They will create graphic organizers explaining how jobs affect the world in which they live with at least five supporting details.


The student reads and organizes information from multiple sources for a variety of purposes (for example, supporting opinions, predictions, and conclusions; writing a research report; conducting interviews; taking a test; performing tasks).

The student understands ways human activity has affected the physical environment in various places and times in the United States.


-KWL chart or transparencies (What you KNOW, What you WANT to know, What you LEARNED)
-Markers or transparency pen
-Pictures of various jobs throughout the community
-Computer Inspiration software program or other graphic organizer
-Internet accessible computers (optional)
-Internet access permission forms
-Paper and pencils for research
-Books and audio-visuals on various jobs within the community


1. Be familiar with the computer software Inspiration or other graphic organizers.
2. Have supplies ready for students: graphic organizers, website addresses, pens, pencils, research materials (books, encyclopedia, etc.).
3. Have KWL chart ready to be filled in.
4. Be prepared to discuss various jobs within the community.
5. Be prepared to discuss how these jobs affect the community.
6. Student groups should be pre-selected, taking into consideration ESOL/ESE students.


1. As a whole class, ask the students to brainstorm different jobs around the community and how they affect the community.

2. Using a KWL chart, ask the students what they know (K) abut some of the jobs they brainstormed. Ask the students what (W) they would like to know about the jobs and how they affect the community. Record all information on the KWL chart. The L will be completed at the end of this activity to indicate what they have learned at the end of this activity.

3. Place the students into groups of three or four, keeping in mind the ESOL (English for Speakers of Other Languages)/ESE (Exceptional Student Education) students. You might want to use a buddy system for ESOL/ESE who need help with this activity. Provide the attach rubrics to the groups and review them with the class.

4. In the groups, the students will choose jobs for each team member or each buddy team. Using the material available to them, as well as other resources (i.e. school library, Internet, etc.), the students research the jobs of their choice.

5. Each student in a group or buddy team takes one of the jobs to research. Once the students have divided up the jobs within their group, the students are to research their jobs and find five supporting details as to how these jobs affect their community.

6. Walk around assisting students and making sure they are staying on task. Be prepared with leading and guiding questions to help further the studentsí thinking process: Why did you choose this job? How else does this career affect the community?

7. Once the research has been completed, have the groups reconvene in order to design their graphic organizers using Inspiration software or another organizer. The graphic organizer should be logical and include all five supporting details and a description of the jobs they researched. They can decide as a group how they want to present their material; that is, they can include all jobs in one graphic organizer or do each separately. While the students are working on their graphic organizers, the teacher should be walking around the room discussing the organizers with the students and encouraging student creativity.

8. After all the groups have completed their graphic organizers, the groups will present them to the class, sharing which jobs they selected to research and the five supporting details as to how they affect their community.

9. Upon the completion of the oral presentation, the teacher and the whole class will complete the L section of the KWL, thus completing the chart.

10. This lesson will take approximately four or five thirty-minute sessions. Day One might include the K and W of the KWL, the grouping of students, and the selection of jobs by the groups. Days Two and Three could be reserved for group research. Days Four and Five could be presentations and the final L of KWL.


Assess the students by checking their graphic organizers. If the organizers have five supporting details for each job the students have chosen, the students have mastered the objective. Use the rubrics in the associated file to assess the graphic organizers and group collaboration.

Circulate and formatively assess students as they use the technology tools. Provide assistance for students who are experiencing difficulty and monitor accordingly.


1. Have the students write brief paragraphs about each of the jobs, incorporating each of the five supporting details of how the job affects the community.
2. Have the students research additional information about the jobs, such as the type of formal education required or specialized training needed to perform the jobs.

ESOL Accommodations:
1. Find job titles and in studentís native language.
2. Have them translate into their native language the five supporting details and display these in the graphic organizers along with the English.

Special Needs Accommodations:
1. Visually impaired students will receive larger font copies of any appropriate material if required.
2. Hearing impaired students with learning assistant will be given written instructions for projects and main points covered.
3. Special partners will be assigned as needed.

Web Links

This site has information about various careers, and you can search from here for other information about jobs.

This site offers different kinds of jobs in the community in which students may be interested, such as ski resorts and state parks.

This is a US government site that describes jobs available with the government.

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