ti DOCUMENT RESUME
ED 143 819' 08 CE 012 345
TITLE, Mason County Career Education, I-Adalt. Teacher's Instructional Manual forUpper-Elementary Education, 4-6.' INSTITUTION' 'West Virginia State Dept. of Education,, Charleston. - SPONS AGENCY Office of Education,(DHEN), Washington, D.C. i
NOTE , 224p.; For a related document see,CE 012'344-346
EDRS PRICE BF-S0.83 HC-$11.37 Plus Postage. DESCRIPTORS. *Behavioral Objectives; *Career Awarenesi; *Career Education; Curricului Guides; Elementary School Curriculum; Grade 4; Grade.5; Grade 6; Intermediate Grades; *Learning Activities; Motivation Techniques; OCcupational Clusters; Resource Materials; Teacher Developed' Materials IDENTIFIERS West Virginia; Vest Virginia (Mason County)
ABSTRACT The second of a three - volu *e -set, this bareer education instructional' manual fop grades 4-6 was developed prisarily by teachers. The broad goals of the teaching-units are to provide each student with-an awareness of the various career fields in thl world-of .work and to instill in each' individual the worthiness of mbrit..L134.sed on fifteen occupational clisters, these units' are -'-intended as -010i or references and* not as restricted entities, To aid the .teacher in the manual's use., the following topics Are discussed before the teaching units are- presented: the teacher's .function, the objectives, the unit method in presenting occupational information, suggested steps in developing a unit,plan,..evalaation, TM correlation of subject areas. The teaching units are then presented by grade level: _seven unite are included specifically for grade 44 six units for grade 5, and five units 'for grade'6. The units {,ollov the same general format by first presenting the instructional_ objgOtives,for each unit and then the motivational and correlational techniques, descriptions of the activities, predicted outcomes and evaluation strategies; and resources for each unit activity. A compiled list of resources is found at the end of each unit.'Other additional information, such as sample field trip permission forks and. instructions for specific activities, are included in the last segment of this document.(BB) *.
*********************************************************************** * Documents acquired by ERIC include many informal unpublished -* material's not available from other adarcen. ERIC makes every effort * * to. obtain the best copy available. Nevertheless,it4ms of marginal *' * reproducibility are often encountered and thisIffectsthe quallity .4 *.of the microfiche `sand barAcopy reproductions ERIC'makes aVailablie * * via the par Document Reproduction Service (EDRS)-. EDRS is not * * responsible for the quality of the.oFiginal document. Reproductions * *supplied by EDRS are the best that can be made from the original. * **4.*11***********************************,******4************************ . MASON COUNTY
CAREER EDUCATION
K - ADULT Volume II TEACHER'SINSTRUCTIONAIVNUAL FOR UPPER ELEMENTARY EDUCATION 4 - 6 4 1
tiS OEI0ARTPAENT OF HEA NATIONAL awetrAiteLT ONEsmsrITUTE 4. EcrucArtom OF TNI$DOCUMKT FUNDED BY DUCE° EXACTLYMASAS BEEN THE 1!ERSON REPRO ESEA TITLE 111 OR TING ITPOINTS OF VIEW IS; NA TT d:: NECESS OR °PIN E D C AFACIA° ° R0L4N7 R T / 0 N 0/ NO NoAaL ARI 1"S 15:- TiYcl TV ET * EP 4OEF
DIRECTED BY WILLIAM A. EDWARDS DIRECTOR/ COORDINATOR
.1.
DISTRINTED BY Daniel B Taylor, State Superintendent of Schools WEST VIRGINIA DEPARTMENT OF EDUCATION 4 INTRODUCTION
The Mason County program, Career-Educat on: K-Adult, is published in three Volumes.Vol. j is designed se in grades K-3, Vol. II is N to be'used in grades 4-6., and Vol. I is for grades 7-12. The program was,developed by grants from Title III ESEA-O'Ver a three-year Project period. The materials were principally written by Mason County teachers
' under the direction pf William A. Edwards and members of the staff of Marshall University! The units have been used fn pilot schoolg and
are now being used in all of the Mason County schools. 4
_ The State Department of Edug,ation has had a.timited number, of these books printed and distributed. West Virginia schools or county school offices may'reproduce parts or all of these-books as they choose. All others re-informed that steps to copyright the materials being taken and permission to reproduce must be obtained from theSultintendent of Mason'County Schools,
The work presented or reported herein was performed .pursuant to 4 /a Grant from the U. S. Office of Educaion, Department of Health, Education, and Welfare. However, the opinions expressed herein do not necessafily reflect the position or pOlicy of the U. S. Office of Education:and no offiCial endorsement' by the U. S. Office of Education should be inferred.
4 TABLE OF CONTENTS
. v . I. Introduction
4 . Teachers Function .. II . Objectives , IV. TheUnit Method in Presenting Occupational Information' V. Suggested StepsIn Developing A Unit. Plan
:VI. Evaluation 1' VII. Correlation Of Subject VIII. Teaching Units\ s.
\ A. Level Four s' 1. Baking - Consumer .and Homemaking 2. County Workers -. Public Services 3. Our Neighborhood Health HelperS - Health 4. Let's Build A House - Construction 5. Occupations.ip I.V. VarietyShow - CommunicatioR and Media 6. Occupations in the Newspaper Industi.y - Communication
and Media , # 7. Occupation in Transportation - Transportation
B. Level Five :' N 1. Who Works In An Office? - Offce 2. Hospitality and Recreation Occupations - Hospitality and Recreation 3., Farm.ing As An Occupation - Agribusiness 4. A Career in Buying _and Selling - Marketing and Distribution 5.. Musical Careers - Fine Arts and'Humnities . . 6. Home Decoration - Construction
A C. Level Six 1, The Wonderful World of Money 7 Public Service 2. Manufacturing Occupations - Manufacturing 3. The Newspaper - Coranunication and .MOdia 4. Reclaiming Nature r Environmental 5: iMarine Science Occupations - Mar e. Science
O. Other InforMation
p 1 4 1
INiRODUCTION r
It was the planning committee's desire to create occupational
unit plans which would enable every child in the Mason County school
system to be as fully aware as'possible of,the various career fields
4 and Sheir effect upon-him as an individual. These plans.were then
formed with the idea of serving all children of Mason County.
It is the purpose of -this, program to create within our children
an awal-eness of the many available j9bsin the world of work, 'and to
instill within them the worthiness of work.
-Wii base our curriculum design on the fifteell'occupational cluster
as defined by the Uriited States Officeof:-Eiducation. A matrix for the
units was. developed to cover all fifteen occupational clusters by the
end of the sixth grade, It also reinforced this'bycovering allthe
clusters again by the end of the twelfth -grade. We felt that in doing
4 this, studentimould at least see some aspects of all areas of occupa-
,
tioria) employment during their'schoolcareer._
You may notice that there are differences in the design of some of
theteathing units. This is due to two different factors: () the
producer, of each unit is` an individual; and (2) we upgraded-our unit
design during our year of developmental trial and error.
You will alsd notice that there are some repetitions of units. This
is due to the,many peoplelinvOlved in,developingour curriculum:___ We
would also like to explain thatthese are only samples of what canbe
done as far as teaching-units. There are no strict guidelines on how
to reach students. What will work for one-group will not always work
fo'r another group. Therefore%use these unitsas a guide or reference
but not as a restricted entity. t
-1- THE TEACHER'S FUNCTION
. \ IN ELEMENTARY CAREER EDUCATION
The teacher's function in career development is to help the child to-
4 . ! grow a sound and sturdy personality and'to develop'a healthy attitude
toward-himself and towards others.
The teacher must realize 'that problemof humap relationships are as
important as subject matter, information, and skills. The lasting effect'
may make it more important in'the world of work; therefore, the teacher 4 must guide and counsel youth With their problems.
This'very subject is the reason for teaching the7-t? unit method in
_career education. The activity unit can be adapted to provide fior
dividual differetSces.
The teacher must provide a variety of interesting and appropriate'
reading materials such as library and reference books, magazines,
bulletins, folders, and experience charts. Shildrn report information
to committees or to the group.
The teacher must be resourceful by providing opportunities in,audio-
-visualmatalals,,various media or art and music.
1 She must create opportunities.to motivate students through discussions,
...committee work and field trips.
She must seek ways to help children in makiRg adjustments,in under-
( standing the worth of an individual and his choices of work, and in .
apprecialing the fact,that,through participation and cooperation muchan
qte-accomplished.
Every opportunity must be made td provide each child with experiences
that will help him to achieve status with his peer group, to see that. he
experiences some degree of 'success, and that he.reteives praise. Thr9ugh . unit work the resdurceful teacher will be aware of this and find ways to
provide these experiences.
, In choostrrg a unit for career education the teacher must first Con-
sider the academic and social values that can be derived fr.= it and what
,appealit wilt have to the child. Then she must create ,experiences that will
'..introduce,the children .to areas of the world .of work that are related to
the unit,
She must provide a suitable and appropriate environment in the class-
room that will help the child-to be aware of-the world of work. This can
be done-by the us of charts, rosters, displays, exhibits, and bulletin
boards as well as rovidin a relaxed atmosphere in which children'can
move freely while doing their work.
The teacher must be skillful in guidihi dMcussions, forming, committees,
. and directing play activities. Through becoming familiar with all materials
available the teacher can lead to more techniques for;discerniniAile con-
ceptual elements in the children's seemingly insignificant experiences.
\ The teacher must be aware that sheis. attempting to_acquaint the child
with the real world-of work.
ss,
S.
V 7
40, OBJECTIVES
Observable behavior the learner must be able to demonstrate upon entering the f(7-th and upon completion of the sixth grade, in the area of the world of work: A
. To know and appreciate persons whose work and skills contribute to thesafety,'health, comfort, and happirteSS of thetrjemily;
Become aware of the meaning-of work and its importa nce to them
and to society; .11
Have a realistic view of the world of work, and encourage him to consider .his own abilities land limitations;
Realize the fact,that every worker, performs a useful function;
Bedome aware_ of what their parents do in-the world of work;
Become aware of some of the tools of specific job occupants. (i.e., fireman - fire truck, boots, and ladder.)
Become aware of the various community service careers: fireman, police- man, mailman, Milkman, doctor (s), numerjanifor, farmer, minister, sanitary worker, utility worker, teacher, secretary, and carpenter; and what they do in the wild world of work;
Help the child feel accepted and develop a desirable attitude toward the world of work and toward himself;
Develop in the child the ability to accept an appropriate work assignment and successfully complete it;
. Help the child to discover things he can do to contribute to1) der in his classroom;
Structure play and make believe problems, so the child can think &rut whet he enjoys doing most.
The student on completion of the sixth grade should be able to exercise knowledge by showing appreiation of workers wh6Se word -and skills contribute to the safety, health, comfort, and-happiness of his own family; show awareness of the meaning of work and its importanceto\ him and to his society; show an awareness of what his pare o in the world of, work. f
s I
0
0 4 THE UNIT METHOD
' OF TEACHING.00CUPATIONALINFORMATION. z
The primary aim of education is to modify the behavior of tie learner. Learning is a complicated process_ in which the learner responds physically, intellectually, and emotionally as a total organism to a whole situation. The learner musi experience if he is to learn.
The change Which takes place in the individual as a result of experience is "lea-rning."
To provide for effective learning teachers must organize learning situations which utilize those things we know about the learning process.
The Unit Method of teaching -has been a successful instrument for obtaining desirable learning."
All units in-this manual will contain occupational subject matter, utilize activities and provide'experiences. 'Both subject matter and activities are selected so as the child may experience in a learning environment the various occupations% (Jobs) that' affect his life and 'are available for him as an occupational choice for earning a living and contributing to society-
1
4 -5- C.
9.9 SUGGESTED STEPS IN DEVELOPING
IUNIT PLAN ti
. Predicted .-OutcOMes-
(Knowledges and undhrstandin'gs, attitudes and ideaf, thinking and problem solving, cooperation)
II. Motivation Techniques
A. The ntroduction to B. The Planned Room Creat Interest Environment
(Arranging excursions, .(Centers of interest, telling stories, showing maps, books, pictures, and mbtion pictures, etc.) actual objects)
Ill. Student Experiences
A., Children begin to ask B. Class and Teacher - questions and raise Suggest Ideas and Activities- probreMs - / Then decide which to (What we think we know - undertake .what we want or need to know)
C. Children Help Evaluate D. Children Mon Committee and Organize Questions wbrk; choose committees 'and'Problems - on which to work -
Main Topics Committee 1 'Sub-topics 2 3. E. Questions Ar'ranged in F. Class and -Teacher Evaluate Sequence forlStudy Committetifivork
IV. Culminating Activities
Exhibit, program, etc., presented to others
V. ,EvaluatPon
A. By Children L B. By Teacher , ' Learnings Have Predi-cted Outcomes Accomplishments been obtaihed? improvements
-6- .19 EVALUATION 411
efteiving evaluation of later Elementary andbeing conscious of
hpwweli the children have betomeaware of the World of Work.
2. Observingh4mell the children are being motivated to study the
various career oriented units.
3. Observing the Interest shown.while participatingin the different
areas of work. -kr
4. Being aware Dfe growth the child makes inforMulat4Ag discuss;ons
intd iltarning situations.
and effectiveness in ,5. Noticing how well the child grows in his ability
using the. library and resource materials. 6. Observing changes and growth in behavioral and social a.titudes as
the unit progresses. . %
7. Perceiving how wellthe children 'learn to work in-groupsand to follow.,
up with individual attivities, t.
. f ( inguiringtmind.durrng the 'pro- 8', t cing how wellIghe child develops an
. 4 9 esi of the units concerningthe Vorld of Wo>. - "N in people as resource 9. Being aware of the chLtd's growing interest ..--- . 4 people are invited and field trips are utilized.
self toncepts. . 10. Observing'the extent to which childr'en are developing good
the past li.. Noticing that children have learned the ability to compare
with the Rresent.
12. Noticing whether children are daveloping goodwholesome attitude toward
themselves, others and their-world about them.
"'serving how children are able-to choose and decide upontheir choice 6 11. . See that it if carried to completion. . t of work in the classroom and
. 14. Being aware of leadership qualities developing. f . .
-7- 1.1 4
A
CORRELATION OF; SUBJECTS"
READING- I 4
A. Encourage the use of oral and silent reading Tor facts
and informatioh. # 0 4 A 4 r. B. Develop a knowtedge of looking for goodInfeematiodal material.
C. Develop an awareness for reading about a field 'of careers the A $ child ma' halted onlya rare knowledge of. % i. D. Cre te an4opportuniy for functional library reading. -.
E.E -En ourage the learning of -new wqrds and their.meanings.
.----- .
- F. Create an 4preciation for poetry and its styleof rhythm
and beat.
. Create a sense of Order 'ant:1 sequence
SPELLING -
A. Create opportunities to gpell new words.
B. Make children aware of correct spelling--a. code to words.
LANGUAGE -
A. Encourage good oral expression.
B. DeveloporganiRational ability.
C. Develpp a knowledge,of Writing letters and invitations.
ARITHMETIC -
'At Develop a knowledge of pounds and ounces. 3
B. Develop a knowledge of yards and inches in measuring.
ART - V
A. Develop opportunities for free expression of meaningful, ideas.
B. Create opportunity Croup projeCts such as exhibits and murals,
etc.
-8..12
1 A
A. Develop a knowledge of the s"cientif.ic approach.
'Create opportunities,for conducting experiments and for
. -learning science conCept!.
MUSIC--
-Learn songs to expressfreely the ideas inieolved Ina
f ii subject the'chi law are interested in.
. . . io 4. . , . --B. .Learn to appreciate-music as. connected with othersubjects. .
"SOCIAL STUDIES - o 1 " \ A. Develop a knowledge ofha0w early people lived and worked. . \-
8. Develop comparison of past with present ways ofMing. .., A . C. Create an appreciation of ,the interdependenceof-people
k .4/ for their livelihood..
1. Develop a know0edge of industrial life.
AUDIOVISUAL/-..
A..' Use many multi-media techniqUes.
, B. Use filmstrips; films, records, etc.
c
-4
4.
I. .)4
TEACHING WHITS
for
LEVEL FOUR c- o.
1
1:1
-10- TITLE BAKING
Cluster: Consumer and Homemaking' ' Grade Level Four
Byavioral Objectives
Cognitive: At the conclusion of the unit:
A. Each child will demonstrate a knowledge of the workersinvolkied in, baking by selecting 12 workers from a list of 20 who are esPenial tothe success of a bakery. B. Each child will apply ills knowledge-of the skill's required for the various
jobs by matching the Skills needed with the worker's position. ,
Affective: At the conclusion of the unit:
A. Each child will make a value judgment regarding the work inthe bakery by selecting 5 which appeal most to him and rating them in orde:i- of greatest appeal. B. Each child should be able to organize the facts _learned in,such a way as to produce an acceptabledsummary of with the most appeal to him, listing the skills needed and his aptitudefcjrr the job.
Psychomotor: At the conclusion of the unit:
A. Each child will have helped-to grind wheat.into flour (by manipulating a grinder).- The flour must be,fine enough to bk sifted. t . B. Each child will have imitated the job which appeals most to him by demonstrating the equipment used-for that particular job, and its use to the class. C. Each will have exiqgted an acceptable degree of precision in the Liteof tools., or material relevant to the job of his choice. D.Each child will have used a cake decorator with the precision necessary to writing his name legibly.
16 e . Motivation Techniques and Subject Correlation Student Activity Predicted Outcome Resources
Movie:-"Baking" Discuss the various Children will respond Movie ."Baking" Office of Ed.---Mars4e11. types-of work shown to the filM by dis- Office of Education - University. in the film. cussing the various Marshall University, types of work they have seen demonstrated in the film.
Have partial list of -Discussion and com- Children will list-and,;;,, Movie: ''!Baking" jobs shown on the plete the list of jobs describe five of t.1.2. Office of.Wucation blackboard,. shown in 4e film. jobs-s,hOwn in the Marshall University. in addition to those, I listed on the board by the teacher.
'Teacher will suggest' Each child Mime Each child 'oil Ll- imitate .Movie: "Baking" playing charades.' one job he hasAserved in the job'he saw in the Office of Education - (fine arts) styefilm--other?flwill /guess' film which appeals most MarshallUniversity. which jot, hepisdemon- to biM or which he hat_ strating." chosen to imitate.
Play word game - Take verbs whichdecribe At the end of the lesson, MacMillan English, (Language Arts). the work done in-the the child shoyld be able Series 4, bakery (from list) and to convert tive names of MacMillah.Co. dor make nouns' by adding -er the work dor in the New York 1967 to the verb, bakery to the names of the pp. 51-57 Ex. workaworker workers (by adding-er Ii5T118. bake- baker to the verb) with 90% accuracy.
lL Motivational Technique and Subject Correlation Stident Activity 'Predicted Outcome Resources
Teacher asks the quest!-,7n Read and discuss At the end of this lesson "Great ideas of or has it on the blackboard: "Division of Labor" and the child should be able Man" FiOeler Company, Why are all _the different "Cooperation" as impor- to,evalufte the division Toronto1970, workers necessary? or Do:we' tant ideaspf"man. of labor in the bakery, pp. 194-201. ,- really eed all *hese workers? as opposed to one person (So al Studies) learning all theAskills for allthe jobs..
(Health) Discuss the di-fferent '.'Children will beall Cook books charts Display chart on kinds of bread: to select. the icinds of on nutrition nutrition and "7 basic hite,'whole :Wheat, -bread which are_most (County" EXtens fon foods". bran, rye etc., and _ nutritious by their Offite). comparetheir nutritional substances and amounts Bread wrappers. value. of daily requirements met. 00
Have table with slices thildren examinr Children will be able of different kinds of bread and learn to to match appearance of bread numbered 1,2, identify_ the most 5 bread slices to descriptions on a check 3, etc. . easily distinguished by appearance. sheet, with 100% accuracy. tV Display a pictu.re of Discussthe article, The child will' learn World Book a mill. Read article Read cnmethods of -!,':ofthe differer.t kinds Encyclopedia. on milling. mi!lingor of grinding of mills and methods grain. of grinding grain.
r
19 20 -13-- 1%.
C Motivational Technique and Resources Subject Correlation Student Activity , Predicted Uutcome
Have bulletin board of Pupils will grind grain Children will manipulate World Book Encyclopedia. Indians grinding grain ' into flour by using the grinder with a by using stones. Early an ordinary kitchen degree'orprecision grinder. which produces flour, , settlers using the'mortar .and pestle method with tree -t fine enough to be \stumps. Oxen turning sifted.
wheels and old mill-stream 1 water wheel. 41
(Music) .Children'will dance Children will'execute "ClappingGame\., % Fine Arts Dance. -' and sing "The,Miller's the dance with a preetz.:_, p.17 - Singing Yance". sign which makes it Everyday - Ginn & Co. pleaSant o watch and is acceptable to the Cts teacher.
4 . - Languaw-Arts, Social Children learn the Children will demonstrate "A Fiesta of Songs Studies aced Music. words and melody /to their knowledge of musical from Spain and Latin "La Molinera" (the notes and si9htyeading -"America," Yurchenko. Miller's Wife) in. by singing r"La Molinera", G.P. Putnam, N.Y..,
Spanish. and will learn the pro- , 1967. nunciation of'the Spanish
. words. /
Filmstrip: A Farm Kitchen Discuss theold fashioned Children will Yespond to Filmstrip: A Farm 100 YearsAso. kitchen and Oven, the idea of the old fash- Kitchen 100 Years Ago - - ioned oven by expressing Sue Children's 'Classics. their feelings about it. I
4 4.,) 21 Motivational Techniques and Subject Correlation Student Ac ivity Predicted Outcome Resources
Display a variety of books - Have alper i od of reading Children will learn of At the Bike'ry'l,
tk (Social Studies and Language and research to find as different types of ovens Melmoo , 19,p Arts). many kinds of, ovens as used by other people of "Bread a d But/ter they can discover being the present, as well as, Journey' / 3
, used by people in other those used in, the past, "Pueblo ilndians" i times or other lands. and make a value judgment 113.38)/ i as to the most efficient "F,Irst L.00'k at
by listing types in order Meice / of efficiency; 'At.vah6Ii dlans" "Great' ldea pf Man" 'JAmeritan Adventures"
"Let's Read 'About .
41, India" (Chape.ttiy),
(Social tudies) Discuss the modern ovens Children will analyze ' Fi Filmstrip and modern baktry and'com- the sophistication of the 'The ,pakery"
,"The Bakery" pare it to the- types of modern ovens and the List 1 ovens discovered in the varl'eti, of baked -goods 4 I . IF ,preceding- activity. which are the result of the fficient and versatile even.
Question on blackboard: Discuss wafer bread; hitdren will comprehend World Book Encyclo- Do you prefex,,primitive tortillas, unleavened that with limited facilities, pedia or modern? Toi-tkllas on bread and why they were less sophisicated breads List 2 table. easily prepared by primi- couYd be produced, and that "Let's Read About tive peoples. as a daily supplement to the India" Taste Tortillas. meal our modern bread would List 2 provide more variety. "First Book of Mexico" p. 10 List 2
V
23 24 As
. Motivational Technique and Subjeit Correlation Student Activity Predicted Outcome. Resources AP (Language Arts and Social Children will .make mural C111drenwill show knowledge "Ameridan Adventures!' Studies.). of Mexican scene. of' Mexican life by depicting "A Trip to Mexico"' itin mural. a . Read "South of the Border" apd "Trip Through Guatemala" Role play Mexicans and Children will imitate "Mier i can Acelkentures"-
Central Americans using Central Americans by making "2epata Taco Shell Kit" VI tortillas, as dkshes-- tacos and "using" the shells I (Maketacos). as dishes to hold the !peat* and "salad".
\ , It; (ftience) Mix cornmeal, water, and Children will synthesize Recipe for bread for On.Bulletin Board have and salt, fry on griddle. facts to form a hypothesis tortillas. display of taco and slice, MN'flo,,r, salt, yeast, as to why unleavened bread Better Homes and Garden of bread. water, etc., let tough is flat. Cook Book. Question: Why -is one so A rise. Mexican dishes any flat and the other not po cookbook. flat?
%b. (Science) Read '"Science Experi- Children will learn that "Science Experielents Do- experiment with yeast ments You Can Eat': yeast grows by "budding", You Can -Eat" and warm sugar water to "Concepts in Science"
. show the growth of yeast.
06 MOtivationel Technique and
. Subjeet,CorrelatiOn Student Activity' Predicted Outcome Resources
(Science) 'Children look at yeast Children will manipulate Experiment in pre- Set up buddiro.. budding, draw what they microscope to see yeast ceding section see. budding and draw pictures microscope. Of yeast plants. "Concepts in ScienCe" "Microbes"
41; (Man) Childreniw111 measure Children will measure 11'ave.a large poster sand by using 1/2 clip with precision accep-
-with,a picture of 1/4 cup, 1 cup. and ,0-ble to the teachef some baked goods with 1/3 cup standard measure using sand instead of the recipe for it. flour, ro determine 1/2
cup, 1/4 cup, 1 cup, ancl, /3 cup,
Nacher wilt say, Work with fractions Children will apply basic Elementary Mathematics, "Let's find Out why to learn that two p concepts of fractions-to Add.'son Wesley. the measOrina cups halves equal one accuretely solve problems-
have 1/2, 114, 1/3 etc." 4/4, 2,12, 3/3 = 1 (in types which they have ,2/4 = 1/2 been learning) with 85% 1/3, 1/2 proficiency. 1/4, 113
(Language Arts) Childrenwill bring to (Children will classify Cook books present Mother's ,Day Gift school arecipe of a matftjal and organile in the pupil's homes. "A Baking Bazaar" favoritefood. (baked) reclin alphabetical or sequence. '"Child'sarden ' Bread of Goods" Cakes Cookies r Doughnuts lob Pies
.fr 4
-17- .1 . t.
Motivational Technique and Subject 'Correlation Student Activity Predicted Outcome Resources
(Art) "Decorations for the Cover". Decorate the front Children will make, and Teacher's manual (Outside cover) of recipe design and manipulate for drawing flowers. booklet Mother's' brushes and paints to "Art" favorite flower. produce and attractive "Drawing Made Easy" cover for recipe book.
(Music) Sing "A Penny in my The children Will respond' "Let's Sing and
110
- Song. Pocket". by singiiig the song. Play."
Song. Sing "The Gingerbread The children will learn "Tuning Up.' Boy". the words to the song and sing' the song, using the correct words.
Song and Imitation. Sing The Muffin Man". The chHdren will,sing 'Complete-Nursery' the song and imitate .Sorig Book." the muffin man's actions - by doing the actions named in the song.
Teacher asks: Would Plan for the trip Children will respond Filmstrips viewed, yoU like to visit a and list -the work we by listing the different films viewed, and rearbakery and sof, it wish to observe and the phases of baking they books read.
.in operation? / safety features, clean- wish to obsetve. liness, etc.'
:s0 ti Motivational Technique and ..-Subject Correlation Student Activity Predicted Outcome Resources
Take a field trip to a After the trip discuss the Children should be local bakery. likeness, and differences in able to evaluate (from a prepared list). ft. in the way this bakery operates as compared to the ones seen on the films and filmstrips.
(Math) Make up math story problems Children will solvf, mathe- Elementary Mathematics Have a display of baked about purchases of baked matics equations and Problems List 2. -goods. goods. Role playing. by imitating ,customers at a bake shop, 1r
Bulletin board with empty Children do research to Children will orgaKize Local manager of - floursacks, sugar sacks, discover by what means committees to interview bakery Filmstrip. measurinTlpoons, etc. the_bakery has the manager of bakery and do "Orgariz,2r of W4i.F Words-: proper materials in research on purchasing thet4a:-erjr Forewomanu "How many ? "' 'sufficient quantity for supplies. "How mu ?" operation, "What Ind?"
Report of Committees. Children formulate his i Children will respond Committee report. list of -duties of the to the report of the -person in /charge of committee by listing purchas 0,-the buyer. the duties of the
(Music) Childre4 will play ° 4-Childrenwill read Complete Nursery Song Use bells., "Hoe Loss 136-r)s" on Ehe Ontes and with a Book and Music for the b lls. precision which will Bells. >% ke the song recog- able and pleasing r-J t4- the ear, play "Hot Vrciss Buns" on the bells.
3/ 32 ,Motivational Technique and Subject Correlation Student Activity Predicted Outcome Resources
Role playing. , One person acts as buyer. Each child will imitate either Math pages on com- Different children act as a buyer or computer and solve. puters-,Elementary
computers to solve pr'o- -math problems with a degree, . 'Mathematics. blems of purchasing-- of accuracy acceptable to the, using Only figUres in teacher. even 100's, 1,000's, and dr 10,000's.
Game: "What tools do Children spin pointer. , Children will demonstrate need?" Large wheel with Must select proper equip- knowledge of proper tools heads in chef's caps and ment from table to do for the execution of a labeled "bread'oaker," th work of person whose specific job as observedoe "cake maker," "cookie ead" the.pointer stopped by the teacher. cutter," "cake decprator," "doughnut baker, "_ "'mixer, ". etc.
-.A mother demonstrates the Children will experiment Children will manipulate _Berson-in community. the art of cake decorating. with the qcoratin'g tube decorating supplies apd and di,fferent tips which produce a leacdesign on they have brought from waxed paper, al sip write home. their names on a sugar cookie. (which they may eat)
Bulletin board with heads Pupils will discuss Pupils will make a-value Review of film if- of workers in chef's hats the degree of skill judIment as to which perso necessary". and pairs of hands. "Whose necessary for each needs the,greatest "techni- hands need the greatest person who "bakes;,' 'or -gue" by_listing.them in order produces a baked product. as to greatest first, then on down to least. '34 Motivational Technique and Subject Correlation S,udent Activity Predicted Outcome' Resources
Display a cutout'of a Man in Review the-list of ,Children will learn that List ofww-kers. uniform and a truck-no workers made when the the route salesman has- Second viewing of labe): film."The Bakery's wag not been,studied, film if necessary. shown (our running list). Discover which worker has not been discussed.
Question: st the skills a route The children will Is this.worker of real salesman must have and analyze the work of value, and do we enjoy discuss his value to the route salesman _hisservices? the community. and make a value judgment as to the ser'tiihe renders the community. r (Math) Make up math'problems Children will'solve pro- Role play. of orders the-house-, blems involving multipli- wives might niff. cation and addition on ordering, by imitation, and increase their know- ledge of job.
Question: "Would you like 4Discuss what needs to Children will organize Fieldtrip and to set up a model bakery?" be done. Select com- the group into committees 'filmstrips. (Children will probably,CPme mittees to construct_ to set up the model 1 up with this idea.) props, collect items bakery, showing all the peeded, make signs, etc. jobs involved.
41, 36 35 721- M
MotiAktional Technique and Subject Correlation Student'Activity Predicted Outcome Resources
Setting up the bakery (Art and Children will arrange their Children will show an Language_Arts): props and provide the pro- application of their per attire for workers. knowledge of the physical appearance of the bakery
and'the workers by 1 choosing the cotumes and props necessary to their bakery.
Role playjng Children will simulate Children will demonstrate the work dove in a bakery a level of precision in involving Sll the jobs. the use of props arid in exhibiting the skills of each worker as observed by the teacher,
Help Wanted sign on bulletin Students will select Student will place a value Help Wanted Ads. board, salarA age require- the job for which they upon the job mbst appealing from classified aldt' ments and personal appear- would like to apply by selecting 5 bf'speciai in newspaper. ance. (No skills.) from the list of 14'. interest and riating,them -5 in order of greatest appeal.
r, Question: Students will match From a checkSheet the Which skills should you the 14 jobs with" the students will match the have before you can do skills necessary to workers's name with the this job?.., that job. list of skills required by that job with 85% accuracy.
38 3-% Motivational Technique and Subject Correlation Student Activity PTedicted Outcome Resources
(Language Arts) Fijiin the application Student will demonstrate Application blank. Applicatioq for work for from form. ability to follows-direc- bakery (or a simulated one). tions in reading and completing forms. V a
Question on board: Each pupil will write Each student will demon- Which job do 'You want? a job description of stra-te his knowledge of the For Which one are you the job which has work, reevaluate his choice qualified? greatesst appeal for -of the job which appeal -him, with reasons for most and demonstrate his its appeal and list. knowledge of the skill his qualifications for required for that j.0b. handling that job.
To help to conclude unit: Plan for the bake sale Children will respond by A Bake Sale. by organizing work. showing williness to Select committees for:, assume responsibility setting up tables getting for job aSsigned. baked goods, making posters, choosing worliks, price lists,'etc.
Produce baked goods one Pupils make "no bake Children will demonstrate Recipe books, ,day prior to sale. cookies" and also a naturalized ability to "Better Homes and cookies that can be produce cookies of these Gardens," amd sliced and baked, bake 3 types of a quality Eastern Star. Cookbook, cupcakes--use electric which can be sold at I roaster for oven. the,bake sale.
39 4\0 4
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Motivational/Technitgue dubject Correlation Student Activity Predicted Outcome Resou;cas
'4Sei upnthe bakery. Arrange the tables with .Children will.demonstrate bakedogoods; set, up table ability to work cooperatively . % y
4,- for "cashier" etc. Put in arranging materials in, price tags on goods:,k the propenaseguence for. \ traffic* flow thru bakery. " -Open the.doors-foerbake SellApaked go-cds, clean Children will show charac-
. up bTtlillies. terization of salesmanship sale.. 1 and ability to lee change. \ .
Question:- Discuss the bake sale, Children will evaluate the,
)tifirl the bake sale a work ihplved, money sale by analyzing the work udeessZ 4 collected, etc. done and lie 'profit in 0 . . dollars.
. E. A have We learned Students will select Each student will demon- about the number of workers from a list of 20 strate knowledge of involved in the baking of 'workers, at 4east 'the workers involved in ourosoduCts? 12 which have to do baking, by selec.ting--__ the.success of the' from a list of 20, a mini-: bakery. mum of 12''who are directly
' involved.in the bakery.
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I tist 42 I RESOURCE MATERIAL
LIST ONE AND FILMSTRIPS
Films: ,Bakjnq- Office of,Education Marshall University Huntington, W. Va.
, Filmstrips: SV5 Children's Classics: Mason County Board of Ed. Point Pleasant, W. Val
A Farm Kitchen 100 Years Ago
The Story of Wood
. Children in the Wilderness Frontier
-Your Daily Bread
Trucks Work for Us 4 Navajo Indians Row Peterson
Pioneer Village McGraw hill
An African Home Near the Equator Curriculum Filmstrips
The Bakery Row Peterson
Organizer of ideasl,the Bakery Forewoman Guidance Associates Pleasaniville,,N. Y.
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(-257 41- RESOURCE MATEA4AL
1. LIST TWO LIBRARY BOOKS
Library B6oks
Bishop,. Claire. Pancakes-Paris. Viking Press, New Ycrir' k -,-- Bleeker, Sonia. Navajo Indians. Thomas'Crowell, New York.
Bleeker, Sonia. Puebloolndians. William _Morrow, New York,', 1955. (wafer bread),
Buckheimer. Let's Go To-a Bakery. Putnam Library. Edition, G.P. Putnam, New York.
Buff, Mary and Conrad. Dancing Cloud, the Navajo Boy. Lantern Press, New York.
Cobb, Vicki. Science Experiments You Can Eat. Lippincott, New York, 1972. 4 Colver, Ann. Bread and Butter Indian. Reinhart Winston, Cleveland, 1957.
Elting, Mary. The Lollipop Factory. Doubleday, New York, 1946.(chapter on baking crackers)
Epstein, Sam. First, Look at Mexico. W4tts, New York, 1955.
Hqiberg: Ruth. Three Birthday Wispet. Thomas Crowell, New isork, 1953.
McCloskey. Homer Price and the Doughnut Machine. Viking Press, New York.
Morris. The American Indian as a Farmer. MCGraw Hill, Nevi York, 1964., .
A / Raman,-T. A. Cet'sRead About India. Fideler, Grand Rapids, 1950. (chapatty) I. Schroeder, Glenn: 'At the Bakery. Melmont, Chicago, 1953.
Shannon. A Trip to Mexico. Children's Prets, Chicago, 1961.
Worthylake. Children of the Seed Gatherers. McGraw:Hill, New York, 1964. 45 A Reference Books:
American Adventures -Amer'ican'Book Company New York 1 963
AA' Better Homes and Gardens Cook Book 0 Cbncepts in Science-4 Harcourt Brace. New York 1966
..-
Drawing Made Easy Parton -Dale . 1954
f Elementary School Mathematics Addison Wesley Menlo Park, N.Y. 1972 . _ 2, 0 Great'Ideas of Man Fideler Company Torohto0 1970
MacMillan English Series--,1- MacMillan Company ,New York 1957
Teacher's Manual on Art Mason County Board of Ed. . Point Pleasant, W. Va.
World Book Encyclopedia Field Enterprises Chicago 1970
. Music Books:
Let's Sing and Play Children's Press Chicago
A Fiesta of Folk Songs from Spain & Latin America Yurchenko, G.P, Putnam New York
Singing Every. Day Silver Burdette Boston 1950
..... The Complete Nursery v IL e
. , Song Book Lothrop, Lee and Sheppard . New York 1967
Typing Up Ginn and Company Boston 1943
47 0 _48 -27- _
COUNTY WORKER&
Grade 4
Objectives:
1. The student will gain realistic knowledge of job opportunities found in .county government. This knowledge will be measured by a*test given.at the end, of this urfit.
2. 'The students will be able to organize a mock election to elect those county workers who are elected by popular vote. This will be measured by teacher observation of individual per- formancein-a classroom conducted election.
3. The student will be able to imitate a role of a county worker and his litr her performance will be observed through a classroom planned skit.
The child will realize that he is a definite part of his community and as such has responsibili- ties as well as privilegesi. This wiWbe measured by the interest, the roles, and the parts the child projects throughout the unit.
E Motivation Techniques and Subject Correjation Student Experiences Predicted Outcomes Resources
Initiation of the Unit. Observation of'a County The child will become aware -4. wortier.,13rading a side road of the worker and what he near otlr school. is doing as measured by leather observation of conversations of the students.
Discussion.- Language Expression The child will be given opportunities. for language expression and student- participation JQ Motivation Techniques and ti Sub.ect Correlation Student Er erience Predicted Outcome Resources
Use Map pf County - .(Correlated Learning to use rap -With 90% accuracy the child Map of County. with Geography). legend, recognizing will be able to place east, directions and boun- west, north, and south on daries of our county. .his map. He witl be able to recognize the area served by our county
workers. -
-- Preparation of Vocabulary Let child help list Growth in sight Chart paper. list (to beicorrelated with words. vocabulary.
reading). _
Preparation of fifteen The child will learn The child will learn Spelling test can Spelling words from the to spell these words. to spell these words with be on ditto paper.
unit. Hence, word I need 60% accuracy. to know how to sptll.
ive 4
51 52 Motivation Techniques and Subject Correlation Student Experiences Predicted Outcomes Resckurces
Question Making. Cooperatingja-s-e-firn; At least 10 questions Chart Paper. will be set up for which children may find answers.
Board Students will find and The child will be able Band-aids, Tax orrelated with Aft bring to school symbols to arrange and categorize receipts,.Steno of various jobs. ------lletin) their displays with 90.4 paper, Sheriff accuracy,'It is hoped badge, etc. that this activity will also be used to help stamp out sex steno- types. Throdgh oral communication girls can be helped .to conclude that it's perfectly.. respectable to become M.D.'s as well as R.N.'s. Boys may consider the jobs of becoming secre- taries, etc.
5,1 5.3 r 14t. 4 . , y
Mptvotion j*chniques and - I I Subjgct;Cotreation Student Experience, - Predicted Outcomes Resources
1, 4. 4 Com6ittees,4 rormi.nrbf and OToups.willerkkto-. The chil&will understand Books -work o,.. Making ballot box gether_in preparing - the. roles of adult workers Encyclopedias, and voting poOth. Reports of' repo6e19,'preparing ski is as judged,90% accurate by and Ref. 60/04 'progress 40.11, lychairmen. gnd in orpnizingoan knowledge given in reports election all uuder and committee projects. *Vitt() paperfor tea her supervision. Such as one committee of ballots, election officials will. make .a Noting booth and ballot bok. This committee will give instructions on how toinark a ballot. 4 4 (Ve for one candidate, fora ballot for secrecy.) Check off names of4regis- tered voters after they enter vcajng booths. Tally -the votes and-report .totals to the "Wass. It ii _suggested that parties 4 to be wed wiAT be . ,* Mountain Lions and.Buffalo or etc. This -will keep a ibuchild from deciding at'such r , an 'early age his political party- :4
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Motivation Techniques and Student Correlation Student Experience Predicted Outcomes Resources
At ' Preparation( for visits Discussion and evaluation of The child will be ableto Game Warden, from resource persohs. / questions to be asked. That_word qUestions to 'get Sheriff,' and is, "How do you_like yaw': information specific Health,Purse. job?" is not vital enough. to the performance of -Itis, hoped that More suitable questions will' the_ job as-Measured by thesepeople`will be "Why .did yov happen to evaluation by the furnish some seek this :fob Jr office?" teacher of questions visual aids. -"How did you learn to per- the child will losk. ' form your duties?" "How should yopng people p ;e- pare for some part in 'county government work?"
. . , Resource Persons, Listening and question More realistic know-
asking. . ledge of job roles will
6e observed by the . _pupils through polite listening and questions. This will be measured
Ak. by oral quegpons asked by the teac pfter r 'IP each guest leaves. The child should be able to answer with 70% accuracy all quest=ions asked as review. 4
tivation Techniques and Subject Correlation Student Experience Pkddicted Qutcomes . Reources
(Health Class) - Use after Child will make a check The child will learn-health Chart Paper. visit from Health Nurse. list of ten good health habits as judged by im- , habit and will apply provement in eating, and this list to his daily_ grooming habits he will be *, life. That is, "Did able to check .8, out Of
I brush my teeth?" etc. 10 of these each day.
Game Wardens Visit. The child will learn The child will 1be able more' about our wild to list 2 duties of the animallife and why game warden. fishing and hunting laws are necessary.
Sheriff. The child will learn The child Will have a more about these more positive attitude people who are respontible toward our law enforce- 1 for our physical pro- ment officials. Negative tection. attitudes should be ,least acceptable, yr
60 Motivation Techniques and Subject Correlation Student Experiences Predicted Outcomes Resources'
Planning for .Trip to the Set up guide lines on The child will know what 0 Court House "How to behave?" "What to expect and how to act to look for?" etc. as measured by the behavior of the child.
Trip'. The child will go on ,The child will have the trip and upon return had the experience of to the school evaluation seeing people work will take place. What 1.0gether to keep our did you see? What county government impliessed you most? running smoothly.
That If Questions.' Child makes a, What if The dhild 4:111 be able (Correlate with Science) question? Such as: to sed the services,of Investigation. What if the. judge couldn't these people asbeing -judge? What if the goad very important as ss grader couldn't grade? judged by conclusions What if the tax collector of problems created by couldn't collect any taxed? the1questions,
1 Motivational Techniques and Subject Correlation Student Experience Predicted Outcomes Resources
Math problems - Children will pay taxes The child learns to use Play money. (Correlate with Math). to a tax commissioner using monty with 70% accuracy. play money. Bills -will be prepared by a clerk. If no play money is available the child can make his own.
Writing "thank you" notes Child writes the notes. Skilliri letter writing : Enyelops and to guest speakers. isllearned, as proper paper. (Correlated with English.) form is usedwith 8O% accuracy.
Pantomine - The child will act The child/willItgiven Any props the child (Correlated,with Dramatic0. out a county worker the opportunity to use may choose to use. using gestures and, initiative and creative actions only. work. The class will
be able to guess the , worker who is being mimiced within one - minute,
Replbrts - Each child given a Neat, interesting reports Books _(Cursive W1-1"tiaapriAjnglish report a worker of are expected to be the Correlated). his choice. result of this project, r- as judged adequate by teacher judgment.
I
63 -35-- 64 -Motivational Techniques and
_Subject Correlation Student Experience , Predicted Outcomes Resources
Song: America. The child is given an The child will learn aO Song Books. opportunity to learn a new song as judged by new song. child participation.
Review of questions ,Students evaluate An overvi,ew of the Chart of earlier made at the beginning of learning experiences unit will be given. questions. the unit. and questions.
Test. Children take a test. 75% percent of the Test . questions Will be answered Correctly.
41.
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66 p, U5 % RES ES
BOOKS
Eichner. First Book of I.urts of Laws. Wattsy Franklin Inc. 1969. _
Eichner. First Book of Local Government. Watts, Franklin Inc. 1964.
Hoffman and Heffleginer. About Friendly Helper's Around Town. Melmont Publishers, 1958.
'McCarthy. Lets' Go To Court. Putmans, G. P. Sons, 1961.
McCarthy. Lets' Go To The Police Station. Putman's, G. P., Sons, 1967.
McCarthy. Lets' Go to Vote. PutmarK, G. P., Sons, 1961
Newman. About People of Our City. Melmont Publishers, 1964.
Radlauer. About Men at Work. Melmont Publishers, 1964.
Watts. First Book of Local Government. Toilet Publishing Co., 1964.
_FILMS
How Government Helps the People, #22 F1 Curriculum fil L Learning About Our Town Government, #27 Fl Curriculim Films.
RECORDS
Tools -Come Alive. Listen Imagine and Write.
iri SAMPLE TEST.
In the blank by each word on the left write the letter, by the group of words at the right which best describes each.word.
tax assessor a, enforces laws
. , judge b. to punish
jury . - c. sells dog sags and collect taxes penalize d. joint effort t0ork prisoner together
cooperate 'public official elected to hear evidence im a sheriff court of ,law
f.' a,group of people sworn to hear facts and examine evidence in a law case
a Person held in custody
II. ,What job studied do you fiqd most interesting? Why? r#
111. What type of work does a game warden'do?
, IV. Who pays for the work of county workers?How 10 they paid?
of
V. Lift two duties which a health'ndrse perfoms.
4 1.:
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-38- Ow. OUR NEIGHBORHOOD HEALTH HELPERS
4th Grade Ql r HIrlthOccupatics Behavioral Objectives1P
AFFECTIVE: The'slude s will display a value- of OrOfessionalillOdica) worker%doofing, qhe'unit of4ttudyis measured by teacher observation. JP,
The student will gain knowletige and comprehension ofour health workers 'duriri-g the unit Of &tudenl as mea uekcl.by teacherobservation. ' 'PSCHOPIOTOR: -Tie student will initiate the meditiral professional occupationsthrough role play-after field trip obserVations,duringdie period of study al measured by teachers observation.
. I
. . It is necessary to teach this unit,on Career iducation at the 4th Grade Level as ",phisiss the age, when children leave Rrimary *grades and start . . to read and thillit for . themselves2.- The active intermediate needto expl5re the menyi.ob clusters avaidable
in-CitreerIducatron. ... -1
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4 11o .
'AP
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40- 69 70 -39/ Motivation and Subject Correlation Student Activity. Predicted Outcome :Resources
Fi rip on "Neighborhood biscussion on Film. Children will gain know- Filmstrip Do or" ledge of educational requirement for Doctor and his work--also'pain knOwledge of Medical History,
Medical Notebo Look,up Pasteur, Lister, designed with edical Symbol. Hypocrites and other speciSI men in medicine. 4 " Program' "Life grf Writellupreports for Louis Pateur" ' notebook. a ' - * Medical Ter s. Learn meanings and have Student will have a Medical, DiclioAary, for spelling lesson.. positive value-toward the Medical Doctor.
Pre-Med Student gives Discussion on Demonstration. . ChildreA respond with to English Text to use -lecture on importance fOr "Karate" demonstration by as reference ford building strong-b-odis Write thank you letter to participating irirphysizal wrtj_Rga .fr by proper eating and Pre-Med student to express education and is more exercise - stresses tali be 'What they feel they have tolerant toward eating _geTd at any career -one learned. better balanced meals... must be Healthy.
Gives "Karate" demonstration. 'Children respect Medical 'Career'. See Doctors are "Real People" not stero-
-,- typed as a man with a "Black Bag." 7 2 Motivatiion and 910bject Correlation -*Stu( ent Activity Predicted Odtcome Reiources
Filmstrip on "Neighborhood Discussion on Film.', Children disp)ay, a corn- Nurse" prehension of the Nursing Career.
Research on History of Children gain kriowledge Nursing, .Florence Night- Hof History of Nursing. ingale, Clara Barton and others. 4
T.V. Progra Write up' reports in "A Lamp in Medical Notebook.
County Health Nurse gives Class discussiOn on job The class wEll be able County Department a class lecture',-then question opportunities open for to accurately evaluate of Health. time. nurses. the adVantages of 0 choosing a nursing Salaries available for' career. Registered, Practical and Nurse't Aids.
4.,.
,-\ Motivation and Subject Correlation Student Activit! Predicted Outcome Resources
Filmstrip on ighborhood 'Discussion of Filmstrip. Children respond. : 'FilmStrip. Pharmacist" positively toward another
s '.Fite a paper on know- Health Helper. They will Encyclopedia. gain knowledge of his job, ledge gained about the . vie ighborhoo-ct Pharmacist. the educational requirements,
1 salary and its rewards.
. . %, 'County Health Nurse Lectures on ,Write play and give role Children will splay a Filmstrip. The Care- of Teeth' play "A bate with value for the Dentist and - C . Dentist" the need, for healthy teeth.
.. * , - '-Ch),Adren will gain Encyclopedia. 4 k °iv/ledge as they find information bn Dentistry and write it up for
,,,.. Medical Folder. J
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I
,4 VI, Motivation and Subject Correlation Student Activity Predicted Outcome Resources
Field Tripto Hospital Interviews with a Doctor Children will observe Hospital. - and Nurse. Doctors and Nurses at I the job. -0 Interviews with others that help Doctors and Nurses.
Children will clserve other I, 1. Receptionist job clusters that are necessary for the 2. Hospital Adminis- medical profession to do trator .their job. I'
3. Secretaries Childrenwiwild 4gain an 4. Medical Record understanding of people # Librarian whb care aboutothem and write an essay. 5. Orderly
IF 1 WAS A 6. Ambulance Driver and (Choose a- Job Cluster) Attendant for their Medical Notebook. 4 , 7. Lab Technician (
4 8. Lab Assistant 4 9. Anesthesist
10. Janitor
11. Cook
12. Dieticiari 1 __-
)
. Motivation and Subject Correlation Student Activity Predicted Outcome Resources
Role play from Hospital Writlng a Play. --Children p .perly imitates English Text on observationv the job clu er he observes Writing Drama. Acting a Play. while on fiel. trip W.
,hospital. Costuming and , "A Patient for a Day" characterizing.
Bulletin Board. Formulating,on idea to The student, will Border and represent job clusters develop of precision construction paper and opportunities in a to do printing and community with hospital displaying creative surroundings. Art ability.
r
1 MEOICAt'TERAS
HYGIENE - is the Science of Health and the Preservation of Heac lth. - ALLERGY - is an oversensitive condition to a specific substance (such as
food, pollen, dust, etc.) whichin same amounts are harmless to most _ people.
4 p AORTA is the main artery leading froT the heart. AL PULSE -is the regular, ryt-h*cal beating in thp arteries caused by the contractions of the heart.
ss. / RESPIRATION - is breathing.
ULCER -is An open sore on the skin or some mucous membrane, as, the lining of the stomach.
TYPHUS FEVER -it a disease caused by flea bites; lice or other insects or A 'pests. Itis characterized by fever, nervous disordet-s, weaknessand red spots on the skin.
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LET'S BUILD'A HOUSE . . 4 Coruction Occupations t Grade 4
. . , . . *,, knowIRgeb..`4V. theva oLiwiiikccup*ionswithinthe construction.fielid The will gain t _ during he six (6) week unit aSs measureby teacW-- observat,on.
., . 4. - . - . Afr .% , ..". 2. The studentrponds to '.-ooti.vatio;ls set upinthe unit by engaging in t1-1,L- ac ;tier and meiK Some' e 'Lotion's durillrunitFof study.. ,I, , . a '' . A -.. a , . t . , N , . , i 3. -The student acquires skill in hands-on-qweriences relating to the unit by iTitattng tasks involved for the particular jOs.specified during the unit 61, study'aspeasid by teacher 0 observation. A.1*. to 410° *)-N r e?
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Motivation and Subject- Correlation Student ActrviOty Predicted Outcome Resources
111, Film 7'See List 1, a. Filmstrip - Discuss jobs, involved, StudentS will respond by, Science. items produced,i6inber, reading other books on etc. from trees, after display about wood and Books - See,List3,a. viewing'lmstrip'. 'make in oral report on - one of their choosing to the floss.
Bulletin Board - Make mural for bulletin Children*will respond by' Magazine's (old). Pictures from r and Spelling. 'board. Label each part. helping-to Spell correctly. pictures and other items school supply. of interest for board. 'White paper, crayons Also, work in group's on or paints. mural.
,List 1,b. Fileistrip - MI Qad'isa 7 Childreri-Will gOn *- ,Socia14.Studies - Art. glitch child willtell knowledge of sekpral father's occupation. occupations through discussion and more See filmstrip - after specifically of 4 filmstrip, discuss.° carpenter on filmstrip. Draw a carpenter.
N%,._ Build,oardtg)ard House..in Use JT measurements, Hands-on-experience. Students,,Largerieces of cardboard. Masking Classrpom - (inches, feet, etc..) will ,value the knowledge of Tempers w/ Math - Art. on cardboofd.---- Paint conttruction_ somethirtg tape- and decorate house afte with ppcision. 'Apply 4 brushes. construltion. khowleillse gained pre- _ previously in area of
measurements'', S
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Motivation'and Sub'ect Correlation xudent-Activ; PrprlictPa Outcome Resources
ri Poem - Listen to poem. Learn. Use knowledge gairied to List 2,'a. Language. poem.. Viri te. a.poem write own poem and read usingcorrectiEnglish, to the crass followed by purictuafion,etc. Adi§cussion of each 9 . . ti on.
.
Story. ( Teacher read.) Listen Childr en will res1pond Litt 3, b.
to story. Discuss jOs becoming more aware o lT mentioned to notice.) jobs tq,notise On fiebd on field trip to house trip. .1 site. e-
Field Trip - Observe first hand, jobs "Select particular job liked Construcilion site: Langtage Arts. involved in building. In Observe very'carefully. House preference - 'classroom later, write Cllildreh will respond in (nearing completion).- a paper. clasroom after trip, by Writing paper oni/hy they chose particular job.
Filmstrip - View firm an discuss. Students will analyze, draw List 1,c. Art: Draw a building of their and discuss uses of different Ichoosing types of construction observed.
Visiting Carpenter Observe tools. List-Alk, Students responds by and brick masonwith bcarefully. Discuss use asking questions pertaining tools). of tools. to tools use.in construction.
_Short Skit of Each child tiiill cho4se Students will demonstrate, ' List 2,b. Pantomime tool he would like to be. the class, ability to Music) 0- It Prepare short skit lay act a particular pen tamime, to music. tool and its ute,,and to keep time to the music., 7 Pt; Motivation and . Subject Correlation Stu!ent Acti,vity f Pred'idted Outcome Resources
Pi-epare cement - Children,will mix cement*, Hands-on-Oerience.- CeMent, sand Art - Music - Song. is groups and ppurinto 4 Children will *Manipulate bucket and water. Molds to m9sic. Will materials in mixing, Make molds by cutting listen and learn song to prbcess. N * tops off plastic use while mixing. jugs; make dishes about 11/21'inche? deep, Songi. List 2,c.
, ( f54L'j,Visiting plumbero- Listen carefully. bserve Chirdren will gaTntkhOw- yaridk pipes' from (with tools). tools,: discuss and iew 'ledge of plumbing,per- Hardware. Health. various pipes commonly taining to sanitary and. used in house building. health reasons for use of plumbing in hoUses and other public buildings. Ply game simply for Game: Water Works. enjoyment after` has left. Parker Brqs, Toys.
s Oral Reports. Each child will give Students will make an
oral report concerning evaluation of entire. ' what he has learned about unit, summing it up in, construction /1,i this a-wejl given, oral report unit. (3 to 5 min.) to others in class,,pert.Wining to jobs, and sjs4iAlTs involved in the construction field..
4
SS -49- 89 BIBLIOGRAPHY
List 1. / l ft, . . a. Filmstrlip, #248 - Forest Relourcess, Mason' County Oficle. 4, . "sFiimstrip, '#136-1 - My Dad is. a Carpenter,fason County Office. _... . a. Filmstrip, #139 -5 - A City is Bluiidinqs; Macon County Office.
'List 2: I a., Poem, on record CL24 Say AlongStalesaThis is the House that Jack Built, Education Center. b. _Claskical, or Semi-classical musiton recordsyou may choose or,liave available. c. .Cement Mixer,. Putty Putty, Sheet Music available most' large music stores.
List 3.
"a, Books: (ALL are available at Latta's, Huntington, W. Va.) I.trees. Coe. 2,Gifts from the Forest.Wail. 3:Tall Timber, U.S. ForestService.Colby: 4. The New World of Wood.Hill.
5. I Want to be a Carpenter. Green. 6.What Happens When you Build a House. Shay. 7. fo nde rs of the free World.Cosgrove. 8. ficiuses".. Posel 1. 9. I. Know a House Bui lcfer. Sch ima-EN51 10. Come to Work with Us in aConA-ruction Project. Wilkinson. I 9 4 b. bet's Go To Watch a Building" Go Up. Goodspeed.
i /OCCUPATIONS IN T.V.'VARIETY SHOW
FOURTH GRADE LEVEL
Behavioral Objectives
1. The student will gain a knowledge of the jobs concerning a T.V. Variety Show by listing.at least 10 jobs and what they do. '2. The students will value the different jobs in T.V. as measured by the type of job he sele6ts most fitting to his own characteristic.
3. The students will initiate and manipulate equipment and propsadfoNate to producing a variety shOw.
Motivation and Correlation Student Activityi Predicted Outcome. Resources
...Discussion - English Pupils discuss the many The student will be wave Teacher starts the occupations they know of of some of the occupation discussion.' that are connected with in producing a, variety ,a T.V. variety show. -show measured by teN:Ls observation.
. , . Bulletin Board - Ant. Pupils prepare bulleiin The students will show what The knowledge the board on the various occupations they know in students have of the occupations they are producing and putting a. occupations before familiar with in pro-, T.V. Variety Show,by the studying the unit. iducing a T.V. variety, bulletin board. show.
Book - Reading Teacher Pupils read the book ,ir1 The students will be able "Wit Happens At A guide them in their their feeding groupsk. to answer' 10 questiOns out Television Station" reading-groups. of 15 concerning the'book. by Urther Shay,
Spelling. PuPls leara new Thp students will be able Using the above book. vocabulary. to spell and know the slefinition'of 4t least 15 I Out of. 25 wOrdg.
92 I
I
Motivation and -1-Correlation cltjdent Predicted gutcome ResOurces
Spea:er- i_Jdent t.Ji.len !Je3D1 The. -eadi n:j teach English - introc'u,_ ti - at t on zht,0,j y I a band. Readin,:j - 1 i s ter i tun! __ disc's an ask the sneaker . questis ea(de.
1.
1-1..Intiriton - Slati;'n Fieiti Trip P,.),1 I s. vLs t- a'tr I i or, The studen-,s English - manners and t on. per or, what they behavior. at the T. V. station. 40. Writirg.
ThankIOUletter- P:tp 1N-earn bow ine s tiden.ts wi 11 wr i to Use tner 11. Eng write a letter. a letter to tlank the book. 1.V. station.
Props - / The pup': 1 s wi1 1--ie,stril d s't uiden tsC.f i I1 bui ie Tools, p"aiht, 'card- 'Math- 'Art. / pro s. a. orcps.for the T. board, etc. 4 `. riety Show.' 14
1 . _ - Prneti ce their oar ts in The students will out on Ttiq student's and Mustc-? English,. Art, 4nd tie T. J.Variety Show. 'T. V. Var.i,ety Show. ciose circuit T. V. Math. .
94 93 OCCUPATIONS IN THE NEWSPAPER INDUSTRY
. Occupation Cluster: Communication and Media Occupational Area: Industry Behavioral'Objectives
1. The student will analyze the Dany.different jabs in the industry and will. comprehend the complexity of these jobs and will be evaluated by contributions to class disciAslons. 2. The students will organize these compleX,jobs into a form that he can receive and respond to in a manner that characterizejs interests an abilities, then.be evaluated, by subjective class ,observation. 3. The student will be able to initiate of these jobs that he-has set for himself and'manipulate any tool, thit may be in our grasp of a assimilated tool, with the'evaluation coming from teacher observation.
Motivation Techniques & Subject Correlation Student Activity Prpdicted Outcome Resources
Looking%at the reading The students looknd brouse The students will be able A. Local news aper. B. Sep List A 'the newspaper correlated through a newspap and find tip see that instead of ii
with Reading-end Social as many differen parts of just one part to a news- . G. See List C. Studies. the newspaper as they can. paper there are many. This will be evaluated according to the success .111Mair they have in determining
1 the different parts. This -will be done by teacher
1 qt observation. e Bulletin Board correlated Students will work in The studentsk ill be ble A. Loca lnewspaper. with Art. groups of five and will to determine' what material B. See List_A. each decorate a bulletin will be found in a certain C. See List C. board ith emphasis on a .,section. The evalua &ion certain part of a news- will/ be ssubjective in regard paper. to the boards' appearance
and correctness. s' 111
1 95 0' .86 -53- 4.
-Motivation Techniques ta Predicted Outcome Resources & Subject. Correlation Studht Activity Will*be able A. Resource Man. Resource Man from Point The students will listen Each shild at least on job Pleasant Register correlate carefully and ask questions to nam 4 `newspaper industry. with Reading and English. at'the end of the talk. in the After the speaker has The children will be left, a list will be evaluated' on whether or found-in the newspaper, not they can do this industry. succe'Ssfully.
\' A. Newipaper# offices Field trip to Point The students will attend,, The students gain a real insight into the works of a 'and personnel. Pleasant Register and listen-and ask questionS. newspaper office and begin Gall,ipplis Tribune to see how some of the jobs correlatelitiatai_Geagraphy, MiStory, and Social they learned really function. Evaluation will come by the Studies. - teacher observing how much the indiv'duals learn abouft the job ey know and the new nes they see.
'Facts remembered The students will make The students will be able A. Chart of jobs correlated -from past study. a chart on posterboard to place what materialthey with Spelling, English, See List A. showing .the jobs they have gathered into a usable . B. and Art. See List C. hays encountered and chart that will serve as a C. what it involves. iguideline in studying the 'newspaper.
The students wilt be able A. Local. newspaper. 'Observing the order of a The students will again to recognize the order in B. See List C. newspaper's contents study their old newslr.- which the local paper has 4 papers and discuss the order in which the paper its parts. , is developed. r 1 9 8
9 Motivation Techniques" & Sub'ect -Correlation Student Activit Predicted Outcome Resources
Building of Props correlated Students will work to- The students will be able A. See ListA.. with P.E., Art. 'and Math. ,,ether in ipuilding enough to recognize the 6inimum B.' See List C. booths to'be used as amount of personnel that offices of newspaper could be needed in running personnel... a Lieeessful newspaper and build sufficient props for 4 them to use.
, . Discussion of how to Children will elect an Children will be able A, See List B. run your own newspaper' editor _and assistant and to role play one particular B. See list C. correlated with Health others will choose jobs job that they like to,in and Social Studies. as reporters) printers, a manner that will produce etc', a good school newspaper. Observed by the degree of successofoutcome.
ivision of children into Children will disCus's ThQ students will produce A. See List A. - ,-
like jobs correlated, with what each person in . a newspaper that will meet B. See. List 'C.
. .Math, Art; Reading, and , their group:should do subjective judgmentsof
. Spelling. and then commence to . success -of the- teacher. carry that plan o4.+-t.
10. 99'
-55- BlEilLIOGRAPHY
List A_ Filmstrips
"A Look at the'OperatiOn of a Newspaper Plant."Eye tat 11How to Read A Newspaper," Troll Associates. "Newspaper - Organizing a Staff,', Jap Handy. The Neighborhood N spaper Stor " Eye Gate. "The Wonderful Worl of Work: J'ocational Opportunities, Series." "Printer"- the film. Eye Gate. "Working in the Printing Industry," Eye Gate,x335C, 1972.
List Cassettes ImperialInternational Learni6q, "Printer."
List C. Books
Everett, Leonard. Card Board Crafting. 1969. Fishtr, Everett. . ThePrinte,rs. Watts, 1965. .Given, John. 'Makinga Newspaper. 1967;
G9eene, Clara. I Want.To Be A News Reporter,' Children Press, Mergendah, T. E. What Doe's 6 Photographer Do? Dodd, 1965. Sootin, Laura. Let's Go To a Newspaper. Putnam, 1956.
I
c
r. 4 4 4- 4- 4 4 101
-56- N ',.00CUPATIONSIN, TRANSPORTATION
3 .PLANES, ,TRAINS, AUTOMOBILE, 80A,TS & -SH I PS I I
Resources Subject Correlation 4 Student Experience Predicted Outcome ir a Discussion - English Pupils discuss the many The students will,be aware Teacher starts' the occupations they know of of some_of the occupations diScussion. that are. connected with in-transportation measured transportation. by teacher's obserqation.
/Field trip-- Pupils visit depots, The students will become Nearest depots, English - manners 'and airports, etc. more aware of some of the . airports, ,etc. occupations concerning boats . behav or and planes transportation.
Discussion and )reak up Pupils discuss what they The studerits will be able into 4 groups Trains, saw on the field trip and to discuss what they saw and Planes, Automobile, "'divide into L groups. learn on the field trip. Ships and Boats.
English text we are English - Review. Review whit he has learned Th0 student will be able to write a report. using. . about doing written reports.
Books used were, from Books -.Reading. Pupils read the books in The stude ts will be using their spare time. facts he learned from p. Galltpolis Libra'ry. reading in his report.
Films - Reading, Listening Pupils take notes on films The student will become a- Title III Films: "A Liner in ,Port" English - Note Taking. i and read the captions. ware about the occupations in ships; boats, trains and "The Work Ships Do"' Ifb %we planes. kljte Work Trains Do" "From Engine to Caboose" "Airport Workers" and "Airl1Passenger Service"
1(12 -57- 103 1 .4
Subject 'correlation,. tudent Experience _Predicted Outcome Resources
Bulletin Board - Art.-' Eadj, group will prepare The groups present to the Construction paper, a bulletin board on the class their Bulletin Board. etc. transportation nit they are working on.
1 Their music books and Songs. Learn at least one song v)Thegroups will present the about the transportation song in the skit they will Songs they already unit they are woijking on. know.
is There arp props, paInt, Skit - English, Art & Each group will prepare 'the groups will present'the cardboard, wood, etc. Music. a skit about the:trans- skit to the class. portation unit th y are and their own working on. imagination.
Oral report - Each group wi 1 lp es'ent The group will,preSent the What each group Skit and 5ohg, and the following ,to he class: oral report and the skit put tdgether. and song-,to class. Written Report. , 1. Orai repOrt:
2. Skit and soh 4 \
\\. %a. RESOURCES
Books'
.M6tillion fourth geade English te?st.' Music Text.
. Filmstrips & Records
A Liner - Imperial Film Company. J The Work Ships Do - Imperial Film Company.
.The Work Trains Do - Imperial Film Company.
From Engines to Caboos,e -Imperial Filei,Company.
Airport Workers - Imperial Film Company.
Air PassengoOervice - Imperial Film Company.
4 ,Other Materials
Cardboard Paint A Wood- Construction paper
3
e.
106
-59- I
a. 0
t t TEACHING UNITS e- I
for
LEVELFIVE
44.
AO /
t\
107
-60-, a C
-WO WORKS IN AN OFFICE?
Grade 5 Office Occupations / Behavioral Objectives
f , 1. The student will gain a knowledge of various office occupations as measured by his ability to, prepare a bulletin board, research paper and role play.
.7. The student will arespond by valuing office occupatiohS as measured by his first two choices that will satisfy him.
. The studentWill properly imitate the role of an office worker as measured by his ability in a stimulating role play by the end of the unit.
Motivation Techniques 0 Subject Correlation Student Activity Predicted Outcome Resources,
Bulletin Board - Caption, The student will assist . The student will disRlay Magazines, construc- "Take O .ff for Office Jobs" in preparation of the a positive value toward tion paper, markers, bulletin board by office jobs as' demon- scissors and paste. collecting pictures of strated by his willingness office jobs of his to participate in making particular interest. the bulletin board.
Filmstrip - "My Mother The student will listen The student will gain Film. Works in an Office" for tips on what the a knowledgedof what 444ies are of an office a person does in an , -.. oweiorker. office hs measured by his ability to list the activities of the office worker observed in the film.
P
. 108
Jo. Motivation Techniques Subject Correlation Student Avtivi Predicted Outcome Resources
Resource Person - the students will form The. students will dispre'y Secretary (W. Va. Satretary.- groups and prepare listening dnd ques'tioning Emply. Dept.). questions regarding skills and hospitality or what a secretary does a guest as measured by the on her job'. 'teacher.
Field Trip ,,County The students will visit Thestudentslimillgain a Court Hove,' different offices in the knowledge of the' office F court house. Example - jobs they observed.. County clerk's office, This knowledge will be courtroom, sheriff's measured by a llst com- office and jail. piled by each student showing the office jobs and duties he can recall from the field trip with 80% accuracy.
(Follow Up of Field- The students will work The students will pr are _ Wo4BoOk trip) -- Research in group's gathering and a well organized and Anfor- Encyclopedia. .Groups Correlated collecting materials mative paper on theirpar'-tl- with Language Arts. on the office job of cuter job and report their Copiers their choice. findings to the class. This Encyclopedia., will be measured by standards set by the teacher.
Buzz Session. The students will 'dis- The students will be able cuss va,rious office to describe_in their own occupations that were words the duties of each reported on. of the office jobs dis- cussed.
f s'3 f., Motivation Techniques Subject Correlation Student Activity Predicted Out?ome Resources,
Filmstrip and Record -- The students will The students will organize Film and Recprd. "Basic Office Machines" observe the film a chart of the function and carefully to learn works of three different Poster BOird. the different kinds office machines as measured of office machines by'the teacher's observation.
Operation of Typewriter. The student will be The student will reach a Typewriter, typing. allowed to operate the level of precision neces- paper, typing manual, the typewriter for spry to type his name and and Typing, South-. twenty minutes each address witb,85% accuracy. Western'Publishing day; Company.
Business Writing student will The student will produce General Office Correlated with Language 7 *01" c mpare the differ.ent three different types Practice, Arts. --'typesi of business of busihess writings 2nd Ed. McGraw- writi Examples - with 85% accuracy. Gill Publishing For et ert; Request Company. s, and Thank you letters.
A. ,The teacher will conduct The 'Students will discuss Pok group of students will Acretarial Office a poorly prepared telepholie how to conduct a tele- 'prepare a model con- Practice, 7th Ed. conversation. phone conversation cor- versation as judged by Southwestern rectly, . the observation of the Publishing ,Company. teacher.
41.
t-r
1I -63- 113 <
Motivatiov Techniques SUbject Correlation Student Activity Predicted Outcome Resources
Resource Person The students will ask The student will A able Bank Cashier. Cashier. interesting and in- to summarize what a formative questions cashier's duties are as ',about the cashier's measured by observation jOb. of the teacher. '1 Class Discussion. The students will The students will St*tioperyc'and review proper form respond to the cooperation Writing ?ens. of business writing.. anhelpfulness shooWn them-on the field trip and by the resource people by expressing their appreci- ation through a thank you Rote."
Role Play. The students.Will The 'students will perform Desk, thaif work in groups and an entertaining role p1a.¢ typewriter. produce a role play that will reinforce their for the particular knowledge of office office occupation occupations. they have choseri to satisfy them.
ti Ji
A oe
BIBLIOGRAPHY
BOOKS
-1. Agneri, Mechln, and Oliverie: Secretarial Office Practice. Souffi-Western PublishIng'Co., 1966.
2. Brecker, and ,Frakers. `GeneralGeneral Office Practice.. MIcGr-amill.Publishing Co., 1968.
3. Colliers Encyclopedia.
4. Lessenberry, Wanous, duncans Typewriting. South-Western Publishing'Cd., 1965.
5. World Bo,ok Encyclopedia.
FILMS
f. "Basic Office Machines" Eyegate)kiouse Ca/aloque, 1973. as
.2: "My Mother Works In An:LOffice" County Board of Education.
a
t
A
116 --r
I, 4
LEVEL-FIVE - UNIT z RECREATION 4
I. The Students will gain a knowlirdge of the Many types.of recreational occupations during 1 . the unit of study as measured by teacher observation..
2. Students will respond to recreation as one means of education during the unit of study through experiential- activities as measured by teacher ObservatiOn.
3. Students will be able to articulate to the group much information gained throughreports, group discussions, speakers, .exc. as measured by teacher observation,
Motivation dent Activity Rredicted Outcome Resource
Filmstrip - Students'will discuss the Studimitts will gain a know- Filmstrip. "All About Parks" various recreational ledge of _the recreational
facilities in the U.S. opportunities and related 3 'st occupations in the U.S.
Song - Students sing the Students will articulate Music Book. "This Land Is You song. the song, and team to Land" respect the beauty ed. of our land. 10- Poem _ Students(evaluate the Pupils will value; Book - A Cbild's "Historical Associatipris" poem and make a mural historical places and Garden of Verses. Teacher reads poem ancr) depicting the many ^ 'their effects on A instructs students to make different kinds of society as measured by a- mural. places to visit. teacher.
118 .117 1 4
Motivation Student Activity Predicted Outcome , Resources
Have each' child send to -Pupils Will discust with Pupils Wili gain a know- Brochures received a different state for the aid of brochures the ledge and express their from.yarioUs states. brochures of recreational interesting areap from interests in certain areas facilities in that state. each state, nand fields of recreation by.stAlying the location, distance, terrain, and numerous facilities available.
Display of.brophures. SiUdents will prepare 'Students will gain a know- Brochure. a bulletin board with ledge oft the many.inter- the brochures labeling esting and educational interesting areas and areas nearby. measuring the distance from their home.
Speaker - Local ' Students'watched slides Students responded to the , Personal Respurce person. of, the travels to slides by asking questions. Pilmstrips. Fbreign land or other They alAo gained a know- states. ledge of,hOw to get the Resource best results if a trip Person. was planned.
List jobs available Let students locate )Students will gainknow- Brochure. and average salaries. the areas of different' ledge of different jobs,4\ jobs and figure difference in salary salaries. scales, and education needed.
119 121) -1 -67- 1
Resources Motivalion 'Student Activity Prefted'Outeome.
Filmstrip - Studerits will discuss, Students will gain a know- Filmstrip. the value of having ledge of the helpfulness of ."Parks"y . parks for our use. parks as measured by teacher -observation.
Speaker - Parks Resource ' Students' will discuss Students will receive, respect, Resource person. PerSbn. duties of a care- and appreciate the persons / . taker. who work to keep our recre- ational facilities appropriate.
Discuss 4 Local -Students could di1,7 Studehts will respond to the Historical Event.- play articles that history of the battle fOught dated back to the -and the effect it had on our historical event. society by teacher observation. Also, the students should Lain a knowledge of how times have changed.
Field Trip. Students could visit Students will receive a better the park and see the NA, knowledge of the importance of historical replicas the battle fought in their area, gtid take advantage and at the same time, gain a
of,the park facilities. , khowledge of the jobs available in this particular area of I
. Children participate. Role Play. Students rii l l write Students will gain a know:- and act out their own' ledge of why this battle was - script concerning the impoorqant and the effect it historical event. had on .our society. Al the students will learn-Kow (-) times have changed. This 12 s. could'be measured by teacher oiservation: (
4 BIBLIOGRAPHY
Mason County Schools. Games Are Brewing,
Mason County Schools, Vocational Education Teacher's.Instructional Mai ual 4-6. Pt. Pleasant, W..Va.
Stevenson, Robert L. A Child's Garden of Verses.
The Quarrie Company. Childcraft, Vol. 8.
FILMSTRIPS a. Eyegate, "Parks."
Eyegatp,'"All About Parks."
Materials Center.
POEMS
"Historical \ssociations,""A Child's Garden of Verses."
.12.;
-69- to L, 14.
- TITLEOF UNIT: FARMING AS AN OCCUPATION
Occupational Area - Agricul'ture andNatural Resources Grade Level - 5th'
BehavioYal Objectives of.
the different kind of farms. 1. The sTudent will gain a knowledge of
2. The students will construct a model farm.
occupations inagriculture as responding'to the ones he 3. Students''will respond to the different might like to study more about.
Resources Motivation Techniques Student'Ezperience Predicted Outcome
St 'Awareness of different Class discussion. DisCuSs dkifferent- types of farms and farming occupation relating and occupations related to agric ture by being to agriculture. able to name at least ten of the ones that
we have studied. .
t' Pupils gain experience Practice interview. Pupils plan an .inter- view of a.person whose in the correct procedure occupation is related in interviewing. to agriculture.
A
. .125 12,4 Th
Motivation-Techniques & Student Experience Predicted Outcome Resources -s 4 Bulletin Board -"How Machines Students discuss how each Students will be able to List 5. Help the Fanner" also read, machine'is u'se'd to help recognize the various,farm "Agricultufe's Fantastic'-New the -farmer do his work. machinery to be measured list 2. Machines." by identifying pictures and models of farm machinery.
Read _the/ s tory ;/ Students discuss the Students will be-able to Trails to Treasure, ' "Golden Harvest." story and compare it see the changes that have by Ginn and Co. with wheat arming of taken place in farming as today- -observed by the teacher. Correlate with Language Arts.
4
Resource people: Discuss questions'to After liste ing-,to the 1. Soil ConservatiAist:: -ask about his work resourceeople students . 2., County Agent. aad how he.helps the will 'be able to explain' farmer, 4 - how r work is related to sci e.
Research. Children find pictures Students learn to'find Farm Magazine. r- and,artitles about information and to different types of communicate it to others. farms to share with other members of class.
41 Filmstrips.' Discussion of ./1 better understanding List 3. filmstrips. of the different work and careers involved in agriculture.
126 -71- 127 t
Motivation Techniques St,dent Experience Predicted Outcome Resources doe Free Reading. Period. -Pupils choose any book Coriklate with Langu.ase- List 1. from reading table that Arts and students will is of interest to him gain more information on
or her. ' farmig as- observedqy the teacher.
Role/lay. Pupils act out different Pupils express what'tLey job roles that they have think is important about observed,from films and the different jobs involved learned about during this in agriculture, unit.
Teach songs Children learnand Sing -To,correlate_our music _ Making Music Your "bogie Song" and songs about farm. life. lesson with our unit awn. 5th, Grade, "That's-How We Live on farming. Grade Teacher, on the Farm." September, 1971.
Make plans for field Students wi11 make To learn what operations trip. plans to visit a modern take place on a modern wellorequipped farm. farm as measured by Students will decide teacher observation. on questions to be asked.
Field trip follow up. Pupils write letter to Pupil will express what a-friend telling what they learned from the field they enjoyed most about trip and it will correlate their farm visit. with Language Arts. 129 12b V
Motivation Techniques Student Experience -* Predicted Outcome Resources
7 Mural; Pupilsin each committee PupilsWill'gain a better, shouldcontribute to awarenessi ofthe farmer's mural. activities through their art correlation. 1. gr, I Class Activity. Plan a model `farts. Students will gain an Edch committee have a understanding of what is part to plan. involved_through Specific steps in planning a model
Class Activity. Children build the Pupils will construct with model farm as planned. some preciiion the-model that they planned.
Review and conclusion. Pupils review all Pupils should express. what 'information that has been most interesting, has been discussed to 'them., while working on the
130 -73-
I gt
RESOURCES - LIST I r
Calk, Elisa. Tizz on a Horse _Farm. v Children's Press, Inc., 1964.
Darling, Louis. 'Chickens and How to Raise Them. William Moerow and Co., t955.
De Lage, Ida. The Farmer and the Witch. Gafrard Publishing Co., 1966.
Greene, Carla. I Want to b01:.a-,,fippaer. Children's Press, 1951. 0 4 41j Harwood, Pearl Augusta. Mr. Sumba Plants a Garden. Lerner Publication Co., 1964.
Palazzo, Tony, A Pig for Tom. Garrard Publishing Company, 1963.
Stuart, Jesse. Red Mule. McGraw Hill, 1955.
TresSelt, Alvin. Wake Up Farm. < ec Loth rop, Lee and Shepard Cd..,1955.
Wil.der, Laura ingals. Farmer Boy. e Harper and Row, 1953.
List 2 - Magazples
Reader's Digest - Book V, Part 1 "Agriculture,FantasticNew'Machines"- James Nathan Miller.
"First Farmer of the and"- Donald Culross Peattie. r (II
132
-74- List;3- Filmstrips
A - 270 - 13 The Corn Belt (Rand McNally)
A - 270 - 14 The Wheat Belt (RahcflicNally)
A - 270 15 The Dairy & Forest Region (Rand McNally)
89 Bob Osborn, Farm Boy (CurriculumFilmstrip)
90 Vegetables fors the City, (CurriculumFilmstrip)
91 Grass and Hay (CurriculumFilmstrip -)
435 Our Dependence on Wheat (CurriculumFilmstrip) and Corn Workers
436 Our Dependence on Meat (CUrriculumFilmstrip) .Raisers
437 Our Dependence on Truck tCbrriculumFilmitrip) Farmers
List 4 - RecOrds - Farmyard Fun.
List5- Models of Farm Machinery.
1'
133 )
-75- 116 , A CAREER IN ,BUYINGAND SELLING 7 Marketing and Distribution Sth Grade Level 41 ithavioral,Objectives \ . -
. lir after Cognitive: 1. The:students.will gain a knowledge of markfting and distributing occupations discussing, role.play, and the use of resources herein as measured by a testwith '4*-1, . 0, a 65% accuracy., . k ..... l .3 ...
/..' A . . . cluslr through discussion as Affective:' , 2. The students will valueythe jobs in the marketing , . evaluated by the teachdi.'
10 Psychomotor: 3,- The dents will develop 4-imanipulptive skillof storeiworker through role play as VeasUred.by teacher observation.
4
135 134 4, -76- ar Motivation Techniques e &Subject Correlation Student Activit Predicted 0 teome R sources
a ,Discussion. Students will discuss Students will respond-lb
the various types-of , making a liSt of al] marketing that they marketing occupations are familiar with,. presented in the discussion.
Field trip to Department Students wily observe Students will select a job . The store and or General Store - ar4d make e-a list of fromhis'list wFch guide. List 3. Social Studies. all jobs viewed while. interests him most, to on the tour of store. be later in a role play.
Discussion Of field trip -' Students will bring - Students will value each Students job,list. Language Arts, Oral Expression. into oral discussion all., job according to the tasks TeacKee,or student jobs observed and the each worker must perform as discussion a duties of epch worker and their qualifications. lea4er'. performing that job.
Bulletin Board depicting Students will use Students will respond to Magazines, construction each worker at his job - pictures from magazines the activity py including paper,paintT, scissors,
'Art. or construct from paper as many workers-doing etc. . and materials workers and all aspects of his job. setting for each"job.-
13
( -77- 6
Motivation Techniques Subect'Cor'relation Student Activity PedicteSOdtcome Resources Department Store ` Filmstrips & Reco.rd. Students will observe the Students wil,Y respond 6y jobs being done in a pointing out the similarities workers (Filmstrip) lar,ge city department and differences of the S.V.E. Record. store and compare it to department store and local LiGt 2. local stores. store.
Math Text, Elementary Present add and substract Students will work After several classes' Of money problems. problems in text. students will gain know- School Matlietatigs ledge of addition and Addison, Wesley. subtraction of money. List 1. problems by working 9 out-of 10 correctly.
Present multiplication Students will work After several classes Math. Text, Elementary and division of money problems in text. students will gain a School Mathematics Addison, Wesley. problems. knowledge of multiplie4- Ai. tion and division by List 1. working 8 out of 10 problems correctly.
Discussion of everyday Students will Make Students-will apply their Teacher and.student purchases. and count out change. knowledge of money consyucted hypothetical problems by counting problems. out correct change to the teacher.
139 130 dr 4
.44 Motivation Techniques & Subject Correlation Student Activity Predicted Outcome Resources . ,
Present list of marketing Students will define Studehts will comprehend Teacher constructed vocabulary.. Spelling r and spell all terms. the marketing terms by list, wholesale, Language Arts. using each term correctly ,retail, discougt,
in a sentence. ' vales, tax, 'credit, stock, inventory, etc.
- , Role Play - Students will paly Students will imi tate 'Language Arts. the role of a worker the job of a particular - of_hiV cAlIce as viewed worker as closely as
. on store field trip. possible, as studied in class.
Discussion. Students d- iscuss differ- Students will become ent types of marketing' aware of the wide varlety busLoeSses and occupation of marketing'jobS.- other, than those previously discussed.
Filmstrip. Students will observe The students will Neighborh d Fish a form of marketing respond by making a Sfofe. uncommon to the area. list of all the steps List 2. taken before the fish is sold in'a store as presented in thefilm- strip.
p
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14.1. I 14p -79- If Motivation Techniques Subject Correlation Student Activity Predicted Outcome Resources
Discuss Loa. Students will-discuss Students will value.the the different skills diversity of skills required needed in the selling by the different jobs by of f4sh.' ranking the.job and skill.
Filmstrip. The students will After viewing the filmstrip ' Would You Like observe the skills and the students will be able To Sell? different jobs in selling. to list at least 10 List 2.' qualifications needed by a salesman. v
4
t
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V 14;3- BIBLIOGRAPHY
List 1
Robert E. Eicholz and Phares G. OrDaffer. Elementary School Mathematics. Addison Wesley Publishing Company, 1971.
List 2
Department Store Workers. F210-5 S.V.E.
Neighborhood, Fish Store. -107-1 Eye Gate House.
Would You Like to Sell? 213-B Eye Gate House.
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144
-81- \
MUSICAL CAREER UNIT
Grade Level 3-5 4 Behavioral Objectives
1. Affective:. Help students become aware and tp place value on music as a career, as measured by pupil response to class stimuli. 0,
2. Cognitive: To show students hoi musical careers are involved in their everyday
3. Pscho-Motor: Allow students to work with v loir rhythm instruments as well as simple scale instrypents in a hands on situation.-
Motivation Technigires & Subject Correlation Student Activity Predicted Outcome Resources . Introductory class session. Class participation. To assemble a list and Records, Magazines, Both induction and class Careers that might be professional, back- participation will be used ilhcluded in the music- ground, and exper- to arouse awareness of music cOuster, ience of 'students. as an occupation as well as its close relationship to our daily routine, at work, play, home, etc.
Subject Correlation -To be started at some conven- Encourage response to n interest in the Fifth grade music book. ient point during a reading probing quest-ion. arieties of music types Records of various period involving music as a Supply material for or aesthetic considera- types of music. reading aid. continued class dis- ion as well as potential Radio station. cussion. areer. Country pop, and. Classical music.
Set of various groups by Team learning and re- lcMost of the class should The groups themselves. their music interest, with search with each team ireceive some motivation each group investigating expanding a music form by working an area that one particular facet of a and explaining it to particulary interest as'shown 14u single music type. their classmates. by their active -participation for in one music area. Motivation TichpiqUes & Subject Correletion Student Activity 'Predicted Outcori4 -Resources
17. FieV.trip.to Jal radio 4 To observe hoW.the-station To expand list of satellite Local radio station. Staelpn: operated as well /its de- 'occupations that are directly pendency on the music proF related to actual musical fission. /,careers,careers, as measured by 40. of list types. -^.= go.
Have a guest musician,demon- Observe' and note various Broaden outlook an'd expand LocaJ band director. strate both types of muSio music forms and occupa- the cluster, listings. .0and various music instru- tions as i4ell as ments:4 different effects and a 4 sounds achieved by the different instruments.
1 L.' 4 C1 ticipationactivity. -Pupils refine. listihgs stRudents should know-andd T p more complete list of job clusters. have understandia0 Of 4 of careers and supporting ---,, various careerrril clutter f professions. as measured by student
, made cluster charts with job arrangements.
i,Manipulative activity- Students will present Students wit] becomq aware Records, students ' students will sct various to the class. their of similarities between themselves, radios,
"-musicforms and play along respective attemps 'to , of and skills needed and music text. with them with rhythm sticks, portray partici* measured by demonstra- ukelele, guitars,- ttc., music types. tions of each type.
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4 148 ( 4
v
Motivation Techniques & Subject Correlation Studen t Activity Predicted -Outcome Resources AP Advertising\asasatellirtb Observe importance ofmusic Students will again expand Nearest Advertising field.- field trip to Ln writing jingles and.. their list of relative Agency. advertising agency'. itg ability to sell career occupations as thegroduct. measured by list size
and quality.: .8
Organize and help students ' Discuss and feview Activity will pro-: Local music efforts establish &musical-career various types and interest coptinuing and Writing various 4 club. 6 works of music both mutic cluster as measured publisfting companys. professional and by membership and club pai-ticipation. 0 Students will help setup Student4" will research To help the students National Federation e career information day. various jobs taken from develop and awareness of of Musicians. their assembled list in the facts relevant to terms of opportunity, careers in music, as National Music educational :require- easured by sincere Publications, :etc. ment salary, and interest shown by some security., students who participate and follow upon their I own.
GroUp ActiVity - Class Write, perform and Students will be able Local group "Music
' show to' be done in front produce program incor- ioput_on as well as have Dept." students Own of school using job clusters. porating all facets some understanding of music attempts. of music cluster. problems and situations - involved in producing musical variety show as measured by student -involvement and success. 100 14)
1 OE 41
P. Motivation (Techniques & Subject orreltion Students Activjty Predicted Outcome. Resources
cal 9hAip will help students' Students will see their Motivation to follow up Local grolp "Music set their musical endeavor to creations performed by and deverop,further Dept." Students music. seal musicians. musical talents as own,music attempts: measured by a display of-student initiative.
Show movie "Music In Appalac.h.l, StLients will make tub Students will gain "Music in Appalachia." a history of folk music in W. Na. base, bring varrousiugs understandirrg of lsasic Kentucky, Tennessee, and the -and will .form a jug band. music forms that are Carolinas. Movie will be disCussed exhibited best in folk
along with performing music, as measure.d by - some of the folk tunes. an informal written and oral test.
Hand's on activity. Ukelele Group's i'ng i nq of folk Gain knowledge of , 5th grade music books. 'lessonsto be givenfOo clast 'songs-using ukelele's. simple 4, 'IV,V, cord using , IV, V, simple chord Songs will be simple structure as measured 17 ukelel's structure. Lessons will be folk songs as well as - by seudents'profieiency to check out of given bylilis instructor. negro spirituals. (Both at Pl-ey--the ukelele. Material Center. music types use simple music structure.) N
0 15'4 -85 BIBLIOGRAPHY
BOOKS:
Beatles. Beatle Book. Hanien Publications Inc.
Fortune, Joe. Folk 'N' Roc(( 'N' Country. M. Witmark
Lomax, John A. Frontlet' Ballads. MacMillian Co.
Lucas, Jason. Simple Songs for the Baritorn Ukelele.
Pitti, Lilla Belle.. Singing Together. Ginn & Co.
Roberts, George. Chords for the Ukelele. W. J. Smith MIlsic Co.
Scarbbrobghs, Dorothy. On the Trail of Negro Folk Songs. Harvard Univers-ity Press.
Youngberg, Harold. Making Music Your Own. Silver, Burdette.Company.
MOVIES: t
$ "Music Experiences."Material*Center, Cty. Bd. of Education.
"Music in Appalachia..1! Material 'Center, Cty. Bd. of Education.
FILMSTRIPS:
Eyegate. "Let's Learn About Music."
Eyegate. "Instruments of The_Orchestra."'
1
153
-86- HOME DECORATION UNIT
Intermedipecial Education Skills Pertinent to Construction and Home Decoration
441, Beharaal Objectives
Cognitive: The children will gain knowledge of the components which blend to create a pleasing home environments as measured by pre- and -post picture tests.
Affective: The children yrill,become aware of the importance of a pleasing home environment, as measured by teacher observation.
Psychomotor,: The children will manipulate the tools and imitate the skirlls necessary to simple carpentry, painting, and furniture finishing, as measured by teacher
4 ' observation of ability and the finished product"
Method of Operation Student Experience4 Predicted Outcomes Resources
4 Discussion of entire Children participate in Children will establish projected nit. discussLon,,,,ask ques- good attitudes, as measured tions, think problem by teacher Observation. through.
Introduction of tools. Children will hear of Children will become aware . Carpesiter. A-Resource person. work area and ask of work opportunities as questions. carpenter's helper, become Lee-List 1. familiar-with tool's, and learn terms, as measured 4P by oral examination.
B-Correlatioh - Art. Children draw, color, Children will increase cut out pictures of Language Arts skills, as measured by student ability to demonstrate knowledge to teacher. 154 155 - -87- .Method of Operation /Student Experience Predicted Outcomes Resources
C-Correlation -Language Children learn to read Children will increase - r Arts. and spell words for tools. Language Arts skills, as measured by oral and written examination.
D-Correlation -Science. Children make bulletin Children will increase board of pictures, of Science skills; as
tools with names, - measured by ability entitled, "Simple to demonstrate know., Machines." ledge to teacher.
E-Song - Children learn and Children will increase Correlation - sing activity gong, musical knowledge_ and - Music. "Hammer." aid coordination, is measured by teacher observation.
Introduction of Children will exper- Children will'recognize See List 2. materials for construction ience materials used materials which are'used of folding screen. in constryctionrby in building areas, as sensory and kinesthetic measured by teacher 4 means. *. observation.
A - DiscussiOn. . Children will engage in Children wilrgain cog- question and answer nitive skills, as measured period as to'usage by teacher observation.
. and assembly of material:
B - Correlation - Children will learn Children will gain math- Mathematics. measurements.. ematics-skills, as measured -\ 157 ' by demonstrated ability. /56
QS2 Method of Operation Student Experience PredictE4 Outcom s Resources
C - CorrelatFon Children will learn to Children will gain Language Language Arts. read and,spell words for Arts- skills, as measured
. materials. by oral and written examination by teacher.
Positioning of screen. Childreh will expek- Children will learn to use ience division of availabl-§pace to best space for practical use. advantage, as measured by teacher evaluation of expressed ideas.
A - Correlation - Children will measure Children will learn the
Mathematic% and note space to'be - mathematics skill of used for living room measurement, as measured center. by teacher observation of demonstration of skills.
B-- Correlation - Children will disctiss ' Children will gain know- Art. decorating colors, ledge of the importance of balance, and pro- harmonious colors, balance, po'rtion. and proportion in room arrangement, as measured by teacher observation.
'Choosing color scheme. Children will experience - Children will learn primary tee List 5. A - Discussion. learning about color by and secondary colors, and discussion. principles bf their use, as measured by teacher observation.
B - Correlation - Children will engage in . Children will gain know- Art. mixing paint in primary ledge of the properties of colors to obtain color, as measured by seconder:), coloi-s. teacher observation.
.15s -89- 4- .159 a r 4 44 a
No. , o Predicted Outcomes Resources Methcird Of Operation . Stude:i(Experience
C - Children will choose Children will gain i'n A Art. '., color schemes most affective domain-by pleasing to individual. reacting to color, as measured by teacher / observation. a 0- Correlation. Children will pAnt Cbildren will experiente pictures in chosen use of color andart color scfieme. materials, as measured by finished work. a lr E - Corre]atio Children will match .Children will experience p- ictures in colors finishing of art work, harmonious With their as m red by finished .% paintings. prod
F - DecIsion making. Children will decip Children willlearn on best color schem deMocratic process of
by democratic voting . voting and chOosing a
- pripcess. group'leader, as measured
I by teacher observation. 4
. "G - Plan pOs:tin.q. ChiTdeen will post CWdren will learn value -. best color scheme* of plan for fr4quent
/At ... plan. reference, as'Meesured. by teacher obserfittion pf children's use of posted plan:
finighing furniture: `Children will Angage Children will learn how See List A - Explanation and i,n the activities ,of to finish a piece of pe List 4.. .161: demonstration. ,sandhig, shellacingi furniture, as*,measured:
end painting furniture.. ' by ability to demonstrate skill to teacher,_ and 4 finished product. 4.0 c.
° MethOd of Operation Student Experience "Predicted.Outcomes Resources '
. . B - Correlation -, Children Will arn to Children will gain knowlddge See List 3. Language Arts. read and spell names in reading and spelling. of materials and furni- Writing skills will also be See List 4. ture pieces; also, to gained, as measured by 'read instructions on simple written and oral I labels of-materials. examination. 'They Will also write an account of the process. a,
Field Trip. Children go on a tour of Children made cognizant Upholstery of work area of furniture .-- establishmpntoi lishment. finishing, and the Pro- furniture or wood, cesses involved, as measured, prqducts factory. G by...teather-pupil digcusston. r-
Follo4 -up of trip. Children will engage In Children will consolidate, discussion of field and evaluate knowledge of. trip. r furniture fiishf"ng"as . measuredby o examination.
- t I Resource.person. Ch.ildren wilhear hildren'wil'1,learn of Painter-. painter discuss his work,areas i painting, trade, and have op- and gain knowledge af",the r- portunity to ask as' measured by questions. answer's 'to, oral e)samination
Role play.ing. Dramatization'of roles , Children gain o'bbst,in the home. social skills; as measured by teacher observation.
. , Making doll house. Children will -ccNtruct Children'willexpef4ence See Li'st doll house With paper space %vision, as measured cartons.' by-teachei observation.
1,62 163 a
Method Of Operation Student ExperLece Predicted Outcomes Resources A A-Corre1a4ion .Children will measure Children will learn the Matheratics.' cartgps and cut to fLt. mathematics of measuring, as measured 4 by ability to perform task.
. - Correlation - Children will join Children will :employ Mathematics. cartons to form house. geometric fbrms to create-usable space, as measured by teacher observa
1 C - Correlation - Children will measure Children will use simple Mathematics - Art.._ and cut contact paOtr, materials to beautify and apply to walls surfaces, as measured in doll house. by -abi-1 i ty to, perform task.
0 - Correlation - Art. ,Children will weave Children wili use simple rugs for,doll house material to,create har- of construction paper. monious, p'ractical item, as measured by ability to perform task. -
Primary Masses. . Open House. Children serve as Children will learn how hosts tO primary to serve av hosts in the children in the 4 home, .as measured by . construcSed room. teacher observation.
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Q ,A - _Correlation - Children will write Children will gain in .4\ CAguage 'Art's invitations to writing skills, as 165 primary classes. measured by teacher obterleation.
.
.4 fo LISTS
Hammer Saw Screwdriver Square, 4 Plane Spirit level Drill Tape measure Rulers
List 2
Pegboard Plywood Firring strips Nails Screws Hinges
List
Large rocking chair Small rocking chair Cube furniture 1 with drawers 2 openface Coffee table
List 4
Sandpaper, Cheesecloth She Priming-paint
, Enamel, * Paint brushes
The Color Kiftens Tempera paint Crayons INF Cons truction Raper
-'Art paper 1 Glue
List, 6 -4 Paper cartons Contact paper Poster board Co struction'paper
-93-166
WONDERFUL WORLD `OF MONEY
BANKING
Sixth Grade Level Career Education Unit Behavioral Objectives
I. The students will'ahalyze the s ructure ofour monetary system as msasuted by teacher observation.
2. The students will Value our monetary systemas judged- by teacher evaluation,
3. Students will carry out simulated banking activitiesto be measured by the success of the activity-and student and teacher evaluation, r- a Method of 'Operation Student Activities Predicted Outcome Resources
Class Discussion; Students respond to ques- Record responses on board. tions: Interest in the unit will be stimulated as measured How many of you by teacher observation. have some money on your person?
2., -Wow many have:ever spent some forri of money?
3. How have you earned money? of
4.. How many receive an .allowance?
5. How many would like to know more about monetary system' 1138
-95- Method of Operation Student-Activities Predicted Outcome Resources
Film and clasl discussion. Students will discuss why Students will__recognize ."WhyWellse Money we use money7-15efore viewing the convenience of money' or'rstrerman and 10 film and will compare their as measured by teacher His Knife." ideas with those presenitd observation. on film.'
Pass each student a one &tudents will read the Student will become aware - dollar bill along with pamphlets to find what of the "surface features" "Fundamental Facts the resource pamphlet. the serial number, seal of money. about Unitedtbate5,`: etc. on money represent.i Money." 4.
Divide students into Students will look at Group leaders will discuss Samedbs above, and the coins and fist the observations and findings Ency0opedioi.v groups. Each.group will - have penny, nic.kle,.dime features of each; then of the group measured by and quarter. pupils will read aboul infOation given in the coins and minting. discussion.
'Invite a coin collector, Students will listen Some students will start .a numismatist,'or have to information presented hobby that will proNde an sudents to bring coin and become interested in, enjoyable use 'of leisure collections. different types of money* time as measured by student' used by-United States interest in numismatics.
Film: As students view film Students will gain 0011 in , "What is Money." Correlate English. they will list major wciting summaries and 4t topics. After a diS- recognize major functions cussion of-film stu- money performes as measured dentswill write by discussion and student summaries. summaries. 4.4 171. Method of Operation Student Activities Predicted Outcome Resources
Role Play - Students will divide into Student will rePond to Same as above. Correlate Sociai groups to show examples functions Of money as . Studies. of functions of money: measured by role play. 1. Medium of exchange for goods. 2. Medium of exchaAge for services. % 3. Storehouse of value. 4. Standard of value. 5. Standard of payment.
Film and Filmstrip. C, Students will view the Students will be able to Filmstrip: media and,, drscuss the list Est of the service "My Mother Works in services offered by and jobsperformed in a a Bank." a bank and jobs relating bank following the dis- to these. cussion of media. Film:, "Fred Meets a Bank" 1110.
Field Trip. List gUestions for field The students well discuss Bank depts. trip. Plan for trip. conduct on trip; the depxm, and aret's stuo6ts ments, areas and jobs should observe are: observed, Audents will L9an
/ select a job that would Business satisfy him. The activity' Checking will be measured by written Savings summaries an*..job Vault o selection. Safety deposit boxes -Se cretarial Bookkeepers Cashiers Tellers Business equipment Business Forms Guards 4 Safety devices 172
97 17:3. 4k
..*
Method of Opermtion jPredicted OUtcope
# r p Open the kija and/Gg iile at the bank the class Students will use and appre- ngs account. will open an account for .ciale the services of a bank; class funds(I plan, o uslporotit from news- papp unit for deposit). 4-*" O. Simulate banking Di%1 e class Onto groups Students will demc -trate .Play :activities." whic .alternate until each knowledge and skill in group has participated in the areas .of bank jots-- Pamphlet 7 "The 4. Cor'r'elate with, the Nfivities. and tank servidfsas 4) Storyof Checks'." a 'N -Ma di . l. Write chetks, keep measured by th success' tr accurate records, ofithe Actual or replicas fill outr.depssit tit of checks, check
r tickets. . register, savings 2. Barrow money and make Book's, depot payments, figuae tickets, 4401. interest. payment books." 5- 3. Open, add'to end with:- , draw money-from a Math text. savings account; figur'e iete'rest. 4!- Work al6-aniteller. v 5.Work as pooEkeeRpr. 41- -1/ , 6. Workirploan dd7artmeni. 7. Work 1 ilirsa4ings depart-. *
. ment..
'StmJent'zesear and Students wit4 .elect Studentslelprepare and Pamphlfts: . eeports. topic for research ;and 4y,eport, theirfindingsas t' oral reporting., ',Some measured by teacher Encyclopedia. suggested topics: observation. 1 7 National Banktate et Bank, F d4ral Reserve System, avings Banks-, 1 $ 0 Trust Com anigs, hist9ry 4 of money ki.r1Ms of money,
. . , -7., importance of banks:. A 11, 0 ci ' .4
.11
- Method' of -Operat'i On Sbdent Activities Predicted Outcomes Resources .
"ResOdrce Person(banker). .r, , Plan for visit of per'son. Students will 14st occupa- f, Prepare questions. -Exhibit *tions that 'resource person is listening skills and spoke of and ,evaluate hospi tal i tytdur ing the mation presented as to what visit. additional i r ormation -tho(ey J `gained.
Charts & Diagrams. IndivfdualS or groups Studentswill present their :Pamphlets, prepare charts of Federal charts, to the class and Encyc loped' a, Correlate Social Studies. Reserve Districts Flow of discuss their purpose. Poster boar-4e and
currency. How 'money i s, , Markets. minted:- "I(Lnds of money,.
Drawing & Design. Students 1,1 design a The student Will demon- new 'currency and new strate his design to the Correlate Art. coin. class. This ctivity will be measured by the class. selecting 5 of the. best designs for coin and currency-.
.1 'Role. Play. Students- w i 11 select and Students wi tlrecognize 111*- role- play .di ffe'rent bank bank jobs as,measured
related occupations with , ability to act out and other studgnts guessing and guess 15410 Am I." I "Who Am 1." r '
Bulletin hoard. Students- will make a The bulletin board w6.1.1 bulletin board to illus- reflect the students trate the phases of understapding of bank banking and related jobs. jobs. and' services.
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oai 17 I, -99- 411 -"Vol ,46 .
4 ; 1 RESOURCE LIST IV!
,.. . - . .. .., Pamphlets: , 44
. 41 I ThImStory tif-Checks,- ,FeRrafReserve Bank ofNewtYork, New York. _ (free) ----
YoUrlionej, Supply. Federal-Reserve Bank of St Louis, S* Louis,. Missouri..(free)
7°- Money, Master df erseant. e, Federal Reserve Bank ofAtianta, Georgia. (free)
FundAmentaliFacts. About U. S. Money.
Federal Reserve Bank-of Atlanta-, Georgia. (01me), i. ti
filmstriOs:
Myftother. WOrki'l_na tank.
The Story of Money{
Eyegate Series 96G The Banker. U17001 The Nature of Money. U17002 Services of a Bank. 1i170'03 The Checktnq Account.
U17004 Travel pfssa Check. . - 017005 BallOgalance. U17016- FeNral ReserveMstem.
Books':
Neal, Harry' E. Money Masters. -Messrier,,: 1961,
The Bank. Melmont?.1959.
.Rosenfietd,Bernaed\I Let's Go to the U.S. Mint. Putnam, 1960.
Sarn9ff, Paul. Walt Stikee:Career. Messner,'1468.
Sootin; Laura. Let's Go To A Bank. ,Putnam, 1957.
4i }lians,, BacbaPa. I Know A"aink Teller, Putnam', 1968.
4
4 - Films: ftil / , . q . Fled Meets A Bank 141 - . ., Why We Use Money - or The Fisherman and'a Knife. , 0, .. ; ., r What Ls Money.
SRA ,Occupat i ona 1, Briefs
- A Lit bank officers._ 1.1 'bank worken. .,l6 bOokkeep,ing.machIng operators.
. ,.12'cashiers. credit collectors. -- 322 data processing machine operators. 3213 file clerks. -2-97:vards', watchmen; and alarm system workers. key punch operators. 15 meSsengers/and office boys. 154 office machine servicemen: 05 securitLes salesmen. :252 typists. , A Available from Materials Center or Career E ucation % "CoorclinAtor.
:1. 4 4
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4.1 P.
A MANUFACTURING -OcCUPATIONS
. Sixth Grade Level* Title of Unit: Assembly Work
-4. Behavioral Objectives
l. The student will Acquire the knowledge of unskilled manufacturing occupations in course of
op of
unit "as measui;lid by teacher.
2 Student wilt respond' tt unskilled jobs in course of unit as measuredby'teacher.
3. Learners will manipulate had tools during course of study as measured by activity
prescribed testing with 50% accuracy.
ittivation Techniques -4? & Subject Correlation 3fudentvActivity ..''Predicttd Outcome Resources
I'
1. Teacher dmphasi-zes the . Students will' list Students will have Galus, Henry S. various reasons pebble- reasons why they wish knowledge 9f, the world Charting your Course. 'work. to work, what kinds of of work and oedsons, A Vocational Guidasce jobs they are interested for workings and know= Book for Boys. in.. leibge of variety of jobs.
11.
2. --Teacher prepares and - - The students-0M maire' The Atudents wi I compre- W,OrstudY Arawn;., . . discusses a list of 'a bulletin board by hend the necessary terms up by students guided terms for enrichment 'using terms, pictures, as measured by teacher of by,teaCher. of word stilly. or individual drawings at least sca.of testing
of job association. I- and reviewed by teacher. Of S. 1s1
So
10,
0 Motivation Techniques.. 4 & Subject Correlation Student Activity,, _ Predicted Outcome Resource's
-3. The teacher will prepare The-Students will respond The student will have know- The Jobs You Get.... bulletin board using a by labeling the hub'"Our ledge of the -wide variety large wheel. TeaFher will Jobs." Label the spOkes of job occupations as ,remind sfudent to espec- "School Jobs." Label the measured,by teacher of ially bethinking'of their rim, "Out of School Jobs."-at least 50% of' 'testing job opportunity in the Label the tire, "Future, as graded by teachtr. . world of work. Jobs."
4. -_-Teacher will assign an The student will read The student ijill'acqUire JOccupatitinal Educan exercise in_proper way ' exercise assigned by knowledge in answering tion, Fact,Finding to answer a Want-Ad. teacher from newspaper .a Want-Ad by letter as Series, Part 1. ow and.mimeographed Want- measured by teacher, -Ads from exercise took. observation of papers of Student will write an students presented: exercise in business ,ike manner in the job in which they are inter- ested.
5. The teacher will discuss The students will bri g The students will have Sears', Penny's' Catalog, the role of proper work: wardrobe; cut -o Is.,t comprehension of proper felt board. groomi-ng in g&tting and cror Pengys'.or'Sears' work clothing as measured keeping a job to be catalogs. Good points . by teacher observatiow, displayed on felt and bad ppihts- discussed - also good grooming, hair bulletin board. in Groper dress, in the fir,gernails, world ofjworking.people. etc.
. - The teacher provides_ The student will prepare The student wil! acquire Filmstrip: -Coronet - help for students a list,uided b\h,teacher, the knowledge desirable "How To Keep A Job," suggestions keep your the "dci''' and_"don'ti" of qualjties desir'N by and "Sticking To Your job. keeping a job. EX: employers as measured Job." Punctuality, cooperation, by teachers.abservation. -responsibility, and criticisn.
O 183 1S2 -103-_ 11%,.--0 MotivationTechniques &SubjectCorrelation Student Activity Predicted Outcdne Resources
7. The "teacher` will provide a Student will listen ca re- The student will have know- Guest speaker, gues t speaker, job- coordi- fully to speaker and ask ledge- of pi s ten i ng and Counsel or, and Job nator, counselor, which questions previ ous 1 y pre-k2 'communication 1 Is aA,) Coordinator Fo correlates wi th- l istening pared. bbserved 'by teacher. by and communi cation:- ski.1,1s ..\,,, follow-zup- discussion and i pertaining to -work. p , measured by teacher
. observation. .0%
.)N . 8. The students will tour The,students will visit, The student will gain know- Filmstrip - . local -company in -a local company and ledge Of job role, along Fac9rY Worker. commun i ty. observe job condition's with othrs..1...iorkers- as under which job is per- measuredy teacher formed. Physical and *1 observation in course of mental activity required unit. in the j.ob. How the job relates tb th( I working structure of .the plant. 2 9.The teacher w ill pro- The student will ask gue- ,The student wi 13 -.gain know- , Vide motivation for tions, essays, draw pic- ledge' of the job Kole along. fa! low=up discussion, tures and discuss field with other workers as mea- of field trips. tries, points of interest. .suced by teacher duriffg good jobs, bad jobs-,,./ course''uni safety features and job trppsphere in general " -10. The teacher will: guide The student .write, The student will gain knoW- the students in w'rtirig .a Metter' of appreciation. leage of letter writinlai . letters of appreciation. incorreJat ion of Language measured by teacher duPPIng Arts by shaving proper course ofunit. 3 forms of letterwriting,
r3V.Z ' 4. BIBLIOGRAPHY '1
RESOURCE LIST 01
List 'A.-, Books
Dubnitk, Phyllis. A Job Fir Yog: SteqkrVaughn Compa6y,
Zim, Rerbert, S. Planning Your Career. SPencer,Press. S
List B - Filmstrips J. _ :Coronet. Howto Keep A Sob;.
Coronet. Factory 'Workm, AS McGtaw-Hiii. What Are Job Families?
List C'=-4-taltigs
Sgars7 pennec/g. C g Depacfment. e
, List Worktexts
Turner, William, H. The Job You Get. New York UniversiI'y Press
Kahn & Hanna. lUsing Dollars & Sens. Fearon, Publistltrs,Inc- .,/
N Kahn & Hanna. Working Makes Sense. Fearon Publiers,
156
16 ".105 o T6 J
THE--NEWSPAPER
Communicatibn and Media Grade Level 6
Be avipral Objectives
connected in the newspaper as measured by 1. The student will gain a knowlq.dge of the jobs the ability to produce a class newspaper.
related to the newspaper as measured 2. The ostudent will respond by valuing-the occupations by his selection of a job that willsatisfy him.
class newspaper. ' 3. The students will produce by initiati6n and manipulation a 1
Resources Method of Operation Student Activities Predicted Outcome
Bulletin Board Students will discuss jobs Students will list jobs and with sheet of newsprint and necessary to produce a collect pictures of them newspaper - caption paper + newspaper. to add to bulletin board. jobs = newspaper. # 4 List 1. Student research groups. The groups will research Student will report to newspaper jobS on job the class on jobs. (It list through reading and may be necessary to interviewing. revise job list.)
List 2. Filmstrip and Record. Students will listen Students will be evaluated for tips on hoW to by a chart they prepare r ead a newspaper. on "How to Read a Newspaper"'
4'1
J 0 a
,Method of Operatibn Student Activities . Predicted Outcome ,Resources
A month's sub cription to Stpdents will: . Stdents will be preparing List 3 and 1 Ai Newspapers or each child. A.'Read specific articles for the production of a class List 6. (Correlate with Language to discover the news newspaper by studying the/ Arts.) style of writing and Dispatch-as a model, dis- identify who, what, cover=ing parts of the when, where, (how or paper, newswritinq and_will why) of the article. select features -and format B. Discover the components for their class newspaper. ofa newspaper. C. Discover newspaper "goofs" typographical errors, misspellings. D. Make a scrapbook of clippings to Vitus- trate datdline classj-
fied ad, obituary, 4 feature stow, news story, picture story,
4 political cartoon, editorial, ear, mast- head, banne{lheadline sports.dolunn, sports story, comic strip.
Filmstrip and Recprd. After viewing andlisten- Students will keep a list List 4. a ing studpnts willfind two . of these words, their.defini- new words per dayin the tions, use them in sentences 4 p newspaper. and add them to weekly spell- ing list. This may be measured by the teacher observirig "new" wpfdi in oral and written work.
411
I 1 9() 4
4 Method of Operation Student Activities Prptdicted Outcome . Resources
List 5. Play. The students will read, Student will begin to value discuss, then enact freedom of the press and "The First Freedom." responsible reporting as bywork on-class The discussion will measured V include freedom lf - newspaper. press, slander, libel, responsible reporting,.
The teacher will conduct' Students 'will' discuss A group of students will kist 6. prepare a "model" inter- a poorly prepared .interview how to conduct an and report rt inaccurately. interview correctly. view for the class judged by teacher ob-
servation. -
World Map. North - Students wi1 locate on Students will become more East atorldimap the places aware of world geography West - where leading news occurs. and as measured, by. teacher South - Brief reports on these ,.\ observ'ation. COrrejate with Social' places will be given Studies. orally by the students.
ResourCe.Person Students will prepare Students will display listening 'questions regarding the and questioning skills and production of a newspaper. hospitality for a guest as measured by teacher observation.
4 Field Trip to PObl.ishing Students wi 11, observe Students will select a job Company. jobs, observe the method he has observed on, the trip of producing -a news- that,he wants to do On class paper and the connecting paper. jobs. 1.
Method of Operation S..udent' Activities Predicted Outcome Resources
Class Discussion. Students will review 'ttudents will respond to List 6. proper form of letters. the cooperation and help- fulnessshown therh on field trip and by resource people by expressing their appreciation through a thank you letter.
Role' Play, Student's will role Role play will reinforce List 6. lf play jobs observed knowledge of jobs, in, during,field trip newspaper. and jobs found in their research.-
Prpdu*ction of class tudents will Compute The activity will be measured List 6. newspaper. 'co§t of materials for by, the profit that will be prodpcing the class, 'deposited to begin a career paper, make change in Unit on banking.'.The students selting-the paper and will select a workable plan plan to sell the paper and staff for the class for a profit. newspaper as measured by the Students will organize stccess of the finished and plan to produce a product. newspaper by preparing a list of pertinent questions as "Do we 4 want a comic section?" and finding suitable- answers. 4
4.
193 Ns, r109- ts, .194) I 0
Metod pf Operation :4 :dent c ties Predicted Outcome Resources . .
Reporting Ass1-3nments Students v., i 11- rr_ ,dond -H News, writing
Co r-el ate wi t-1-1Langpa:Je Arts e' -_-. s thr- jot of reporer by pry jec't , 'and book. .stL.c:,!nt w ; 11 'Le.,1s.,en an writing articles of tr:ei r as; 1nrient to ,jet the own. scoop" on. ri R-c,ad ng 'or enj t. -nts;; 11reac' Students will ree.ding List 5: "No t nr; E ie r . a story of a pri.-,tcr's devil" appens Hard turned repoi-ter as measured by class di stuss ion Jul 1 ow ill," ) the story.
correlation. Students ; 11 up Students wn Idemonstrate ne,-sr;aper re I *red rcls their knowledge of newspaper to "!"ve Been Working, on - 'by the words they make up, the Railroad" and "Bingo:" s Art correlation. Students ii.111 scus-s, tke Students will select and List 7. political cartoon, comics d raw a corn) c cailtoon and art i- ad\Nirtising. to their sattisfact on. .Best one will be i'ficluxiedin Class paper
Individual retorts - I ryA; v idual s will report Students, will scus the List r and Correlate wit's Science. on Mow trees are used in ecol 69 iiiportance of List 8. making paper; recyc 1 ing.nepaper:and join .in communi typroject to -turn_ i.n paper for'recyciing \'.4 and use the proceeds for buying gifts for the elderVy.
flo 19`,) I 1
RESOURCE.LIST
A A
List I Compton's'EncyClopedia. World Book Encyclopedia.
List 2. "Reading a Newspaper" Record and Filmstrip. Language Arts GUidance Series Project.l08.
List 3 "The Living Tex.t_Book Program." "Here's How The Huntington Publishing-Do.
',List 4 7 "Discovering- a New Word" Record and Filmstrip. Language.Artuidance Series ProjectS 108.
List 5 Adventures Now and-Then. "A Radio Play - The First Freedom." "Nothing EversNappens Hardly." -\
List 6 English 5, Macmillan,,N.Y. English Your Language 6, Allyn and Becon,_1963. Engl.ish Our Language Er,Boston Heath, 1961.
List 7! Set of six filmstrips. 4'Incroduction to Art Techniques." Group II 328-M.'
.List 8 Booklet. "Tree Crops" - Va. Pulp and Paper Co.
OTHER RESOURCES
Pamphlets 1.c ."Putting Your School Newspaper to Bed." gr. SP22M - Addressograph Multigraph Corp. Advertising Dept. P.O. Box '176, Cleveland, Ohio 44117.
2. "Get More Out of Your Newspaper." "News - Ine Story of How It is Gathered and Printed." "The Story of the New York Times.". N. Y. Times College School Services Times Squame, N.Y., N.Y. 10036
Books A-- The First Book of Printing. Epstein Watts Inc. N.Y. 1955. ;Famous Modern Newspaper Writers. Lewis Dodd }lead and Co. N.Y. 1962. -Hi-497 i. RECLAIM' NATURE
EnvironmeRta Occupations, Grade Leve,1. 6 '
Behbvioral Objectives
_ . -ft
1. 'Affective - The studdilts willrespOnd to good Conservation habitS.and practices presented to them .during the month' of'May, 1971,\NMeasureipnt will 'be byrecla6ng waste area offores. I
2. Cognitive - The student will appiy.the habits of good conservatien taugh to :hem during May, 1973. Measurement will be by the teacher observation.
This _ -3. Psycho-motor - The students will reclaim, with precision, a stretch of wasted forest. will' o4cur during the last week of May, 1973_ and measurement will be by teaeher observation, 1
Moti3Otion Technique and Subject Correlation'' Student Activity ,Prad i cted' Outcome Resoui-'es
Field trip to-State Park - To observe the various Students will gain a State PadkForest (Natural Science). activities- and work in broad knowledge of the Ranger and bus.
. running of a ,State many different aspects -.of a State Park -.
Discussion and Listing The-students will have 6..Students will have a Students, t acher, chalkb6ard ncil '(English). an open-discussion of , large list of the many iiiir what they saw on the - different observations. andipaper, field trip. While 4
discuSsing they will 4 be listing all the different observations.:
r.
.0*
V 19 8 199-
"V Motivation Technique and Subject Correlation Student Activity Predicted Qutcome Resources . ( Oral Reports - /The 'students will pick The Students will gain Material received from (English). any of the area from #. knowledge of the area field trip, books, the discussion and they chose as measuredm magazines, and prepare an oral report. by tie report givr. literature from the k 4H Club.
"Bulletin Boards n The studtnts will pre- The students will h ConsFuction paper, -(Art>. pare bulletin boards . the knowledge they have glue, paints, crayons, dealing with thd con- gained 'upon the bulletin paint brushes, ,and servation of our bobrds as observed by scissors. (Construc- natural resources. teacher observation. tion aids.
Lecture by a Game Warden = The students-will The students will gain ',Game Warden. . (English). listen 4o a speech' a knowledge of .thy: many presented 6y the job areas that are in- Game Warden. volved in the goodrun ning of a forest. I Auestioning - The students will have The students will reoboir, Students and Game (English) 'a question and answer to. the lecture given and Warden. (Natural Science). period-with,Game the knowledge gained. ,War4en. s.. P . rogram-pi-esented by a The students will The students will gain 4-H Clubsponsot, Conservationist - listen to the program a knOwledge of the many 1, presented by 1!-H Club. job areas open conservation. 40( View Filtts. Students will watch' The students will- gain Films supplied by and take notes on a film further knowledge of 4-H Club. ,bresented by 4-H C'l'ub. . gonservation.
201 ( .?00 Motivation Technique and Resources Subject Correlation Student Act4vity Predicted Outcome
4-H leader and the Questioing - The student will have The student will res-pond students.- . to the knowledge gain (Ehglish). a period and' answer. period with leadtt. from both the lecture and
Forester or LeCture by a Forester - The students will'iisten The students will gain a knowledge of the job Fgrest Ranger. (English) to the lecture presented areas open in the lumbering, (Natural/Science). by a Forester. induStry.
The student will respond lo Forester a/nd the Questioning. The students will have 'a question and answer the knowledge gain in the studets-. - period with a Forester. lecture. 4
Materials supp l4ed by , Panel Discussion. Students-will divide The students will analyze the different speakers into group of 3 and 4 , functions needed to keep a plus school research , and prep4re a report forest area healthy, (oral) on one of the materials. 4 ix areas they have learned during the lectures.
The students will imitate Students, WoL,Piaiing- The students will play the jobs that were in their (English), I the parts of the jobs that are in their ,panel panel discussion. discussion. A Plants, Tools, Psychomotor Activities - The students will re- The students shal1 do with precision the acts common -students,and ground (Mathematics). claim a area of forest that needs- repair: that isin need of re-, to good forestry techniques. (Underresources in Pair. Psychomotor.)
111, ,202 A 0 I RESOURCE MATERIAL
Books
1. Treasures of!the Trail. College of Agriculture and Forestry, West Virginia University, 1970.
2. Treasure of !the Trail. Appalachian Center, West Virginia University, 1971.
3 The Ohio State UniveTsitiBulletin. The Ohio State University Agricultural TechnicalInstitute, Wooster, Ohio, 1972. ., . Wonderful West Virginia. Department of Natural Resburces, State Capital,, Charleston, West Virginia, 1971-72 , I / , 5 West Virg inia, Vest Virginia Federation of Women's Clubs;" 1600 Virginia Street;East, Charleston, ar Wdst Virginia, 1969... 4
6. A Primer oh-Conservation. 011h R. Kaupanger. Federal Cartridge Corporation, Minneapolis, Minnesota, 19E8.
_7. West Virginia Youth Conservation Program. West Virgrea Qepartmen t of Natural Resources. State Capital, Charleston, West 'Virginia, 1970,
Conserving Our Natural Resources.. Federal Extension Service, Forest Service and Soih Conservation Service.-United States Department oXgriculture, Washington,'D. C., 1971.
9.1 SOilfand Water Conservation iM West lirrinia. Gurge Sharpe, Appalachian Center, West Virginia University. Morgantown, West Virginia, 1969.
Pamphlets I 1. "A World of Opportunity for You in1i2 Plant Sciences Technology and Floriculture and Greenhouse Management:" Agricultural Technical Institute; WoostervOhio.
2. "A World dbf Opportunity for You in'72, Landscape Design, Contacting and Gardening and Turf Management:" Agricultural Technical Institute, Wooster, Ohio.
204 - -115- 205 v. in '72: Wirsery Operation andManagemen't'." Agricultural Technical 3. "A World of Opportunity for You Institute, Wooster, Ohio. 4 Charleston, West Virginia. 4. "Cap Creek State forest.".Division of Forestry,
Division of Forestry, Charleston, WestVirginia. , 5. "Kanawha Seate*Forest." Virginia. `6. ''Greenbrier State Forest." Division of Forestry, Charleston, West
-7. "Seneca State Forest." Division of Forestry, Charleston, West of Forestry, Charleston, West Virginia. 8. lack Water Falls State Park.' Division
Rivetin, West Virginia. 9. 5eneca Caverns:" Etyle.Lambert.
Virginia. 10. "Cacapon State Park." Division of Forestry, Charleston, West Division,of Forestry, Charleton, West Virginia. 11... "West-Virginia State Park and Forests."
Virginia. 12. "The Potomac Highlands.." Division of Fortstry, Charleston, West
United States Department of Agriculture,Washington,D.C'. 13. "A Cotgervation Study Area.' Chicago 54, Illinois. World °Book EAcylo0edia. Merchandise Mart Plaza, `(West Virginia State Department of Health, Charleston, WestVirginia. 15. 4Soi1 Waste Regulation:"
"Needed, Clean Water." Charining L.Bete Company. Greenfield, Ilassachusets..
Soil Coliervation Societyof American,6515 Ankeny Road, 17. "Working Together for a Livable land."- Ankeny, Iowa.
a
206 40(
114 AP tit CAREER EDUCATION
MARINE SCIENCES
Grade Level 6 R-..havioral Objectives
1. The'student will gain a knowledge of the jobs connected with Marine Sciences as measured' by ability to list and describe, at the end of a three week s.tudyOf such jobs, ten jobsiii three separate areas.
2. The student will respond by valuing the occupations related to Marine Science by his selection of a partiscular job, for a research report, that will satisfy him.
3. The student will imitate three careers by roll play.
Method of Operation Student /Activities Pre ted Outcomes Resources
Bulletin Board - Students will discuss the Students will design boats,. Paper, scissors, etc.' With construction paper importance of water print aob or career on build an ocean scene. related jobs to our each boat and add to the bulletin board. ,..! .4
Ma The students wil1 fill Students will gain an . Mimeographed outlined. Co elate to Social in NapS showing the understanding of tbe.vast, Maps of the Unite Studids. major inland waterways network of water-trade . States. and coastal waters of routes of this country. the United States of America.
Student research groups. The groups will research Students will report to Books, paMphlets, the field of Marine Science class on jobs they have and Science Readers. through books, pamphlets, discovered. The bulletin and encyclopedias. board may need to be revised.
Class Discussion. ) The students will discuss The students will gain the the meaning of -Bi.plogy knowledge of duties and in relation to the_role qualifications of a Marine 208 *of a Marine Biologist. Biologist. 209 A
Ne
Method of Operation Student Activities Predicted Outcomes Resources
Role play. The students will ,role The students will visit a Collecting bOttles play a Marine Biologist. lake, -pond,' creek, or river anCl'straiining screen. to collect samples-of A various forms of marine life.
Labitvatory -. Correlate Thestudents will/choose The student will dmo-istrate Microscopes, field= vith)Science. one sample from the rore his ability to workwith a glasses, Golden Book, play collection,to microscope as evidended-by and Water-lip:Ie. hibdescription of what he . ,observe under the micro- scope, sketching What he sees in the micro-world. sees and identifying the life forms.
Movie. The student will observe The student will develop-an . "Oceanography" - the movie watching for awareness and a value four Bell Telephone. the variety of jobs certain jobs as indiocated displayed in the'film by the lists of jobs he sees on the'science of in the film. Oceanography.
. , Interpersonal - The groups will discuss The Student will demonstrate Interaction. areas of environmental ability to function in group .pollution with which they thinking and in self-expresskon are familiar and consider to others. whpt can be dene to halt such pollution.
Group Reports. The groups will give a The student will share ideas panel discussion of their of the grouo as demonstrated findings dealing with by his' ability to add ideas .pollution.- ,to.the panel discussion.
Resource Person. Student prepare Students will display listening A Cohservation Officer. questions regarding the and questioning skills and A Coast Guard Com- 211 210 conservation of our hospitality for a guest as mending Officer. waterways. measured by teacher observation": ;Method of Operation Student Activities Predicted Outcomes Resources
Class discussion. Class "$,.011 discuss the The student will.displasfl'a presentation of the recall of knowledged gain frtim ConserVation Officer, Resource person and gain an It and the qualification understanding of the necessary needed for. such qualification needed for emplc4- . . emplonent. mentas measured by his ability aR to fill out an applicationor ti - such a job.
a ;NFiTmstrk- a The student will role 'The student 'wilJ imitate tht, #1Recd'Cross First first Aid. Play an accident in inserluctor by practicing "Aid Manual. the water. various methods of resusi-.. r tation.
VAite letters - The student will write The student-Will gain,prac- --Correlate to English. letters asking-for in-' tice in constructing sentences formation on jobs of and letter form. particular interest.
Practical Reseatch. The student will choose The student will gain a% know-- Encyclopedias, a sample of water for ledge of scientific method- Library Books,.and scientific evaluation. as demonstrated by his ability, Pamphlets. to follow direction and record- *See AppendiX. important data.
Lecture. The student will isten The yudent will display iis- to the deScript f toning skills as measured by the career of a 'Marine a short quizz. Chemist.,
The student it sing. \The student will show an Records - - songs abou .life on appreciation for the work Erie Canal. Na. the.,water. songs as demonstrated by request to sing certain songs.
41. 213
4 4. Method of Operation Student Activities Predicted Outcomes- Pesources
Readings. The student will work in- The student will choose reading dependently reading stor.ies material from the reading table of life on the meter. and will gain ability to select and collect information for a research report on a job of interest.
Reports. The student will plan The student will gain a pro- Weekly Reader Series an oral report on some ficiency in -speaking before 'Oceanography" -
current event in Marine others as demonstrated by The Sea'Around Us.! I Science. delivery of information he has found in recent publication.
ti Scrapbook's. The student will search The student will gain knowledge 1 through magazines, Weekly of how to locate appropriate Readers, etc.,Aliko find material as judge by the material for a scrapbook number of entries in his ,on Marine- -Science. scrape book.
Research. The student will write a The student will gain practice World Book and a research flexprt on in reading comprehension by Compton Encyclopedia. the fishing industry. reading the encyclopedia and then reporting in his own words what he has read.
AreCorrelatiori: The student will make a The student will assign a Charcoal pencils, Paper, charcoal sketch of some value to a particular lob Dough and Erasers. scene depicting a Marine as judge by the .,..typ career. scene he depicts wi charcAl.
214 A 5 I
Method of.Operation I Student Activities Predicted Outcomes Resources Role Play. The entire class will role The student will gain a know- play lid@ on a ship. ledge of marine language, duties and function of personnel on a sea going vessel. K. Field Trips.' The student will plan a Students will make a list of field trip to a Cost jobs Observed and make Guard Station when p boat , additions to the bulletin is in'port. board.
Write Reportg - The student will makea The student will gain practice English textbook. Correlate with English. written report describing in senqnce structure by, '-activities observed on the recalling in written form field trip. what he saw on the field .
6 trip. Dramatization. The students will addto The students will gain An Outline of Play: an out ofa script and unDterstanding of working Overhdid Projector when completed enact together for a Common goal with roll of cellulose. the play. as they build the play a .centering around a carer on the water.
Questioning. - The student will take a The student will evaluate Multiple choice test written quiz covering the material coffered in this- covering questions on all material covered in unit in writing answers to all areas on the the uni the questions on the qui4_ bulletih board.
21.7. 4 PLACES TO WRITE FeR INFORMATION
Department of Natural-Resources.
Department of the Interior.
,Department of Commerce.
United States Coast Guard.
Director of Air and Water Pollution 1 Box N 55 Tacoma-,-Washington.
Books
Oceanographers in Action. Foss, William,
Oceanography,
Films
The Pond and the City.
Wild Rivers.
Oceanography (Bell Telephone).
George Washingtons River (oil Conserv4tion Service).
218 4
I.
I
4. ,
-r -.1 a
a. %
0
L
1 OTHER
IN,MATION
t
4, l
4' Oa /
_2 7 .4.
4 r
219
--123- :a --- k ; t
I .. /
QUESTIONNAIRE \ ,.....+. r What Would You Like to Be?_ Name
- Check Yes or No. r Yes. No 1. Would you like to work on, a riverboat? 7- . . ts
2. Would you like to work on a farm? .
3. Would you like to -work on cars? , 4. Would you like to build things with wood?
5,. Would you,like to'sell- things in a store?
go,
6. Would you like to work in a plant?
7: Would you like to be a logger?
1 8. Would you like to work in -a saw;mill?', .9. Would you like to be a teacher? f. 10. Would you like to be a doctor or nurse? . _--
H. Would you like to work in an office?
12. Wou'ld you liketo be a policeman or a policewoman?
13. Would you liketo be in the Army, Navy, or Air Force? 11101Mr
14. Would you liketo be a fireman?/
15. Would you,like to be a postman or 'a postwoman? kik
16. Would you like to do housework?
t 17. Would you like to be a-waiter or waitress? ....--
18. Would you like to be a home-maker?
1.. I -2') rt
SUGGESTED LETTER TO OBTAIN PARENT PERMISSION
FOR FIELD TRIP
Dear Parent:
Our class is taking a trip to on (place) from to (date (time) We will go by conveyance wil1'accompany the7group.
The class has discussed and agreed to follow these rules:
1. Be on time! So we can leave on schedt4e.
2. Take care of drinks and toilet ahead of time.
3. Be thoughtful of our. driverand other passengers.
4. At our destination - Listen to directions!
5. Notice which car you ride in.
6. Stick together. No one has fun if we lose you.
7. Remember your manners.
.8. Remember why we came; pay attention.
9'. Let someone know if_you must be excused. Never go alone.
10. When it is time to go home, get in the car with the rest.
Don't lag behind.
Please sign this consent form, and return it by
Teacher
My child has my permission to go on the 1 field trip to
Date: 4, Parent
. 221
-125-
. a
SUGGESTED LETTER FOR PARENT INVOLVEMENT
Dear (Parent).
Children in our school are studying career education. We feel that it is important for them to be aware of their relatioiship with p careers and the world of work.
We would like to have you as a parent involved as much, as possible with your child's education in order for you to have a better under- ,standing of what your child is learning. Also) we feel that our class has much to gain from the knowledge of the parents aswe learn about
their various occupatiorpi. U
Below isa short'questionnaire foyour' to complete that will give us information which will help us in our study.
1. Would you be willing to expl4pin your occupation to our class? If so,what time of day Mould be
convenient? .
2. If you cannot be present to explain your work, is there, some aspect about your work that you feel would benefit
our class? . Yes No
Explain:
? Would it be possible for our class to arrange a visit to your place of work? Yes No
In the event you would be needed, would you be willing to serve as an aide or helper? Yes No
5. Do you have knowledge of anyone who would be willing to contribute information in the way of discussions, talks, or explanations to his or, her field of work?
Yes No
Name
NeL
Address
-Phone 222 -126- "THE SERIOUS BUSINESS OF MAKE-BELIEVE"
By Margaret S. Woods Associate ProfAsor bf Educg/tion... r Seattle Pacific College
Children are con3incing in their belief that imagination furnishes
them with well -oiled machinery for learning best how to become fully
functi\oRing human beings.
Let's explore the possibilities of make-believe's contribution
to individual education:
ti Make-Believe - Makes possible the courage "to be" and the catalyst
for "becoming".
Make-Believe - Helps achild to move toward clear-cut communication.
An increased awareness brings everything into focus.
, Make-Believe - Makes possible that feeling .of pcpwer that brings
positive results. 5 J Make-Believe - Provides a rich source of satisfaction by being "the cause ofsomethingwhich is ultimately, if not almost
immediately, successful.
-Believe -Is the proliferating product of creative spirit and
intellectual vigor.
Make-Believe - Makes possible the integration-of feelings, needs, and .
interests with subject matter.
Make-Believe - Points the way to self-discovery and self realization.
Make-Believe - Helps the childto see what human beings'are,really like.
Make-Believe -.Provides wide and deep channelS of a drawing out of
emotional forces, ultimately inducing cooperation and
commitment to a task. _1272 2 3 I
ft
EXPERIENCE CHARTS
The experience chart is a means of capturing the interests of
children by tying their personal experiences, to reading activities.
The chart, which tells about a shared activity, is a story produced
co-operatively by the teacher and the class.
The experience chart provides practice in a number of develop-
mental skills which are closely related to reading. For example:
1. Oral language useage in the group planh'ing prior to a
trip and in recounting the experience, for chart building,
after a trip. -I
11, 2. The give and take of ideas as the experience is discussed.
3. Sharpening sensory activity, particularly visual and auditory, _ .
while onexcursions. 0
4! 4. Expanding concepts and vocabulary.
The experience chart has merit in proportion to the degree to
'which certain logical practices are followed, i.e., vocabulary must
be simple, and sentences short; a miniklum of sentences must be used, and
c each sentence must contribute to the story.
-128- 224