Construction Workers

Ages 4–6 · 11 minutes

Dig in and learn all about construction workers!

Come learn all about what a construction worker's day is like, including what types of things construction workers build and what tools and machines they use on a daily basis.

Part of

Community Helpers

Standards alignment

Common Core State Standards

D2.Eco.3.K-2 — Individually and with others, students… Describe the skills and knowledge required to produce certain goods and services.
D2.Eco.13.K-2 — Individually and with others, students… Describe examples of capital goods and human capital.
D2.Civ.1.K-2 — Individually and with others, students… Describe roles and responsibilities of people in authority.

Alabama

ELA21.K.20 — Name and sort pictures of objects into categories based on common attributes while relating vocabulary to prior knowledge and building background knowledge.
ELA21.K.2 — Actively engage in teacher-led reading experiences and collaborative discussions with peers to build background knowledge needed to be successful as they learn to read and, later, read to learn.
SS10.K.7 — Describe roles of helpers and leaders, including school principal, school custodian, volunteers, police officers, and fire and rescue workers.
SS10.K.1 — Sequence events using schedules, calendars, and timelines.

Alaska

K.MD.3 — Classify objects into given categories (attributes). Count the number of objects in each category (limit category counts to be less than or equal to 10).

Arizona

1.E1.1 — Identify different occupations and the skills and education needed for those jobs in our community.
1.E3.1 — Describe the skills, knowledge, and sequence of events required to produce goods and services in our community.
K.C2.2 — Explain how all people, not just official leaders, play important roles in our school and community.

Arkansas

K.RC.4.RF — Build general and academic vocabulary and background knowledge of age and grade-appropriate topics through discussion, reading, and writing.
1.RC.4.RF — Build general and academic vocabulary and background knowledge of age and grade-appropriate topics through discussion, reading, and writing.
E.1.2.3 — Discuss knowledge, skills, education, and experience (i.e., human capital) that workers need for jobs.
E.1.K.4 — Discuss ways human, natural, and capital resources are used in the production of goods and services.

California

1.6.2 — Identify the specialized work that people do to manufacture, transport, and market goods and services and the contributions of those who work in the home. Course: Grade Two History-Social Science Content Standards

Colorado

SC.P.3.1.d — Observe and discuss common properties, differences and comparisons among objects.
RWC20-GR.K-S.4-GLE.1-EO.e — Use a variety of resources to answer questions of interest through guided inquiry (for example: texts read aloud or viewed, direct observation).
RWC20-GR.PS-S.4-GLE.1-EO.b — Identify problems and search for solutions by asking questions during collaborative explorations of the topic; begin to state facts about the topic.
SS.1.3.1 — Understand that individuals work in different types of jobs to earn an income.

Connecticut

CIV.K.3 — Describe how communities work to accomplish common tasks, establish responsibilities, and fulfill roles of authority.
CIV.K.2 — Explain how all people, not just official leaders, play an important role in a community.
ECO 2.3 — Describe the goods and services that people in the local community produce and those that are produced in other communities.

Delaware

L.K.5.c — Identify real-life connections between words and their use (e.g., note places at school that are colorful).
Make observations (firsthand or from media) to collect data that can be used to make comparisons.
C.1.K-3b — Students will understand that positions of authority carry responsibilities and should be respected. Grade 1

Florida

SS.K.E.1.1 — Describe different kinds of jobs that people do and the tools or equipment used.
ELA.K.V.1.1 — Use grade-level academic vocabulary appropriately in speaking and writing.

Georgia

SSKH3.b — Before, after

Hawaii

SS.K.1.7.3 — Compare roles and responsibilities of self and others at home, at school, and in neighborhood settings
SS.K.3.15.4 — Describe how and why people move from place to place

Idaho

K.SS.3.1.3 — Describe some jobs that people do to earn money/rewards.
K.VD.WB.2a — Sort common objects into categories (e.g., foods, size) to gain a sense of the concepts the categories represent.
1.VD.WB.2a — Sort words into categories (e.g., tools, pets) and define those words by one or more key attributes (e.g., *a saw is a tool that cuts; a goldfish is a pet that lives in water*).
K.RS.DR.2 — Listen to a series of texts organized around a variety of conceptually related topics to build knowledge about the world.

Illinois

ETS1.B-P1 — Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem’s solutions to other people. (secondary to K-ESS3-3)
SS.K.G.2 — With guidance and support, explain how people and goods move from place to place.
MOD-P2 — Compare models to identify common features and differences.
SF-P1 — The shape and stability of structures of natural and designed objects are related to their function(s).

Indiana

K.E.2 — Identify and describe different kinds of jobs that people do and the tools or equipment used in these jobs. (E)
K.RC.7 — Identify and sort pictures of objects into categories (e.g., colors, shapes, opposites) through oral discussions. (E)
K.M.2 — Identify and use appropriate terms to describe intervals of time including: morning, afternoon, evening, today, yesterday, tomorrow, day, week, month, and year; describe how calendars and clocks are tools to measure time.

Iowa

SS.1.13 — Explain why people have different jobs in the community. (21st century skills)
Develop Financial and Career Goals

Kansas

RI.K.12.a — Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
RI.K.1 — With prompting and support, ask and answer questions about key details in a text.
RI.K.13 — Actively engage in individual or group readings of informational text with purpose and understanding.
RI.K.7 — With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
RI.K.4 — With prompting and support, ask and answer questions about unknown words in a text.

Kentucky

K.E.KE.1 — Explain how various jobs affect communities.
1.E.MA.1 — Describe how different jobs, as well as public and private institutions, help people in the community.
L.K.5.a — Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
L.K.4.c — Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

Louisiana

K.16 — Identify jobs and industries within a school and community.
K.1 — Order events in a chronological sequence using schedules, calendars, and timelines. For example: a. Daily classroom activities b. Significant events in students’ lives
K.20 — Identify ways people interact with their environment, including: a. Using natural resources b. Modifying their environment to create shelter
1.19 — Describe how different public and private jobs help Louisianans. For example: a. Public: firefighters keeping people and their property safe b. Private: nurses caring for sick or injured people

Maine

L.5.K.a — Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
R.4.K.a — Ask and answer questions with prompting and support about who, what, when, where, and how.
W.1.K.b — Gather information from provided sources and/or recall information from experiences in order to answer questions with guidance and support from adults.

Maryland

identifying jobs and careers in their community.
identifying jobs and careers in their community.
explaining how transportation is used to move people from place to place.

Massachusetts

K.T4.1 — With prompting and support, describe some things people do when they work inside and outside of the home, drawing on personal experience, literature, and informational texts.
PreK.T4.1 — Working - With prompting and support, describe some things people do when they work inside and outside of the home, drawing on personal experience, literature, and informational texts
RI.PK.7 — With prompting and support, describe important details from an illustration or photograph.
SL.K.2 — Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
K.T3.3 — Put events from their personal lives, observations of the natural world, and from stories and informational texts read or read aloud in temporal order, using words and phrases relating to chronology and time, including: a. Sequential actions: first, next, last; b. Chronology and time: now, then, long ago, before, after, morning, afternoon, night, today, tomorrow, yesterday, last or next week, last or next month, last or next year.

Michigan

1–E1.0.5 — Describe ways in which people earn money.
1–G5.0.1 — Describe ways in which people are part of, modify, and adapt to their physical environments.
2–G4.0.2 — Describe the means people create for moving people, goods, and ideas within the local community.

Minnesota

0.4.1.1.1 — Use a variety of words to reference time in the past, present and future; identify the beginning, middle and end of historical stories. For example: Words referencing time—yesterday, today, tomorrow, now, long ago, before, after, morning, afternoon, night, days, weeks, months, years.
0P.2.1.1.1 — Sort objects in terms of natural/human-made, color, size, shape, and texture, then communicate the reasoning for the sorting system. (P: 4, CC: 2, CI: PS1)
2.2.4.5.1 — Classify materials that come from nature as natural resources (or raw materials); tools, equipment and factories as capital resources; and workers as human resources. For example: Natural resources—trees, iron ore, coal, pigs. Capital resources—hammer, computer, assembly line, power plant. Human resources—teacher, carpenter, mechanic, nurse.

Mississippi

K.E.1.1 — Identify different types of jobs and describe their work.

Missouri

Read grade-appropriate texts and/or use media to obtain scientific and/or technical information to determine patterns in and/or evidence about the natural and designed world(s).
Make observations (firsthand or from media) to collect data that can be used to make comparisons.

Montana

L.K.5.a — Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
RI.K.10 — Actively engage in group reading activities with purpose and understanding.
RI.K.4 — With prompting and support, ask and answer questions about unknown words in a text and recognize words and phrases with cultural significance to American Indians.
L.K.5.c — Identify real-life connections between words and their use (e.g., note places at school that are colorful).

Nebraska

LA.K.SL.1.e — Complete a task following one/two-step directions.
SS 2.2.3.b. — Describe how people in their communities earn income/wages through work.
SS 1.3.2.b — Identify and differentiate between human features.

Nevada

SS.K.16. — Describe how people work to improve their communities.
SS.1.18 — Compare and contrast the different ways people work to improve the community.
SS.K.18. — Explain why and how people move from place to place within the community.

New Hampshire

SS.CV.2.4.1 — Examine the responsibilities of individuals as members of a family, school and community, e.g., community helpers or chores at home and school. (Themes: B: Civic Ideals, Practices, and Engagement, C: People, Places and Environment)
SS.EC.2.1.2 — Describe the steps and materials needed to make a product, e.g., milk or crayons. (Themes: D: Material Wants and Needs, G: Science, Technology, and Society)
SS.HI.2.4.1 — Identify different segments of the United States economy, e.g., farm, manufacturing, or retail. (Themes: D: Material Wants and Needs, G: Science, Technology, and Society)

New Jersey

L.K.5.c — Identify real-life connections between words and their use (e.g., note places at school that are colorful).
RI.K.4 — With prompting and support, ask and answer questions about unknown words in a text.
6.1.2.Geo.HE.2 — Describe how human activities affect the culture and environmental characteristics of places or regions (e.g., transportation, housing, dietary needs).

New Mexico

1.7 — Explain and provide examples of how people play important roles in society.
1.8 — Investigate how people work together to accomplish a common task and how this benefits and challenges people when working together.
2.29 — Identify different types of jobs performed in their community.
1.19 — Explain how human-made structures are all examples of how people modify the physical environment to meet needs and wants.

New York

1.6b — Roads, dams, bridges, farms, parks, and dwellings are all examples of how people modify the physical environment to meet needs and wants.
1.9c — People use tools, technologies, and other resources to meet their needs and wants.
2.9b — Members of a community specialize in different types of jobs that provide goods and/or services to the community. Community workers such as teachers, firefighters, sanitation workers, and police officers provide services.
KL5c — Use words to identify and describe the world, making connections between words and their use (e.g., places at home that are colorful).
NY-PK.MD.2 — Sort objects and shapes into categories; count the objects in each category.

North Carolina

RI.K.1 — With prompting and support, ask and answer questions about key details in a text.
RI.K.10 — Actively engage in group reading activities with purpose and understanding.
RI.K.4 — With prompting and support, ask and answer questions about words in a text.
RI.K.7 — With prompting and support, describe how the words and illustrations work together to provide information.
RI.K.2 — With prompting and support, identify the main topic and retell key details of a text.

North Dakota

1.F.11 — Use new academic, content-specific, grade-level vocabulary, make connections to previously learned words, and relate new words to background knowledge.
K.DPS.D.1 — Sort and classify objects (up to 10) based on attributes and explain the reasoning used.
K.GM.M.2 — Tell time related to daily life (today, yesterday, tomorrow, morning, afternoon, night).

Ohio

1.12 — People produce and consume goods and services in the community.
K.12 — Goods are objects that can satisfy an individual’s wants. Services are actions that can satisfy individual’s wants.
K.9 — Individuals share responsibilities and take action toward the achievement of common goals in homes, schools and communities.

Oklahoma

PK.4.R.1 — Students will name and sort familiar objects into categories based on similarities and differences with prompting.
PK.4.R.3 — Students will begin to acquire new vocabulary and relate new words to prior knowledge.
K.1.S.3 — Students will ask and answer relevant questions with prompting.
PK.3.R.2 — Students will answer basic questions (e.g., who, what, where, and when) about texts, photographs, or illustrations during shared reading or other text experiences with prompting.
K.7.R — Students will explore ideas and topics in multimodal content.

Oregon

K.6 — Give examples of different jobs performed in communities.
K.L.5c — Identify real-life connections between words and their use.

Pennsylvania

3.5.K-2.CC — Discuss the roles of scientists, engineers, technologists, and others who work with technology.
3.5.K-2.G — Explain the tools and techniques that people use to help them do things.
3.5.K-2.I — Compare simple technologies to evaluate their impacts.
3.5.K-2.L — Explore how technologies are developed to meet individual and societal needs and wants.

Rhode Island

SS1.3.2 — Jobs and careers Analyze different jobs and careers and how they contribute to the community and economy
SSK.3.2 — Roles in the community and community citizenship Analyze the ways members of a community interact, help each other, and contribute to the community as a whole

South Carolina

K.E.3 — Explain why people have jobs, and describe the economic benefits for self and community. This indicator was developed to encourage inquiry into how jobs allow community members to have consumer choice and to meet individual needs.
ELA.K.R.1.1 — Ask and answer questions (who, what, when, where, why, and how) about print and non-print sources to obtain and refine knowledge.

South Dakota

1.E.1.2 — Describe ways in which people earn money
K.SL.4 — Describe familiar people, places, things, and events. With prompting and support, provide additional detail.
K.L.5.c — Identify real-life connections between words and their use.

Tennessee

K.06 — Recognize and describe different types of jobs, including work done in the home, school, and community.
K.01 — Describe familiar people, places, things, and events within a student’s home, school, and community.
K.04 — Identify and explain how basic human needs of food, clothing, shelter, and transportation are met.
K.17 — Use correct words and phrases related to chronology and time, including: • Now • Morning • Today • Week • Long ago • Last • Afternoon • Tomorrow • Month • Before • Next • Night • Yesterday • Year • After
K.RI.CS.4 — With prompting and support, determine the meaning of words and phrases in a text relevant to a Kindergarten topic or subject area.

Texas

1.9A — describe the tools of various jobs and the characteristics of a job well performed; and
K.6A — identify jobs in the home, school, and community; and
1.9B — describe how various jobs contribute to the production of goods and services.
K.9C — list simple skills required for jobs; and

Utah

K.4.2.c — Describe different types of jobs that people do and the tools and equipment that they use.
1.1.2.b — Explain the roles of the people in the neighborhood (e.g., police officer, firefighter, mail carrier, grocer, mechanic, plumber, miner, farmer, doctor, and tribal leader).
P4.SL.1 — Participate in conversations with peers and adults, using ageappropriate vocabulary on topics and texts.

Vermont

D2.Eco.3.K-2 — Individually and with others, students… Describe the skills and knowledge required to produce certain goods and services.
D2.Civ.6.K-2 — Individually and with others, students… Describe how communities work to accomplish common tasks, establish responsibilities, and fulfill roles of authority.
D2.Eco.13.K-2 — Individually and with others, students… Describe examples of capital goods and human capital.
D2.Civ.1.K-2 — Individually and with others, students… Describe roles and responsibilities of people in authority.
D2.Eco.4.K-2 — Individually and with others, students… Describe the goods and services that people in the local community produce and those that are produced in other communities.

Virginia

K.DSR.1.D — Regularly engage in listening to a series of conceptually related texts organized around topics of study to build knowledge and vocabulary. Use this background knowledge as context for new learning (Deep Reading on Topics to Build Knowledge and Vocabulary, K-12).
K.R.1.B — With prompting and support, find information on the topic from pictures, texts, people or provided sources.
K.RV.1.C — Use vocabulary from across content areas.
K.RV.1.F — Use newly learned words and phrases in discussions and speaking activities.
K.PS.1a — Sort and classify concrete objects into appropriate subsets (categories) based on one attribute (e.g., size, shape, color, thickness).

Washington

E2.1.2 — Give examples of how people earn income.
SSS2.1.2 — Use texts, audio, visuals, and other evidence to identify the main ideas or key details to study life outside of school.
G2.2.5 — Recognize ways people depend on, adapt to, and modify the environment to meet basic needs.
L.K.5.c — Identify real-life connections between words and their use (e.g., note places at school that are colorful).

Washington, D.C.

1.32 — Explain the varied ways that people labor, define the term income, and describe the kinds of work that people do inside and outside of the home.
K.23 — Compare the different jobs individuals around the world perform and the ways in which specific goods and services are produced, both inside and outside of the home.

West Virginia

SS.K.5 — Investigate occupations within the school and local community.
SS.1.6 — Compare and contrast occupations within the community.

Wisconsin

SS.Econ4.b.1 — Classify different jobs people have and how these jobs help others. Explain what major public, private, and tribal institutions (e.g., schools, police, fire station) do for people.
SS.Geog3.b.2 — Compare and contrast the different modes of transportation and communication used by families in work and daily lives.
ELA.K.R.4 — With prompting and support, identify specific words that express feelings or content- specific words within a text. (RI&RL)
SS.Geog5.a.1 — Provide examples of human changes to the environment surrounding the school or neighborhood.

Wyoming

SS2.4.2 — Identify tools and technologies, including those of Indigenous Tribes of Wyoming, that made or make life easier and sustainable (e.g., cars for getting one place to another, washing machines for washing clothes, flashlights to see in the dark, and usage of bison and natural resources). 2.MD.7 – 8 K-2-ETS1-1 – ETS1-3
SS2.3.3 — Identify how science or technology affects production (e.g., assembly line, robots, and video streaming). K-2-ETS1-3 CV5.1.1