Stage 1- Desired Results
Students will be able to independently use their learning to…
  • Apply concepts and systems of economics to participate productively in a world economy.
  • Write to inform and explain a topic, concept, or process to a variety of audiences.

Social Studies:
  • CS.6: Give examples that show the meaning of the following concepts: authority, fairness, justice, responsibility, and rules.
  • CS.7: Use words relating to work, such as jobs, money, buying, and selling. (E)
  • CS.8: Give examples of how family members, friends, or acquaintances use money directly or indirectly (e.g., credit card or check) to buy things they want.
  • LS.8 Give examples of different kinds of jobs that people do, including the work they do at home.
  • LS.9 Explain why people work.(e.g., to earn money in order to buy things they want).
  • LS.10 Give examples of things that people buy with the money they earn.

English Language Arts:
  • W.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
  • W.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).
  • W.8 Recall information from experiences or gather information from provided sources to answer a question.
  • SL.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
    • a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
    • b. Continue a conversation through multiple exchanges.
  • SL.3 Ask and answer questions in order.
Essential Questions

  • Why do people work?
  • What is a job?

  • Why are some jobs paid with money and some are not?
  • Why do people choose different jobs?
  • What tools and equipment do people use to complete different jobs?
Big Ideas


Enduring Understandings

  • People work for different reasons.
  • A job is a responsibility that people take on for a form of "payment."

  • Different jobs have different responsibilities and payments.
  • Information, experience, and values help us make informed choices about jobs.
  • People use different tools to complete different jobs.
Students will know…
  • The reasons people work.
  • Different occupations in the community and the work each requires, such as firefighters and teachers.
  • All jobs require certain tools and equipment.

  • Academic Vocabulary: Occupation, job, money, work, payment, responsibility
Students will be skilled at …
  • Explaining why people work.
  • Giving examples of different kinds of jobs that people do, some for money and others for free.
  • Applying key vocabulary in classroom discussion and in writing.
Stage 2- Assessment Evidence
Performance Tasks:
  • Based on their new learning about jobs students will compose a job posting naming the job and including 5 facts. After creating job postings, students will select a job and answer the interview questions as part of the interview process. (See Model Curriculum Unit-Lesson 5).

  • Through charades, students will be able to act out and identify jobs. (See Model Curriculum Unit-Lesson 4)

  • Students will write an informational book about why people work, naming what they are writing about and including information derived from the video. i.e., “People work, betterment of community, to take care of family, God, fame, to feel good about themselves. (See Model Curriculum Unit-Lesson 1)
  • Using information from the video and read aloud, students will write an informational book naming what they are writing about and accurately explaining 5 different jobs (including 1 job that is not paid). Book will include job names, at least one duty associated with each job, and an illustration. (See Model Curriculum Unit-Lesson 2)
  • Shared Research Project focusing on the different kinds of jobs that people do. (See Model Curriculum Unit Pages 33-34 for resources)

Student Self-Assessment:
Stage 3- Learning Plan

Week One:

Week Two:

Week Three:

Week Four:

Week Five:



Massachusetts Model Curriculum Unit: Jobs