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DOCUMENT RESUME

110 .-c11-11o4 024. , TITLE Career Education Teacher's Guide lEletientaty Units]. INSTITUTION Rockland County Board of Cooperative Educational

Services, West Nfick, N.Y.' PUB DATE 74. NOTE= 2= 18p.;= For Intermediate Units, see CE 004 °025; for Secondary -Units, see CE-004-026

EDRS' PRICE MF-$0.76 HC-$10.78 PLUS POSTAGE- DESCRIPTORS *Career Akareness; *Career Education; Course Content; Course ObjeativesrCurriculum- Guides; *Elementary Edudation; Primary Grade4; Resource Materlals; *Resource UnittTeacher Developed Materials; *Teaching Guides- IDENTIFIERS Rockland -CoUnty Career Education Program-

:ABSTRACT_ The 12 teacher's guidesi emphasizing career e *cation and i infusion into existing curriculum, are for the following units of instruction and suggested grade levels: the department stare, K-2; the airport, K-3; measurement and-its relationship to baking, K-3; people behind the scenes at school, Kei3; books, 1-3; can be a-- scientist ?, 3-5; careers in earth science, 3-5; =life and-Work early America, 4; explorers--an introduction, 4-5; imventors who 4 -careers that follow, 4-5; safety and health in school an ndistrf, 4-5; and headlines and deadlines, 4-4. Each unitA.s organized under several strategies and major aims, subdivided into categories of objectives, concepts, suggested activities, resources, and evaluation procedures. Some units conclude with a bibliography of additional resource materials. Material in the units is intended be eXible and easily adapted to the interests and needs of put) in e-class. (Authot/NH)

******************4i****ig*********************************************** Documents acquired by ERIC include many informal unpublished_ * * materials not available from other sources. ERIC makes every effort * * to obtain the best copy available. nevertheless, items of marginal * * reproducibility are often encountered and this affects the quality * * of the microfiche and hardcopy reproductions ERIC makes available * * via the ERIC Document Reproduction Service (EDRS). EDRS is not * responsible for the quality of the original document. Reproductions * -* supplied by EDRS are the best that can be made from the original. * ********************************************************************** U S DEPARTMENT OF HEALTH, EDUCATION & WELFARE NATIONAL INSTITUTE OF EDUCATION TH. DOCumE GLEN REPRO DUCFO EXACTL Y RECEIVED FROM THE PERcrIN OR ORGANIZATION ORIGIN AT,NC, IT POINTS OF VIEW OR OPINIONS STATED 00 NOT NECESSARIL'' REPRE SENT OF F 1( 1AL NATIONAL INSTITUTE OF EDUCATION POSITION OR POLICY

"PERMISSION TO REPRODUCE THIS COPY- RIGHTED MATERIAL HAS BEEN GRANTED BY Laurence W. Aronstein Rockland BOCES TO ERIC AND ORGANIZATIONS OPERATING UNDER AGREEMENTS WITH THE NATIONAL IN- STITUTE OF EDUCATION FURTHER REPRO- DUCTION OUTSIDE THE ERIC SYSTEM RE. OUIRES PERMISSION OF THE COPYRIGHT OWNER CAREER EDUCATION TEACHER'S GUIDE

Grades K - 2

DEPARTMENT STORE

Copyight: Board of Cooperative EducationalServices Rockland County, New York 1974

Rockland County Career Education Program Dr. Laurence Aronstein, Coordinator Rockland County DOGES West Nyack, New York 10994

My 3 PREFACE

This teacher's Guide was developedby county teachers for the infusion strategy in teachers. The material was developed with selected and the approach to mind. That is, traditional units were the unit was refocused in order toemphasize Caveer Education.

It is not our intention thatthese Guides be a blueprint and that they be followedpoint for point. Rather, we feel that this material will provide a key resourcefrom wnich the creative teacher Each might implement all kinds ofunique teaching-learning situati.ns. relates Guide is uniquely designed toemphasize how Career Education there to some phase of thesubject matter. We do th s to point up that the exist many diverse approaches toinfusing Career Education into through the use of a existing curriculum. This end is accomplished consistent format, so that teacherneed not reinterpret a newformat for each of the 1uides.

Particular mention should be made,f those teachers who originally develcped the premisefor this Guich.

Ruth Berlin - East Ramapo Janice Goldfarb - Pearl River Joseph Malgieri - Ciarkstown

4 INTRODUCTION

In studying the community helpers curriculum, we haverealized that the department store and its associated career clusteris overlooked. Since children from an early age, are brought to the department store, we felt it necessary tofamiliarize primary children with people and their jobs in this setting. We, as teachers, realize the great amount andvariety of materials which are currently part of the communityhelpers curriculum. However, it is our intent that this Department Store unit canbe infused into that course of study.

In writing the objectives for this K-2 unit, wefocused on the Career Education elements of Self-Awareness, CareerAwareness, Economic Awareness, Appreciations and Attitudes, Decision-MakingSkills, Skill Awareness and Beginning Comdetence, and Educational Awareness.Very simply, this means that the primary child is introduced,through the use of these materials, tohe world of work and its implications forpersonal growth and self-understanding.

The unit is written so that the teacher may usehis/her own creativity and discretion in using the material. We emphasize that it is a flexible unit -end the teacher maypick, choose, add or alter the material so that it meets the needs of the individualsin a particular group.

In addition to the references included on each strategysheet there is a general bibliography at the end of theunit. This bibliography includes references for both the student and backgroundinformation for the teacher as well. We would like you to particularly note that thebook Behind the Scenes in the Department Store, by Leon Harrisis an excellent reference guide fpr this unit and is available at local librariesand through Dr. Aronstein's office. At the end of your guide you willalso find a list of joPs which are part of the Department Storecluster which may prove helpful to you. Finally, we hope you have as much fun sharing this material with your class as we had writing it. e's NAME OF UNITMAJOR AIM The child will learn Departmentthat people Store do differnt jobs STRATEGY NUMBER Cit.'.0EISUtlu:rT I in a department store. K-2 Interdisciolinary ** * OBJECTIVE* * * * -%. V: * CONCEPT * * * (1) The* teacher will show pictures * * -,': SUGGESTED ACTIVITY * * * * of the depart- * * * * Filmstrip;: RESOJRCE * -.": * The totenchild identify department will beat ableleaststore thererecognizeforIt children are variousthat to is important availableasrenment manywill store departmentidentify through and its Dr. storeworkers Aronstein's to and discuss pictures and name jobs as possible. (Slides the class. office.) The child- Department Store WorkersVisualSinger-Society Education, for 197A Chicago, Ill. 6061 jobs. ofjobsstore.the a departmentinvolved in operation emphasisfrom(2) a departmentstore on the people involvedand trace Have children bring in a newly purchased itemand their jobs.its origin with MicroSEIMCtionInformation FicheCenterand Work View-Vital for Educa- &Occupations.Concise3 MWolfsen Press Handbook Costello of GC Handbook.OccupationalChicago,Ferguson 1971Publishing Outlook Co. U.S. Dept. 'CareerofD.C.Statistics, EducationLabor, Bureau A WashingtonMan' of 1972-73 EVALUATION PROCEDURE: oneat least of these ten departmentjobs collowIag this, for a class bulletin board store jobs. the student would be able to They will then illustrate at display. list or name least i 1972 TeachingWork.Group I. Tapes, Office Inc. and Sal International MAKE OF UNITMAJOR AIM TheDepartment child will Store learn that people do STRATEGY NUMBER differentjobs in a department store. GRAOricimejFcT if K-2 Interdisciplinary ableThe studentto choose will and be OBJECTIVE J. forIt theis importantchildren ' CONCEPT information(1) Make a aboutschool which survey parents which (orwill guardians elicit *the or * SUGGESTED ACTIVITY * * As an LeonDepartmentPeo.le Harris, Who Store.Make aRESOURCE store.comparetioninvolved of two a departmentjobsin the opera- differentthatto(a) recognizethere skills are additionsiblings)children(2) to workto this, .,,how for a a job bardepartment distribution.graph may store. be made by the Invite these people to speak to the children DepartmentLipponcott,resource people Store1971 (d)(c)(b)(e) lifeopportunitiesexpectations preparations styles onstyles,needed, the(3) various trainingjob opportunity, aspects and preparation.of theirjob expectations, life Visit a department store and observe some of jobs. (eg. skills A storelocal department ofstore.different ainvolved department jobsin the andpointtothese theobtain out peoplefunction how a copy. merchandiseat ofwork. the store is arrangeddirectory in and departments try Teacher should be sure to r* EVALUATION PROCEDURE: custodian-cleansPreparethis(eq, cashiermay a di_tto be -takes done forstore, ITIOTICLY. matching orally. window designer-sets upstock clerk-keeps jab charartpritirs And fun,. tirxn to supply up, sales person-shows window displays, etc.) lob title. At kindergarten level,merchandise, "" NAM OF UNITMAJOR AIM DepartmentDifferent Storejobs require different training STRATEGY NUMBER and/or backgroundGRADE/SUBJECT ill InterdisciolinarY to recognize thatThe child will be able OBJECTIVE* * speci- * * forit theIs importantchildren CONCEPT * * *jobs(1) to Askthe therest classroom of the class. helpers to* * * SUGGESTED ACTIVITY* * * * *The teacher describecan their * * * People* previouslyClassroom teacher RESOURCE * * necessaryficformance inskills the forof departmentare specificthe sometimes per- jobsstore. jobs,toformin understand order aspecific person to per-that factsthesethen discussjobsback well.to the the different department store The teacher then relates these informationskills gained needed from to do workers. DepartmentPeopleLeon Harris,Who MakeStore Lipponcott,11a a interviewed Childassociateskills will necessary abe job able within to the the eg.specialmay needpet departmenttraining plant " storybulletinstrategy(2)interviews about board#11 the obtainedhave jobschosen the and by eitherthe Using the background children choosejob. one of the children.) (The survey and writ.: or tal! Jobs - The Man Who People Have Special 1971 performance of that Job. windowmaintenanceclerical designer worker worker applianceshoe " MadeBOCESLet's Spinning FilmWrite Library aTops Story QC EVALUATION PROCEDURE: Have explains the specifics of the children play the "I am a being a shoe salesman. " game (eg. "I am a shoe salesman" 111 The child then NAME OF UNIT Department Store STRATEGY NUMBER GEL:DE/SUILW.CT IV K-2 Interdisciolinary MAJOR MM OBJECTIVE To show that classification and alphabetization are CONCEPT * SUGGESTED ACTIVITY important in the use of a department store directory. * * RESOURCE agorizeable(a) toThe goodsclassify child found will and in becat * * ableforIt aisto child importantalpha- to be * * foundthey(I) Using willin a thenthedepartment picturesgroup themstore. broughtin according by tothe * * (eg. men's clothes, catagoriesstudents LanguageTeacherSkill Books Artsprepared departments.a betizesodepartment(b) the picturestore by be able to Thealpha- child will al- gorize.betize and cata- Astoys, anpicturesthis individual tools.)skill, and the sortingactivity, child boxes. can for use teacher preparedreinforcement of materials. merchandisea representationsdepartment found store. in of catagorized,(4)in Nowalphabetical that the these children order. pictures will have then been arrange This may be done orally named and direct-them Cr: . oryor written. in.of the room Teacher may then make a larger incorporating all the items brought EVALUATION PROCEDURE: Thea informationspecificchildren itemmay person playmay "Thewhile the other be1 found. Directory CAMP" The information person must then children come and ask in what Children will tAleP turns guide themdepartment to it. being the II 1 p. NAME OF UNITMAJOR AIM To show the reaction ofDepartment money to Store STRATEGY NUMBER purchasing power._ GRAoFfclinAFCT V K-2 Interdisciplinary * *toThe relate child thewill use be ofable GBJECT1VE forit theis importantchild to * CONCEPT * * advertisement(1) Each child which will illustratesbring in a newspapera desired orobject * 17: SUGGESTED ACTIVITY* * * * magazine Newspaper RESOURCE ofmoneydepartment merchandise to the store.purchasing in a money.betweenunderstandrelationship goods the and orpricingfrom article(3)(2) cheapestUsingArrange and of playcomparativeclothing theto money, mostarticles whichexpensive. thatshopping. according the class to has price, made, ranging includes the price. Discuss money values, MoneyMagazinesary mathunits books in prim- withtheinvolved(4)individual thechild Money amount willwith collectedi-Actuce. of countthis goods process outfor sold. theitems inamount ashould department coincide store Discussion of jobs needed for his Counting#00777Film, Economics-Money Mx Money FilmBOCES Library ofstore.the the(5)(payroll, need buyingAs anto addedcashier,returnprocess. activity, an credit item boughtchildrenmanager) in mayshoulda (Exchange of merchandise for money; People and jobs may be departmentrole-play follow. reversal JohnUsingPheonix,PublishingFrank D. Money E.Wool, RichardsN.Y. SeriesCo. 13135 #1 C4 salesperson, credit manager, customer service.) ...aViWaspBOCES Filmstrip SEIMC We Use Money il Why We Use Money-Thefisherman who Needed EVALUATION PROCEDURE: Throwthatchoosing all illustration, object an illustration. illustrations into a bgx or They will then_rount_put the play mnnny bag and have each child have heefizid- to purchacca turn a New Knife Film Libr. BOCES NAME OF UNITMAJOR AIM TheDepartment child will Store develop a good self-awareness STRATEGY NUMBER CitnEISUPECT VI V-1 im.,..e.r.lice-trtlinru whatTheto motivated childrelate will and him/her bediscuss able OBJECTIVE * understandforIt theis importantchild his/her to * CONCEPT J. woulddecide(1) like Children and *to choose role-play. divide a department into (eg. small customer-sales store groups and * It SUGGESTED ACTIVITY * * * job *that they discuss, relation Game-CareerGames.and Self Awareness Insights RESOURCE Munson, torolein choose the playing small his/her situation.group job vatesplorefeelings him/her.what and moti- ex- "why"Discussionexecutive-employeeabout of himself children's should as follow he relation--jobchoices role-played. which and wouldhow the elicit distribution.) child felt the PlayGame-Helping Hands, Progressive Playthi ki Colors Gockley T EV,,LUATION PROCEDURE: willThefill teacherthen in towrite willindicate or distribute tell what their a I (depending on level) why they felt happy or ditto whichfeelings will show were a asblank they role played. face. The childrensad will as they played II NAMZ OF UNIT CulminatingDepartment StoreActivit : to run their own department store. STRATEGY NUMBER GRADE/SUBJECT VII K-2 Interdisciplinary 7 MAJOR AIM Mfr * RESOURCE * * Thepreviousto childrenproduce, knowledge, willusing be all ablea OBJECTIVE * Therethepeople planning,are involved many in* CONCEPT to other students. (1) The children will make merchandise for (a)selling foods and baked goods * * SUGGESTED ACTIVITY* Some suggested items* are:* * (b) games and toys mentsimulation store. of a depart- organization,departmentrunning of store.a and (d)(c) whereclothing it isarticles not feasible from felt to makeor paper an paperatheitem, picture child or grown ofmight the (g) bringitem. art itworks-original from home or use (f) flowers follow.attractiveDiscussion shouldof goods precede display(2) Thethis and children with what a mares contestwill themthgn to advertise their goods. 6ate,.. ::!:-..r, clay flags. pz!..:t!r17-. store.theirlike departmentsto(eg. assume security in with the guard, (4)(3) pricingfunctioning They salesperson, ofwill merchandise. ofthencatagorize a departmentchoose theirthe role goods which and theyset upwould cashier, whyDiscussionhostess,custodian, Seethey list picked first atshouldadvertising, back thecook, attemptjobof waitress/waiter) unitthey restaurant to fordid. elicit other worker,(cashier, fromjobs. etc. the children (self-awareness EVALUATION PROCEDURE: Rtathe department store concepts.) for the cther children on Department store simulation grade level, etc. should include The p ay m ne I specraTtstsfrom(scerestaurant, the attached-list previous and credit as lessonsmany departmentat otherback may jobsof un) that can possibly andbe used. cus,omer service,it maintenance be put into that department store. worker, display Classification cl!.'',1sic Department Store rositions (Surban BranchStore)

I-Sales IX-Store manager's office Merchandise control-clerical 1.Salesperson 1. 2.Sales expediter 2.Switchboard operator 3.Sales manager 3.Statistical-clerical Store manager's secretary 4.Group manager 4. 5. Merchandise manager 5.Store manager.

II-Alterations X-Personnel 1. Dressmaker 1 R..nord's office-clerical 2. Tailor ,d record's office-clerical . store nurse III-Payroll 4. Training manager 1. Cashier - Clerical 5., Employment manager 2. Payroll-Clerical 6. Personnel manager 3. Chief Cashier Main Store: IV-Customer Service and Credit 1. Customer Service and Credit-Clerical Buyers Artists V-Display Cosmetologist 1. Display heher Beautician 2. Display assistant Security 3. Display manager. Druck driver and delivery men Advertising VI-Restaurant Interior decorator 1. Kitchen utility man -- Diswasher Public Relations 2. Salad --Sandwich Maker Fashion Coordinator 3. Second Cook Information (Directory) 4. First Cook Photographer 5. Waitress Models 6. Cashier Elevator operator 7. Hostess 8. Restaurant nanager Services: (a) Carpet layers VII-Housekeeping (b) Furniture refinishers 1. Porter (c) Upholsterers 2. Lead Porter (d) Appliance installers 3. Housekeeping supervisor

VIII-Shipping and Receiving 1. Stockman 2. Checker 3. Marker 4. Packer--Gift wrapper 5. Transfer clerk 6. Platform supervisor 7. Receiving assistant 8. Receiving r.,,Pcler

13 BIBLIOGRAPHY

Bradley, Duane. Sew It and Wear It. Thomas Y. Crowell Co., New York, 1966

ster, G. Allen. AdverIllinsa Ancient Market Place to T.V. Criterion Books New York, 1967

Freeman, Mae Blacker. Fun with Cooking. Random House, New York,1947

Goodrich, Foster E. Your Future in Direct Selling. Richard Rosen Press Inc., New York, 1965

Icarian, Albert A. Careers in Department Store Merchandising. Henry Z. Walck Inc. New York, 1962

Liston, Robert A. Your Career in Selling. Julian Messner Inc.,New York,1967

Lopshire, Robert. How to Make Flibbers_, etc. Random House, Inc. New York,1964

Morton, Brenda. Soft 'rays Made Easy. Taplinger Publishing Co., New York, 1972

Parish, Peggy. Sheet Magic--Games, Toys and Gif s from Old Sheets.McMillan Co., New York, 1971

Pflug, Betsy.fo-speriments. J. B. Lippincott, Philadelphia, 1973

Pitt, Valerie. Let's Find Out About Clothes. Franklin Watts, Inc. New York 1967

Purdy, Susan. Holiday Cards for You to Make. J.B. Lippincott Co., Philadelphia, 1967

1 Shapp, Martha and Charles. Let's Find Out What the Signs Ste. Franklin Watts Inc. New York, 1959

Sullivan, George. How Do They Run It? The Westminister Press, Philadelphia, 1971

Other materials may be obtained through department store public relations depart- ments, personnel training departments, or in the book:

Careers in Retailing. Pennsylvania Retall3r's Association 234 State Street Harrisburg, Pennsylvania 17101

14 CAF,EER EDUCATION TEACHER'S GUIDE

GradesK 3

THE AIRPORT

Copyright: Board of Cooperative Educational Services Rockland County, New York 1974

Rockland County Career Educa :Ion Program Dr. Laurence Aronstein, Coo:dinator Rockland County BOCES West Nyack, New York 10994

16 PREFACE

This :eacher's Guide wasdeveloped by county teachers for with the infusion strategy in teachers. The material was ,:eveloped selected and the approach to mind. That is, t-aditional units were the unit was refocused in order toemphasize Career Education.

It is not our intention thatthese Guides be a blueprint and that they be followed pointfor point. Rather, we feel that this material will proide a key resourcefrom which the creative teacher Each might implement all kinds ofunique teaching-learning situations. Guide is uniquely designed toemphasize how Career Education relates there to some phase of thesubject matter. We do this to point up that exist many diverse approaches toinfusing Career Education into the through the use of a existing curriculum. This end is accomplished consistent format, so that teacherneed not reinterpret a new format for each of the 'Aides.

Part cular mention shouldbe made of those teachers who originally develcped the premise forthis Guida.

Ruth Berlin - East Ramapo Janice Goldfarb - Pearl River Joseph Malgieri - Clarkstown

17 INTRODUCTION

Welcome to the airport--a'vital resourcein our community. --c.., not only in size,but in services Over the years, the airport !-,:: it provi::s to c,..:- c:--unity. Tr-erra:.)7e, in the study of co-runity workers and/or transportation, the airportpl.:vs an irportant role. It is our intent that in this unit on"Airpor.:" the children will become acquainted with career possibilitiesand opportunities offered at the airport.

The career education objectivescovered in this unit include:

Career awareness Self-awareness Appreciations and attitudes Decision making skills Skill awareness Educational awareness

Through the use of those object:/es, thechild will be exposed to the working world in thecommunity. Vice feel that a child is never too young to start %o find out abouthimself/herself, and how to become a part beginning of the world outside the classroom.We hope this unit will be a in this direction.

In 4ddition to the references in eachstrategy, there is a general bibllog-aphy at the end of theunit. This bibliography includes references for both the student and backgroundinformation for the teacher. Also at the end of this guide, we haveincluded a list of airport related jobs. We hope You enjoy "taking off" withthis airport unit!

IN STRATEGY NUMBER NAME OF UNITMAJOR AIM The child will learn the function of the airport in our community.Airport GRADE/SUBJECT K - 3 Interdisciplinary 1, The child will be able to OBJECTIVE There are many * * CONCEPT (1) Show children the film "Transportation-A: SUGGESTED ACTIVITY First Film: "TransportationRESOURCE airportserviLeslist and provides. Ulol describe a cc,=6nIty the providesservicescommunity. thatfor the Filmprovidechildren.(Ramapo,(9) on invitethe information Airport"Westchester, in a resource about Teeterboro) theperson following: from to aspeak local to airport. the Teacher should ask the resource person to Airport"a BOCESFirst FilmsFilm on the (a)(d)(c)(b) services peoplehowan airportthe who toairport thefunctionis acommunity has24 houraschanged community facility over helperstheat yearsthe airport. Note:servesclass brainstormthe community. how the class thinks an (e) range of differentPrior airplanes.to the resource person coming to the airport

community. These pictures and descriptions can Have the children draw "The Airport and Us" pictures and write stories depictingthen be used for a bulletin board display entitled: how the airport serves the NAME OF UNITMAJOR AIM Children should be aware of the many sounds around them at the Airport STRATEGY NUMBER GRADE/SUDJECT III airport. K - 3 Interdisciplinary The children will be OBJECTIVE Airports have * * COMEPT * it *(I) A visit to the airport with special emphasis * * SUGGESTED ACTIVITY * * such as: terrain, unob- * * * Playschool AirportRESOD :CE * * soundsairport.describe found the at sights an and tc illustrate and ciatedandcharacteristicsunique sounds physicalwith asso-them. noises/soundsstructedoncamera physical(2) Children andareas, observationstape that runways,should recording they behear, types encouraged types to equipment. of equipment, of buildings.bring along tapeCamera, recorder film, Game

be made as a class project using EVALUATION PROCEDURE: milksounds Ifcartons, children recorded clay, were areplaster able played to A 3 dimensional record the sounds of backan airport, andof childrenparts, a pipe identifyrepresentation cleaners, of the airport should model planes,what etc. made sound. sound guessing game may be played where NAME OF UNITMAJOR AIM There are a variety of jobs at an Airport STRATEGY NUMBER airport, all of which are necessary GRADE/SUBJECTIV K - 3 Interilsciplinary for its functioning. ** * OBJECTIVE* * * * * CONCEPT * * (1) SUGGESTED ACTIVITY 1 * * * * friend who may I. c RESOUPCE * * TL,to -...t.,14441%o demonstrate %alt.,. ,..:111 *se" l- an ..1.10. ow,. yew... (7,^1,is important in trmelrt. inh worktheren in aboutjob AM contributes??Mort the job to the Invite any parent, relative or with particular emphasisor related on how job to speak to airport tear of people. child airporttion.in a relatedsimulated job situa- a thethatcontributionairport.tioning generalit makes of func- theto areemphasiscular(2) now airport open should to job bothbe whichplaced sexes. is on the Each child should choose and of interest. fact that allresearch jobs a parti- Special

I 1 t on, the J ob she chose. EVALUATION PROCEDURE: theyChildren(The are classroom pa,r4scngcrsmay enjoy may be set up as: The children will role-p roie-Orifyingawaiting steward/stewardess :or-vice ) during inside of plane, airport waiting room, ay in a simu fated asnack time while the rpOrclass makes situati control tower, baggage loader. he/ believe NAME OF UNIT Map skills are important for children toAirport acquire. STRATEGY NUMBER GW.DE/SUOJECT V K - 3 interdisciplinary MAJOR AIM -.- .9. 11. OBJECTIVE CONCEPT * * SUGGESTED ACTIVITY* * * * * : ': * I UULLS RESOURCE * The child will be 4..., :,..4t...... Anto airplane:v..ut:C.61.S. many geographic flies magalort.z(1) The childadvertisement will bring showing in a anewspaper A. rc!:-.7:-.. specific destin- and/or On a log,r MeasuringFilms:: UsingDistances Maps ongeographic...1,1e. a map. location ationlevel(2) (3)of Showthis anDiscuss aitiine.films.may bespecific "Usinglimited (es. mapMaps,ran to skillsthe "Maps, An Introduction" Measuring Distances" needed byContinental a pilot to U.S.) Maps - An Introduc-. tion eralnorth,andfly (4)conceptstoon alongitude,higherOn certain individual like level, destination. up-down,latitude, moremaps, play a game specific, east, west,etc.) south left-right, near-far,(On lower level, gen- where children havethetheir to(5)place find Haveadvertisement. is specific childrenthe winner. places. locate the place The first one to find which is shown on Ncl EVALUATION PROCEDURE: and thatdestination these are for not their necessarilyOn a map (continental U.S. or specific advertisement. the routes toiiowedWorld) by thehave children show with (It should be pointed out to the airlines. colored yarn the starting point children NAME OF UNITMAJOR AIM Map skills are important for children toAirport acquire. STRATEGY NUMBER GR.',DE/SUDJECT V K - 3 Interdisciplinary * is * sc 4e * CONCEPT SUGGESTED ACTIVITY RESOURCE The child will be OBJECTIVE Anto airplane many1,Jk.UUIVII.J geographic flies * * magaztn;(1) The advertisement child will bringshowing in aa newspaper (ey. ran A. rc!:.y.o. specific destin- and/or On a lower MeasuringFilms:: UsingDistances Maps ongeographic a map. location ationlevel(3)(2) °I DiscussShowthis an ail;;ne.films.may specific be "Usinglimited map Maps, toskills the Measuring "Maps, An Introduction" needed byContinental a pilot to U.S.) Distances" Maps - An Introduc-. tion eralflynorth,and to conceptson a longitude,highercertain like level, destination. latitude,up-down. more specific, east, west,etc.) south left-right, near-far,(On lower level, gen- where children havethetheir(4) to(5)place Onfind Haveadvertisement. individual is specific childrenthe winner. maps,places. locate play the a placegame The first one to find which is shown on

EVALUATION PROCEDURE: andthat destination these are fornot theirnecessarilyOn a map (continental U.S. or specific advertisement. the routes tollowedWorld) by thehave children show with (It should be pointed out to the airlines. colored yarn the starting point children NAME OF UNIT Airport STRATEGY NUMBER GRADE/SUBJECT VI 3 Interdisciplinary MAJOR AIM OBJECTIVE The ability to use linear measurement tools is an * * * CONCEPT * * * * * SUGGESTED ACTIVITY*essential skill * * * RESOURCE * * t. theirlinear ability Themeasurement children to use will be 1 Measurementskillsareetc: important atAtorifor andchildrer tnnlq * * worm"Book has an accompanying(2)(1) IntroduceTeacher record.will children read theto measurementbooks "The King'stools: Inch-in whir', the need for measurement is examined. * * rulers, "The King'sHazem Inchworm" and Sonderm CBS Records, 1969 metric)tools. (English and/or to learn. yardkdg.etc.tools sticks, bigby measuringand meter small sticks, desks,may be etc.halls,only units Discuss comparative size of objects, windows,Have children books, handle willused.) be used (in "Using"How Biga Ruler" is a Foot" PhonotapeE. Goldberg Cassette wheneverbetheto used.) recordschool possible. heightsyear.(3) Teacher of children will make at a chart which Children will measure (Charteach other, in bargraph form may intervals through R. Myller EVALUATION PROCEDURE: Thpwillmeasurement include tools,the starting measure and children will take down the yarn and record on a chart the lengthdestination points for their from the previous lesson, and using particularof piecetheir ofyarn. yarn the linear The chart ann-WETIVity,Soto the length measurement of yarn.children can be may arrange yarn in related Hack to the distances between ascending or descending order according the points. A an NAME OF UNIT Airport STRATEGY NUMBER GUDE/SUDJECTVII K-3 Interdisciplinary MAJOR AIM OBJECTIVE An airplane is made up of many Darts which are CONCEPT * * * * * essential toSUGGESTED its flioht. ACTIVITY* * * * * * RESOURCE The tochild identity will bethe able major Thereparts are which many yo * * jobsAirplanes:(J) held Show by A FilmmenFirst which Film are now held ,-,ui4 notcd thct this fiiin chemgs certain by both men Airplanes: BOCES Film Library A First Film partsconstructtail,propeller,(fusi;age, of etc.,) the a wings,jet airplane modeland engine, air- ofinto an airplane.the making andthemstudents. (2)women. labelGive childrenthe major a parts.ditto of an This should be pointed out to the airplane and have WaterEarth, Air, Fire and The Science Dis- plane. soexplain(3) that Give ithow childrencurves a wing over helpssimple a aerodynamicsplane (a) Hold a piece of paper against your lower the back of hand and is Blow only atfly. the lesson to lip Jordan Makower Tech - nifax,covery Mass.Series 1969 airplanestore.heldcurved at model thetop (4)top ofwhich Optional:paperedge can byand bethumb. watchpurchased it at a Have students put together a rise. local toy simple cka EVALUATION PROCEDURE: Have children build a model airplane. This may be done with: paper, balsa the children fly their wood, scraps o modeTs.cloth,parts.Note: prepared (Enclosed models, references tec. on a paper As an extensionAlso cookiesof this and/or bread may be Using the principlesactivity, learned,a mobile havemay be made using glider and spinnersbaked in canthe beshape utilized.) of an airplane. completed airplanes or air- `1 l p Dinit--4 A 11. IL., IL

t---/ A

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26 r PAPER r .i --,- r -p T 1,----, nck .. -, :,, , 4 rr- ), IL IL ti i 2--. .4 t l---)

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cut-- clior19 Solid lines "Fold A.foruJcIrd

A.. B. -cold g 6ackward Fold c.Forward Fold cl. k2cku-Arcl 'Bend -)-11.,:. S.tek cif E. -Hold5-f-&ln upric0" 1 D cirop fro rnIn ici h place

--,ma-Fu r& ( nia.a 6- 1-h& lirsr sinnners. E. cur s c.k4r- cut cornersclimod-4-o 4. 'Bend AO.CD corine-rs To C6-ni-e.r r 0-0 push ci plot 4-1)fo 0 qh crlrclboclCc 1,-/ disk,.-it'd.° -ti.a. qcornerdisk,. 8. H C it4+o cz-n*-er i'vt-1-0 Era56r rnort wonderful asr1401.:11:1-5cOn:pt.: of- pc -nil ip-ovv,c1inrirc-6 rr(z4,-:Cri1-(,c(-17.-n-icn-csi) i)elper Bi___.c:, ...... /. fi:0-1-'4h6- Song . iyi t;;(Thc:6-1-,Dippe) clnd C;e45!-Z9 ..t-, .:5i v.s.coi c.:;o84::c hvst .:.'s- ., 27 0 NAME OF UNIT Airport It takes many people to provide services for an air flight. STRATEGY NUMBER GRADE/SUBJECT VIII K - 3 Interdisciplinary MAJOR AIM OBJECTIVE COMEPT * * (1) Class will brainstorm an imaginary* airplane trip. SUGGESTED ACTIVITY * * * * * RESOURCE Theperforming...-. child will their be able ...---. i-k. ..-^^,In areMany,flffpr..nt necessary people andinhc owpod;t^Pointsthe essential of *-his emphasis trip; linkage should the ofcp911pncp bethese the jobs. jobsof rhpsp people activities, do to destinationoccupationalfromimaginary departure on rolesair an totrip. in air travel. peoplegroupsshould(2) andThe bedescribe thewritechildrencertain jobs aboutdifferent thatbrainstormed.should and/or the then jobsfull draw divideand range(Each pictures the of into groupteacher jobs smallof arethe eachcovered.)ation.(3) child A creative might find writing at his/her experience imaginary dealing destin- with what :4QC EVALUATION PROCEDURE: occupationaldescriptionsA class roller roles movie from will departure be made towhich destination uses the onchildren's an imaginary drawingsand air trip. written placed in sequential order to show the people performing their II London, 1964. Allen, Roy. Great Airports of the Uarld. len Allen Publishing Co., Chicago, Bagwell, Richard and Elizabeth.This is an Airport. Follett Publishing Co., 1967

E.P. Dutton and Co., Inc. Bernardo, James V. Aviation and Space in the ModernWorld. New York, 1968

Melmont Publishers Inc. Colonivs, Lillian and Schroeder,Glenn,'W. At the Airport. Chicago, 1967

1967 Cornett, Scott. What Makes a Plane Fly? Little, Brown and Co. Boston,

Elting, Mary. Aircraft at Work. Harvey House inc. New York, 1964

Philadelphia, 1969 Fenten, D.X. Airline Employees. Lippincott.

Aviation Careers-Jobs in the Air and onthe Ground. Lippincott, Philadelphia, 1969

J.G. Ferguson Hopke, W.E. The Encyclopedia of Careers andVocational Guidance. Publishing Co., 1972

Co. Totowa, N.J. Hudson, Kenneth. Air Travel. Rowman and Littiefield Publishing 1972

Lenski, Lois. The Little Airplane. Henry Z. Walsh Inc. 1938 and Flying Model Airplanes. Lopshire, Robert. A Beginner's Guide to Building Haeper and Row, New York1967

York, 1566 Morgan, Len. Airlines of the World. Arco Publishing Co., Inc.,New 1968 Morton, Alexander C. Airline Stewardess. Cowles Educational Corp.

Little, Brown & Co., Boston,1968 Scullin, George. International Airport.

Shepherd, Walter How Airplanes Fly. John Day Co., New York 1971 Viking Press, New York, 1971 Simon, Seymour. The Paper Airplane Book. Philadelphia, 1971 Sullivan, George. How Do They Run It? The Westminster Press,

Rockland County Planning Board For assistance with an projectrelated to maps contact: County Office Building New Hempstead Road Phone 638-0500 (914) New City, N.Y.

Rockland A valuable resource for any work involvedwith maps and/or land use in information about Rockland County. The office staff is most helpfulprcviding Can be used in theoffice. County mapping. Copies are available but expulsive. Contact: Mr. A. Askerberg, Mr. N. Shute

29 PERMISSION TO RE PflOITUCIN.IF,C )PV FilFFTEO MA TFTIIAL 4Ab BEEN SHANOF BY Laurence W. Aronstein Rockland BOCES

TOI Pa AND OTTr.ANSTATIONS Or EITATING uNol N AsIfFT VI SIyNi I I/ !HE NA Nutilit IN STITUTF CAF OUT ALIGN FUHTTIFT41IEPT4() DU. 'ION OUTSIDELIE ERIC ;VS TPA RE MINES PERMISSION OP THE t.,IT.NIGHT OWNER r-

CAREER EDUCATION TEACHER'S GUIDE

Grades K -3_

MEASUREMENT AND ITS RELATIONSHIP TO BAKING

Copyright: Board of Cooperative EducationalServices Rockland County, New York 1974

Rockland County Career Education Frogram Dr. Laurence W. Aronstein, Coordinator Rockland County BOCES West Nyack, New York 10994 p.

CAREER EDUCATION TEACHER'S GUIDE

Grades K -3.

MEASUREMENT AND ITS RELATIONSHIP TO BAKING

Copyright: Board of Cooperative Educational Services Rockland County, New York 1974

Rockland County Career Education Frogram Dr. Laurence W. Aronstein, Coordinator Rockland County BOCES West Nyack, New York 10994 PREFACE

This teacher's Guide wasdeveloped by county teachers for the infusion strategy in teachers. The material was developed with selecte3 and the approach to mind. That is, traditional units were the unit was refocused in order toemphasize Career Education.

It is not our intention thatthese Guides be a blueprint and that they be followedpoint for point. Rather, we feel that this material will prcvide a key resourcefrom which the creative teacher might implement all kinds ofunique teaching-learning situations. Each relates Guide is uniquely designed toemphasize how Career Education there to some phase of the subjectmatter. We do this to point up that exist many diverse approaches toinfus;ng Career Education into the through the use of a existing curriculum. This end is accomplished consistent format, so that teacherneed not reinterpret a newformat for each of the Guides.

Particular mention should be made ofthose teachers who originally developed the premisefor this Guide.

Sheila Abrams - East Ramapo Elvira Darmiento - Nyack Nickolas Kelepis Nanuet

32 INTRODUCTION

Few topics in elementary mathematicsoffer as many oppor- tunities to use motivational material asdoes the area of measurement. It also affords an excellentopportunity to infuse many career roles into the !very day curriculum. This is the aim of "Measurement and its Relationship toBaking" career guide.

Each strategy in this guide placesemphasis on an occu- pational role which involves measurementswith one or more hands on activities for the student to becomeinvolve% in. The goals of the guide are to increase the child'sunderstand ng of himself, his decision-making skills, the importance of measurementin his every day world as well as the betterunderstandins of his eventual role in the world of work.

r

33 NAME OF UNITMAJOR AIM To help pupils developMeasurement an and its Relationship to Baking understanding of liquid measures STRATEGY NUMBER GIV.DF/SUBJECT 1 in their every day life. K-3 * OBJECTIVE J. CONCEPT * * SUGGESTED ACTIVITY * * RESOURCE * Tt ohe differentiate pupils will beamong able* * basicThe gallon unit ofis the * * andBrainstorm things comewith(1) inpupils gallon to discovercontainers, what (eg.substances gasoline juice.) List them QuartPintCup ) ) Measuringequipment t2 heliquid) four units measurement:pint, of volumepint, c:Jert measureupThe of: gallon of volume. is made onmilk,Class blackboard ice..cream, activity (2)and topaint, fill orange discuss. fish tank using milk con- Gallon) a nd gallon. 16 half-pints4 6quarts pints Discusstank.tainer obtained their estimation in schoolz..:mat..., with Then pupils fill tankhc,...: mar. 6,1 f-pinto wri1 fill the and at home. using i pintactuality. containers. Pupils Pupils fish 0 Poolrepeatstrate builder process using is(3) pictures,using invited to pint, quart and gallonslides, or small public visit classroom to demon- container. pools, The King's InchwormRecord.Book and 45 r.p.m. C.B.S. Reco: gallonsDiscussTeacherthe relationship it readswith can pupilshold.(4)story, between idea of a The King's Inchworm size of pool and number basic measure. to class. of Library1969. Book. A Little EVALUATION PROCEDURE: fillstask ofto theirverify container their Eanswer. ch u il is iven a half- int will fill an empty gallon can.a CO Then they perform this m 11.,a II 11 - 1 2 NAME OF UNIT Measurement and its Relationship to STRATEGY NUMBER Baking WDE/SUBJFCT K-3 II MAJOR AIM To help pupils use liquid measures (cups, pints, quarts, gallons) * RESOURCE Theto pupil?measure %.ill liquid be able OBJECTIVE * * using usingLiquids half are pint, measured CONCEPT * * (1) Each pupilmilk uses container his i pint with milk colored* water. SUGGESTED ACTIVITY * * How many i container.pint Pour colored Fill Containers,andsupplied milk pupils by teacher quarthalf-pint, containers. pint and .ontainerspint, and quart waterbyPupilscontainers using into do their athis pint ownactivity container. containers. to answer will fill up a 1 pint container? these questions quartpint1/2 pint quartasInvite(2) her containershelpers. mothers toas classunits toof makemeasure. jello with pupils Pupils use i pint, pint and StrawcownClass mothers Dairies (New City, N.Y.) Classis(3) tripmeasured to Strawtown for each Dairysize containerto observe (optional). how milk V:lit ment,theUsing (4)ingredientshave a simple students recipefor work their calling in recipe. for liquid measure- small groups and ready n II I EVALUATION PROCEDURE: each group emonstrate t Divide class into small eir a i ity to measure; z pint, pint and quarts. rou s. n 4.- ed activity_ have 3 $TRATEGY NUMBER ill NAME OF UNITMAJOR AIM and a baker.To help pupils to develop an Measurementunderstanding and its Relationship to baking of measurement and its relationship to the world of workr.W.DF/SURJI,CT OBJECTIVE J. * * * CONCEPT * * Each(1) pupil receives two * SUGGESTED ACTIVITY * 1 pint paper cups (8 oz.) "Workers We Know" RESOURCE toThemeasurementsthe explain pupils baker thewilland he rolethebeuses able of Thesolids.bothof cupmeasure liquids is a forunit and usedElicitPupilsInvite(2) to from measuremeasure some pupils mothers botha cupfact solids of tothat waterbake a and liquids.the same andcontainercake a cupin schoolofis sugar. with KitProgrammedJack(Teacher's - LevelFrost, Work BManual) Linda Awarenes Ratlif in his job. A a1cup pint. is equal to 2 later,pupils' milk, help. flour, Pupils selected to use cups to and sugar for cake. how ingredients are meas- measure PublicationsChronicle Guidance Moravia, N.Y...... , Therein areone 8cup. ounces VisituredChildrenlocal kepiin(4) bakerthe baker;, making visit to of classroom.gee breads and Puppet Show put or a puppet show by dressing a puppet cakes, and/or have Liotta's Bakery Route 45 near 13118 (""'" ascerningbakerforviewed a thebae, puppet. oninterviewer,baker's television.an work. k r The interviewerpretending asks the baker is being white One child manipulates another talks for the questions con- and talks inter- Film - BOCES"Numbers in Our Lives"0 SpringEckerson Valley, Road N.Y. Q outHaveguessother rectly(5)one each thechildrentask childguesses task he demonstratebeingwill the watchtask Role P14-yino believes a baker performs. performed. becomes the next presenter.his actions and tryto to the class by The one who cor- Theacting Tasks: putting ingredients in a with an electric mixer; cut- mixer; mixing dough ,--...:t. byting hand; out mixing cool yens, batter uoughnuts; into the oven; putting deeuidi.i 0 .---1-:.; fin- 1 I ...... ___ including measurements necessary The student should be to complete1 able these to verbally tasks. listting ishedor items items to be infn baked hnwoq: compilewriting a written down list nrdPrs. of tasks the baker pertorms 4 NAME OF UNITMAJOR AIM ToPrimary develop Unit the inconcept Volume that Measurement there are economicSTRATEGY rewardsNUMBER and GRADE/SUBJECT IV personal satisfactionsK Involved- 3 In being a baker T le children will be OBJECTIVE J. * able The baker is paid * * CONCEPT * * Pupils play a game called "Riddledee SUGGESTED ACTIVITY * Rye". One * "WorkersProgrammed we Know"Work AwarenRESOURCE nt !gative) distinguish and positive aspects between some for his work. childhis work.thinks The of onlysomething clue givena baker is the might buy to do beginning KitFrost - Level & Ratliff B . 0 a baker's career. wantsHeto uses buy and histhings needs. money he DiscussShowgetsletter(2) pupilsto of bethe the it.picturebaker's item. chartfeelings story. in The child who guesses correctly different parts of Free bakenfkit p. 34 - 35 BOCES munerationbeTheofthat able childrenthe economic torewards inferis will one re- for bakerstory. feels in different economic eg.: pay day, buying EI::it f7= pup!!: h-w th'....ycan't afford a vacation food for picnic; situations; tk;....t, thg. Ward Baking Compan working.Peopleisfy work many to needs. sat- Ask(3)youappropriategiven the spend forchildren: thisthe amount Jobs inyou play do atmoney. if it were real?" "How much money should you home?" Ask: Give children "How would be CIDi

- m. o -- .. .., _ ruilfuerInm ponrcnimc. those that make them Have children list tas s feel sad. a ev .0 a ome an. sc .. MIO STRATEGY NUMBER V 5 NAME OF UNITMAJOR AIM MeasurementTo help pupils and itsuse Relationshipteaspoon, tablespoon, to Work and cup as units g RAnFicuR.wrT * of measure * K * * Pupils should be able to OBJECTIVE Teaspoon is a unit * * CONCEPT * * * Thelearn(1) *teacher to make may ahave level the teaspoon pupils useand salttablespoon. *or sand to SUGGESTED ACTIVITY (see attachedCandyRESOURCE sheets)Receipe usetablespoon,produce the aunits product. and of cup teaspoon to equalvolume.ofThree measure one teaspoons table-for PupilsCandyteaspoon,tablespoon,(2) experimentmaking activity to elicit and - Thecup. relationship teacher may amongwish to TablespoonTeaspoonSpatulaCup spoon.Eight tek,lespoons 1 messuresdivide the class into small groups. the pupils will maker. randy. Using all Far+ child in The SandSaltTongue Depressor oneTwoequal cup. i cups equal cup. making.confectioner;childrengroupteacher will willmay have pointandeat a maytheirspecific out read afinished candy abouttask maker toandproduct. perform. discussis called candy a The Charley and Chocolaby R.-15iNT-- Factory work together, and use EVALUATION PROCEDURE; measuresand evaluation.and competently. cup. The teacher may evaluate Teacher should ask for results of experiments The candy-making activity by the pupils may serve this unit by observing how the pupils about relationships between teaspoon, as a culminating activity tablespoon r

Strategy V (Teacher Information)

CHOCOLATE MARSHMALLOW CANDY

Ingredients

1 pkg. instant chocolate pudding

1 lb. confectioner's sugar

1 egg white 2 tbs. milk 1/3 c. (softened) margerine or butter (5 1/3 tb.) 1/3 c. marshmallow cream

Utensils

1 mixing spoon, knife, large mixing bowl, measuring tablespoon wax paper, measuring cup

Procedure (12 steps)

1. Open instant pudding package, pour into mixing bowl. 2. Open confectioner's sugar box. Add 22 c. sugar to mixinq bowl. 3. Pour tbs. milk over sugar and pudding mix. 4. Separate egg yolk and egg white. Add egg white to mixture. Mix well. 5. Add softened margerine or butter to mixture. Mix with a spoon for three minutes. 6. Wash hands very well. Dry 7. Knead by hand until mixture is like dough. 8. Spread wax paper on desk, sprinkle some confectioner's suoar on wax paper. Put dough on top. Flatten dough to e thick, and into a square. 9. Cut into 5 strips, li" wide. 10. Spread marshmallow cream on 4 strips and pile on top of ea:h other with 5th strip (plair) on top. 11. Wrap in wax paper and refrigerate. 12. When nardened, remove from refrigerator, slice and eat. CAREER EDUCATION TEACHER'S GUIDE

Grades K - 3

PEOPLE BEHIND THE SCENES AT SCHOOL

Copyright: Board of Cooperative Educational Services Ro:kland County, New York 1973, 1974

Roccland County Career Education Program Dr. Laurence W. Aronstein, Coordinator P.cx.cland County BOCES We!.!: Nyack, New York 10994 ! 0' .:'i

IMPORTANT PEOPLE BEHIND THE SCENES AT SCHOOL

INTRODUCTION

UNITS

I Telephone

II Truckers - Food

III Truckers - Non-Food

IV Piar.o Tuner

V Sanitation Engineer

VI Maintenance Workers

42 f INTRODUCTION

hoped to bring "out In writing this 4,it,"People Behind the Scenes," we everyday life. front" the career areas that makeimportant contributions to our existing curriculum. In doing this, we haveused material that is part of your directed toward Career Education. Since Career Education However, our emphasis is attempted to focus begins with the individual in his verypersonal milieu, we have the units cn hat is familiar tothe K-3 youngster. stress the themes The objectives for each unitin this Career Education Guide Economic Awareness, Self - Awareness, Educationalil,,,a-eness, Career Awareness, of: the Decision Making and EmployabilitySkills. Very simply this means that to the world of primary child is introduced,through the use of these materials, work and its imp:oations forpersonal growth andself-understanding. activities. This Career Education Guide has abroad scope of information and the particular activi- Each teacher should feelfree to choose from these units, of her ties and information, which seemappropriate to the needs and interests by common themes, they need not neces- children. Although the units are linked sarily be used sequentially. references to the There is a bibliography at theend of each unit, with for your con - particular book or audio-visualmaterial, included in each strategy, will be a beginning for CareerEducation in venience. We hope that these units your classroom.

43 PREFACE

This teacher's Guide was developed by countyteachers for teachers. The material was developed with theinfusion strategy in mind. That is, traditional units wero selected and the approach tothe unit was refocused in order to e-phasize Career Education.

It is not our intention that these Guides be ablueprint and that they be followed point for point. Rather, '.,.-2 f.:1 tb2t this material will provide a key resource from whicFthe creative teacher micrt i- clement allkinds of empha- unique teaching-learning situations. Each Guide is uniquely designed to size how Career Education relates to sane phaseof the subject matter. We do this to point up that there exist many diverseapproaches to infusing Career Education into the existing curriculum. This end is acccnplished throughthe use of a consistentformat, so that teacher need not reinterpret a newformat for each of the Guides.

Particular mention should be made of those teacherswho originally developed the premise for this Guide. Noel DeBoyace Haverstraw-Stony Point Ronna Heidings Haverstraw-StonyPoint LaVerne French Haverstraw-Stony Point Joyce Judson Ramapo Ruth Kissel Eas.: Ramapo Bertha Mann ftserstraw-Stony Point Susan McGovern Ramapo Rosalind Shanker East Ramapo Lola Smith Cla-kstown Gladys Webber ClaAstown

Acknowledgment should also be given.to thoseteachers who rewrote and reinterpreted those Guides into the present formpresented here.

Ruth Berlin Eas: Ramapo Nickolas Kelepis Nanuet Ursula Pardo Cla-kstown 1 Telephone:TheNAME OF UNITchild will learn the value of the telephone in our People Behind the Scenes STRATEGY NUMBER society1 ARIALF/SUBJECT Primary K - 3 Major Aim OBJECTIVE CONCEPT * * SUGGESTED ACTIVITY * * * * RESOURCE * * Theofrecognize thechild telephone will the beimportance inable many to anThecommunicationhelpful importanttelephone means andis inof * * * andgrandparents*2)tant1) tellsRole trip. Playplaythem and situationsituationhe callshad a to safewherewhere thank return. childchild them arrives returnsfor a fine atfrom a visit, friend'sa dis- Example: * * Child returns from visit with * * * * withDevelopprinted activity Index on them. Cards aspectsmessages,suchcations as of emergencies, socialhis daily communi- life daily Theour learnstudentsociety. about will him- emergency3)housea) Role kitchen and play situationslets firethe his useis mother out(i.e.,Qf theof know controlfire,telephone wherenortvisiting and a he in lost child's is.a neighbor.variety6oa. mother cat orb) is stolenchild callsbicycle. police to re- police) Examples: of ofexperiencingunderstandingthroughself the throughtelephone. the role useand 5)Timeor4)telephone Makereceived Length. a log usage.in 0:: one all week--Date, the personal telephoneInterview callsthe school made secretary for a summary Have students prepare questions. Time, Person, Reason, of EVALUATION PROCEDURE: emergencya toy telephone. situation, I) The child will demonstrate at leastThe teacher five ways will observe role playingsocial situationscontacts and to inassess taking daily messages. in which he might use a telephone each day._ using child's ability to function in 2 lajor Aim NAME OF UNI1 Telephone: People Behind the Scenes The child will learn the value of the telephone in our STRATESY NUMBER 2 GRACF/SUBJECT society Primary K-3 is * * * * * * * * * * * * RESOURCE * * I: nwlication:th,HI,iduntify folIowing oralat leastmeans and signfiveof cam- of hBJECTIVEchild will* be able to * Mancommunicate.found has waysalways to CONCEPT various3).R9lefriends2)I) Role The means play:understandPlay:teacher or Students communication. and them. children will communicate brainstorm withto picture SUGGESTED ACTIVITY Make up oral and sign language to* see* *if * identify * * * * BooksFilms-BOCES- on communi-cation No. 5 (fru1:r;uage; s; picture-writing; smoke signals;',.pnene; telephone;,:raph-Morseintercom. Code; radig communicationSpecificneedshave met at means man'sdif- of writing4)5)if Tap(Only Havetheir andout for children sharefriendmessage students their understand. developIn whoMorsecommunication knowtheir code Morse ownand inCode.)codesidentify order and to message.then see beat Have friends 9"Communication-A min (#15, 8) First Film" Gleansineuse atchild of least communication will one be of able these to ferent times. withoutconductor,controller,6)try drum Dramatizesuchto guessmessages specific train traffic messageactual using.their.own engineeroccupations policeman signana breaklanguageor as the code.trucker, associatedcone. air everydaytraffic IV or radio engineer,teacher. Parents 8)straterepresenting7) Have Show non-oral sign filmBOCES variouslanguage on communicationfilm "Communications-A fields, libraryfor the iiiight indeaf their demonstration.Firstcome jobs. inFilm and -'9demon- min. EVALUATION PROCEDURE: The teacher will ask each child to transmit a message a0111.11. using one of the brainstormed methods of of transmission instrument, quality'Iunication. of responses with the telephone as a means of communication Then the child will demonstrate how his chosen means and accuracy. in reference to length of time, quality of composition, of communication (i.e., sign language, drums) type 3 ajor AimNAM: OF UNIT Telephone: People Behind the Scenes To learn how to dial and answer the phone STRATEGY NUMBER correctly.3 GRAEFicup icr: Primary K-3 1'h ,hild will demonstrateCTIVE Theresary areskills* neces- * which* CONCEPT * * * When1) theis Role bell playing: rings, one child picks* up the phone. * * SUGGESTED ACTIVITY * Have* *two * toy * or real telephones. * * * * * KitTele-trainer(#16) from TelephoneRESOURCE . use the telephone in-poses as: must be mastered vealingSimulate: number caller has reached, but politely saying a) Wrong number--how to answer without re- phonesCompany or toy 1,)/ to take a message f ,ventLO answer of a busypolitely;rly; signalwhat to do in properly.phonebefore maythe betele- used b)caller'sthatpaper. Parent the isname,numberExample: not numberavailable is incorrect, and towrite answer plee themessage atwrongtell the on operator. number. monent;a get What number are you calling? Sorry, you have piece of withscriptDevelop role-playing Index cards ofor "Ill" information -ong. number; what call;theto event also of the a cram,use e)d)c)tends BusyWhenDialing and tosignal--Nangphoneoperator beto operatoriswhom answered,in you upcase and wouldand oftakes politelycall likea problemone allagain, to explain thetalk. later. Say who is information. cniid pre-"good-by" call., AboutFilm:1964 the "We16mm Telephone Learn sound, ",. TI nu r. g)atcall.conversation.f) theHang Don't end up talkofimmediately your too conversation.long. in the event Inform parents of the call. Simulate unnecessarily long of a crank phone number is not Telephone252 min. office(9) Bell System h)ofstandavailable Rolei)information. telephone. Show usage,play filmand a history situation child"We Learn mustof where communication Aboutdial telephone 411the for andassistance Telephone" to under- development and EVALUArk,:.1 PROCEDURE: acher asks a child to answer the Teacher will observe how the children answer phone and teacher (or other child) acts as person the telephone during the role- haying Child pretends to be operator and other having the wrong number, leav- activities. standschilding a pretends themessage answer. heand has asks a problem.child to write down theTeacher message will to observe give to how parent. well child articulates the problem and how well he under- 4 NAME OF UNIT Telephone: People Behind the Scenes To show how to set up a telephone directory and STRATEGY NUMBER 4 how to use it properly GRACE /SUBJECT K-3 ,ajar /: NI OBJECTIVE CONCEPT 1) The following activities are to be used SUGGESTED ACTIVITY * * * * * * * * * *. sequentially ListingRESOURCE of all Thesetdirectoryuse childup it a in classwilland a practical betelephonebe ableable to toand * * * *The *use specificrectorytelephonewriting* of * the * requires and skills*di- * * * * toin develop the telephom a)the Ask need childrendirectory: for to bring in theiraddresses. phone alphabetising and classifying numbers and Localstudents' Phone phone Directory Nos. efficientalphabetical way order.)(i.e., betizing,suchrate as reading alpha- accu- of c)the Divide number classb) ofHand intore in .0.hIch.group name,two groups. number finds Askand list them(uOng in board or desk) without alphabetizing. i child in the class hc nt:#::: f!rst. and let them hunt toeach group to find random order digits. f)woulde)iplocate HaveElicit the simplify childrenDirectory.a responsenumber.) and alphabetize speedfrom childrenup thetheirAsk process. that childrenown names if they can figure out an alphabetizing easier way to and number 2ipantIndgfind2)faster Have their and local Childreneasier.own MisjikIhrenhP directoriestelephone should numbers. availablediscuss which for metho 'All /92RAPITsKing proved simpler, children to i . EVALUATION PROCEDURE: directory. Teacher observes this process for Each child has the task of locating a evidence of alphabetizing skills and classmate's name and telephone number in digit reading and recording. class __ STRATEGY NUMBER 5 5 a j or AtmNAME OF UNIT Telephone: People Behind the Scenes To show how to set up a telephone directory and how to use it properly tI RAI77/SHRJECT K - 3 OBJECTIVE CONCEPT * * * SUGGESTED ACTIVITY a bicycle, a basf.4)P11 mit RESOURCE ThedirectorytoYellow studentuse localPages including will telephonein beorder ablethe to ofquiresYellowThe titleuse thePages of classi- skillthe re- blocksaTell Pagesdoll, each or whicha airplanechildgame will ofhe helpmodel.may buy:them locate store finCandy Land': Find category in Yellow a set of building (s) in which DirectoryLocalYellow PhonePages shop,facilities find recreationaland services. fication. Childtheyinice may wants theskating. shop Yellow to For see Pages.these a movie items. matinee or go Where can he het pertinent information bowling or 4 EVALUATION PROCEDURE: will observebuy classification a toy, go to atechniques movie or skating rink Each child will choose from a list of tasks of children as they perform theirand tasks.then use Yellow Pages to accomplish his such as: fix a bicycle, care for a sick pet, assignment. Teacher Major Aim NAME OF UN IT Telophone: People Behind the Scenes What makes the telephone work! STRATEGY NUMBER 6 nnne...lcuinwrr wi Primary K-3 * * OBJECTIVE * * * * * * * * * CONCEPT * * la) Children will make their own simple telephone. Tie SUGGESTED ACTIVITY * * * * * * * * String * RESOURCE * Topartstheir demonstrate of function. the telephone the various and throughacrossSound travels avibra- medium lb) Childrenstring take between apart twoan oldpaper telephone; cups or orangediscuss juice use cans. of ReadOrangePaper storycups juice cans (// 1) Soundtions. is carried lc) Show film."Phonethe mouthpiece, Man towire, children earpiece and the.dialing apparatus\ FilmOldRead Telephone(/.-13) (/:7) whichthroughthese transmit vibrationswires 2a) Childrenboxes,teiephone walk telephonefrom etrzpmeiti. school trucks, toas road etc. and observe all poies, wires, Call Bell Telephonedemonstrate41 parts .11.7.4./ C.1 I 1111011 c: 2b) TeacherWorks" will readto the book, children. "Your Telephone and Now it byand/or service demonstrationTrip classroom.man to in phone co. of phone. EVALUATION PROCEDURE: process.telephone operation. Each child selects a single piece of telephone apparatus Teacher notes child's knowledge of the specific part and his grasp in the total telephone and explains its function in the total STRATEGY NUMBER 7 Major Vi.:1E OF UNIT AimTe lephn-e: People Behind the Scenes Culminating toactivity. function To show that the telephone is a complex network w..,..,,prInr...-1cnsre.r . which relies upon many people k - 3 * The student will be able to It takesoBJECTIVE many * * * * * * * CONCEPT * * * Take a* trip to the telephone company:* * SUGGESTED* ACTIVITY * * * * * Observe* all the * * * * RESOURCE 1114 * * * differentiatedescribe the amongfunction and of peoplefic skills with speci-who Classdifferent will kir.ds develop of aworkers list of at workers their jobsand theirin the function office. . Pictures ofworkers at workers:pairman,officetionthe following operator,workers. installers telephonelineman, and re- telephone work. operator, informa-a team to make a work together as workersHaveinstallers resource who function personand linemen. outsideat Telephone of office Company as repairmen,discuss Telephone Co. EVALUATION PROCEDURE: of telephone workers as picture of each one is shown. Using a set of pictures from Telephone Company literature. children will identify activities Children write captions for pictures. 8 People Behind the Scenes STRATEGY NUMBER 8 GRAE7./SUBjECT K-3 M ajor AtmNAME OF UNIT . Telephone: Culminating activity. To show that the telephone is a complex network which relies upon many * OBJECTIVE * * * people to function.* * * * CONCEPT 1) Bulletin board on telephone* workers is made from * SUGGESTED* ACTIVITY * * * * * * * * RESOURCE * * 1) Student' will be able to list personal advantages affects1) Occupation life children's drawings of workers at their jobs. Bulletin Board ofanderator,operator,,informationop-workers. theinstallersdisadvantages, following linemen, and jobs:repairman officeof one amounts2)style.require Different of differing educa- jobs doesquestionsexplain2A) this(2) Dotheiraffectsuch you asfunctionwork your indoors time there. spent or outdoors? with your family?Interview workers from/or at telephone company to (1) What hours do you work and how Class develops interviet\ (3) Do you select Alliance of TelephoneResource who PeopleCo. work for 2) The student will be able tooccupations:ortraining describethe following of educationat least telephone twoand operator, tion and training jobyouyourareto andgotget ownthe whatyouryour activities?opportunities dojob?job? you dislike to advance about yourin your job? present (5) Did you(6) learn What anything do you likeelse bestafter about(4) your What training did you need (7) What Philadelphia,Pa1422Rm. 302, ChestnutphoneIndependent St. 1910Unions Tele- C414 stallerlineman,information and repairman, office operator, worker. in- choose2B) individualHave thisat childtheposition? job. telephone functionsrole-play company. intothe specifica team Tell effort whyjob he to would demonstrate (8) Is there a salary Thenrange have for smallyour job?groups combine their 1925Communication K St., N. WorkerW. of America workersoverall2D)2C)to InviteHaveclass hetelephone childknows andtelephone 1111 makeat operation. the apersonnel telephonetelephone representative treecompany. showing allto speakthe in any job information not offered by ofWashington, ElectricalIntl Brotherhood D. WorkerC. 20006 EVALUATION PROCEDURE: awareness of job function. Teacher will observe t1ie child role playing one of the specific telephone occupationsClass willnoting make child's a chart listing all telephone occupations discussed, parenttions resourceused with person. parent resource person. Be guided by interview ques- training and skills Wachington.D.1200 15th St.,C. N. W. Teacheradvantagesrequired will for of notejob;each children'sandof thecustomary following: grasp hours of occupationalworked in each advantages shift. operator, information operator, lineman, repairman, Have classroomand disadvantages"debate" on the associated advantages with and each dis- job. installer and office worker. TELEPHONE BIBLIOGRAPHY

BOOKS Timmy and The Tin Can, Crowell, 1959 1. Branley, Franklyn; Vaughan, Eleanor,

Company, Putnam, 1958 2. Buchheime, Naomi, Let's Go To The Telephone

3. Bunton, Henry, The Telephone, Day, 1962 Children's Press, 1958 4. Greene, Carla,I Want to Be a Telephone Operator,

of Communication, Doubleday, 1959 5. Hogben, Lancelot, The Wonderful World

6. Rossomando, Frederic, Earning Money, F. Watts,1967

Works, McGraw Hill, 1952 7. Schneider, Herman, Your Telephone and How It

Children's Press, 1972 8. Come to Work With Us-Telephone Co.,

AV MATERIAL Communications, color, 10 min, PE 00637 9. BOCES Film - Understanding About the Telephone, sound251 mil. 10. Bell System Telephone Offices-We Learn Source: Educator's Guide to Free: Films

student booklet emphasizing correct usage 11. Kit containing Teacher's Guide and of the telephone through role-playing. Bell Telephone- Source: Free cnd Inexpensive Learningm?terials

12. Communication Knits Our World Together, F!;-Eye Gate

FS-Eve Gate 13. Inventions That Speed Communication, Lines Film Phone Man, color161 min. 14. Northeastern Area Film Library, AT&T Long Extending the Classroom-A Field 15. Rockland County Regional Education Center Trip Guide, New York Telephone Co. TEL NO.694-8226

16. BOCES film-Ccmmunications-A First Film -C 9 min., P-I-00079

17. Tiletrainer kit from Bell Telephone

5.3 9 Major Aim NAME OF UNIT Truckers-Food Suppliers: People Behind the Scenes The importance of food suppliers to the school STRATEGY NUMBER 1 ....0-.6.4nnfte...tnIre...1. Primary K-3 To become aware of the fact OBJECTIVE Many people are CONCEPT The teacher will check with the cafeteria about delivery SUGGESTED ACTIVITY Kitchen,RESOURCE helpers thatto thefood school is delivered in large daily - foodneeded to toour deliver mented:procedures so the following activities can be imple- and staff Childrenquantities.the scientific will be able method to useto ofTheschool. food iscoordination necessary workers for b)a)C) ObserveVisit Allow the freshthe kitchen ice bread, cream during lettuce, man aand delivery. etc.or producenote kinds, of toquantity, and be theexposed provisionstypes to needed to keep it cold, Freshlettuce,Ice bread, Cream carrots,celer'Man carry out simple experiment . frethe delivery of foo d daily. otherthe airremain in thein theroom. room air.(This would lead to Wrap one piece and let the bananas, apples d) Let milk and ice creamfor twoto remaindays.spoilage, at room molds, temperature etc.) Control group used in the kitchen Refrigerator,and milkice cream t refrigeration. i

. PROCEDURE: Discuss with children what would happen if the food could not be delivered daily to our Children will formulate onschool.to paper school their each own week. Discuss and explain the results of the conclusions from doing these experiments.What do they bring and in what quantities? How science experiments done in class. Make a class loq of all food delivery men who come is the food ordered? 10 People Behind the Scenes STRATEGY NUMBER 2 PnAr.riegmw.r-r W11. a k - 3 klajor Air NAME OF UNIT Truckers: Food Suppliers. Who supplies the food that is on the * * * * * I truck? if'food distributorsThe thatstudent farmers, andwill recognizewholesale* OBJECTIVE * * * * * * Therepeoplein are* gettinginvolved many the CONCEPT * * * * processedhowClass1) itEach discussion,reached childor unprocessed, theshould establishchild bring inetc.) itthein aorigin food sample.of the food and SUGGESTED ACTIVITY final form.(i.e., Through 4Foods""How filmstrips: We FS-SVE GetRESOURCE Our volvedprocessingfactorythe truck in woiKersproducing thedriver food are brings andthat all in-to foodschool. to our 3)producing2) SeeUsing(lettuce Film outlinethe "Storyfrom food California)map ofused00036 ofWholesale inU.S. BOCES.various to Market"pinpoint school C thelunches locality 11 min, FruitsMilk,(#28) Bread,and Vegetables,Meat the school. process4)5) L:st Using ofat thegettingleast occupation 5 foodoccupations from already the stemming farmlisted, to from theteacher school.the makes 1 Wholesala:::71 ."St.wy Market" or 112 colored.ditto flowwith Studentchart pictures in will sequential of cuteach out of order. andthe pasteworkers pictures to be on a 00036DittoOutline BOCES with Map (#22) picturesof U.S., 4" of 5 workers-driverworkerdistributor,farmer, - and wholesaler, truck factor EVALUATION PROCEDURE: in food chain. Teacher will check flow charts to note child's understanding of sequential steps involved 11 Major Aim NAME OF UNIT Truckers--Non-Food People Behind the Scenes The importance of delivery men. STRATEGY NUMBER Example: 1 Mailman GRAE,VSUBJECT Primary K-3 The child will be able to nBJECTIVE The mailman per- CONCEPT mail1) being Class processed. takes trip to U. S. Post Office to observe SUGGESTED ACTIVITY Class brines with them a piece Film #27RESOURCE mailman.describeThelist child the the willpostal job be of workers'able the to whichjob,offormsthe duties manyare scenes.a varietybehindof in his process;ofdelivers2)dependent mail Class toand andwillbeduties. postal postedpicks observe workers upand theand processed. mailquestionperforming from mailmanschool. as he Class observes their inter- Sample U.Film S. #25 Post Office functionsthe postal as team.they operate in postalfunctioningIt takesworkers many as a drenUse11getquestions: to orangetake our turnsschool?Lcates, being cardboard the mailman boxes, and bags,Clacc etc. sets up and oraanizes its own postal service, What do you have in your bag? Where are you going from here? perform his How did you t,uti- OrangeLocal boxesMailman' or baskets Thedemonstrate terchildin writingletters will proper practiceskillsand addressingformat and let will rectThereteamletter toform is get processed. afor cor-a th 4)aspostspecific ClassPlay postal office shouldwrites tasks. workers, activity. stressoriginal mailmen, coordination dramatization letters of orpostal dealing postmaster. workers with Children may have roles either BagsLetters LtQC procedures. andfriendly envelope. letter S)destination.functions Children needed will writeto get a letterfriendly from letter a source to . invitation;Possible writepersonal;7)6)suggestions:tp See theirinclude Film: holiday addresses "The_hodern"Daythankreturn card; in you addressetcorrectlythe get-wellnote PostLite to Officollof on postmaster;card. aenvelopes. Mailman,Duke Children will Be sure Thomas EW:LUATION PROCEDURE; workerletter's in the trip letter's from initialtrip. writing process to Teacher will check written letter for correct He will then mail the letter that he has written its destination. format and proced The child will explain the function of each and correctly addressed.. The child will simulate a 12 STRATEGY NUMBER 2 K -3 NAME OF UNIT People Behind the Scenes The importance of delivery men to our school UM-11.t/osnne^fes,nor.r.l. Example: a Film Carrier and Freight Carrier Major Aim * * OBJECTIVE * * Truckers--Non-Food* * * * * CONCEPT SUGGESTED ACTIVITY RESOURCE buildingThethatthrough child films from various willcome several recognizeto delivery the sources, school Thereplyfilmsthroughoutlibraries ourare which schoollending of sup-the ceduresas2)truck.1) he ClassArrange arrives and will whatwith at order school.hismain workfilm office dayfor toisupcoming meetlike. BOCES unit. Film Carrier Talk with driver about route and delivery pro- Bring class out to see film Film #29 Film order forms services.filmThesource childcarrier. of Example:will other trace BOCES the supplies in Mostmaterialsyear. school are whenever4)and3)source MakeEach how available. individualchildpcoplo.it reached will bookletsresearch the ciawoom witha single pictures classroom and captions supply Use main office secretaries as re- Interview truckmen hisdelivered. room and Example: how they paper were deliveredUnitedpaniestruckingschool byParcel)(Example: to com-various' the of5)their all Show ofparticular BOCESthe truckers film freight on thatTrucks assignment. come in toOur the Neighborhood building and VALUAT1ON PROCEDURE: random into a carton, and then the child will trace its trip to the Teacher will allow students to choose from among classroom materials _.J. school. and films. Thrown at ...e.. 1 13 Major Aim NAME OF UNIT Piano Tuner: People Behind the Scenes To understand the importance of the piano STRATEGY NUMBER 1 tuner's job in our school. cRALFic I ID IC t-T Primary K-3 19 JECTIVE A piano tuner's CONCEPT 1) * Interview and observe the piano* tuner at work when SUGGESTED ACTIVITY * * * * * * * * * * * Piano Tuner RESOURCE * * - describe theThepiano training,child tuner will workday,in be terms able tools,of:to job of the jobandspecific requires training. skills tuner?he is at school.cba) How did you become interestedWhatWhy in didtraining becoming ycy becyme did a pianoyou a pianoneed? tuner? Suggested interview questions: PianoInformation jobadvantages, advantages pay, and etc. dis- Eachvantagestagesinherent job and has advan-disad- its g)edh) What What tools is ycur do youpay use?based on?DoHow (number youryou long enjoyears doesof pianosgetyour it tired? takejob? tuned toWhat tune don't a yourpiano? you jcb? like about Nationwide TechniciansPianoInc. Guild, 2) b)a) Why I Each child orwill hours write worked) a story on one of two topics. I want to be a pianodon't tuner. want to be a piano tuner. Seattle,P. 0. Box Wash 813 98111 cc EVALU,VrION PROCEDURE: disadvantages, tool information and working conditions. Teacher will check above stories for content concerning job requirements, advantages, BIBLIOGRAPHY

Truckers--Food and Non-Food

BOOKS

1956 1. Alexander, Anne, ABC of Cars and Trucks, Doubleday, 2. Arnold, Oren, Marvels of the U. S. Mail,Abelard Schumann, 1964 3. Beim, Jerrold, Country Mailman, Marrow, 1958 4. Colby, C. B, Trucks on the Highway, Coward McCann,1964 5. Coombs, Charles I, Wheels, Wings and Water,World Book, 1963 1958 6. Greene, Ccrla, I Want to Be a Truck Driver, Children's Press, 7. Hastings, Evelyn, Let's Visit the Post Office,Belmont, 1967 8. Hoffman, Elaine, Community Life, Melmon,1967 9. Jupo, Frank, illy...Mail For Me, Dodd, 1964 10. Keats, Amy, A Letter to Amy, Harper & Row 11. Lent, Henry Bolles, Here Comes The Trucks,MacMillan, 1954 12. Lewis, Alfred, Behind the Scenes at the PostOffice, Dodd Mead, 1965 13. McCall, Edith S, How We Get Our Mail, Benefic Press,1961 14. Merrill, Jean, The Pushcart War, W. R. Scott,1964 15, Miller, Lisa, Wheels, Coward McCann, 1965 16. Scheib, Ida, The First Book of Food, F. Watts, 1956 17, Seiden, Art, The Cub Book of Trucks, Lion Fress1966 Children's Press, 1961 18. Shannon, T, Food and Where It Comes From, 19. Zim, Herbert Spencer, Trucks, N. Y. Morrow,1970 20. Zoffo, George J. The Big Book of Real Trucks,Grosset and Dunlop, 1964

AV MATERIAL

21. SVE Picture Saries, Moving Goods forPeople in the City, SP 130 22. BOCES film SLcry of Wholesale Market, C11 min. 00036 23. Posters - Community Life Society forVisual Ed.- 8 pictures story on back 24. BOCES-Food fo- the City, C-12 min 00098 25. BOCES-The Modarn Post Office, C 13 min. 00315 26. SVE Picture Sots "Postal Helpers," 27. BOCES Film Duce Thomas, Mailman C, 16 min00010 Mil, Bread, Fruits and Vegetables, Meat 28. SVE FS How Wes Get Our Foods, 4 FS on 29. BOCES-Trucks In Our Neighborhood C-12 min C00172 30. Tross Assoc. =S Community Helpers,Special Delivery-Story of Our Post Office 14 Major Aim NAME OF UNIT Piano Tuner People Behind the Scenes To show that sound is produced by STRATEGY NUMBER vibrations 2 WpT Primary K-3 * The child will demonstrate OBJECTIVE * * * * * * * 1)* Sound is CONCEPT * * * 1) Experiment* with tuning forks of various sizes and * * SUGGESTED ACTIVITY * * * * * * * Strike fork on heel * * * * WhatBalet,* Makes Jan RESOURCEAn * * * ,that soundvibrating is produced objects. by 2)vibrating.produced Different by in- pitchstops.of(through shoe ingto forkdemonstrateto discussion)cause for sound.vibrating. vibrations. Elicit from children these understandings: When vibratinga) Whatstops, causes the soundsound? Children listen to vibrat- Huntington,N. Harriet Z. WalckOrchestra, 1951 differentstruments sounds. producek 2) (b) Whydifferent did the soundsounds? Invitestop? (c)older Why children do the forksand music have teacher to show hcw Smith,Tune Up, Peter Doubleday 1942 produce3)sounds.vibrations Children and onmakewill various variousexperiment instruments sounds. on various produce instruments different to FranklinThe First WattsBookthe of19Orchestra Q: .EVALUATION PROCEDURE: was produced. Each child will produce sound using materials of his own Children may work as individuals or in groups for these choice; and explain how the sound demonstrations. 3 NAME OF UNIT People Behind the Scenes To show that different instruments produce STRATEGY NUMBER different sounds "0V se r r -.,..- /cm, 1,,, IC1 1* Primary K-3 Major A illl OBJECTIVE Piano Tuner: CONCEPT SUGGESTED ACTIVITY RESOURCE Thehomenadeproduce entchild sounds. numerouswillinstruments be able and todiffer user entducedsounds1) instruments.Different by are differ- pro- bands,changesThe1) childrenConnect stringin sound. various makeor wire musical lengths to a instrumentscigar and thicknessesbox. to demonstrate of rubber Change size of bands,Cigarstring.strong boxwire box, or or anyrubber duced2)instruments Sounds by the pro- are with2"coffee2)stringthrough largerMakepaper cans. andsimple puachholesthan rubber candrums.aroundfrom bandstop top rubber.from toto producebottom--crissa tire tube.different cross, sounds. then Remove both ends of cans, cut 2 circles Use #10 cans from cafeteria or Lace heavy rope Punch holes mealcan,Coffee box tire can,or innercoffee oat andshape,affectedin instrument. materialmaking thickness by thesize, used 3)4)mouthWraptighten Make Fill comb and"hum-a-zoos" string8 blowwithglasses forgently.paper, or desiredwith moreplace a withcombtone. loose waterand end tissue atwith different paper.teeth on Mandell,and 1.4..,,rope Muriel,Make Your Own pUvt.4 Vs410... sizetolevels play work tosimple best)make tunes.a musical scale. (Glasses of same thickness. and Tap gently with spoon MusicalTissueCombSterling, Instrument,paper 1957 EVALUATION PROCEDURE: they have made in class...... 1 The children will plan and give a program for other classes using the musical instrument 16 Major Aim N AME OF UNIT Piano Tuner: People Behind the Scenes To recognize that sounds come together to STRATEGY NUMBER 4 make music GRAC7/SUDJEC1 Primary K-3 oBJECTIVE -.. CONCEPT* * * ..: * * * * SUGGESTED ACTIVITY .'c * * * * * * * * * * -..; RESOURCE * * * * * Thewith child pleasurable will relate experiences music beautybringtion.1) Music us and pleasure, canrelaza- recordsthistheisla) group. aparticularEacn favorite in childmusical ofpiecebrings his,areas of inif music.not ahe musical includedhas one, record inand children's sharesor tape it which with * * * The child can tell classmates why he enjoys * * Teacher may introduce CassetteRhythmRecordEarphonesRecords InstrumentsPlayer whiLhofdifferent2) the There produce orchestra sectionare selections.iulb)(school ciiscus Class band,listens orchestra to school or musicalchorus) presentation w:-y i, wds ur wasn't pelsondfly enjyyoVie. Give opportunity 01.j"Toot, bourn Whistle,BOCES Film:Plunk Coul iG Da musicalwhichdifferentto contributethe piece. whole sounds whichwhenmusictolc) available, childrena Setcornerrecord up musicforhave orso tapemoments that indicatedcorner collectionchildren ofin relaxation.interest.classroom can of musicalhave with easy piecesearphones, access in Child can use andfeelinghappy (Ex:1d)ask Teacherfeeling)each as childchild will performs.to have choose a variety one to ofexpress rhythm an instruments emotion. drum could toll a sad feeling, bell could be a The rest of the group could guess the GC .EV, lUATION PROCEDURE: i the various instruments withinstudents2a) the orchestra. who will demonstrate the sounds voducedInvite byinstrumental music teacher to come with 17 NAME OF UNIT Piano Tuner: People Behind the Scenes To recognize that sounds come together to make music STRATEGY NUMBER 4 (Continued) w^,. Primary K-3 Major Aim * at. OBJECTIVE CONCEPT fourFilm2b) See basicCatalog-an Film: types animatedof musical film instruments. tracing the origin of SUGGESTED ACTIVITY "Toot, Thistle, Plunk and Boom" BOCES RESOURCE 2c)anddemonstratein rewardsterms of .theirof employment a musical skills opportunities,career.and discuss their working professionInvite conditior parents who are musicians to come in and EVALUATION PROCEDURE: and the increased (hopefully) sharing of favorite records Teacher will note how often music center is used by children with each other. for pleasure and relaxation 18 Major Aim NAME OF UNIT Sanitation Engineer: People Behind the Scenes To make children aware of the necessity and importance of sanitation engineers STRATEGY NUMBER 1 nn.r...iesinwnru.,,,,..1.0....rwys...... Primary K-3 'IBJECTIVE * e: * - CONCEPT * * * * * SUGGESTED* ACTIVITY * * * RESOURCE e: * 1)recognizegarbage To have removal. thechildren need for necessity.moval1) Garbage re- is a health ofClassdisposedla) discarded Havediscusses of children materials. lists make to afind list out of Quantityall materials and variety they have one day (classroom, lunchroom, and home). BOCES Walt Disney * * * * Movie- Garbage 2)fivegarbageengineer. To activitieshave man-sanitation children of the list getvariousengineer2) Athe sanitation garbageduties performs to custodianlb)1C)large Children Children bins.is emptying will will visit seesmall moviethe cans school on of Garbage. garbagegarbage intoarea thewhen Class discus- Sanitation Engineer 3)vantagesthetation The advantages children engineer.of being willand a sani- disad-list 3)disposalfromfinal Society place destination. to of placesits 3)day.sion Classinform will discussion the follow2) childrenThe thissanitation on whatofmovie. his you engineerduties think and andwill his feel talk entire about to thework class to tionvolvedona social people activities. in stigmasanita-However,in- work Attempt,udicesyouthe do? work associatedin thisof garbage discussion with removal. this to work. bring out innate prej- How does it compare with your father's job? Why do you feel the way .EVALUATION PROCEDURE: work.essential tosociety is good PIANO TUNER

BOOKS

1) Balet, Jan, What Makes An Orchestra, N.Z. Walck, 1951

2) Huntington, Harriet, E., Tune Up, Doubleday,1942

3) Mandell, Muriel, Make Your Own MusicInstruments, Sterling 1957

4) Smith, Peter, The First Book of the Orchestra,Franklin Watts, 1962

AUDIO-VISUAL

5) BOCES Film: "Toot, Whistle, Plunk and Boom" color10 min. 19 Major Aim NAIIE OF UNIT Sanitation Engineer--To make children aware People Behind the Scenes STRATEGY NUMBER of necessity and importance of sanitation 2 GRAEUSUBJECT K-3 engineers. The child will be able to 1BJCCT1VE rt Garbage must be CONCEPT la) Let garbage be accumulated over a few days in the SUGGESTED ACTIVITY Transparency RESOURCE .recognize theremovalregular need schedule.orfor daily a garbage munityregularremovedto insure healthonschedule acom- and clas..5r(m.strikelb)sequences Class and ofwill how this discussit practice.would the affect possibilities the school of and a garbagethe Children will observe and discuss the con- SanitationCommunity--TheCharlesPeople WhoW. Worker- Clarke,Help Ou Co., Inc. beauty.environmental community. Ou.Filmstrip: Fubi it. UL;;;L;e . ; Ency. Britannica- I Waste Disposal EB 9100 1

...... _ PROCEDURE: The children will make their own hand puppets to put on a puppet The need for garbage removal, activities in the show for other classes. workTheand puppet daya recycling of show the willsanitation plant. include engineer, these aspects: function of the garbage dump, incinerator, land fill area 20 NAME OF UNIT People Behind the Scenes STRATEGY NUMBER 2 nrtt. I / r JUL"r. .11- I., I r. e Primary K-3 Major Aim Sanitation Engineer--To make children aware of the * * * * * * * necessity* and importance of sanitation engineers. * * * * * * * * * * -describe theThe garbagefunction child dump,will of th beincinerator; able to OBJECTIVE Garbageposedsibly andis reused dis-pos- in CONCEPT Visitsanitation the town workers dump orand local process incinerator. SUGGESTED ACTIVITY Observe recyclingTownRESOURCEtor, dump, land plantincinerifill arei. plant.land fill area and recyclin etc)cycling,helpful(Land ways. glass,fill, re- ChildrenVisitthisinto recyclingunit. stripsrecycle (b)plant paper soaked if which available; in haswater been overnightobserve collected process. during The recycling process for paper is (c) make a (a) cut Old screenframedpaper, mesh(chickenwater, toofdrainstuffframe makenewspaper (f)(paperscreen booklet Heat (g)pulp)about ironon set recycling onto8- andon x aironscreen.i0 counter processespaper (e) to mush Putdry betweenon(h) wire Use topaper scoop (AIL muity with pictures sheets EducationalFilmtrip:sponges, iron Re- and ..;;;;;d), CiC and captions drawn by children. SewageClassroomsearchPlant TreatmentSociety Journeys Trip to A .EVALuATION PROCEDURE: 21 Major Aim NAME OF UNIT Maintenance-School Custodian People Behind the Scenes -- The importanceSTRATEGY of NUMBERmaintenance men to school I u..m...,r.,...,-,,, ,..., K - 3 * * OBJECTIVE * * * * * CONCEPT la) Children will individually or in small groups SUGGESTED ACTIVITY * * ..0. ..*. O. RESOURCE _list and describeThedutiescustodian. child the of will the beschool able to Thekeepofformscustodian schoolduties the a varietyschool per-to Attemptspectrumtirestructedinterview school to ofhave by nisday thaclass. a activitiesso childcustodian that or his group from asday he withmaintenancemay performs thenhim for behis recon-the chores. en- * * * * * * * * * Ask custodian to include the full of schpol BulletinOaktagCustodian for Bd. posters materials and inits good grounds condition. ordailyup,machinery,hislb) written) activitiesChildrenactivities to snowwill usingtogether. removal,work the together individual's lawn cutting,to put reports. the trafficschool ciean-control, etc. Make a bulletin board of custodian's (drawn Rockland CountyBookletCivil Service for withposterslc) custodianHave will poster depict to contestkeep ways surrounding infor which school childrenbeautiful. beautification may team up SchoolJob (DistrictDescription CustodianCustodial Publisher! for Helper .EVALUATION PROCEDURE: and buttons and slogans the various Class will have a 'Custodian Day's in which duties of our school custodian. they will publicize via porters and displays SANITATION ENGINEER

AUDIO- VISUAL

1. BOCES filmGarbage B -llmin 00217

School 2. FS-Charles W. Clarke Co..,Inc. People Who Serve You - Your

Who P1ovide Services S168 3. FS-Coronet Instructional Materials, Workers Journeys--A Trip to a Sewage Plant 4. FS Educational Research Service Classroom

Who Help Our Community - -The 5. Transparency- Charles W. Clarke Co., Inc. People Sanitation Worker

Disposal EB 9100 6. FS-Encyclopedia Britannica-Our Public Jt:lities--Waste

69 MA INTENANCE - SCHOCL CUSTODIAN 1 1,1 r i':olidi t ioninp drive belts and adjust or Check condition,alignment and tension of replace them.

Check, adjust andlubricate motor and fanbearings. other mechanicalcontrols. Check, adjust andlubricate louvers, dampers and

Chock size, number andcleanliness of filters. report. Chock operation ofsafety controls and adjust or obvious malfunctioning. Check for and reportunusual noises, vibrations or

Building shell (exterior) electrical, glazing androofing. None except aslisted under carpentry,

Carpentry Tighten or replace loose screws,bolts, nuts, etc. iopir, adjust or replacehardware. blinds and curtains, andrestring venetianblinds Choc' and repair shades, ,.:

ii required. locks and operating Chock and adjust orrepair window frames, sashes,

mpohanisms. replace handles, rhpek doors, trim if necessary,and adjust, repair or

Lo. -l's, checks, etc. (except where major Ropair or replace loosefloor and ceiling tile

ronlneemont isrequired) . bleachers and tables,other physical 1:0pair and lubricatelockers, folding

education equipmeni. boards, sills,thresholds Ca,,tch loose trim, countertops, moldings, mop

and stair treads.

iiiiVo minor repairsto woodenfurniture,

70 23

6 . Electrical (exterior) Replace broken or burnt-out lampsin hard-to-reach places. bolts and wire Check fixtures and mountingbrackets for loose mounting . connections, level orinstallation, and broken reflectorsand glassware

and tighten, adjust, repair orreplace.

malfunctions'. we,. Cheek controls equipnent'for proper operation and report . Electrical (interior) Check for oversized fuses andlamps, improper use or lengthof extension

cords, use of wiring assupport, and possiblefire hazards, and correct. breaks and Check for defective or wornconvenience outlets, switches,

plugs, and repair orreplace.

Check lightingfixtures and repair.

Replace ballasts. Replace burnt-out lampsin hard-to-reach places. lubricate. Check miscellaneouselectric motors and clean and exit lights and repair. Check operation offire alarm system and

,G1,14111V. mirrors, etc. Replace hazardous brokenwindow, and door panes,

Replaee damaged panes.

Grounds

Adinnt, tighten andlubricate playgroundequipment.

Rerrt hazardouscmditions.

flooLinr _.. ... room-heating equipment. Clw(Az rdiators,un..vcnts and other mechanical controls. P.ewlir leaks, clean and lubricate

Ad not or replaced:'ive belts.

71. 24

. . . Kitchen rlauipment

Check, lubricate and adjust. Report malfunctions.

Plumbinz . Unstop sinks, drains, toilets, urinals..

Adjust, repair or replace leaking faucets and valves. Secure loose ..

fixtures and fittings. Replace toilet seats, paper holders, and dispensers if required.

Refrigeration eauipnent

Clean and lubricate motors and fans.

Clean coils if necessary.

Adjust or replace drive belts.

Check for, report malfunctioning.

Roofing

Check, clean, adjusc and lubricate roof-mountedmechanical or electrical

equipment.

,Adjust or replace drive belts.

Check roof drains, gutters and downspouts, e-ndclean if necessary.

.Kepert leaks or root' damage.

Ventationil_ equipment . _ _ . . . Check condition, allgnment andtension of drive belts and adjust or replace.

Check, adjust and lqbricate motorand fan bc.arings.

Check operation of Louvers, dampersand mechanical controls andadjust

and Lubricate.

Check size, number and cleanlinessof filtovs.

Check for and report unusualnoises, vibrat ons or obviousmalfunctions.

TtOnvision radio, public address, and audiovisualesuimmt

04;

72 25 NAME OF UNIT People Behind the Scenes STRATEGY NUMBER 2 GRALF/SUBJECT k - 3 M ajor AIM . glazier (preferablyMaintenance, taught District-Wide when glazier Repairman is present) (Window Repairer) To have children experience and observe the work of the Thestate child the workwill andbe ableimportance to OBJECTIVE Theforms* glazier an essen- per- CONCEPT * * * job,la) his* * work day and the tools he uses. Invite glazier to speak to class to describe hisSUGGESTED* * * ACTIVITY* * * * He will * * InternationalBrotherhoodRESOURCE of * ofand thetools describe glazier he uses. someto the of schoolthe thetialin (keeps school goodservice conditiorall for glass will3)2)demonstrate1) WhatWhereask What glaziertraining dois youtheyour prearranged getway doday youtheto like? useneedglass? eachquestions to Putty?beof ahis glazier?as: tools. Class Washington,T 1925Paintersades, K St. D.and N.C. AlliedW. skillsusingto do special andhis toolsjob. 6)5)4)lb) WhcitWhat Glazier safetyareis some will procedures dangers help children youto youface touse in use inyour hisyour work? tools job? cor- Liie musL uiiiii.uiL cipeci. un yOur joL? Glazier: puttyhammerchisel20006 cutter,tectiontheofrectly glassglazier; etc. andfrom are safely--glass smallspecialwrapped fragments. glasses;for protection,chisel, special suction theclothes glovestool, for putty,worn pro- by Children will observe how large pieces Truck with boomreach to higher r% places. 0: EVALUATION PROCEDURE: 26 STRATEGY NUMBER 2 (Continued) MIIIIIIIINIIMIO ,.....,...... Primary K-3 Major Aim t . 11: OF UNIT Maintenance-District-Wideof the glazier. Repairman (WindowPeople Repairer) Behind To the Scenes have children experience and observe the work onn6,44..nivi.,.., .1 2)ferent To recognize types of thatglass dif-pre- OBJECTIVE '; different2) There-:: aretypes CONCEPT,: :: * * 2a)house. Have discussion with children: Should you haveSUGGESTED a large ACTIVITY picture window or small You are buying a RESOURCE _ advantagesstallation.sent advantages in care and and dis- in- , advantageswithwindowand sizes their panes ofandown each panes?2b)farto Childrenasfind replacement different look for andtypes pictures expense of glass inare various involved? magazines What are the advantages and disadvantages as and windows. Children Magazines disadvantages. workshop.2c)paniedwillglass Children make bystorage, appropriatea classplan and andscrapbook workshop takecaptions. class with surroundings. tr:pthe picturesto c glaolor's accom- Children will observe tools, equipment, Workshop of nla7ier mural which depicts the glazier's too s, materials, EVALUATION PROCEDURE: willworking be shownconditions, and explained safetyChildren procedures,to willother plan, organize and draw---- a classes.. clothing and truck with boom. The finished mural 27 STRATEGY NUMBER 3 Major Aim NAME OF UNIT Maintenance--Importance of district-wide repairmen to the schoolPeople Behind the Scenes r. DA # Ste lin iC K 3 1)to Theidentify children the willneed befor able the OBJECTIVE custodianI) The school does CONCEPT use.la) List all equipment in classroom and bathroom childrelThen make* a * chart of who conditions SUGGESTEDor repairs ACTIVITY it. * * * * * * * * * * * RESOURCE * * * servicesrepairmenplurr,heating painter,specialist, ofsuch district-wide as roofer,the notsarytrainingor havespecialized to therepair neces- time sible,lb)inInclude Whenas tomany chartwallsdiscuss repairment of(paintings, theirspecial whowork, repairmen bathroomare tools, in the isfixtures,working buildingcomplete, condition, etc.) as write pos- electrician and carpenter. Therefore,andthe maintain sc...hool.equipment all in tell'etc.lc) class why he chooses job he does. play wockei.s as thcy perf::m qw:1/11,604, 'the schooljobs.mentrictspecial are dis- tohired repair-do theseby .EVALUATION PROCEDURE: Make a school helper's booklet with pictures of each special worker performing his job. MAINTENANCE

BOOKS

1. Rockland County Civil Service Booklets

2. Green,I Want To Be a Carpenter, Children's Press, 1959

3. Wilkinson, Jean and Ned, Come to Work With Usin House Construction, 1970

AUDIO-VISUAL

4. FS-Educational Readers ServiceOur School Workers

76 CAREER EDUCATION TEACHER'S GUIDE

Grades 1 - 3

BOOKS

Copyright: Board of Cooperative Educational Services Rockland County, New York 1974

Rockland County Career Education Program Dr. Laurence Aronstein, Coordinator Rockland County BOCES West Nyack, New York 10994

78 .41

PREFACE

This teacher's Guide was developedby county teachers for infusion strategy in teactars. The material was developed with the mind. That is, traditional units were selectecand the approach to the unit was refocused in order toemphasize Career Education.

It is not our intention that theseGuides be a blueprint and that they be Followed pointfor point. Rather, we feel that this material will pro/ide a key resourcefrom which the creative teacher might implement all kinds of uniqueteaching - learning situations. Each Guide is uniquely designed to emphasizehow Career Education relates to some phase of :he subject matter.We do th's to point up thatthere exist many divers? approaches to infusingCareer Education into the of a existing curricul.m. This end is accomplished through the use consistent format, so that teacher need notre,nterpret , new format for each of the Guides.

Parti ;ular mention should be made )fthose teachers who originally developed the premise for thisGulch.

R. Berlin - East Ramapo J. Goldfarb -Pearl River J. Malgieri Clarkstown INTRODUCTION

Books ?lay an important role in everychild's life. However, how many children consider the numbersof people who are involved in the production of a single book? In this mini-unit, it is ourinten- tion to bring these people out frombetween the covers. Using the books that the children touch eachday, they can begin to develop an awareness of the worldof work.

In the process of creating their ownbooks the children will have an op)ortunity to experience avariety of book related jobs.

This mini-unit nay be infused into TheLanguage Arts Curriculum.

We hope that after this unit has beencompleted,books We hope all students will have an additional dimension for eachchild.

realize that books themselves are thefinal products of the totalefforts

of many people working together.

SO 1 NAME OF UNITMAJOR AIM ToBooks develop an awareness of the variety of books that exists. STRATEGY NUMBER GIL%0E/SUUJKT 1 1 - 3 Language Arts Theand children categorize will many list OBJECTIVE varietyBooks come of informs a CONCEPT will(1) show a variety of books to the children. Teacher and/or librarian and/or media specialist SUGGESTED ACTIVITY Child- AboutLet's a FindBookRESOUIXE Out biography,fiction,books,different (picture, non-fiction, typestext, ofetc.) purposesandlives. serve in many our ofrenthe books. (public(2)will different discuss or school) types and attempt ofto bookssee tothe can categorize set-up be found. and the where types theChildren will take a trip to the library, Wherever Mildred L. Nickel F. Chosen Wattsfilms Co. 1971 showingduced.applicable,(3) some theof theDewey following Decimal filmstrips:System may be intro-Teacher may be interested in obtaining and and/or film strips (b)(c)(a) Visit How Cantheto theCard Library Catalog Helps You. I Find Out? found.and/or any othi_ films or filmstrips that can be (e)(d) TakingGlad Book, a Trip Sad with Book a Book

types books, (eg. one picture book, oneT" ,-.1111,4r.nbiography, ,.,ill one e3r. 4-,: tk- likrry and find ..memeles ofet least three different non-fiction, one fiction, etc.) 2 NAME OF UNITMAJOR AIM ToBooks recognize that people do different jobs to produce STRATEGY NUMBER Glt."%0E/SUDJi-OT I I books. 1 - 3 Language Arts OBJECTIVE CUCEPT (1) Invite a resource person from a local publishing SUGGESTED ACTIVITY * * * ChosenRESOURCE books J. TheaLle children Le Identify will beend ,....eiloeManyJ...:..... people AlF.C...... ,.. differentcompanylil:rerien or jobs bookme./ which store.be used.) go into the publishing of a (If neitherDiscuss is withavailable children the the describejobsproduction. related at least to book 5 makingjobs go of into a book. the ,.... book,bookbinder,library(2) (eg. writer,to editor,find illustrator,out salesperson.) more about photographer, the jobs which printer goAs an added activity, children may go to the questionshavechildren(3)into a thebook topublishingon publishing askthe thesespecifics of peoplerelated a book. of are: his/herjob to speakjob. to the Invite the parents, friends, or relatives who Some (b)(a)(a)(c) WhatDo WhereHow you trainingmany havedo youhours to do work?live doyou you inhome-artistneed awork specialfor each the locationday?job?for good job opportunities? office- QC (i)(h)(g)(f)(e) DoHow you diddoes have workenjoyyou your timefindalone the job foryour job? oraffect hobbies? injob? agroup? your life style? editor work.of favoritelives.(4)invite thembooks in to to ask speak them with about the their class work about and theirHave children write to authors andIf authorsillustrators and illustrators are local, EVALUATION PROCEDURE: 4r"4k do ,.;tie S 01,, trwrliVed in andto its theirdo production.this. production. Then use these pictures and word First graders may describe with pictures, w:!! 1 descriptions to create a bulletin board about books second and third graders may use words '1°ra 3 STRATEGY NUMBER iii 1 NAME OF UNITMAJOR !M To .ecognize that creative writingBooke is an important skill in writing a book. GW.DE/SUUJI:CT - 3 Language Arts The children will be OBJECTIVE Creative writing COUEPT and (1)share and discuss it with the class. * Each child will obtain one favorite book * SUr,GESTE0 ACTIVITY* * * * * * Suggested * * * RESOJRCE * * : whichtheir will own able bebooks. used to writein a story fulskillis authors.an for important success- I line of discussion could be: (a)(b) WhyWhat they the liked story it. was about. Let'sBOCES Write a film (2) Show(e)(d)(c) children film WasAuthor'sFavorite it true. aim.character. "Let's Write a Story" Story buddy'sWorkingthe(3) (4)children bookwith fora aboutbuddy, proper creative each form studart andwriting. grammar. will edit EachIf possible,student will invite write in hisa writer or her to own speak book. to his/her cc EVALUATION PROCEDURE: related to editing in the publishing field. - hQ IV 4 N;ME OF UNITMAJOR AIM ToBooks recognize that illustration is an STRATEGY HUMBER important skill in producing a book. GI ;. E/SUBJECT 1 -' 3 Language Arts * CONCEPT I * * * SUGGESTED ACTIVITY* * * * * * * * RESOURCE * .10 withPh1c.The children artto ilInctrAtPwork will or be OBJECTIVE playand Illustrationsphotographs an important * * also:materials.(1) Teacher should bring in a variety of illustrated Brian Wildsmith's Books, Leo Lionni's books, eg. Where the Wild Things Are, by Maurice Sendak* * CamerachosenDevelopmentIllustrations books kit from originalforphotography their stories books. their part in books. varietyor any otherof illustrations which the teacher and photoorz,phs. A discussion should followBeatrixDr. Seuss' as Potter's to Books, 14hich Books, Ezra the Keat'sCharles Books, Shultz's Books feels shows a good Photographs howchildrenstory.to werethe story,theylike, made, whyhow theydowhy the werelike colors theythem, included does it inadd the make them feel, Also,to(3)(2) talk a development to the children kit might about be made A cameraIf possible, could be invite made availablean artist toor theillustrator class. their job. available. cc

consultedshould have for allthis sorts project. of art material t e story ITTEF-FFgY had writtenavailable in for the children. Also, the art teacher may be the previous strategy. Teacher 5 NAME OF UNITMAJOR AIM Children will produce their own books. Books STRATEGY NUMBER GRE/SUBJECT V 1 - 3 Language Arts Children will complete OBJECTIVE Completion of a * CO::CEPT * * (1) Children will investigate the format of * SUGGESTED ACTIVITY* * * * * an * * RESOURCE vidualutilizingtheirillustrations. original stories their books, andindi- projectlearning.necessary is atool of methodsaroundassortmenttitlefocus the onpage,of componentsroom.ofbookbinding tableLooks theof of contents,observed. tpachprbook design has page distr1hut4.d as numbers, well will be Discussion will follow which will Need for cover, as various priatebooksnoted.(2) usingto their a variety age levels, of binding techniques appro-The teacher will put together their original (staple, tie together, JobsorBookbinders,classes.of actually therelated children.) bindto artists, books: the books, illustrators, depending writers-authors,on age level Books will be displayed for other cc printingcameramen,nhntnnr,...,t,-T pressmen-lithographic rakers, strippers, .:women, clerical advertisinc typesetters, employees, relatedpressmen, lithographers, administrators, jobs. prate salesmen , t:.rlf r-=,1,-rc, c.dit^rc, rh^tr, --n2rev,-rs EVALUATION PROCEDURE: The teacher will check the books. CAREER EDUCATION TEACHER'S GUIDE

Grades 3 5

CAN I BE A SCIENTIST?

Copyright: Board of Cooperative Educat oriel Services Rockland County, New York 1974

Rockland County Career Education Program Dr. Laurence Aronstein, Coordinator Rockland County BOCES West Nyack, New York 10994 PREFACE

This teacher's Guide was developedby county teachers for infusion strategy in teachers. The material was developed with the selected and the approach to mind. That is, traditional units were the unit was fefccused in order toemphasize Career Education.

It is not our intention thatthese Guides be a blueprint and that they be followed point forpoint. Rather, we feel that this material will prcvide a key resourcefrom which the creative teacher might implement all kinds of uniqueteaching-learning situations. Each Guide is uniquel', designed to emphasizehow Career Education relates there to some phase of the subjectmatter. We do this to point up that exist many diverse approaches toinfusing Career Education into the the use of a existing curriculum. This end is accomplished through consistent forma', so that teacher need notreinterpret a new format for each of the 3uides.

Part cular mention should be madeof those teachers who originally developed the premise forthis Guid.1.

Sheila Abrams - East Ramapo Kathleen Bristol - South Orangetown O. Anne Nash - Nyad<

88 INTRODUCTION

This Career Education Guide isdesigned primarily to serve as an work attitudes introduction to the year's studyof science, and focuses in on the

During this unit (which is designed totake and skills that scientistsneed. role of a approximately two weeks), the studentswill examine the occupational the results to scientist; self-evaluate theirinterests and skills, and relate ex- those required for entry into thefield; be introduced to, and carry out an the concept of, periment following, thescientific method; and be introduced to technique. and carry out an e

The unit culminates in a "CareerDay" activity during which the

in order to children present biographicalsketches of well-known scientists within the further develop their understandingsof the occupational roles found

field of science. 1 NAME OF UNITMAJOR AIM To develop a better understandingCan of the role of a scientist I Be a Scientist? STRATEGY NUMBER Gil,',DE/SUBJECT Science, Grades 3-5 The student should be OBJECTIVE* * * * A scientist's job * * CONCEPT * * ually,outPrepare to yourread a ditto class.together of the as* attacheda group, sheet,or read and by passthe them * * SUGGESTED ACTIV!TY These sheets may be: read individ-* * * RESOURCE * * * able"scientist". to define the term mayObservemust:butdifferent involve all carefully,scientists areas-many - withtistsactivity,class.teacher which in - general, theyseeingdepending might whator uponbeabout your familiar. the anychildren reading specific know abilities scientists abou of your A short general discussion might follow this scien- makeask questionsexperiments. and smallThisbeYouthe added could mini-dictionaryyear to thenct.if during the begin children this cana "mini-dictionary" unitbe.aone- are (or motivated evenindividualiy, kept inwhich throughoutthis could area). To initiate late this activity, yoo.might want toby the entire class as a class proj- in tionarytermspecialqed.terminology. "scientist" in ndoneroach copiediscos.the of will(individual,the down. followingbe looked small ways:up in group, a dictionary, or large group), the act.that the area of scence has some You might want to set up the dic- Then, depending on your ap- [Ifwithhandmadeeach ifthethe a it child page"mini-dictionary"numbers is cover fortocould beineach ayour,have class letter his/herclass couldproject of make thebeown done italphabet,"mini-dictionary". feasible, on chart and eachpaper, a alphabet,theningchild ifpages with couldyou armcouldoneapproach be wInn'finished,(or responsjblebe more) assembledthis letter(s).project for theas all afromPages finished the small couldwords productgroups, bebegin- each he re.,,,n,,c11..1^ fn.- ? mnrfinn When finished, thn ***Themeetencouragedencounteredassembledalphabet anterm unfamiliar "scientist" to asduring adda finished toterm.this the is unit. dictionariesonlyproduct. the first whenever term to they be The children should be of dictionary"EVALUATIONIn addition, PROCEDURE:activity. the children should be able to define the term "scientist" The children should participate in the discussion following the reading of the dittoed sheet. in their own words after completing the "mini- What Does It Mean to Be a Scientist?

All through history, there have been scientists. Some of them lived long ago when man did not know muchabout science. They made their discoveries with- out tools, or instruments, orlaboratories.

Many scientists are living today. They work in laboratories, in factories, in classrooms, in hospitals, and in the open country. Today, the scientists have excellent tools and many different kinds ofinstruments. They have books that tell all about the experiments and thediscoveries of the scientists of the past.

Scientists of long ago, scientists of today, and you,who may be scientists in the year 2000, dill be alike in the mostimpertant ways, although the methods of working may be very different.

If you are a scientist, you will:

1. Observe carefully -- you will see the world around you.

2. Ask questioos -- you will ask, "Why is this true?"

I did this? 3. Make experiments -- you will say, "Wat would happenif

Or this?"

CON-INENTAL PRESS 2 NAME OF UNITMAJOR AIM To become more aware of some of the workCan I Be a Scientist? STRATEGY NUMBER. attitudes and skills needed to become a scientist W.DE/SUUJKT Science, Grades 3-5 3 OBJECTIVE J. * CONCEPT * 1: SUGGESTED ACTIVITY * * RESOURCE Theable student to complete should the be "Can neededCertain in skills order areto o byoutPrepare the to class your a ditto onclass. an of the attached i These sheets should be completed basis. sheets, and pass them You may or may DittoedI sheets " CanBe a Scienc:st? " TheI student should beBe ablda Scientist?" sheet a successfuliycareer in science. pursue discussedgins.not (althoughwish to after discuss it thewould thesestudents probably sheets have be It is, however, suggested that advisable not to dis-before the classcompleted be- them the sheets be tofeelsint write whetherthat a paragraphhis/her or not answers he/shetell- . hesitahtcussfollowinging igdividualthis about discussion,points: revealing students you their may want answers since they may be self-evaluations), Dur- to bring out the the tosheetcould the considerindicatequestions athat oncareer thishe/she in --the-_thA factnntionCe that, that depending istionalcarrying usually uponrole ou,- associated yourwithin of experiments this with career part of your preparation family, college may choice of occupa- e4Cr: the field of science. --theandFollowing (listedthebasic abilities thefrustrations previously), class needed,balancedor discussionprob!em may of you notasconstant bymay be theon wishan the rewardsessential to of success in well as certain attitudes experimentation,direct the dittoedclass sheet solving the activityperceptionstopicofloindicated science.write of either amotivation as paragraphthe tofrom abilitywhether the -in the objective towhichor children pursuenot a career in You may or may not wish to they wouldattitudes), indicate their or from thetheir answers haveapproachcould approach (simply this bring up the the field subjectiveties.4....1-looking and at attitudes,approach their abilities (looking but also anenot the only at 411,,.. feel fnr thic ArPA). level of interest their abili- EVALUATION PROCEDURE: The students should have completed the dittoed sheet to the best of their ability (considering the withlevel Possibilitytheir of writing self-awareness of abilitypursuing ofat atheir career in the field this lev.fl), discussing theirabilities answers at thisto level). of science. Also, the students should have the questions, and whether these written a paragraph (consistent indicate a CanI Be A Scientist?

This is a question you may be asking now. Of course, no "Can I Be a Scientist?" which may one can tell you for sure,but there are some questions you can answer help you to know whether or not you canthink seriously about being a scientist.

I Choose the best answer.

1. A scientist a. does not ask questions b. is very curious c. believes everything he reads

2. A scientist a. never learns new things b. stops learning when he finishes school c. is always learning

3. A scientist usually works a. with a team b. very little c. alone

field you must 4. To work within the scientific experimentation a. have a college degree b. have special training c. be a good speller

II Underline the answer you choose. would you rather 1. If you do not know the answer to a question, a. have someone tell you the answer? b. find the answer yourself?

2. When yoi are told something is true, do you a. usually accept it as being :rue? b. usually question it?

3. When yoi want to know "why" something happens,do you a. usually ask someone to tell you? b. usually experiment on your own?

4, Do you Enjoy reading a. only stories about make-believe situations? b. also about real people and things?

5. When you find a job hard to do, do yo)usually a. rush through to get it done? b. work slowly and carefully? NAME OF UNITMAJOR AIM To become moreCan aware of some of I Be a Scientist? STRATEGY NUMBERthe work attitudes and skills needed to GR:WEISUCJECT 3 become a scientist Science, Grades 3-5 OBJECTIVE * Certain skills and CONCEPT * * You may wish to introduce this SUGGESTED ACTIVITY activity with a discus- -2: Materials brought RESOURCE Theof to studentthelisted, complete four should whichactivities at leastarebe abledesigned two attitudesfullyin order pursue areto success- needea broughtfollowingsion2.1. concerning forth are as points neededthe attitudeswhich in the you field andmay abilities wishof science. toThe Instarting all fields point of in science, any science there is a is observation. need to have bring out:already The suchin by as: the students,flowersrocks, leaves, toencea tudes scientistgive in andthemthe skillsactivities andsome the experi-needed. atti- of career in science. a bepiledThiscollectiontelling (a) doeson organized a where not shelf.of meanobjects, it in was aa lot good foundor of way, thingsand when, put or A collection for a scientist must pictures, or specimens. (b) labeled neatly into a boxtelling or wheat old newspapersmagazines mayaccurately3.covered learns,itlearn is. withabout he mustplastic it orbe soableor in to a writeserapbouN. clearlyAll scscientists must be able to express(c) kept clean and free from dust in a box,in writing.or What a scientistthat hesees can or refer to his themselvesthat other: 4.benotesto,CTIVITIES-libraries, to assip givemonths the or children followingyears later. their choice All workers in science need to have Following this discussion, you may projects. (A suggestion would of doing, for their own wish 40)Tt example,1..rojects two correspond outiscussion of thequestions; to which four)the numberswere listed of the above.Learn to observe carefully. Test The numbers on the yourself on these topics for -What- ...,,(1.....Without color counting,classroom? is the hall in yopur school? how many windows are in your -NI2. y8r, think-of-bathe-I-carefulfollowdifferent(listed observation?the leaves guidelinesabove gueStionS-Which in Item for 3). a scientificwouldMake a collection. ,...110....er^ -^".. 4,..,,,,J1er.c evpc? or rocks, etc. You might want to collect Make sure you collection require .to-completethe at requirements least two litilin-rinuof set the down rillnr.L-nilDr. above as to Th., ...... 4...... activities (or other number set by ...1...... "1A organization, accuracy of the information gathered,...... etc. ....1...... ,...... you)..4...-. ...1.,,, Their work on these activitiesA.,.....,-..-.... TI---. ....--.4..... ,.....-.., - ,k.-...1.4 should maet I...-. -kl., 3 (continued) NAME OF UNITMAJOR AIM To become more aware of some ofCan the work I Be a Scientist? STRATEGY NUMBER attitudes and skills needed to become a Git.'.0E/SUUJIICT Science, Grades 3-5 scientist. OBJECTIVE CONCEPT * * 3. Learn to write observations SUGGESTED ACTIVITY carefully. What color is Choose RESOURCE Whata kinddateit?flower. kind ofdid writing ofyou soil find withwas it? ittrees, growing clouds, How tall? Make notes about it. How many petals? (You can practice this in? What shape? birds, tools, On what 4. Build a library. andandcan many cutmount otherarticles them things.). in a scrapbook. from newspapersIf you and do magazines not have books, you li:Ci:

EVALUATION PROCEDURE: i I 4 NAME OF UNITMAJOR AIM To acquaint the students with The Can I Be a Scientist? STRATEGY NUMBERScientific Method. GW.DE/SUDJIECT Science, Grades 3-S 7 OBJECTIVE * 7: * CONCEPT Using brainstorming (or teacher-guided SUGGESTED ACTIVITY l; * * discussion), J. Board, or Oaktag, or RESOURCE Theto studentdescribe should the scientific be able Whenwith confronted a problem to , TheThese 1.Scientific are the Methodsteps: should be Decide what the problem really is. examined by the class. Overhead Projector methodincluding in his the own five words, steps . followsolve a general scientists 3.2. GetMake all your the best information guess as youto thecan answer or find on the subject, and drawsolution. followed. methodfind theof tryingsolution. to 4. helpfulOnce5. these to liststeps them have pn been the broughtboard, orout onTestaStudy conclusion your the conclusioninformation from to you see have if itgathered it. wish to bring out the really works.(and it may be oaktag, or on anthefollowing overheadI. scientific attitudesprojector), method: or youapproaches, may whichsoon.huntScientists for facts do notand jumpdo not to makehasty up conclusions. their minds too coinciae with They 3.2. ptooeople.Scientiststhe truth. believelisten tothat points it is of important view of to They know that other people have ideas, other know aCi4 4.6.5. everythingScientiststruthScientists as itthatbelieve areshareis happens.discovered.open-minded, theirthat thereknowledge willingis a withcause to accept new others. for 'lb . .

, . . . tostudents describe will the bescientific able to do this method--eithere end orally, or in written accurately. this ac iviy . . r or possibly the nex form. . It is expected thatday, mostasareview (and . . , the su. enscou hopefully, ail) eas e 5 NAME OF UNITMAJOR AIM ToCan become more familiar with The ScientificI Method by carryingBe a outScientist? an STRATEGY NUMBER WOE/SUBJECT experiment. Science, Grades 3-5 * Theto studentcarry out should an be able OBJECTIVE experiment * 1 generalScientiststrying methodto followfind in a a * CONCEPT * * j You scientificmay(see or Strategy may methodnot* #6).feel before it necessary beginning tothis * SUGGESTED ACTIVITY Then, this experiment could be* * * * activityreview The * nail(s)Bariron magnet(s) tacks RESOURCE followinglinedstrategy scientificin the regardingthe previoussteps method. Theout- problemsolution to a done--with--as in a anythestudentteacher ofchildren the demonStrationdemonstration following workinggroups ways:individuallyindependently in small Work sheetscientificOptional: on the method Optionalstudentcompleteexperimentsigned Objective: should toa workfollowedshow be sheethow able thetheir de-to The The--discussed PROBLEM:--writtendirecticns onorally for dittoes,the the board experiment passed or chart out could paperto thebe: children !ow can you make a magnet? stepsmethod. of the scientific 2.Experiment:1. TouchstickSpreadthe nail?together?several some tacks tacks on with the nail...Dotable---Do tacks tacks other.stick totend to CtP. 4.3. StrokeHoldattrIctedTouchtimesthe nailmagnet magnet(50several in toor anaone withthemore tacks movinghand, nail? times).nail,starting with bartoward nail.magnet the inend. the Are the tacks now the middle of Repeat many _ ibctccrt1 Information t.f.o tariicObservations: for and Teachers: nail--aintil theThere is no magnetic pull amongst the tacks or nail becomes Conclusion:Whenagnetizedstrokeditself. magnetic 1.,), on a materialmagnet, thesuch material as icon becomesor a It has become magnetized. stroking against the magnet. steel is magnet the experimentEVALUATION -PROCEDURE: folTowing the The evaluation of this activity I scientific method. If you have included the work sheet asshould a focus on whether or not the student was able to carrypart ofout the activity, the . answers on this work sheet would serve as an evaluative tool. 5 NAME OF UNITMAJOR AIM ToCan become more familiar with The Scientific1 Method by carryingBe a outScientist? an STRATEGY NUMBER WDE/SUBJECT experiment. Science, Grades 3-5 Theto studentcarry out should an** be able OBJECTIVE experiment, * * generalScientists method follow in a * is CONCEPT * * You scientificmay or may methodnot feel before it necessary beginning tothis SUGGESTED ACTIVITY Sit Then, this experiment could be* * * activityreview The * nail(s)Bar ironmagnet(s) tacks RESOURCE followinglinedstrategy scientificin thetheregarding stepsprevious method. out-The problemsolutiontrying to to find a a --withdone--as(see in athe anyStrategystudentteacher children of the demonStrationdemonstration#6). followingworkinggroups independently ways: in small Work sheetscientificOptional: on the method Optionalstudentcompletesigned Objective: should toa workshow be sheethow able their de-to The The--written--discussed--with --writtendirections the on childrenon orally thefor dittoes, boardthe working experiment orpassed chart individually out papercould to thebe: children experimentsteps method.of the followed scientific the 2.Experiment:PROBLEM:1. TouchstickSpreadthe nail?together? severalsome tacks tacks on withthe table---Donail...Do tacks Now can you make a magnet? tacks stick to tend to 401N 4.3. StrokeHoldTouchtimesthe nailmagnet magnet(50several in or andone more tacks movinghand, times). with bartoward nail.magnet the inend. the with nail,starting in the middle of Are the tacks now Repeat many other. betw^c.,Information th,..Observations: for tari,c Teachers: and nail- -untilThere attracted to the nail? is no magnetic pull amongst the tacks or nail becomes magnetizedConclusion: L}When strokedstrokingitself. magnetic on against a materialmagnet, the themagnet.such material asiron becomesor a It has became magnetized. the steel is magnet answersthe experiment on this -work Y.following the l' 11 0 II. . sheet would serveThe as evaluation an evaluative of this tool. activity scientific method. If you have included the work sheet as ashould focus on whether or not the student was able to carrypart ofout the activity, the NAME OF UNITMAJOR AIM To become more familiar with TheCan I Be A Scientist? STRATEGY NUMBERScientific Method by carrying out an experiment. GRADE/SUDACT 5 Continued Science, Grades 3-5 ** * OBJECTIVE is * * CONCEPT * * Note: When* the material that has been * SUGGESTED ACTIVITY * * * magnetized is of RESOURCE underperiodshardofSoft forcesteel, theiron of forceproduced time willit will andofonly anotherbybecomehold actan itselectriclike amagnet "permanent"magnetism a magnet orcurrent, while magnet. etc. magnetic lines for long it is andYousheet informationThemay isScientificwish attached. to b:leethave Method. the related children to their fill experimentationout an An example of such a alQC

EVALUATION PROCEDURE: II t THE SCIENTIFIC METHOD - MAGNET EXPERIMENT

..,

1. What was the problem you were trying to solve?

2. Before you began the experiment, did you make a guess as to how to solve the problem? If so, what was your guess?

3. Did you use any sources to find out about magnets before you be- gan your experiment?

4. What conclusion(s) did you draw from your research?

S. Did your experimentation help confirm your conclusion(s)?

99 6 tI NAME OF UNIT Can I Be a Scientist? STRATEGY NUMBER GRADE/SUBJECT Science, Grades 3-5 all MAJOR AIM_ Tothose acquaint involved the studentsin that "team"with do not the fact that scientific research necessarily need to be college educated. often depends upon teamwork, and that J. 1. The student should be OBJECTIVE I A great majority CONCEPT discussion,The first part which of thisshould strategy be followed will by the team re- SUGGESTED ACTIVITY involve a class I Materials--6 pots needed:(paper cups RESOURCE * ablelevelsrolesscience. to withinlistof occupational the the three field of basisoutofTheoreticalsearch scientificon in a iswhichteamwork carried Scien-re- makehavecomesearchthe a tooutdittodiscussion. project. be during providedand passthe byclassout the information teacher, Much of the information that should discussion will probably unless you wish to sheets prior to will--18lima work seeds or just radishes) (such as wellas able2.eralfollowing toobjectives describe occupational ofthe the gen- The student should be arementalTechnicianstists joined Scientistsand byExperi- in or- The-theYou -Do followingmaystudents' allail wish scientists to questions:responses begin the to class these scientists do the some things? work in laboratories? the roilowing informatiodiscussion questionsby asking would en- bakingfertilizer,--small powder amounts epsom , of sail roles;TheoreticalExperimentalTechnician ScientistScientist problem.der to solve a withinThereableThere the are theare: teacher threeripidideas, (2) basicorto Experimental scientificintroduceraises levels questions, of experimentation.Scientist expresses - -he does theories. the (1) Theoretical Scientistha explores occupational roles lab work, 3.ableteamrole researchtoplaying take partoneproject, ofin thea The student should be by measures,**PleaseTechnicianusuallyThesets Theoretical up observes, includehaveexperiments, usually a college the andkeeps does followingthe tests educationnotExperimental have educational a data on the ideas.experiments. (3)Technicianhe (+), whereas thecollege education, Scientists background: occupationalabove. roles listed Followingbutbiologisisnod intodoes Tochn!cians. four havethis azal groups: somediscussion, with specialized the studythe class of live, chemists It mightBiologists, he further Chemists, explained Physicists, that training. should be divided with teamrecordingphysiciststhe characteristicsresearch and Oncewith projectreporting thematter groupsand andinformation(data).combinations haveenergy been and established, could be carried out. of elements,technicians with the following "EVALUATIONAlit and PROCEDURE: accurately describe the three The evaluation for this strategy levels of occupational roles within would include the following: (1) the ability of the field of scientific experimentation the student to (could arrivingbe doneteam at eitherresearchconclusions orally project, concerning or the class and (3) the extent to inwhich written the form), (2) the extent to project. student is able to participate in the which the student is able to carry out follow-up class discussion, his/her role in the 6 Continued 2. NAME OF UNITMAJOR AIM To acquaint the students withCan the fact I Be a Scientist? STRATEGY NUMBER that scientific research often depends upon GIL%DE/SUUJECT educated. Science, Grades 3-5 teamwork, and that all those OBJECTIVE involved in that "team" do not necessarily need to be college * * * * CONCEPT * * * Question:Team Research *Project * Whet happens to the growth of plants when SUCGESTED ACTIVITY* * * * * RESOURCE 4,5,Biologists:in and 6 pots6. certainPlant of coarse 18 conditions seeds sand, of and anyare label kindchanged? the pots Obtain 3 quart jars of tap water. Pots (fast growing) #1,2,3, 1,4 **Eachwatertsp.addChemists: 1 and ammonia;day. add the liquid potspots 3,6fertilizer;should water be only.watered pots according to tsp. epLom salts, 1 tsp. baking powder, and 1 2,5 water and group.)providingthe1,Physicsts: direction:.2, 3 should listed be left above. in sunlight, as your different types and amounts of PrepareIight.(Pots a place for growing the plants, control" Technicians:varyingchancecussioncordingress toin thedegreesbe grow,.growth organizeddata. ofof successthe after plants withthe - plantsgrowing have had a Keep an accurate account of theThis prog- discussion should focusIt is onsuggested the that a class dis- measuring thria and re- plants, given mentationshouldartificialfertilizingthe different be allowed brought indoor vs. circumstances non-fertilizing,them out.lighting to grow. vs. under natural which thesunlight vs. totalt darkness, etc.The effects of experi- EVALUATION PROCEDURE: See page NAME OF UNIT ei Can I Be a Scientist? STRATEGY NUMBER the careers of some of the well-known GRADE/SUDJECT 7 scientists; throughScience, this exercise, Grades 3-5the l3 MAJOR AIM * OBJECTIVEstudents should becomeTo become more awarebetter of acquainted the with * CMICEPT backgrounds *needed for the different occupational * SUGGESTED ACTIVITY * roles. RESOURCE * ThetoDay;'(either studentparticipate by individuallypresenting should in be"Career ableor in tionareaDependingfield withinof ofconcentra- onscien- the the * * Asuallycouldto atist,terests organizeculminating participate.or and inthem. presentgroups,a "Career activity aand report,Day" selectfor this giving a They would then research this scien- The children could work individ- in which the chlidren scientist that in-unit,information you may wish con- A choicesteacher-preparedscientistlisting(see for ofattached to thepossible be studies sheet). adell-knownreport group) should a reportscientist. include on a Thissome groundstraining,differenttific research,(education, etc.)back- ments,Thesetheircerning1. workingchoice.presentations the educational conditions, could etc.take the background, major accomplish- of the scientist of form of: visual aids A teacher-preparedlisting of possible informationgroundspecializedthat scientist. (education ontraining) the and/orback- of ore required. 2. gitscOlietrcitolu7asgegtsuch(particularly as_pictures, applicableexamples of forOral theTaped shy presentationswith presentationsstudents, who - -with or withoutor without were by scientist's, work Vtaeniti).visual aids .. ... have choicesthe report for the(see method #1-4). . 3. a dramatizingupcontribution in front theof to a :,;ientist's make,9roup). momentPlay presentation-of -this could take but may be reluctant to get discovery,the form of or, Library books,encyclopedias,textbooks 4. perhaps,could present an average a dramatization day in theA.mock lifeot a ofintervies:0talk snow or thisnews choice. the that scientist students t 1 presentYou may theirwishscientist%how to"reports" interviewconsider -They depending in allowingwithmight an the alsoupon thescientist bewhen encouraged he/she of 1 toved.) assembly-type format, dress like the childrentheir choice. to and/or choicesmakelistingperhapsinviting (mutt. pfparentsfor t.noit.c*.otherspipritists.which the asmannerclasses, well. of thepresentation pay entire school, be IL ti **Attached isiss,, a partialsugvca..7 help your students to listing. studentslisted some tha ------...... ---. : where so the children can consult that children on the 'to checkvariousEVALUATIONdifferent it for scientists. accuracy. scientists is the major aim of You may wishThe to evaluation have the childrenof this activityhand in awould be It also should be remembered that, since this strategy, the children's reports should based upon the materialrough presented draft of by their the presentations,becoming so thataware you of the backgrounds needed by the include this information. will be abi Galileo

Nicolaus Copernicus

Michael Faraday

Charles Drew

Louis Agassiz

Conrad Lorenz

Niels Bohr

Robert Goddard

Isaac Newton

Luigi Galvani

Louis Leakey

Marie and Pierre Curie

Albert Einstein

Alessandro Volta

James Chadwick

Dimitri Mendcleyev

Gregor Mendel

103 r

CAREER EDUCATION TEACHER'S GUIDE

Grades 3 - 5

CAREERS IN EARTH SCIENCE

Copy right: Board of Cooperative Educational Services Rockland County, New York 1974

Rockland County Career Education Program Dr. Laurence Aronstein, Coordinator Rockland County BOCES West Nyack, New York 10994 PREFACE

This teacher's Guide was developed by countyteachers for teachers. The material was developed with the infusion strategyin mind. That is, traditional units were selected andthe approach to the unit was refc :used in order to emphasizeCareer Education.

It is not our intention that these Guidesbe a blueprint and that they be followed point for point. Rather, we feel that this material will prcvide a key resource fromwhich the creative teacher might implement all kinds of unique teaching-learningsituations. Each Guide is uniquely designed to emphasizehow Career Education relates to some phase of the subject matter.We do this to point up that there exist many diverse approaches to infusingCareer Education into the existing curriculum. This end is accomplished through the useof a consistent format, so that teacher need not reinterpret a newformat for each of the :Odes.

Part cular mention should be made of thoseteachers who originally develcped the premise for this Guide.

Sheila Abrams - East lamapo Kathleen Bristol - South Orangetown D. Anne Nash - Nyack

it% INTRODUCTION

This Career Education Guide is designed to be usedin conjunction with existing units, such as Rocks It Minerals and willrequire approximately two weeks. The primary purpose of this guide is to acquaintthe students with some of the careers associatedwith the Earth Science field.This objective is accomplished by providing opportunities for thestudents to participate in an archeological dig andfossil- making activities---performing the occupa- tional roles of the scientists and technicians connectedwith these scientific fields.Another purpose of this guide is to have the studentsbecome aware of the fact that organized, cooperative teamworkI; essential to the success of most undertakings in this field.

If field trips are available to you, you may wish toplan a class trip to the Museum of Natural History,since these would serve as a perfect culmi- nating activity for this guide.

107 NAME OF UNITMAJOR AIM To familiarize the studentsCareers in Earth Science with the occupational roles of STRATEGY NUMBER GW.DE/SUDJECT 1 archaeologists, geologists, and Science, Grades 3-5 paleontologists. The students should be OBJECTIVE abl. We have learned is CONCEPT * * * sionThis oractivity brainstorming is primarily session SUGGESTED ACTIVITY* * designed as a class discus- (although a certain * ArchaeologistsFilm: at WorRESOURCE totional describe roles theof: occupa-*an *archaeologist geologists,archaeologists,aboutthrough the thepast and work of amountaskingsupplied1. of the theby following thenecessary teacher). questions: How (manlong do you think as we know him, dates information may have to be anYou has may been wish on tothe begin by back 40,000 years; earth? BOCESBooks: (13film min. library C) a ageologist paleontologist paleontologists. 3.2. How dodid menwe the know-like people(thzeugh this? creatures who thewrote workdate of ?rrhapoinclicts, (reading books, etc.). back up to 2 million yrs. the books know? geologists, yrs.) ArchaeologistsWhatBraidwood, and They Do, Robert J. pationalviewividually, the roles ouhisfilm may should oroflisted alsointhese groups, lead wishunder scientists. intoto lookhave a question up a and paleontologists). the students,"Resource" either at in- this point. concerning the occu- descriptionYou of may wish to Encyclopedia of Science . theseIf occupationalthe researchhe information wasroles; Clone yourselfor, by you the may their findings to the class; or, (see attached sheet). students, you may wish wish to provide nouo written havemay wishthem form toreport forhave evaluation.them submit their findings to you Vs.C:QC EVALUATION PROCEDURE:The evaluation students, either orally or in written form. for this strateav will be based on the accuracy of the information elven by the TEACHER INFORMATION

remains of prehistoric people. Archaeology The science of the study of the

Archaeologists dig in the ruins of ancientcities or in the lands where people lived long ago. They try to find things that will tell ushcw pecple lived in the days beforewritten history began.

Geology The branch of science that deals with theearth.

Geologists work with rocks and minerals.

Paleontologists study, identify and date fossils.

109 N-1 raN 5 NAME OF UNITMAJOR AIM To exaoine the career of "LouisCareers Leakey," in Eartha famous Science paleontologist STRATEGY NUMBER GRADE/SUUJECT 2 Science, Grades 3-5 OBJECTIVE * Louis Leakey's CONCEPT * * This activity is primarily dean d to help students SUGGESTED ACTIVITY * Film: RESOURCE "Dr. Leakey and ThetocomplishmentsLeakey,personal studentsummarize andcharacteristics should recognize theof Louismajorbe able theac- topersonallife'sistics carry enable'dworkoutcharacter- hisas ahim couldTeachercareertude,recognize beginaptitudes,goals, introduces theby by readingrelationships examiningetc. the to poem,name the attributes of seerealizationof "Louis hriattached), interest, ofLeaKey" Louisof thenhis (youLeakey.atti- Fossil Transparanciesthe Dawn of Man"(Teacher source) Nhichsuccessfultional enabledrole. in himhis tooccupa- be paleontologist. ACwas'asklearnstudents aninformation Individual about could his this useorlife asbeenencyclopedias anda gathered,group work. activity. ora group go to discussion library to Can you guessIt whatthe termLouis.Leakey's paleontologist occupation doesn't evolve, This could be done After (MillikenDepository)fromCo.--also Publishing E. Ram. available Book andSeeshould characteristics, attached follow--elicit sheet foretc. ainformation. discussion of personality Yoy may alao Book: -----_Burellof Man The Early Days2 by Roy E.C. wishtransparencies.film to "Dr. inciude Leakey in andthis the activity, Dawn of theMan," viewing and fossil of the . N4 rtmet141-In1 nenrcminc. He should be able to associate Dr. Leakey's name with thc tear the student should be evaluated by his barticidation in the aroub dISCUSSIO "paleontology". II S. and/or activities. CAN YOU DIG IT?

Louis Leakey - what a man!

Spent many years digging in dirt andsand.

He traveled here, he traveled there- -

Trying to discover exactly where,

Early man had lived.

He and his helpers worked for many years,

Exploring jungles in Africa without anyfears

Then one happy day they found skullsand bones of apes and men!

They did not only learn where man firstlivedthey also found out "when"!

By: D. Anne Nash Nyack School District

lit ...... t. TEACHER RESOURCE OUTLINE British archaeologist,paleontologist Louis Seymour BazettLeakey (1903-1972) and anthropologist of early man Spent most of his lifein pursuit of evidence Nairobi, Kenya, August 7,1903, son of British Born: Kikuyu village of Kabete, near from youths. Received PhD. degree missionaries.Grew up with Kikuyu Cambridge UniversityEngland.

1, 1972 Died: London, England, October Tanganyika Took part in British Museumarchaeological expedition to 1924: that man's origins were tobe found (now Tanzania). He became convinced scientists were concentratingsince the in Africa, not Asia where expeditions to discovery of Peking and Java manthere. Continued leading East Africa 'til 1931. discovered fossil remainsof Leakey explored theOlduval Gorge, where he 1931: including some earlyforerunners of many kinds ofextinct animal life, with his wife and helpers,until in 1959, his man. He remained there, human-like creatureestimated expedition found remainsof a skull of a This preman was called to have lived some1,750,000 years ago. Zinjanthropus.

Homo-habilis, an early tool Later discoveries includedthe remains of the ape and man. making man, and Kenyapithecus,a link between nearly 20 million yearsold, Leakey concluded thatthe family of man is 1967: related species, but and that means evolutionwent along with other with this theory and therehas ben many otherscientists do not agree much controversy.

in expeditions and His wife, Mary, and his son,Richard, accompanied him Mary found the first the work he felt wasunfinished. are continuing skul! and bones that skull (Zinjanthropus) andRichard has since found a Lake Rudolf, Kenya,and may be 2.6million years old. It was found near He also recentlyfound boy's footprint is the oldest humanfossil known. lacustrine silts(500,000 (lower paleolithic era)preserved in ancient years old).

British militaryintellige..e, During Vorld War II,Louis Leakey wor(ed for Nairobi's Coryndon and from 1945 to 1961, wasthe chief :urator of Ancestors (1934),Olduval Gorge, Memorial Museum. His works include Aiam's 1951, 1965, and a grammerof the Kikuyu language.

The Americana Annual,1973 Americana Corp. U.S.A.

112 4 NAME OF UNIT To have the childrenCareers its Earth Science gain a better understanding STRATEGY NUMBER CRADE/SUBJECTof the work of a 3 SL.1 paleontologist.e Grade 3-5 MAJOR AIM OBJECTIVE * CONCEPT * * * * SUGGESTED.ACTIVITY * activity, the teacher may ask * * * Book:RESOURCE whichThe tostudents fossilsdescribe shallwere 3 ways formed,be * * in able andByof studying otherthe history evidence fossils of * * groupAfterthattheThe studentsdaythey toexamining previous discusscan tofind. bring theto this in any and give their ideas on haw fossiisittiePost teacherof the mpyfossils ask rocks containing will be IM... these fossils the Andrews,House,Dinosours,the Days N.Roy Y. ofRandomC, 1959 thein asa ispaleontologist. part of the work of whatscientiststhelearned earth's has happenedmuch havesurface, about prints,fossilsansediment,Teacherits cameof Info: shells,mud to orSometimesbe. dirt,leaves, a imprintmprint in the sediment, leaving onlycovered its byshape more sediment plant or animaland some fell maywhich into be casts.over thousands o- behind as and Openp.(Library) 188,Highways, 5, Scott in the past. yearscoveredsingeCasts: intohardens footprint Founc itrock up byleavingwith splittingwas layers leftraised inof castmud, into rock. rocks, happened when a sediment whichprint. hardened and flood water of Transparancies:Foresman & Co. whereThethe resinsandteacher Lasome(2) which Breathat Hasanimals.fell may Tarlaterisanyone ask thePits hardened, stickyever in heard sap of (1) Losif into Angeles,anyone tar has pits,Cal. ever swamps heard or bones and teeth preserved.amber?from trees, which often Amber is a yellow this is quick- East Ram. Cent.ArchaeologyBookPublishingFossils, depositoryS. I Milliker. andCo. on Thesefectlytrappedthese types preserved typesunsuspectinghe of teacherof fossils fossilsspecimens will are on suggestas animals and kept them as per- that the studentsthe following calledwill imbeddedday, fossils. 100 million years ago. Have make St. Louis, Missour =styhapeshem bring papersuch in ?Sjewelry atsea shells, yeast two items of hard, simplebox Wtor small aluminym or nlastic animals and a ...-.:; mr..tcr.-._ d--- papersmall . To.Voli ing activityribedlassIndi4te, at (Do itin intoa easierthenottime. groups dofoilowing ifall toshe 3 make typesdid at once. me teaciler silouiu uel,ha 1-3 activities.She may wishonlyeach toone fossildivide type typeof fossil-mak- together. Each type requires She would the 1_ bout-2afossilsfinal min.The review, are recordscast you may of wish to method can be difficult,prehistoric life. emphasize the fact that As a EVALUATION which fossils were : formed. The evaluation will be (This may be done either based upon the accuracy orally or in written of the students' form) descriptions of the 3 ways in NAME OF UNIT Careers in Earth Science STRATEGY NUMBER GRADE/SUBJECT Science 3-5 4 MAJOR AIMId; * OBJECTIVE Tn havp cidtnt M=k CONCEPT an ;notation fescil as a replica of these found by pal * * * * SUGGESTED ACTIVITY eouL0 loglsts. RESOURCE Theableartificial student to construct shallfossil, be anusing * * ofandtheBy the other studyingearth's history evidence sur-fossil of * * The brieftheyofteacher scientists reca'ireview. may thewish who different towork ask with the types fossilsclass of fossils, aboutand find the as outwork a if She may then ask the class to show Seeactivity.under materials suggested listed . onequesgist ofwouldthat the ause.three paleontolo- techni- usgistsface much paleontolo-have about taught what fossils,desired,fossilstheir "pretend they(easierand wouldif artifacts" possible,to wantclean to up, andgomake. outdoorslessdecide Arrange odor.) which to teams,make types the if of MIIIMIIIMC thehas past.happened in ..haterielb:(1) Plaster Problem: of Paris, some vosciinc cr cil, To make fossil imprint. ParisPoursmallProcedure:(Students intointo basin mold basin, shouldfor form, mixing,add bring waita little smallain few at water, paperminutesleast plates2stir, items,until continueand plastersuch empty as slowly beginsjewelrysea shells, addingto boxes harden. plasticwater to use and animals, as stirring mold orform, untilany andhard, consistency objects simple brought shapes.)of sour in cream.for imprintsRub a light coat of vaseline or oil around the inside edges and bottom of mold. --e Put object carefully into plaster, pushing down Pour a cupful of plaster of Teacheronly(2) up Problem:'information:to its widest Making (Observation) part. a fossil Let objectcast. set in plaster (about 10 minutes) and carefully pull (Conclusion) (A more difficult WeTheprocess) made shape an ofimitation the fossil of aimprint fossil isimprint. left in the plaster. it out. weigZt withMaterials:Procedure:Preparetoo a thinlittle a cupfulcoat can of causeof vaseline plaster cast ortoof oil,break.)Paris, including pour into the oiled hollow plaster in the imprint, surface, then (too let much dry can for cause an hour the orcast more. to lose sharpness,YouSame canas problemuse your #1 imprint fossil, or make a new one as described in Problem #1. Cover the entire surface When dry lift TeacherMaterials:off (3)carefully. information:Problem: Method #1 - Dead small, pretty coloredImbedding insects, fossils colorless nail polish, jar cover (Conclusion)(Observation) WeOn have the madeunderside an imitation is a cast of ofa fossilthe fossil cast. imprint. mold,MethodDrop (can a#2-Follow smallbe paper amount directions jewelry lot clew- boxy on nailcaninsect imbeddingpoiish or plant. on insectit. at half way level. Method #2 - Clear cast (or any kind of plastic mold material,) catalyst for clear cast, small rectangular (Conclusion) Let dry a few minutes.We madeProcedure: an imitation of an imbedded tossil as it can be found in amber. Method #1 Place insect on a hard surface like a jar cover. Teacher information:Apply more coats until well coered. (Observation) Left in plaster .EYALUATION PROCEDURE: is an artificially imbedded fossil. artificial fossils.II - Should focus around whether the students carefully followed the directions fnr preparing I II 01. II - their STRATEGY NUMBER 5 NAME OF UNITMAJOR AIM geologist, photographer, and paleontologist.ToCareers become in familiar Earth Science with the occupational roles of the following: surveyor, GIVTE/SUOJECT Science 3-5 archaeologist, draftsman, fiN OBJECTIVE* * * * * When an archeolog- * * CONCEPT * * I Nowsils that and the their students importance have becomeas a key familiar to our past SUGGESTED ACTIVITY with fos- (see Materialsarcheological needed dig for th RESOURCE 41abletionalan(1)(2) toTheStudent roleslist students thewhichshould occupa- shouldcompose be able be archeological dig team whichfollowing:toized,ical includesbe digformeda team is surveyorthe organ-needs otherwhichsite,strategy artifacts)to Ohce introduce #3 this and areidea4) the thisfound hasfact would beenat that an established,be archeologicalmost an of these you dig may ideal point at (and Camera(s)underideally Suggested one for Activit each man,veyor,,occupationalto define geologist, archeologist, the roles: following photograph sur- drafts-photcsrapher, man,archeologist,paleontologist. geologist, draft end wishof determining(Seeto continue attached thea sheetclass different ofdiscussion teacher occupational informationfor the purpose of occu- .hich ;q aqq0mhipd fir an archeological dia You may wish to use one of the fol- roles of Filmteam Once theer, definitions and(1) paleontologist. Class havediscussion-with been arrived teacher at, guidance and input. I they should be written down either on the board, on pationalatlowing definitions roles) techniques of the in aforementionedorder to have the students (2) Student research individually, or in small groups. roles: chart paper, or in thearrive students' benotebooks.Aftersurveyor, divided all the intoarcheologist,draftsman, definitions teams (4 or have 5 been teams-depending on class size) and thatgeologist, roles.)each member photographer, chooseestablished, and paleontologist. archeological "teams" should be formed. You may wish to spend a few minutes with each (If the numbers don't work out, you could "team,"(or be makingassigned)It issure suggesteda eachdifferent student that role: the class Thenewspapers,understandsdouble final up step on his/hershovels onewould or berole.ormore tospades; ofask these (Every itew 'listed is needed for each, t(Nam.) sieves,for the old'following toothbrushes equipment (for to finebe brought in to work), large cardboard boxes, stringed tags, and if the school the next day for the dig: To photographersectionsequipmentarea(2) isAfter middy, spacedfor site will eachboots. farhas takeoccupational enoughbeen pictures chosen, apart role.of tothe each allow students teams (Each teamsite. area should be marked off with string.) should map the area and mark offto a worksection free of interference.) Ohce the areas have been staked, the for each team to work in,using(It would the be useful to have the Cii...EVALUATONtednlbthe 111.111.1Y0 occupational g PROCEDURE: roles as enumerated The evaluation above. of this strategy This can-Vearie would be determine. y during a class w et er or discus_lon, no wa Ian g a TEACHER INFORMATION

Surveyor: Measures and stakes out dig site.

dig site. Draftsman: Prepares clear, complete, and accurate drawings of the In addition, the draftsman marks on the drawingof the site the exact location of each artifactfound.

Photographer: Keeps a photographic history of the dig. This should include "before" and "after" pictures, pictures of "importantfinds," plus a few "candid shots" of the work.

Archeologist, geologist and paleontologist: descriptions givenin Strategy #1 NAME OF UNIT Careers In Earth Seienep STRATEGY NUMBER Wnp/cmyrr 6 Science. 1-; MAJOR AIM ** Toand familiarize the tools thethey student use while with the participating in an archaeological------dig. occupational role of the surveyor. * photographer. and draftsman. RESOURCE Theable student to perform should the be OBJECTIVE * * Thephotographer, surveyor, and CONCEPT * * The*and toaim toutilize better skills understand in the the areas importance* of this activity is to allow the students SUGGESTED ACTIVITY of art and math, of cooper- See strategy #5 or,oftheduties hisoccupationalphotographer, ofchoice: a person survey- role orin alldraftsman inin,participate order and must cooperate,for an ativechoosingarchaeological(1) team awork, site. dig.especially in relation to an This activity should begin with the You could have them justify students draftsman. archaeologicalful.dig to be success- reasonsfaru,life(eg. etc.)foroncelevel their being ground, choice there, dense-not of such the as particulardense, abandoned signs site,shack, of human T4ro,D. ---_------EVALUATION PROCEDURE: Theand students staking justificationof the chosen of site, will serve as an evaluation choice of, site. orally or in writing, procedure. and accuracy in mapping II I NAME OF UNITMAJOR AIM AnCareers archaeological in Earth Sciencedig with students fulfilling STRATEGY NUMBER GW.OE/SUUJECT the required occupational7 roles. Science 3-5 Theable students to participate should be in OBJECTIVE :; * cecsfullyIn order carryto suc- out CONCEPT * * The dig:teacher may first wish to review the purpose* (Time 50-90 minutes) SUGGESTED ACTIVITY * * * scientists and of strategySee materials #5 RESOURCE cala simulated dig. archaeologi- andtoscientistsdig,an bearcheolgical a aassembled,cooperative team needs of makeanddigrelatethe surehasarea,dig finding equipment(tothat his simulate eachspecific to withlocalstudent the himjob past work knowsbeforeand by ofits a his earthbeginning.quick team, responsibilities, discussion;) his Stress made.effort must be AllonlyProcedure:Firstteam dig, 6" cooperation. layer: tosurveyors 12" deep make across sure area that at groups a time. stay Lay out newspapers toPhotographer collect photographs activities. items. within Dig paleontologistandfound,sites. layer. archaeologist specializes labels in accurately fossil finding, for Carefully remove and clean off each itemGeologist examines site for stones, find on map. locationUpon drafts- 44QCT4 withcompletionman newspaper,may draw of location(archaeologist'seach layer, of eachplace job. in box, separate Actually once ) the dig begins, TransportTeachersitetheirall thenow. shareinformation: studentsartifacts of treasure. are back anxious to classroom. to dig Clean uo area. in and find Photograph gvALu the individual students lorotrThirrrreteamvnpasze,wbecearly apparent within . oorma eva fulfilluat on the requirements of their snecess occupationalThe eec. e roles. the.teams. In addition.the importance pf NAME OF UNIT ToCareers follow in up Earth the archaeologicalScience dig in such a way as STRATEGY NUMBER GW.DE/SUOJIiCT to relate it8 to the careers Science, 3-5 of the earth scientist, MAJOR AIM * and *pertinence of such digs to past * * * * CONCEPT * * * * history. * * * SUGGESTED ACTIVITY* * * * * * * * RESOURCE is * * * Thebe resulttheir studentsable findingstoof summarizeshouldthe archaeo- as a OBJECTIVE Oncediganthe archaeological theis scientists completed,work on Followmayof (1) wishartifacts upThe toto teacher use.archaeological (treasures) suggests to that an each team * * dig: assigned area of the Suggestions you takes its box LibraryFinkelsteinsource file. Memorial Human Re- classtheselogical as findings adig, whole. and to report the workmustordertheir asbe 'atoable findings teamsummarize to in and per,orally,Eachroom. grouping team or reports written, by its showing each Each team spreads out its layers, and examines their findings to the class, either Teacher information:findingsitem, onsurmising newspa- how finds. orRocklandLocal persons. Historians, Historical preparereport. an accurate "aminocanFulit uppefwas acids" used, andand a student may actually date items by using age it was. ...u, 7 mc Mier thntwish crli'nficts to researchradioactive this C-14 or whole to devi e Society(publication) "South of sonsthea findings,(2)theory history living about orofin addthewhatthe toarea. areawas your knowledge. The teacher may ask the class as a mightfound beand invited how it torelates verifyLocal to historians, or per- Such an inter- artifacts,viewon(3) theirmight allottedbethe video-taped. frustrations of not The group may wish to discuss the site. (Do bring up the fact again, finding anything joy of findin workingAlsowithoutthat encourage L. asa Leakeysignificantateam the uruuyiu.spent discussion find28 ouk.t..cS. years to toback up digging on his gorge bring out how well his theory.)wish to have the(4)involves classphotographercenter, setdescriptive up etc.)aphotograph museum-like forcards rest as As a culminating activity you may of school to examine. the displays and havewell as theories.display (in media This EVALUATION PROCEDURE:throughtheories their as to report. previous use The pvaltiatinn of this of the area involved, as well as artivit 0 0. the accuracy of, and understanding shown 1.i.ty of th,. tg-ams' CAREER EDUCATION TEACHER'SGUIDE

Grades 4 Social Studies

LIFE AND WORK IN EARLY AMERICA

Copyright: Board of Cooperative Educational Services Rockland County, New York 1973, 1974

Rcckland CountyCareer Education Program Dr. Laurence W.Aronstein,Cooriinator Rctkiand CountyBOCES We!A Nyack, NewYork 10994

121. [ PREFACE

This teacher's Guide was developed by county teachers forteachers. The material was developed with the infusion strategyin mind. That is, traditional units were selected and the approach to the unit wasrefocused in order to emphasize Career Education.

It is not our intention that these Guides be a blueprint andthat they be followed point for point. Rather, .we feel that this material will provide a key resource from which thecreative teacher might implement all kinds of unique teaching-learning situations. Each Guide is uniquely designed to empha- size how Career Education relates to some phase of the subject matter.We do this to point up that there exist many diverse approaches to infusingCareer Education into the existing curriculum. This end is accomplished through the use of a consistent format, so that teacherneed not reinterpret a new format for each of the Guides.

Particular mention should be made of those teachers who originally developed the premise for this Guide.

Evelyn Cohen-Naneet Loretta DeBerardinis-Nyack Eileen Goldblatt-Ramapo Gertrude ltkin-Ramapo Mary-Ethel Kearney-ClarkstoWn Nickolas Kelepis-Nanuet Vincent Mahon-East Ramapo Earl Mullen-Haverstraw-Stony Point Donna Schwartz-East Ramapo

Acknowledgment should also be given.to those teachers who rewroteand reinterpreted those Guides into the present form presented here.

Gertrude Itkin-Ramapo Judith Lewin-East Ramapo Anne Nash-Nyack

122 Major Aim NAME GF UNIT To develop an appreciation of human adaptation to Lifea changed and Work in Early America STRATEGY NUMBER 1 environment. GRALF/SUBJECT 4th Grade--Social Studies Thedevelop students* a *time *will line* be* depict-*able to OB IECT I VE * * * Thereprogressive were CONCEPT* * * * * * * * * * * * * * * * Label 3 large sheets of octag or 3 large bulletin SUGGESTED ACTIVITY * * * * * * * * * Send to Plimoth Refer RESOURCEto .1. tography -..; * * presentcollageinglife the style induring general the from formthe changes1607 courseof toa inthe countrychangesstyleits earlyinsincein ourlife beginr Haveboards: childrenLife contribute in ColonialtheUnited New pictures, States WorldU. S. 1607-1700,Today 1700-1800,articles, original Sendcolorphotos,etc.LifePlymouth,Plantation,inexpensive infor Plymouth teachers' Mass. lnc.,Box materials 02362 free 162fc on Colony, of the whole unit. nings. basisreports throughout fora collage the unit. in each area on a contributing WorldAmericacopy (Field Bookof Pioneer EncyclopediaEnterprises Life in Ed. Corp.,60654Plaza, Merchandise Chicago, 111 Mart Cs)07 EVALUATION PROCEDURE: qualityThe placement of the ofcontributions contributions will by beeach a meansstudent of onevaluating the correct the bulletinchildrens' board grasp and of the the concept. 0.0 0/ e - r Major Aim NAME OF UNIT To develop an appreciation of human adaptation to a Life and Work in Early America NUMBER changed environment. 2 GRACE /SUBJECT 4th Grade Social Studies *The * child will be able to OBJECTIVE * * * * * * *1 I': thePeople new cameland tofor CONCEPT* * * * * * Divide class into four groups according to the four SUGGESTED* * *ACTIVITY * * * * * * # Refer to BibliographyRESOURCE thecomingidentify early to settlersthethe newvarious worldhad reasonsfor manypopulationHopea)land; Economic-reasons: for over- free - andpolitical,generalthecompose reading new reasons worlda religious,letter forto explaintoemigration, thesocial. ownerwhy they i.e.,of thefeel economic, the need to go. background materials, have each group After viewing filmstrips ship leaving for WorldSeeFilm: bibliography was for: W_y EX11117:1 escapeb)shipFreedomc) Political- Religious- intyranny theirto wor- HaveTheEurope.posted themgroup describeand ieLier the vJiCU winningtheir 6cDi. occupations group placed and in familycharge of the class shc:Ad life in Books #1, 2, 4 ofescaped)ownture. classSocial--to way dead struc- end time line collage collections. EVALUATION PROCEDURE: Check letters for meaningful statements NAME OF UNIT To create an awareness of the interdepender'eLife among and Workall in Early America STRATEGY NUMBER individuals in the home and community GRAVVSUBJECT 4th Grade Social Studies Major Aim * OBJECTIVE * * * * CONCEPT * SUGGESTED ACTIVITY * * RESOURCE * : Thenegativevidualcommunity identifystudent cooperation aspects effort.willthe positivebe of ablein indi- a andtc * * * * * aliensurvivecooperatesettlers1) Early land. in had toan to * * * howhisJamestown2)elements1) Have owntheyObserve background. childrencould ofand interdependencefilmstrips eachhave list choosecontributed former of Dneeach in occupationsof each.colonytheir those talents andoccupations of discuss settlers to the as of * * * As new settlers, have them write* * * JamestownFilmstrip1) Books #3for:#48 for background brokezation.tionlack downand of organi-forcoopera-Colony Jamestown of3)communitysettlers Announceinproject, preparation. effort.did. a =noun=class project--making tit "Jonnycake" as the Specify what part eachOffer student to bring will theplay cornmeal. were too busy to brTns On day Plymoutn #49, SO effortofcessfulColony3) communalThe wasPlymouthbecause suc- produceperson'setc.the cornmeal. cornmeal carelessness and continue can cause project. project to fail, After the class appears to understand how one Discuss feelings about noncooperation, EVALUATION PROCEDURE: continuingin class basis cooperation. and haveElect class a committee discuss tothe observe positive cooperative and negative efforts aspects in regularof each classroombreakdown activities on a STRATEGY NUMBER 4 Major Aim NAME OF UNIT To establishwomen that and courage, children Life and Work in Early America self-reliance and resourcefulness were GRACE. /SUBJECTqualities of most of the Pioneer men, 4th Grade Social Studies Theit student will be able to is OBJECTIVE * * * * % * * 1)The men* and boy CONCEPT* * 1) Construct pioneer house from4 available materials. SUGGESTED* * ACTIVITY * * * * * * * * * * * * * * * * * * * tionBook of#13 home for buildingdescrip-RESOURCE relianceidentifyinliving. the settlers' courage,and resourcefulness approachself- to oftenfurnishings fashion and had2)tools.own toWomen homes build and andtheir girl windowsPhilipsburgactivitiesFine2) Havedetail and children natural couldManorcould be orincludeclayweave culminationthe work. 4museum furniture,x 4 square of theclass grease-paperof City cloth,trip of to Newmake Yor a This and the following BookBookssuccotash #4 #8A,for recipeII,19 for14, for details17, of weavefoodsandhadingredients, towithcloth, prepare alien make make 4)3)Trysampler, HaveDiscover them coloni,..1 atmake recipes home candles playand for period.bring orfoods soap results available and maketo school. ata hornbook.the time. Children use only BookspxtenainqRocklandFor class #8 Regionalfortnetripcoping gamesLiassroor see: withCent( life own3)teachsoaprelied Children imagination andchildren. oncandles, their equipment available in colonial period. MusicDiscoverySimulatedPhysical Teacher, Education Game:Available Parents Teacher sportsfor games and schoolfrom social service studies P. EVALUATION PROCEDURE: theyfor projectsdid related and toself-reliance what was done and courage in their use. Have children identify those students who showed in colonial days. List the names on the board and discuss how the things resourcefulness in finding appropriate materials Life and Work in Early America STRATEGY NUMBER 5 4th Grade Social Studies 5 Major Arm NAME OF UNIT . To establish the nature of the careers of the majority of settlers in the colonies GRALUSUBJECT * The*compare student* * the will occupational be able to OBJECTIVE * * * * * worker1) The today ordinary most CONCEPT * all*Jake students a A)poll-of during in classthe working kinds are engagedhourso in * SUGGESTED* * * ACTIVITY* * * ac tvt ies pa * * * * * * * * *Parents *RESOURCE * * -:r workertolifethe specialization. today colonialsstyle with of theinthat relation ordinary of othersandspecializedneeds.likely relies for works hisonjob at a B) to satisfy family requirementse.,.shelter, of What food, partrecreation, clothing, does mother and transportation. clothing? Father in producing food and play in producing Film availableBOCES from Film library ownsupplycommon2) Theneeds. colonialmostman hadof hito Show Film: shelter? 11: You Lived then EVALUATION PROCEDURE: a colonial's day on one Establish two sections of blackboard. board and activities of an ordinary person today on Have children take turns listing common activities the other. of 1'714 - 14471., AI /%19 1 6aiR.5 re TGG )/ ir, AND A2,7, y Fo uN PI /11 ARC ec.--. 56. eV c.-7 r7 1:-;q71/2

ro V earie.Are0 r ei G 1-14 pe- ritaeL i 16Ptc.x.. A N.) 6 NAME OF UNIT To demonstrate that various careers followed by the LifeFounding and WorkFathers in Earlystill Americaexist, but in STRATEGY NUMBER 6 GRACE /SUBJECT, 4th Grade Social Studies forms which are lajor Aim adapted to modern conditions. CONCEPT RESOURCE * *which ableFathersduring*1) * 5Theto *ofa listearned studentlitetime.the manyFognding a should livingways inbe OBJECTIVE * * * * versatilewereColonial extremely leaders * * otaschildrenfaceted1) colonialthey Develop discover careerscontribute activitiesa screen ofthem theparagraphs of throughinFounding octaq juxtaposition resources. depictingdescribing Fathers. V? the Have thosede*criptive multi- the career. SUGGESTED ACTIVITY * * * * Post picture! Activitiesassistancesee:professionals.Parent Career volunteers *Throughin * Educationplanning, * *and * * For moderndescribe2)colonial Theycounterparts. specialshould times beandcareers able their toin modernstillColonialforms exist times.adapted careers in to Occupationaldescriptionsbaseparagraphs.2)the Obtain right permissionof Outcollected similar ook Handbook fromcolonialfrom localcompanies occupations. professionals or copied andfromof each screenPlace pictgrespanel, p otace modern a pocket activities for Lob to At the TOgilableWrougWorldLearningFieldCareer of trip EducationWork Center guide, Resources Local BOCE officeR.C. 3)educationeach Theyidentify case. should playedthe be ways ablea rolein to which in workersactivityPicturesthemsuppliedFounding occupiedat accompaniedwork. Fathers.andinstamatic tapein careers can byand beteacher tapesimilarutilized recorder or to volunteerin thoseconjunction and of interv7ewparent. the with This could be done as after school Have child armed with school magazinenewspapers.GeographicsObtain duplicatesections for cuttintr, ofNat:1 e:c,nenItnt screen activity. WorkCenterSee:Seef Today:ToThrOCESCareer BiographiesNorton, #25,On Joseph The 26,#28-46v. Job, Ed.27L., available EVALUATION PROCEDURE: Evaluationthe unit. of the results of the screen construction and contributions at the end of BIBLIOGRAPHY

Background for Teacher

History of the United States,Doubleday, 1 Beard, Charles A, and Mary R., A Basic Doran, 1944 (or 1968 revision): ChapterV "Growth of Social and Intellectual Autonomy" for old worldbackgrounds and paintings of migration and early beginnings.

Primer, University of Chicago Press,1966. 2 Boorstein, Daniel J., An American Read Gabriel Thomas' "An Account ofPennsylvania 1698," edited writes to en- by David M. Potter. Thomas, a young Welsh Quaker, courage other Londoners toenierate to Pennsylvania.

in Pictures, Doubleday, 1953. Page 34 3 Cnilins, Alan C., The Story of America shows settlers in Jamestown and describesfailure through la:k of cooperative effort.

Co., 4 Crawford, Mary Caroline, In the Daysof the Pilgrim Fathers, Little, Brown 1920 (copy in Suffern Free Library) ChapterV deals with educa- tional, religious protest andoccupational backgrounds, see page 77 for classdistinctions, page 126 for classdistinctions based on land distribution in the NewWorld; page 127 deals with wills of the period; page 269 ':ableimplements; page 270 foods; page 271 recipe forsuccotash; appendix lists passengers on Mayflower. Bock Co., Pauline, Lawrence J., New York State: Our Cultural Heritage, Cambridge 5 5, 7 N. Y., 1971 (Div. of N. Y.Times Media Co. Inc.) Chapters and 8 deal with colonial living; page178-9 family patterns in pre-industrial society.

Plymouth, farms and villages in the old 6 Rutman, Darrett B., Husbandmen of colony 1620-1692, Beacon Press,1967. Shows adaption of yecman of Europe working for his own 3rofit tosettler working soil in common and sharingproduct.

Life and Occupations in Colonial Times

of tha American People from Plymouth 7 Boorstein, Daniel, The Landmark History to Appamatox, Random 1965

Colonial Rays, MacMillan, (1899) 1966 8 Earle, Alice Morse, Childlife in

Colonial Rays, MacMillan, 1962 8A Earle, Alice Morse, Home Life in

Franklin Watts; also: The Glassmakes, 9 Fisher, Leonard Everett, The Printers, The Silversmiths, The Papermakers,The Peddlers, The Tanner:., Me Cabinetmakers, The Schoolmasters,The Shoemakers, The Weavers, The Wigmakers.

Brave Settlers of Plymouth, Garrard,1968 10 Groh, Lynn, The Pilgrims:

McNally & Co., 1961 11 Hall, Elvajean, Pilgrim Stories, Rand

an BIBLIOGRAPHY

Life and Occupations in Colonial Times(Continued)

Plymouth, E. P. Cutton & Co. 1946 12 Hall-Quest, Olga, How the Pilgrims Came to

in American Life 1607-1776, 13 Langdon, William Chauncy, Everyday Things Charles Scribner, 1937. See especially page 7 for [earning to Build Houses.

Mayflower, Four Winds Press, 1969 14 McGovern, Ann, If you Sailed on the

the Early Settlers, Watts, 1959 15 Rich, Louise Dickinson, The First Book of

Editors, The Coming of the Pilgrims, 16 Smith, E. Brooks and Robert Meredith, Little, 1964

America, Random House, 1963 17 Speare, Elizabeth George, Life in Colonial

18 Stearns, Monroe, The Story of NewEngland, Random, 1967

19 Tunis, Edwin, Colonial Living, World, 1957

Foods

'Early Days' Indians Cave Us, Ives, Washburn, McKay, 1973 20 Hays, Wilma P. and Vernon, Foods the

Time-Life Books, American Cooking: 21 Leonard, Jonathan Norton and Editors of New England, Time-Life Books, N. Y.,1051Tads of the gorld Series) Pages 35-37 on cornbread and "jonnycake"

'Today'

22 Burt, Olive, Let's Find Out AboutBread, Franklin Watts, 1966. Picture book presentation of step-by-step process of manufacture

Photos, Danieldorn, Lothrop, 1973 23 Johnson, Hannah Lyons, Let's Bake Bread,

Ice cream, Candy and Soda Pop and 24 Russel, Solveig Paulsen, Peanuts, Popcorn, How They Began, Abingdon, ',970

Occupations Today

25 Childcraft, 1972, What People Do, Vol 8

Compton's Encyclopedia, 26 World Book Encyclopedia. See subject heading'; such as: Merit Student's Encyclopedia

27 Occupational Outlook Handbook, 1972-73 Editioi.U. S. Dept. of Labor, Bureku of Labor Statistics, Bulletin 1700

131 BIBLIOGRAPHY

Biographies of Colonial Leaders

28 Carmer, Carl, ed., Cavalcade of America, Lothrop,Lee & Shepard Co. 1956

29 Foley, Rae, Famous Makers of America, Dodd, Mead,1963

30 D'Aulaire, Ingri and Edgar Parin, Benjamin_ Franklin,Doubleday, 1950

31 Eberle, Irmengarde, Benjamin Franklin, Man of Science,Franklin Watts, 1961

32 Epstein, Samuel and Beryl Williams, The Real BookAbout Benjamin Franklin,

Garden City Books, 1952

33 Graves, Charles I'., Benjamin Franklin, Man ofldeas,Garrard Press, 1960

34 Merriam, Eve, Stogy of Ben Franklin, Four Winds, 1965

35 Weir, Ruth Cromer, Benjamin Franklin, Abingdon,1955

36 Higgins, Helen Boyd, Alec Hamilton, The LittleLion, Bobbs-Merrill, 1962

37 Wise, William, Alexander Hamilton, G. P.Putnam's Sons, 1963

38 American Heritage Editors, Thomas Jefferson andHis World, American Heritage Pub. 1960 39 Colver, Anne, Thomas Jefferson, Author of Independence(A Discovery Book) Garrard, 1963

40 Forbes, Esther, Atierica's Paul Revere, Ho'tghton,Mifflin, 1946

41 Graves, Charles :'., Paul Revere, Rider forLiberty, Garrard, 1964

42 D'Aulaire, Ingri and Edgar Parin, George Washington, Doubleday & Co. 1936

43 Coy, Harold, The Real Book About GeorgeWashirgton, Franklin Watts, 1952

44 Foster, Genevieve, George Washington, aninitial biography, Charles Scribner's Sons, 1949

Leader of the People, Follett Pub., 1951 45 Judson, Clara Ingram, George Washington,

46 Shacher, Nathan, The Founding Fathers, Capricorn,1954

Filmstrips 1968 (American 47 Paul Revere, Patriot and Craftsman, EducationalReading Service, Backgrounds Filmstrips Series)

colonization of 48 The First Settlers, sound filmstrip,(Discovery, exploration and America series) Society for Visual Education

132 BIBLIOGRAPHY

49 The Puritans and The Pilgrims, sound filmstrip(Discovery, exploration and colonization of America Series) Society for VisualEducation.

50 The Story of The Pilgrims, Society for VisualEducation

51 Family Life in a Colonial Town. Filmstrip, Colonial Williamsburg, A. V. Distribution Section, Williamsburg, Va. 23185

52 The Craftsman in Colonial Virginia, see above

53 Cooking in Colonial Days,, see #51

54 Plantation Life in Colonial Virginia, See #51

55 The Planter Statesmen of Colonial Virginia, see#51

133 CAREER EDUCATION TEACHER'S GUIDE

Grades 4 - 5 Social Studies

EXPLORERS--AN INTRODUCTION

Copy Board of Cooperative EducationalServices Rockland County, New York 1974

Rockland County Career Education Program Dr. Laurence Aronstein, Coordinator Rockland County BOCES West Nyack, New York 10994

135 PREFACE

This teacher's Guide was developed by countyteachers for teachers. The material was developed with theinfusion strategy in mind. That is, traditional units were selectedand the approach to the unit was refocused in order toemphasize Career Education.

It is not our intention that theseGuides be a blueprint and that they be followed point forpoint. Rather, we feel that this material will provide a key resource fromwhich the creative teacher might implement all kinds of uniqueteaching-learning situations. Each Guide is uniquely designed to emphasize howCareer Education relates to some phase of the subject matter. We do this to point up that there exist many diverse approaches to infusingCareer Education into the existing curriculum. This end is accomplished through the useof a consistent forma:, so the' teacher need notreinterpret a new format for each of the Cuides.

Particular mention should be made of thoseteachers who originally developed the premise for this Guide.

Nicholas Kelepis Nanuet

Gertrude Itkin East Ramapo

1 3 6

... EXPLORERS--AN INTRODUCTION

lives This guide is intended as anintroduction to the study of the planned to lead the of the early explorers. The activities suggested are pupils into discovery of their ownpotential as explorers in thelarger sense immediate and of the consequences of suchactivity upon themselves, upon their community, and upon society as a whole.

this As suggested in the latterstrategies, the teacher can relate material to the explorers and inventorsstudied throughout the school year in grades four and five.

The material is intended to beflexible and easily adapted to the interests and needs of the pupils in yourclass. Activities and resources may benefit from deletions or additions tosuit those needs. Care should be taken skills that emphasis remain on career awareness,self - awareness, decision making and attitudes toward the world ofwork.

137 NAME OF UNIT Explorers - -An Introduction STRATEGY NUMBER GR,I.DE/SUUJECT 4-5 Social Studies 1 MAJOR AIM To compare the motivations of the explorers of early America with those of present * day pupils RESOURCE * Theidentify child willhis ownbe ableneed toto OBJECTIVE i becausePeople explore they are CONCEPT I--Brainstorming:before they were of schoolA. age, what did Ask pupils to think back to things they SUGGESTED ACTIVITY * * they ex- did ofSelect motioning film child picture or exploringpart show- en- explore his environment. II environment.curious about their plorestreet on their (3) inown the neighborhood.B. Elicit variety of responses and list on (I) in the home (2) on the black- mightvironme.A.short be enough. useful and Home movies curiousSomeplore.trained people but not are to ex- board.tion.II--Introduce a closedC. but attractive box of Discuss what motivated them to do this explore-inter- estingsee?"respondLeave materialit to there intountil the time classroom for discussion. "Why did some people not look into box?" "who looked into box?" without comment."What did they Have class Found materials Ts.pc

1 Have children list ten ways In which he has explored his environment in his i I lifetime out ruatuArinmof oanrcnuor. simpleidentify. curiosity. Only those wishing to do so will Blindfold children and introduce mystery box participate. The others must ex lain wh into which each child must feel for items to the did not. 2 NAME OF UNITMAJOR AIM To compare Explorers--Anthe motivations Introduction of the explorers of early America STRATEGY NUMBER WDE/SUBJECT 2 with those of present day pupils 4-5 Social Studies Children should be able OBJECTIVE People explore be- CONCEPT Set up a task for a group or a single . SUGGESTED ACTIVITY child whereby Other teachers and RESOURCE obtainingto identify material reasons things. for greedysomethingcause forthey more.or need are anda groupfilimentclass the forneedgroup of colored is needis fulfilled further through construction led greed. to acquire paperFor example, excess send by the groups Leaveexploration it up to them to with specific ful- school personnel -bt...... In-Aandnumberfoundformulate art of elsewhere.department sheets plan In one ofin plrosoaction.mind. that hut muchexact in requirementspxclasc non can be Discussion in class of actions Set up with other teachers hA taken and reasons for actions. ToeCI EVALUATION PROCEDURE: materials sent for. Children list reasons why the group in the above activity obtained or did not obtain the II NAME OF UNIT ews Explorers--An Introduction STRATEGY NUMBER GEC:DE/SUBJECT 3 4-5 Social Studies 3 MAJOR AIM ** * * To compare the motivations of *the explorers of * * * early America with those of present* day pupils * * * RESOURCE * * Childrenwhichlist require manywill occupationsbea loveable ofto OBJECTIVE adventure.causePeople they explore love be- CONCEPT * * * Makeask-mountainrole up planeach questions climber,anone occupation. questions for airplane a quiz leading pilot,show. to etc. their confessions * SUGGESTED ACTIVITY * * For example, parachutist, Have each child Quiz master HistoryKing,NamesSee Chapter Harlow,inby AmericanEibling, I, Laidlow, Great adventure. OnofploretoColumbian loveblackboard the theofmoon. adventure.mapnothingness or of onthe two world aroundcharts (b) theshowglobs early fa)l. mappre-known in world an Discuss with children how many would ex relation d Also:See1965 diagramfor early suggested maps Encyclopedias moonwhythoseon orboardto whywhoexplore possiblepot;would today.how not careersmany_wQuld venture. which choose aid toexploration go to the. tlicit rrun s (Maps could also be mad _u_eisi dm' m for as sample folded.bychildrenDevise children) an goobstacle through course the course which onechildren at a timefollow under blind Use an empty room or playground. Sit in circle afterward and discuss Have Recallfeelingssupervision.people the awaitingand olumbus'artyexamples emotions hacking them, menof in thelandingtheiretc. reference men way inon throughPonce anto unknownthe de an experience.Leon's unknownshore with strange jungle or EVALUATION PROCEDURE: Have each child name the occupations required for a specific explorers adventure using rN IN. 4 NAME OF UNITMAJOR AIM To compare theExplorers--An motivations Introduction of the explorers of early STRATEGY NUMBER GRADE/SUBACT 4 America with those of present day pupils 4-5 Social Studies OBJECTIVE * * * CONCEPT * * Have a distinctly foreign person come into the class- is * SUGGESTED ACTIVITY * * * * * Exchange program RESOURCE * discriminatePupilsfluencingnegativeidentify will aspects others. bepositivebetween able of to andandin- the othersploreSomecustoms.religion peopleto their teach and ex- discussetc.hisroom native for whetherthe table day, ormanners eat not lunch that and withperson'susing his customs own tongue, need When he or she has gone, ask the children to the children using Films, filmstrips onaborigines, etc. groundareShowsaidimprovement healedcustoms.slides or otherwise by or andwitch films if showdoctors so,of foreignwhat"uncivilized" or would eat lands squattingthey wherebehavior. do to nativeson Improve the ofdiscussDiagram the individual arelative behavior meritssocieties. chart onof basiscomparative of the customsrequirements and P.PrCt EVALUATION PROCEDURE: did that helped the natives and those that were Pupils will search out materials on Spanish and harmful to the original culture. French missions and itemize the things they 11 I 5 NAME OF UNITMAJOR AIM To compare Explorers--Anthe motivations introduction of the explorers STRATESY NUMBER of early America with those of present GRADE/SUBJECTday pupils 5 4-5 Social StudIgc Pupilsselect specificshould be instancesable to OBJECTIVE ... t'e discoveryOne explorer's leads to CONCEPT incentivesI. -1: such as paper covered candies.Plant around the room, hidden from sight, some SUGGESTED ACTIVITY * * * * it -1: As soon * * RESOURCELibrary wherecoveryIn the oneled American explorer'sto many background more. dis- further exploration, ascontinuedDiscussofsome one pupils otherIs thought insearch. activity. sear,...ing processes out of the each remainder person whoof rewards. discovered, have children leave room for Upon return, observe behavior oneDivide2. explorer class intoto be small studied groups. in grade Coordinate research work with school librarian. Each orouo selects 4. Pupils are C giventionexplore? specificdependent Who didquestions on hea priorcome to after? d"answer. wery? etc. How was his explora What did he gil . 3."Oneadventures picture of is the worth early a thousandexplorers. words."Children draw picture s:A..:les. BaseDiscuss these phrase on th willwrs*.nAEVALUATION observe 4.^ km PROCEDURE:pupil's Fkm mvnlnror responses. mnA tall about Encourage children to be a 'guest themselves or slmnlv answer the auestion he answered speaker' after doing research on an explorer. in his research. {ii They could either Teacher NAME OF UNIT Explorers--An Introduction STRATEGY NUMBER GW:DE/SUBJECT 5 4-5 Social Studies day pupils 6 MAJOR AIM OBJECTIVE To compare the motivations* of the * * * * CONCEPT explorers of early America with those of present SUGGESTED ACTIVITY * * RESOURCE * Pupilsa Identifyfactorstrong would Inmotivating competition early be able explora- to as ploration.Competitioninimportant motivating factoris anex- * * DivideTreasureclass classout hunt: to into playground. groups of 4-6 members. Hide written clues in Bring Materialsby pupils brought in tion. matchcoveredchesttributedfinds boxes is thecoins. buriedin (6-10 Treasurean area inmessages) playground ofChest the whichandplayground. andkeeps have contains the been treasure. Group following clues correctly Treasure chocolatedis- CTT".

EVALUATION PROCEDURE: Increases as one aooroacnes the achievement of Using treasure hunt as the basis the coal. of dIscussion,elicit from pupils idea that competitive feeling 1 I NAME OF UNITMAJOR AIM ToExplorers--An compare the Introductionmotivations of the explorers of early STRATEGY NUMBER GIV.OE/SUBACT 6 America with those of present 4-5 Social Studies day pupils 7 Pupilsidentify would competitionbe able to for OBJECTIVE * * forPeople material compete things CONCEPT * * Competition game: * SUGGESTED ACTIVITY * * * RESOURCE * materialstrongin early motivatingreward exploration. as afactor andgivenBrinsDividePupils sit class signal class oneach their onto intothreeget balloonsplayground. onethree pupils balloon even andat teams.oneand break them. blow it up.time run to bench Then they At a whorun cards,taskrepeat back first orandthis other istouch process. the material winner the hand of their own team andreward. receivesThe teamcandy, who baseball' completes members the e/ ofciteDiscuss exploration examples implications of competitive when back behavior in the historyin the classroom and lem'el FuitinArinm PRorrnnpr. discussionIn their ownelicit favor from when the Role play: competing. pupils the need for rules and Children choose the same team all fair play and how people the time making the teams une en. normally try to II "stack the deck" ihrough NAME OF UNITMAJOR AIM To compare Explorers--Anthe motivations introduction of the STRATEGY NUMBER explorers of early America with those of present GV0E/SUBJECT 7 4-5 Social Studies day pupils 8 Pupilsdocument will their be ownable to * OBJECTIVE* * * * further theirPeople self- compete voyage to of* discovery but need CONCEPT * * Have pupils imagine they are planning to go on a SUGGESTED ACTIVITY financing. Have them RESOURCE * * worthbasis. on a competitive image. a.writethecompany followinga convincing or a friendquestions: proposal to sponsor that thewould voyage. encourageyourHow wouldtrip? a you obtain the people necessary for Include e.d.c.b. WhatHow suppliesjobsmethodmany wouldpeople of would transportationthey would you fill? youneed? need? would you use? Why? h.f. . WhatWhyWherevoyage? would wouldwould you youryour go? sponsorvoyage takegain you?by paying for your EVALUATION PROCEDURE: Pupils read (the reader having read their proposals to the left the room). Child with most votes and most entire class. Pupils will vote after convincing proposal is the winner. eac(i proposal is 9 NAME OF UNIT ToExplorers--An compare the Introductionmotivations of the explorers of STRATEGY NUMBER GW.DE/SUDJECT early America with those of present day pupils 8 4-5 Social Studies MAJOR AIM OBJECTIVE CONCEPT * Each pupil selects one of the explorers they will * SUGGESTED ACTIVITY * * * School LibraryRESOURCE Pupilsenumerateworldnizedin communitywhich willthe specific explorers.bethe able recog-immediate ways to or * * andcommunityPeople recognition. compete approval for countryapprovalfromstudy the in and andlibrary,the the rewardsgrade world finds and, thatas outusinga explorerresult what reference recognition,of received his materials from his exploration. Media Center Pcgit EVALUATION PROCEDURE: the rewards and nagiTTIlon each explorer Devetopa u etn oar earned.with the pup sus ng their in epen ent research work which pinpoints NAME OF UNIT eoN Explorers--An Introduction STRATEGY NUMBER GRADE/SUBJECT 9 4-5 Social Studies 10 MAJOR AIM To compare the motivations of the explorers of early America with those SUGGESTED ACTIVITY * * of present day pupils* * RESOURCE Thetopetitiveness demonstratestudent willincreases that be ablecam- OBJECTIVE * * status.advancePeople competepersonal to * CONCEPT aroundtothat1. urge mightAfrica men haveto 'Indiasign been on usedand thein theSpice timeHave pupils design a poster or an * for* a voyage of exploration Islands.advertisementof the explorers discovery with as status is advanced. Whatwetheclass2. callareship. as the thethe attributes newcrew (e.g. of Explore a leader? a new Simulate a voyage of exploration or What are the needs of the crew? planet? Who will be the leader? planet).How is a leader Whatleader? will Name H.1.4chosen? !oho should he serve? What are t e responsibilities of a elf,

EVALUATION PROCEDURE: 1. Invite other members of the grade level to see posters and ads. Have them select three bestaccomplish,recorder, posters andreportrewards send back they to hope to 2. Information back on the winners."EyewitnessHave News" a pupildetailing role theplay feelings the part achieve and problems encountered on of a television reporter on of the crew, their roles on theboard. board ship and using tape ship, jobs t ey VIMINIEMO 11 NAME OF UNITMAJOR AIM To identify the circumstances thatExplorers--An Introduction STRATEGY NUMBER existed which motivated the discovery and DE /SUI,`.H 10 4-5 Social Studies exploration of America Pupils will be able to OBJECTIVE * * * Most people before * CONCEPT * * Makepeople a world in Columbus' map on a timeflat viewedpaper it. * SUGGESTED ACTIVITY* * * showing world as Make another* Bend each Old maps indies encyciope- and duplicatedRESOURCE J.. reportabouttimethis theofmotivatedon Columbuswhatworld was atexplore- andknownthe how wasbelievedColumbus' flat. the world time mapwest.Compare lievedsoon thatsame twohe leftsize couldtube andpaper maps.reach right as the edges East meet Indies to by sailing Illustrate why Columbusit is be-today. form a tube. ofe.g.appendixmap Knowledge. ofMajor exploration of voyages discovery.this unit. ofin New Book Any tion. withsuchShowDrawclass, arrows asapprovalon blackboardwithout pointing of measuring,majority anin exampleopposite vote. which of directions. anline optical is the longest. two similar lines > Have minority prove < < illusion Ask ) goodpsychology ingelementary optical book Illusions.show- waterseemedtheir with contentionflat. carpenter's if they level. will. DemonstrateShow why flatnessworld of T".QC runinAtinm nonrcnuor. Columbus based his theory of Usina texts and encyclopedias.have exploration. ouoils write a list of known facts and ideas unnn II which ("N 12 NAME OF UNITMAJOR AIM To identifyExplorers--An the circumstances Introduction that existed STRATEGY NUMBER which motivated the discovery and exploration of GU.DE/SUBJECT 11 4-5 Social Studies America j RESOURCE Pupilsdemonstratebe preserved will bethat by able spicesfood to can OBJECTIVE * * wascauseFood a problem preservationof lack be- of CONCEPT * * Tarrytown,Tryfield to arrangetrip New expenses York.a trip approachto Philipsburg Parent-Teacher Manor in * SUGGESTED ACTIVITY * *If school does not underwrite Club or Administration,pupils.Parent-teacher clubs, andrefrigeration. other means than refrigeration. othercenturiesofrunChildren preserving rummagelocal may isorganizations or demonstrated.be foodcake able insale. to the producefor seventeenth financial crafts backing.andto sell, or At Philipsburg Manor ways eighteenth Philipsburgrules(contact andTarrytown, Manor, forregulations) latest New York othercookinghomes.Exhibition:Label grades anddifferent exhibit to visit. foods. them with legend of use. Have pupils learn which spices are used in Have children list spices used in their They can bring in spices. Invite T.4licl477 EVALUATION PROCEDURE: onepreserved experiment with each lemon how pace:food Divide children Into small groups charging them that spoils can be preserved without refrigeration. with responsibility to demonstrate with e.g. apple that is cut can be li 13 NAME OF UNITMAJOR AIM To identify the circumstancesExplorersAn that Introduction STRATEGY NUMBER existed which motivated the discovery and exploration GW.DE/SUDJECT 12 4-5 Social Studies of America Childrentheirthat owncountries will dramatization infer competed fromiC OBJECTIVE * ascompetingCountries a source forwere of trade * CONCEPT * * wealth.madeThe in increaseit overseas possible in expeditions." commercialfor merchants and (New tobusiness acquireBook activities great *"They sought additional profits by investing * SUGGESTED ACTIVITY * * * of Knowledge) Usenewcountriesdiscover bibliography markets whichcompeted and towhich for RESOURCE forareas. the wealth of new wealthand 16th in thecenturies. 15th ActexhibitionTheDramatize customers1--merchants outcome this to inshould rest Europe,sequencewith ofbe goods schoolatelling bythree fromhaving or act them Fargrade pupilsplay Eastwhy level. for theyrole possible areplay. so sell to merchants,backingex. plorers of obtainedetc.wealthy ActDiscussdiscussetc.)costly II--same (scarcity,competitionways merchants, and means hardships with now of other wealthy,accumulating of countriestravel, meet moreloss for profits.trade, together to of ships, i Actetc.forthe Ill furtheridea -- navigatorsof enrichment.investing and in explorers voyages sellto open merchants new on markets C'rd.It EVALUATION PROCEDURE: markets and new routes to old markets. Discussion of drama to elicit inferences pertaining to the competition of countries for new r"N 14 NAME OF UNITMAJOR AIM To identify the circumstancesExplorers--An that existedIntroduction STRATEGY NUMBER which motivated the discovery and exploration of AmericaGit:ZE/SUBJnT 13 4-5 Social Studies OBJECTIVE * * * CONCEPT * * Have pupils read background* of Pilgrims : 17: SUGGESTED ACTIVITY* * * * and Puritans * * * * Books on puppetRESOURCE * * * * Pupilsmotivatingexplorationidentifyfreedom will of the force beandreligion needable settle- toward forto as a domthere Inof some religion.was countriesno free giousPuppetto restrictions groupsunderstand show: in England lackupon of theirthat religious werereligious unhappy activities. with Puppets should represent various reli- * * freedom in England. the Have makingin libraries.to be found ment of the new world. willpupilsnames(e.g.role represent divide of playingPuritans, the into religiousone the groupssectPilgrims, confrontations makingsects after Quakers) simplelisting with puppets ongoverning board of the time. Each group and forces. the r. EVALUATIONwith PROCEDURE: government polices TFLA Grout. .scussion a ter piipetreligious presentat groups cis. and ways in which tha government 07-6171-Ulackboard specific dissatisfactions dealt with these groups. NAME OF UNIT Explorers - -An Introduction STRATEGY NUMBER GR::DE/SUBJECT 14 4-5 Social Studies 15 MAJOR AIM OBJECTIVE To compare the motivations of the explorers of early CONCEPT * * * * SUGGESTEDAmerica ACTIVITY with those of present day pupils * RESOURCE * * Thethatcoveriesaccomplishment children inventions accelerate demonstrate ofand tasks dis-the press,compass,coveriesInventions rudder printingsuch and andas dis goale.g.,Experiments:small in one sailingcompetition pupil shipwith with models,compass one onewithout;reaches with arudder,pupils makeone with- Have pupils compete on assigned tasks, * * designated of A.B.from district. Local newspapersModels borrowed such as exploration. explorerssextant stimulatedto ventu Trips:messagewater;sameout, messageand oneon competeitpupil competesten with timesfor rubberdesignatedwith against an stamp other time. goal with in three a flat line pan arrange a trip to local newspaper or pupil writing printing C.in class Parents of pupils willingworkHumanMr.press Arthur inResources:(e.g. toareas asnwerAldrich. Our that Town, questions utilize tel. No.theseof class. Inventions who are Parents of children in class who 735-7010, contact EVALUATION PROCEDURE: sources people, ave pupils list tenAfter ways observingin which results of said experiments and the uses tasks were accelerated as a result of these discoveries. of inventions through trips and re- Articles Bibliography of Books, Filmstrips, Films,Transparancies, Games, Newspaper

Books

The following is a broadlist of suggested readings that maybe available grade reading in your own school or publiclibrary. They vary from third to sixth library adequate substitutions may level. By using the card catalog in your own be found for titles not listed there.

World by Josef Berger, American 1. American Heritage Discoverers of the New Heritage, 1960

2. d'Aulaire, Ingri and Parin Columbus,Doubleday, 1955

3. Leif the Lucky, Doubleday, 1941

4. Baker, N. B,Amerigo Vespucci, Knopf,1956

5. Henry Hudson, Knopf, 1958

6. Juan Ponce deLeon, Knopf, 1957 Boy Explorer, Bobbs, 1953,(Childhood of 7. Bebenroth, C. M., Merriwether Lewis: Famous Americans)

American Expansion, Watts, 1965 8. Blassingame, Wyatt, The First Book of

9. A World Explorer: Ponce de Leon, Garrard, 1965 North America, Putnam, 1962 10. Buehr, Walter, The Spanish Conquistadores in

Putnam, 1963; (Daniel Boone,Lewis S.-Clark, 11. Westward with American Explorers, Zeb Pike, Charles Fremont, andothers)

of Icebound Seas, Garrard, 1960 12. Carmer, Carl, Henry Hud-on: Captain Famous Explorers for Young People, 13. Coffman, R. R., and Goodman, N. G., Dodd 1945

14. Dalgleish, Alice,America Begins, Scribner, 1955

(his loyhood and first voyage) 15. The Columbus Story, Scribner, 1955

16. Daugherty, James, Daniel Boone, Viking, 1539

17. Duvoisin, R. A., And There Was America,Knopf, 1938

(early nap making and hardships of sea 18. They Put Out to Sea, Knopf, 1943, exploration) Globes, Franklin Watts,1959 19. Epstein, Sam and Beryl, The First Book of Maps and

20. Folsom, Franklin, Famous Pioneers, Harvey, 1963

Abingdon, 1954 (makers of America) 21. Graham, A. P. LaSalle: River Explorer,

22. Groh, Lynn, Ferdinand Magellan, Garrard, 1963(World Explorer Books)

23. Grosseck, Joyce and Attwood, Elizabeth Great Explorers, Fideler, 1961

Explorers to the West,. 24. Haines, Madge and Morrill, Leslie, Lewis andClark: Abingdon, 1959.

25. Judson, Clara (Ingram) Christopher Columbus Follett 1960

Garrard 1963 (early motivations and 26. Kaufman, Mervyn D., Christopher Columbus, challenge to King and Queen of Spain)

Random House 1951, 27. Kjelgaard, James Explorations of Pere Marquette by Land, (Landmark Books)

Westminster 1965 28. Knight, FrankStories of Famous Explorers by Land, (summaries of journeys)

1964 (summaries of journeys) 29. Stories of Famous Explorers by Sea, Westminster

1967 (traveling thr-Jugh 30. Knoop, Faith Yingling Francisco Coronado, Garrard territory where no white man hadbeen)

1960 31. Latham, Jean Lee Drake: the Man they Called a Pirate, Harper

1960 (fiction) 32. Lomask, MiltonShip's Boy with Magellan, Doubleday

33. Martin, Patricia Miles Daniel Boone, Putnam 1965

Children's Press 1960 34. McCall, E. S. Explorers in a New World, 1964 (A Breakthrough 35. Mirsky, Jeanette Balboa Discoverer of the Pacific, Harper book)

(adventure) 36. Montgomery, Elizabeth RiderHernando de Soto, Garrard 1964 exploration: 37. Moore, Patrick Exploring the World, Watts 1966 (history of 1954 38. Nolan, JeanetteGeorge Rogers Clark, Soldier and Hero, Messner

(an account 39. Pauli, Martha, America's First Christmas, Ives Washburn 1962 account from Christopher Columbus'Journal of Christmas 1492 telling of Santa Maria's wreck and Indian generosity)

(motivations for and 40. Protter, EricExplorers and Explorations, Grosset 1962 results of discoveries)

54 Explorers, Watts, 1960 41. Rich, Louise Dickinson The First Book of New World 1965 (an easy introduction to 42. Rinkoff, BarbaraA Map is a Picture, Crowell reading and drawing maps) America, Harper 6 Row 43. Shippen, Katherine B. Leif Eriksson: First Voyager to 1951 (the excitement of voyageof first man to discover America)

44. Smith, Frederika ShumwayFremont: Soldier, Explorer, Statesman, Rand McNally 1966 1962 (Piper Books) 45. Snow, D. J.,Henry Hudson: Explorer of the North, Houghton Christopher Columbus, Random 1950(the four 46. Sperry, Armstrong, The Voyages of voyages, some seldom heard accountsof his sea voyages and mutinies of his crew)

Primitive Man to Spanish Conapprors, 47. Sultan, Felix, Discoverers of America: Grosset 1965

48. Syme, Ronald, Balboa: Finder of the Pacific, Morrow 1956 1958 (hardships of exploration and 49. Cartier, Finder of the St. Lawrence, Morrow relations with the Indians)

(exploration of Canada, relations 50. Champlain of the St. Lawrence, Morrow,1952 with the Indians)

1952 (shows faith in his own vision, 51. Columbus Finder of the New World, Morrow triumph over hardships andmutinies)

52. DeSoto: Finder of the Mississippi,Morrow 1957

The Story of Cabeza de Vaca, Morrow1961 53. First Man to Cross America:

54. Francisco Coronado and the SevenCities of Gold, Morrow 1965

55. Henry Hudson, Morrow 1955

56. LaSalle of the Mississippi., Morrow 1958

57. Magellan, First American Around theWorld, Morrow 1953

58. Vasco Da Gam,: Sailor Toward the Sunrise,_ Morrow 1959

Western Pathfinder, Whitman, 1953 59. Tousey, Sanford, John C. Fremont: (Pioneer Books)

Tamir.q the Wilds, Garrard 1960 60. Wilkie, Katherine E. Daniel Boone:

(Piper Books) 61. Ferdinand Magellan: Noble Captain, Houghton 1963 The Story of Alvar Nunez Cabiza 62. Wojciechowska, Maia, Odyssey of Courage: de Vaca, Athenium 1965

1 55 Filmstrips

Some of these may be found in individuallibraries, others in district collections.

63. Crawford, Thomas, Ponce de Leon in the New World, TrollAssociates color, captioned filmstrip (American BackgroundsFilmstrip Library)

64. French Explorers of the New World, EncyclopediaBritannica Educational Corp. (EB 9270) 1961, 4 color captioned filmstrips, Cartier,Champlain, Joliet, LaSalle.

Troll Associates 1939, 65. Crawford, Thomas, Leif the Lucky, Viking Explorer. color, captioned filmstrip (American BackgroundsFilmstrip Library)

Heroes of Long Ago, 66. Leif Ericson, single color captioned filmstrip of series, Encyclopedia 3ritannica Films 1953

67. Man Who Discovered the Grand Canyon, TrollAssociates 1968, Color, captioned filmstrip (American Backgrounds FilmstripSeries) Coronado seen as Spanish adventurer in search of gold.

68. Champlain in the Wilderness, Troll Associates 1970,captioned, color filmstrip

1970, captioned color filmstrip 69. Balboa Discovers the Pacific, Troll Associates

70. Around the Wlrld with Magellan, Troll Associates,1970, captioned color filmstrip

71. Discovery, bploration and Colonization of America,SVE 1961, 6 Filmstrips, 3 records. See First Two Titles: Discovery of America, Exploration of America

72. Mel Who Explored Great American Rivers, TrollAssociates 1968, (American Backgrounds Series) Color captioned filmstrip.

FILMS FROM BOCES See also 1974 BOCES Film Catalog

73. Columbus and Isabella, 22minutes (You Arc There Series) Catalog 01052

74. Lewis and Clark at the Great Divide, 22 minutes(You Are There Series) Cat. 01057

Transparency

75. Voyages of Discovery

76. Exploration et United States

Items 75 and 76 are map transparancies of the AmericanHistory Series, Hammond 8496, copyright 1969. If these are not available, trace old maps from texts or encyclopedias on clear transparancies.

Games

77. Munson, Harold L. and Gockley, Gilbert C., CareerInsights and Self-Awareness Games, Houghton Mifflin Co. 1973 (see GameLeader's Manual and game guide No. 2 Life Goals)available through BOCES film library 156 Newspaper New York by Margaret F. O'Connell 78. New York Times, Young Explorers' Book Review Section, July14, 1974, p. 8

1 59 ot . . r . - 5. V ,, .4.. - . no. ?". ^ 4,kt, " ." ^ .3. . a 1609,...* FaroeENOLAND Iv 94131411O.A11341 AMERICA NORTh '; /.. vER.P....1a4- 0',;Z:- .. S?t ...... 00T 1497 1534 PO ;..7: Li MANCE 1492 3 canaq s iv Jo. PHILIPPINE Is. ottet.". minus moat ...... rq,sator AFRICA .9, iv 4.,P," A: ..,.....01.47 '15 ...... PACIFIC OCEAN : MOO SOUTH / i . ATLANTIC OCEAN % N O-7,----.,-0- ,,,,, N" 0,9"..... *. ,. ...z...41 "...... Yr 'NO V,* .... 4 N. 11 ):e ...' .... CANO ... .. INDIAN OCEAN ld MAJOR VOYAGES OF DISCOVERY ..."...... f (mann I AN% 15213...°°". FortvgroSwink F.40111OstcA CAREER EDUCATION TEACHER'SGUIDE

Grades 4 - 5 Social Studies

INVENTORS WHO LEAD--CAREERS THAT FOLLOW

Copyr.ght: Board of Cooperative Educational Services Rockland County, New York 1973, 1974

Rockland County CareerEducation Program Dr, Laurence W. Aronstein, Coo-dinator Rcckland County BOCES Wert Nyack, New York 10994

1 60 PREFACE

This teacher's Guide was developed by countyteachers for teachers. The material was developed with the infusion strategyin mind. That is, traditional units were selected and the approach to the unit wasrefocused in order to emphasize Career Education.

It is not our intention that these Guides be a blueprintand that they be followed point for point. Rather, .we feel that this material will provide a key resource from which thecreative teacher might implement all kinds of unique teaching learning situations. Each Guide is uniquely designed to empha- size how Career Education relates to some phase of the subject matter.We dc this to point up that there exist many diverse approaches toinfusing Career Education into the existing curriculum. This end is accomplished through the use of a consistent format, sothat teacher need not reinterpret a new format for each of the Guides.

Particular mention should be made of those teachers who originally developed the premise for this Guide.

Frank Corica Pearl River Judith Dudyak Haverstraw-Stony Point Evelyn EversonHaverstraw-Stony Point May Hersey Clarkstown Zaka Kahn East Ramapo Anne Nash Nyack Ursula Pardo Clarkstown Rosalie Race Clarkstown Rosemarie TannusRamapo

Acknowledgment should also be given to those teachers who rewroteand reinterpreted those Guides into the present fora presented here.

Ruth Berlin East Ramapo Nickolas KelepisNanuet Ursula Pardo Clarkstown INTRODUCTION

Throughout the ages, children have studiedthe lives arid accomplish- Careers That Follow,ws ments of great men. In this unit, Inventors Who Lead - study these great men with a careerperspective in mind. This Career Education with Guide attempts to focus on the aspectsof the inventor which are involved developing self-awareness, career-awarenessand economic-awareness for each child.

Each unit places emphasis on careeredu.ation as the inventor and %is of the inventions are explored. In this way, we hope to broaden the scope traditional study of these great men. Therefore. the goals of this Career decision- Education Unit are to increase thechild's understanding of himself, his making skills and his eventualrole in the work of work.

The bibilography for all of these units; canbe found at the end of tare and references for each unit. guide. It includes a variety of sources

Each unit on the specific inventor car serve as amodel for the order additional study o' other great men These unit!; can be utilized in any and with some flexibility, can beadapted to theinterests and needs of the activities and resources that may children. The teacher should feel free to add suggest themselves in herparticular program.

1.G2 4

CONTENTS

INTRODUCTION

I Alwtander Graham Bell

II Thonas Alva Edison

III The Wright Brothers

IV Eli Whitney

V Gecrne Washington Carver

BIBLIOGRPHY

I Ca I ajor AimNAME OF UNIT To develop an understanding of how Bell'sAlexander personal Graham Bell STRATEGY NUMBER characteristics led to his success1 as an inventor. GRACF/SUBJECT Grades 4 - 5 The children will be able to oBJECTIVE The characteris- CONCEPT gested*1) Reading books skillto pinpoint activity-Read all *or someselections of the frompersonal sug- SUGGESTED ACTIVITY * * -,'c * * * GreatEbling, Names King in & Americ.Harlow RESOURCE * recognizecharacteristics the personal of Alexander areGrahamtics important ofBell Alexander which to 2)characteristics Based on tic ofinformation Bell (e.g., acquired determination, from the humanism).above Telephone,Mr.History, Be Laidlow, Random Hou196 1 Invents the Graham Bell hisabilitydetermination,recognize informationjob asto arelateare from activity,3)cidents Theillustrate children andthe eventschildren the-personal will in listenwillthe life use characteristics.to puppetsoftape: Bell towt-ich act outtend in- to Discuss personal characteristics of Bell Living History VUU17.7Peopie,MeadFamousN. Y. & 1952;InventorsCo., Rberle,N.Y.()oda:- for1960 I mission,dearofteacher soundto the human-of trans- fieldthe group4)Tapesgroup.to The willmatch -children Bell. list each fivewill characteristic nrc.&characteristics e. with ofa child Class discussion will follow. into cm11 crnups. Bell and try in the Fprh TapesTape:History,Makers tiLiving of HG67I3Noble American History &- Nob!Bell telligence.isticsistic character-and in- LearningImperial Internationa grtCC EVALUATION PROCEDURE: withdiscussion.The oneteacher of his will own. make a ditto listing the characteristic Each child will write a paragraph comparing one of elicited from the group Bell's characteristics STRATEGY NUMBER 2 c. Major Aim NAME OF UNIT The children willinvention. be able to trace the careers Alexander Braham Bell available today that are an outgrowth of Alexander Graham GRAEF/SUBJECT Grades 4 - 5 Bell's The children will be able qBJECTIVE The manufacture CONCEPT --I) Visit the telephone jobscompany. available with personnel director. SUGGESTED ACTIVITY Discuss kinds of Talk to as FilmstripNewCompany York Telephoneand Recori RESOURCE tonecessaryphone list "work". the to kinds make ofour jobs tele- varietyvolvestelephoneand use aof wide in-careersthe many2)including Writeworkers and asfor produce possible the cast a skit as manyon "Terry, workers the as Telephone"possible of a Guidance AssociatesPeople WhoThings Make Part 4 materials,operator,factory,telephone.(eg.,involved officeinassemblyrepair making workers,inventor,mi.m, lineand directory providingworkers, advertiser, designer, maker,custodianthe producersinstaller,services in theof raw etc.) N.,ifCr EVALUATION PROCEDURE: ourMake telephonesa to telephone "work". mobile with each part illustrating one o 011.1 t e jobs necessary in making NAME OF UNIT To develop an understanding of how Thomas Edison II Edison'sSTRATEGY personalNUMBER characteristics led to his success as an 1 GRACUSUBJECT Grades 4 - 5 inventor ilajor him oBJECTIVE CONCEPT SUGGESTED ACTIVITY RESOURCE 1)tocharacteristics recognizeThe children the willofpersonal Thomas be able mentpersonalearly1) An influencelife individual' develop- and career.childhood1 and how ita) influencedChildren will and dodetermined independent research on In this research, make a list of to his adult be- incidents of Edison's his SCIS Kits Edison,durance,proach,people particularly and hishis resources practicalexcellent his andap-use en- hisof his2)occupation.successchoice occupationalEdison's andwith hisin- this focusthesonally scopeon Edison'sto of become his earlyVasinventions. theID/vior childhood greatlifeRead and andaccomplishments. inventor(over which discusshow 100heare he developedsports. preparatorywas per- Class discussion should inventions) and the which2)toinquisitiveness.result Thelist life children at ofhas leastEdison's changed will 5 ways work.beas ableina manyeverydayeachresponsibleventions changes person's life.were infor whichown.taskleaderi have with andelectrical informed specific c)activities.leader directors. Divide (as into Edison Let small other groups to work on SCISThen discuss success of groups as they wive one group a was) or leaderless. proceed on its completeKits withoutHowpaper,2) life didSkits ayouwithoutphonograph leader?to feel be Edison'sdevelopedworking inInventions. by a smallgroup group which portray (lightwith bulb, a leaderwaxed or EVALUATION PROCEDURE: outlineDevelop Edison'sa bulletin life board, and accomplishments.using children's -- - independent research reports which Thomas Edison II STRATEGY NUMBER 2 GRAEUSUBJECT Grades 4 - 5 i ajor AtmNAME OF UNIT . To develop an understanding of the range of careers related to Edison's inventions. * * nBJECTIVE -,': * * * ;': * Man's inventions CONCEPT * -2( * * -2:1) Children bring in newspapers and cut out all ads re- * SUGGZSTED-2: ACTIVITY -2: * * i': * * * '2: -2: l': * -2: -2: -2: 1) Local* newspaperRESOURCE * * * * * 1)electricity.torelated The list student atto theleast will field 10 be careers ofable andproduce careers. new jobs 2)repairman,lated(Electricians, to lobs etc.) that air-conditioning are in the fieldIn repairman, small of electricity. groups, radio do & researchT.V. on at least 10 of these 3)2) OccupationalN. Y. Times describe2)cal Childrenjobs at in least depth.should 2 electri-be able to haveDifferentvantagesquirements, definite jobsand ad- re-dis- jobs.nature3)employmentqualifications Invite.parents of work, outlook, needed,places and_copmunity earnings ofopportunities employment, & workingpeople fortraining whoconditions. advancement, work in Each report should include information on: and Statistics.BureauU.Outlook S. Dept. ofHandbook, Labor1972 of -Labor -73 andadv-a11ing rewards. conditions t4 gc3, work electricallytheir job. re.I0Lee rields to speoK2.1. with %...;.: Do youIs like your job? it hard work? Questions might be: How many hours? ci:Jvui. 6.5.4.3. WhatHowCanDo youspecialdidyou feelyoutell trainingget thatus yourthe you advantagesorjob?can education get ahead and do disadvantageson you your need? of your job? job? EVALUATION PROCEDURE: resourcein doing. people who visited class. Each chi d v.!, Job description should include information acquired from write a J escription for a single electrical job that he might be Occupational Outlook Handbook and interested itajor Aim NAME OF UNIT To develop an understanding of the Wright Brothers' Wright Brothers III STRATEGY NUMBER characteristics which led to their success1 as inventors. GRACUSUBJECT Grades 4 - 5 JECTIVE To be an inventor,A) Write a short biographyCONCEPT* about the life * * 0. * SUGGESTED* ACTIVITY * * and work of * RESOURCE * TherecognizeacteristicsacteristicsOrville children Wright.the of will include:personal Wilbur be able andchar- to These char- deter- personalityanddefiniteneeded. qualities skills are of eventsofthe personality;Wright leading Bros. to learned the invention skills; ofand the the airplane. sequence of Indicate growing up period; qualities mination,mindedness,workers.pose, infinitely patience, intensity careful single- of pur- C)whichB)Inventing ThePrepare describechildren aand poster thewillAirplane". work biihywith of thelh the dm.;title. Wright LouLlu%..1 "Happiness Bros. mCn;t:: is aii- Include pictures and words problems.Listplanes.lems personal encountered characteristics in building neededthese modelto solve airplanes. these The children describe their individual prob- Wright Brothers felt about EVALUATION PROCEDURE: gradedevoting level. theirChildren entire will life write to aa singlecomposition goal. describing how they think the ..11.11.18/1.siosowwwww..ammemero 3.1. ..- ao Children may read some to classes on the same 6 Major Atm NAME OF UNIT The student will develop an understanding of how the ',fright BrothersWright Brothers !Id aviation career cluster. STRATEGY NUMBER 2 GRACVSUBJECT invention led to the growth of the Grade 4 - 5 The student will be able to oBJECTIVE There are many CONCEPT * * 1) Arrange and take a field trip to the local airport. SUGGESTED ACTIVITY * * * * * * * * * Ty RamapoRESOURCE Airport * tionsidentify related at leastto aviation. 5 occupa- occupationsfieldlated toof theaviation re- aviationTapefill2)of workersGrouprecord in workerscareer research soundsin field. informationas andonpossible, 5interviews of thenot observedgained with asin occupations manytaped inter- to Children take photos 3)2) CamerasTape Recorder vantages,views. nature of work, hours of employment, special Research should include information on job ad- involved (ii any), lc- 4)Outlook Occupational Handbook-- 4. 0.0GFer. ve shouldwards,searchtraining includejob information. andopportunities. education,tapes, photos danger (when possible) and re- Reports when presented 5)J.of Hopke, G.Careers, Ferguson Encyclopee Vol Publ. II, Co., 1972 74.Cr: EVALUATION PROCEDURE: Usingpanel information discussion. presented in group reports and activities, children Panel will discuss the need for the jobc in the aviation field today. will participate in a Other classes in grade level can serve as audience for th' .-. panel discussion. 7 NAME OF UNIT To develop an understanding of how Whitney's inventions led to a change Eli Whitney STRATEGY NUMPER 1 GRACVSUBJECT in American Life Style Grades 4 - 5 Major Aim * * -. _ * oBJCCTIVE * **.4-,:,...***wwwwww, CONCEPT Assuming that lessons on SUGGESTED ACTIVITY i w itney s invention ave RESOURCE 2 pencils Theventor recognizetionchildren ofchanged Eli dillhow Whitney the thebe life-ablecontribu- as anto in- partsEliterchangeabieinvention Whitney's led to of in- withbeenclassresultferences1) taught=a To knife feel oillustrate betweenwork,and then and pencils.how withdiscuss machines a pencil roughnes he sharpener. his Qiscoveries rather than the process.J following activities will deal with the This experiment should point us, sharpen 2 pencils ot job and dif- Let knifesharpener style of many people. andmassfactorycrease a productionlarge in employ- in- outcities.growingshift2) advantagesNow discussion thatfactories machine of using toproduced howadvantages machines. machines a shift have brought in been population to the factoriesdemonstrated, and tactOrY cassettesfilm ament ruralshiftingturn,manufacturing which economyled of into a ato 4)outdoorsiTi"irt.kri:i3)i(i)irr.7!scu/ite-b2gillTarctiniegiarg StudentsClos witor indoors,ditde geGo:irl%fdl:1=rgft'eTg into works 2 groups, alone or)farmers in 1g: groups 13? & Tigl (e.g., be turned into factory for production of *of American Life. Point out Aow fac- liyes in - economy otherartificialOne groupgroup willwill makeeach themake tlowers a flower. by assemblyAtter activity is flowers. Clasa will be divided into 2 groups. line, The 1"C: moreandcreativity,advantagesover,(a)Which satisfyingfeelings the followingsystem and speed,of to disadvantagesself-worth. theis teamwork, questions moreworker? efficient? boredom,to each (b) method?personal Which system is should be discussed:(c)What were the personal Discuss challenge ----- Yu EVALUATION PROCEDURE: andFilm "A stripsDay in shouldthe Life make of thea Factory children aware Children will work in small groups to produce a Worker." of the differences in life styles.Cassettes may be used in conjunction with --- film strip "A Day in the Life of a Farmer" the film strip. flajor Aim NAME OF UNIT To develop an understandini of how Whitney's inventions Eli Whitney STRATEGY NUMBER led to a change in American Life Style GRAM. /SUBJECT Grades 4 - 5 oBJECTIVE CONCEPT iC is beenAssuming taught that-lessonsr. on Eli Whitney's n * SUGU.STED ACTIVITY the following activities will deal invention have* J. with the RESOURCE2 pencils Therecognize children how will the be contribu- able to Eliterchangeableinvention Whitney's of In- w resultthI a knife of his and discoveries then ratherTo illustratethan how machines help us, with a pencil sharpener. the process.sharpen 2 pencils Let sharpener tionventorstyle of changed ofEli many Whitney thepeople. life- as an in- andmasspartscrease a productionlargeled In to in- outc growingshift2)ferencesass advantagesNow feel discussion that factories betweenwork, machine of and usingpencils. toproduced howadvantages machines. machines a shift have brought in been population to the discuss roughness This experiment should point of job and dif- factoriesdemonstrated, and filmknife mentfactoryshiftingturn, which ledemploy- of Into a a workers.outdoorsputj) tluaentslist the oron nindoors,boardoivIde after ofdiscussinginto worksaspectst:c, 2 groups,alone oftheir eachor tarm^rs in type groups, & tactery etc.) Point out how f.,c- life in small group of life (e.g., lives in .:aLsettz.s economyarural manufacturing economy to 4)otherOneartificialtorlesrural Class group or have urban w changed environment, the texture g roup win each make a owers.1 make Class thebe 'lowerswillturned be intoby assembly factory ilOCtfor production flower of American Life. divided into 2 groups. Arter activity is The of andcreativity,advantagesmoreover, (a)Whichfeelings satisfying the following and speed,systemof disadvantages self-to teamwork,the isquestions worth. moreworker? efficient? boredom,to each method? personal(b) Which system should be discussed:(c)What were the personal Discuss challenge is EVALUATION PROCEDURE: andFilm "A stripsDay in shouldthe Life make of thea Factory children aware Children will work in small groups to produce a Worker." of the differences in life styles.Cassettes may be used in conjunction with film strip "A Day in tha life of a Farmer" 110 the film strip.

f0 Major Aim NE AM OF UNIT To develop an understanding of how George Washington Carver in spite of early obstacles,STRATEGY Washington NUMBER Carver GRAUISUBJECT became a famousGrades inventor 4 - 5 nBJECTIVE CONCEPT la)Have* * the teacher read the story of George Washington SUGGESTED ACTIVITY * * * * * * * * RESOURCE * * * Thetoofcontributed childrentraceGeorge how Washington will tothe his beearly accom-able Carver life theperiencesEarly* * adult. *life * mold exr Carverahorse, incidentsbaby,slave, to his etc.) thehis father in class.early his was life.kidnapping,Compile killed (His a inlistparents an accident were slaves, his being traded for a of the significant when he was he was characterDitto listing traits plishments as an adult. withorderproduccthelb) the Thesameto childhood recognizeachildren kindchart of culm!natin-.; of willdedicationthat an comElareinventorvarying tothl.s backgroundsthealreadyan compar:son.idea.childhood can of produceCarver Class willstudied in gence),perseverence,orventor.lc) a personalWrite which a creativemaysticktuitiveness,characteristic enable story you usingto become an experience a famous you of yourself, (Selfishness, gentleness, intelli- in- had EVALUATION PROCEDURE: accomplishm-ntsinto small groups as antoChildren adult.discuss receive which ofteacher-made these character ditto traitslisting contributed numerous character to (his) traits.Carver's Children hro-lk /1 Major Aim NAME OF UNIT To develop an understanding of the careers related to George Washington Carver STRATEGY NUMBER the scientific findings and inventions2 of George Washington GRAUJSUBJECT Grades 4 - 5 Carver * * OBJECTIVE * * * -.*: * * * * CONCEPT-..: .: -..c * .: SUGGESTED ACTIVITY * :: * * * -.*: -..r RESOURCE * .': Theto list childthe atresearch will least be 5doneable jobs by torelated ventionsResearch,scientific and in- dis- allpeanut.turesand* 1)the* salad Have *toproducts develop theoil, children ink,that a bulletin soap,the bring peanut peanut boardin givespictures butter)on theus(i.e. whichusesUse thesecooking ofrelate the pic- to * * * * * * * BulletinPictures board * * * George.Washington Carver manycoveries new careers, lead to 3)umbrellataskproduct2) Classify Class together. illustrateditwill these relates link careers attoon least(ex.bulletin under foodone the board.careerprocessing, specific to each career agri- peanut Brainstorm this StatisticsOutlook Handbook, U.Occupational1972-73 'S. Dept of Labor job4)culturalfications,research Have advantages small research, the employment groups jobsand advertisingdisadvantages,in choose itoutlook, in aterms career and earnings, trainingofpackaging, clusternature etc.and ofand etc.) quali-work, of the jobs discussed, re- EVALUATION PROCEDURE: Thespecifications.searched children and will classified develop duringa "Help this Wanted unit. Section" based on some Attention will be g.,...ri to details of job Inventors Who Lead-Careers that Follow Bibliography Continued

Film-History of Aviation-Part I- 28 min., Dept.of the Army Educators Guide To Free Films

Filmstrip-The Wonder of the Electric Light, Eye-Gate

Filmstrip-George Washington Carver, Troll Associates

Tape-Living History-#6713-Bell, Imperial InternationalLearning

Filmstrip- People Who Make Things-Part 4, GuidanceAssociates

175 Inventors Who Lead-Careers that Follow

BIBLIOGRAPHY

Books

Aliki, A Weed is a Flower, Prentice Hall; 1965

American Heritage, Men of Science and Invention, GoldenPress; 1960

American Institute of Biological Sciences, Washington,D. C. 20036

Baldwin, Orrel, Makers of American History, Noble andNoble; 1966

Bernard, Brande Sharkey, America and Its Leaders, W.H. Sadlier, Inc; 1970

Bolton, Sarah K, Famous Men of Science, Crowell; 1960

Brown, Ralph Adams, Exploring With American Heroes,Follett; 1967

Cottler, J., Heroes of Civilization, page 239

Eberle, Irmengarde, Famous Inventors for Young People,Dodd Mead & Co.; 1960

Ebling, King and Harlow, Great Names in AmericanHistory, Laidlaw; 1965

Gardner, J. L., Skit Pioneers

Graham, Shirley, Dr., George Washington Carver, Scientist,Messner; 1944

Guthridge, Sue, Tom Edison, Boy Inventor, Bobbs. 1959

Highland, H. J, Tht How and 21211, Wonder Book of flight

Hooke, Encyclopedia of Careers, Vol.II, J. G. Ferguson; 1972

McGuire, Edna, Story of American Freedom, Macmillan;1967

Meadowcraft, Enic, Thomas Alva Edison, Grosset; 1952

North, Sterling, Young Thomas Edison, Houghton;1958

Occupational Outlo,k Handbook, U. S. Dept of Labor;1972-73 Edition

Reynolds, Quenten James, Wright Brothers, RandonHouse; 1950

Stevenson, Augusta, George Carver, Bobbs; 1944

Witte, Eva Knox, Anerican Biographies, Holt, Rirehartand Winston; 1968

Audio-Visuals

Film BOCES-Food-The Story of A Peanut ButterSandwich-Color-15 min.

Filmstrip-George Washington Carver SVE #242-2

176 CAREER EDUCATION TEACHER'S GUIDE

Grades 4 5

SAFETY AND HEALTH IN SCHOOL AND INDUSTRY

Copy-ight: Board of Cooperative Educational Services Rockland County, New York 19711

Rockland County Career Education Program Dr. Laurerce Bronstein, Coordinator RocLi;,nd County tOCES West Nyack, New York 10994

1 78

I

4 PREFACE

This teacher's Guide was developed'y county teachers for infusion strategy in teachers. The material was developed with the selected and the approach to mind. That is, traditional units were the unit was refocused in order toemphasize Career Education.

Guides be a blc. ',rint It is not our intention that these and that they be followed pointfir point. Rather, we feel that this material will provide a key resourcefrom which the creative teacher might implement all kinds ofunique teaching-learning situations. Each Guide is uniquely designed toemphasize how Career Education relates to some phase of thesubject matter. We do this to point up that there exist many diver!.e approaches toinfusing Career Education intothe the use of a existing curriculum. This end is accomplished through consistent format, so that teacherneed not reinterpret a newformat for each.o;: the -midcs.

Particular mention should be made ofthose teachers who originally developed the premisefor this Guide.

Ursula Pardo - Clarkstown Lenore Loeb - Pearl River

1793 INTRODUCTION

This unit has been prepared to developsafety and health aware- of their ness in children, fromfourth to sixth grades,3s an important part and studying how education. Knowing where and how accidents can happen of industry meets these challenges increases achilPs ability to take care of industry in dealing with himself. This unit is devoted to the practices safety problems and the personnel required todeal with these problems.

We hope to stress in this unit the careersthat are available individual, in safety and health. Since career awareness begins with the we have tried to 'ocus onwhat is familiar to tie student.

Although the strategies are linked by commonthemes, they need existing not be used sequentially, butcould be interspersed either in the safety curriculum, or in social studies;i.e. wien you are teaching theunit!, on the changes in a country asit moves from a rural society to anindustrial from an industrial one. It could be infused with the United States study focus.

There is little available material on theelementary level in this particular subject, but the localcompanies such as Lederle and Orange & Rockland are more than willing to cooperatewith materials, class- and an room visits, and speakers. Parents too, can be a valuable, resource occupational file might be developed early in the year.

The eactment of the Occupational Safetyand Health Act of 1971 (OSHA) has done rich to enforce safety standards in industry.

We ho.)e that this unit will alert the student tomaintain safe practices in his 'me, classroom, and on theplayground, and make him aware of the numbers of people and the variety of roles theyplay in industry.

The bibliography at the end of tl,e unitcontains two lists of suggested available films and filmstrips. One is specifically materials put out by Orange & Rockland,and the other, all otheravailable films and filmstrips. 4e have also included a list cf industries wecontacted and resources locally. The tea:her should feel free to use ill activities that may suggest themselves in his or herparticular program.

1 80 NAME OF UNITMAJOR AIM Safety and Health In School andTo fosterIndustry career awareness in the major industries STRATEGY NUMBER Ga,DE/SUUJECT 1 within the context of safety and health 4 and 5 The child will be able OBJECTIvE Safety is an im- CONCEPT where (1)two Set classes up a situationwill be given with noanother instruction staff member SUGGESTED ACTIVITY Ants:BOCES Backyard Films: Science RESOURCE * safetytodustrialized list rules the inimportant ansociety. in- mustourportantnumberssociety industrial move element ofwherelarge people wein otheralsElicitcusstime. to thanresults establishreactions to changeonce rulesand the classrooms develop: transferand guidelines (a) athas aneed designated (b) for need individu- for Use a stop watch to time this change. been made. Dis- k00434Kind Hearted Ant #00435 speedanotherfrom oneand w'th areasafety. to offor concept(2)inindividuals aindustriali:'ed Aftertraffic of discussionsmass toregulator establishtransportation areas. reenact(d) traffic Lead procedure beinginto patterns developmentnecessary and (c) evaluate need #03053EducationSafety Rules Film forUniversi School of Ill. 1969-72 whypossiblyfusionas (3) theyto Childtime are chart eliminationnecessary.will the meet major in of committeessafety dangers, procedures, to list and/orand hazards and con- EVALUATION PROCEDURE: Students arITTraCaTay procedures they thought of relative to moving a uuc the school. NAME CF UN11 Safety andTo Hcalthfoster incareer Schcoi awareness in the major industries within the cc.itext of safety and health. STRATEGY NUMBER ind--try Git'DE/SUDr.CT II MAJOR Aim OBJECT1V: * * COIICEPT * * * SUGGESTED ACTIVITY * * RESOURCE to'Jai determine needChildren for thereassess- contin- will be able Therereassessmenttinual is a needcon- forof Afterwardspatterns,(1) Set entire haveup(b) a following fireaschool discussion drill or directions, tosingle andbe held assess:class.) in(c) school. (a)respect traffic (Either' for Donald'sBOCESPlan Film:#00490 Fire Survival __ ment of safety rules. safety rules extinguishersmakersnesssafety(2) of of andMakefire safety la:k a inspectors zlndmap ofand orsprinklermass firemodel andconfusion, fighting oftheirsystems. the specificschool,equipment,(d) career showing roles; aware- all *02172SafetyUniversityEducational with of FireFilm 111. Allthem.showrooms. (3)exits trafficDiscussStress should thepatternspossible be possibility drawn usedalternatives in. during that existingfire and drills.ways paths to improv This can easily be done by various committees. Then using arrows t9 normally used might be blocked. 1..... OGT. EVALUATION PROCEDURE: studentsThealternativesarrows children awarenessto portray will and makeof-Th-E-ffEnt-forways traffic ato large improve patterns map theseshowingcontinual during traffic allafire reassessment. rooms patterns in the would school. indicate using the drill Discussion on possible (I NAME OF UNITMAJOR AIM Safety and Hcalth in ToQchcol foster and career !rrimctry awareness in the major industries within the context of safety and STRATEGY NUMBER GR.'.0F/SURJECT Itl 4 & 5 health. Students will be able OBJECTIVE * Rewarding good CONCEPT Teacher will* set up committees of 2 or 3 * * SUGGESTED ACTIVITY McGraw Hill FilmstripRESOURCE * school,procedurestothe evaluate class and inwithtothe theselect safetythe accidents.safetyshould practices reduce classroomchildren.theinterview committees in thethe willschool.teacher go toas theirto various classroom accidents and Erich committee will be assigned one At the end of each day One commit- #FSA inGood 613171Responsibility Citizen Grows best safety practices. accidentshalls,teethe might month, lunchoccurring willinterview t,..bulateroom be keptorin the playground.the forthe nurse class resultsone as month.room to on accidents thatthe blackboard,day. in the A record of these At the end or wherePTAberandthe ofgivemightmost safest accidents. an accidentsbe award classroom.contacted to occur the to class ingive the witha school.) concrete the least prize num- to (A chart could be made showing EVALUATION PROCEDURE: awardStudentsrewards. might will decrease observe the number number of ofaccidents accidents. This can be done a second monthto compare and whether they decrease as a result whether the motivation of an of Fact Sheet CYANAMID SAFETYDAY May 8, 1974

1. OBJECTIVE: conducting Cyanamid SafetyDay by To observethe annual other locations in U.S.,Canada and appropriate programs procedures and thecompany's'policies, to emphasize protection in theworkenvironment practices ofemployee as well. and fortheir families the role ofthe individual The 1974thc,me dramatizesCyanamid's 'ringof protection' .1-1 strengthening employee Industrial Hygiene,Occupational embracing Safety, Medicine andLossPrevention. be builtaround the The localobservance should A. meeting(s:,highlighted by traditionalsafety Once again,this Chairman C. D.Siverd's message. 8-10 minutecommentary will consistof a recorded 35 mm color:slidesillustrating synchronized with various Cyanamid protectionactivities at employee activitiesmay-include locations. Other program films, currentenvironmental demonstrations, Partici- practices andproblems. occupational community and pation byunionrepresentatives, other nonCyanamid safety stateofficials and specialists mayalso beconsidered. used in safety equipmentand devices B. Exh.bits of Hygiene andLoss medicine, Industrial locations Occupational be set upin appropriate Prevention may Off the jobsafety following pastpractices. sholld alsobe emphasized. provide a kitof materialsincluding C. Wayne will items. posters, newsrelease and other SAFETY DAYPROGRAMSUO3BSTIONS

Departmentalsafety meetings. 1. flown at mainentranne. 2. Safety Ila(j Special issueof plantpublicatian. 3. SafetyCertificatePresentations. 4. Depar,m(ntai 'flisplays environmentalprotection equipment 5. Safety zr1:1 personnel andvisitors. for eeryviewing by off-the-job poster contestdealing with 6. Employee children safet',. inclUdinc fire and films. 7. Safety1=cnstrations, and publichealth by mayors,public safety 8. Attend officials andthe press. S:lfety literaturedistributicin. Industrial Safety 9. m.itcrials sent toState 10. Safety Ce=issioner.

nyik f/1 184 1973 SAFETY DAYPROGRAMING

(reprinted from CYANAMIDNEWS)

II to If .1.a 1 U U 4i 4"tro 4.) A helicopter crash, tank car The St: Louis distributionfollowed le.- medical units. derailment. truek.ear -anashuprenter ordered a cake %%nil the hildren of em:doyees at the lettering ":afety Amers. r nalland. facility joined and numeroas fires occurred in firebrigade in a a single day I.:cc:illy..t Cyan-197:1." hil, Burma Si:a% the local amid locations aroend thesafety slogans were erected ee,training exercise. In a similar worlo. The mock disast-:rs it eretne bouno Jinn*: plant s neondrill at the Floret:cm Varela thoroaghlare.. piantinArgentina, the fire part of the Sixth Annual Safety brigade reached the 'disaster Day obscrerice. The mayor of Danbury. Many plants buil spe..ial acti-Conn.. was among specialsite" in a so.yift SO seconds. for the May 9 event,guests at the Das is S: deck pr o- Speed was also the key in vities Brazil,wherefirefighting such aspo.stercontest, andgram. At Havre de Grace, sic- ! etarics manned canopiedboo hsteams at the Sao Paulo. Rez- guest speakers. which comple- ende, and Rio de Janei:-o plants mentedaslidepretentationinthe parking lot and dis- tributed safety literature.'1 he competed for prizes. and taped message by Chairman AtHsinchu.Taiwan.the C. 1). Siverd. Agricultural Center's cafete at Princeton had satiety sloga.asMinistry of Interior Affairs' Local newspapers col erect award was prei:ented ,o Cyan- most of the programs ind usedon napkins and idacemats,nd Wayne shamed a film onheamid Taiwan Company for its photos of employeesn emer- yea-round safety record. gency drills. damage involved in a small c t- In keeping with the theme,hirae car head-on crash. "This was definitely one of Cyanamid Internationalre-our best Safety Dayobserv- some plants displayed splash oa 0.4,"..etyanieel up W. V. goggles:aidoilierarotr:Z...... aananig ii:t.ectfJr Of Occurs- gearatbuildingeotrances. ironmental Services. plaqt.esthe ta.al: cra,h of a ito:+ al N: yy tioaal while others pre-elite( helicopter at the plant in (Jos-"One plant nger said the to accident-free departments. day gave his safety program a Typical of the company-wideport, England. Employee; ire programs were the safety dis-tightiegteamsinasbestosgoad shot in the at in. I hope that cussions bete yen foremen andc.oti,ing rushed to the sce ne.was true all over," hourly shift employees at the Perrysburg. Oi:lo pla»t, Pri7es up to ....;:100 fea the best safety posters were of: creel em- ployees and their ch Wren at se% eral location:. A unique con- test WZIS :1)011SOrell MerflphISSill:11011) p ant. :ia, ployces cere asl.ctl to fold the number of said. fault , iii :. tare of aor'reh..p. e inner got a day off wit!. :ray. A spot check turned np other unusual items: :Standard Coated Pre duct, Uttelenata, N.1'.,.111::::red 11."41",(`'oper..11011 froal car wr wall Peter \'. a ions, r nivel:awe. ;vie the part or the "%iet,ni." A fake car-track (-Al.: ern at the main ...ato of ti:,' Fo: mi.. a on' iv:del:Iplata.io 1%1. Calif.,was.. ::reed ion a shiftk Lang,. I s ene e.ith andra'ma ...rd hieiraay I c.o.,. 185 c Safety and Health in School and Industry STRATEGY HUMBER WDE/SUUJI:CT IV 4 & 5 NAME OF UNITMAJOR AIM To foster career awareness in the major industries within the context of safety* and health. * * * * * * Studentsto contribute will tobe ablethe OBJECTIVE Safetyresponsibility is the CONCEPT * * * * SetCompare up possible with safety "Sefety campaigns Day" in of your Lederle.* school using SUGGESTED ACTIVITY* * * * fromSafety Lederle DayRESOURCE plan SafetybyDay." planning Program a "Safetyat school of every citizen. companiesOtherattachedDay"Discussion materialcould sher.t to Follow.ofhe mightaspossibleused guideline. asbe guidelines.gatheredbenefits fromof having large "Safety otherMaterial companies. from

EVALUATION PROCEDURE: school.Listing of benefits of "Safety Day" could be made available to Principal or rf-sr of NAME OF UNITMAJOR AIM ToSafety foster and careerHealth awarenessIn School inand the Industry major STRATEGY NUMBER Industries within the context of safety and health.CIL'.DE/SUUJI:CT V 4 & 5 ** * OBJECTIVE COICEPT SUGGESTED ACTIVITY * * * * * I RESOURCE * * * Studentsidentifytraffic will safetyjobs be relating andable trans- to to choosingis important Self-awarenessa career, when safety. Follcwing this, list qualities blackboard(1) Teacher careers will brainstormin transportation with class and andtraffic list on that might el LearningEyegateSignsInternational 1974: the New Road portation.Students will analyze be needed(2) Each for student aach job. should select a job and in para- 1 cassette)(2 filmstrips, #X458 his/herjob.tudes inskills relation and atti-to a graphticn.or(3) magazine form, Children tell showing shouldwhy he/she workerbring is inin suitedpicture for from that newspa,.L:r jot,. kiNrc! Safety or Transporta- CassettesDriving(A filmic-I-eine Right incorpor- 4417th Cars,//X457ate roadBikes safety) and Peopl #239B EVALUATION PROCEDURE: TeacherStudents evaluation will identify of student 10 lobs activity reiatins_to #2 traffic safety and transportation. NAME OF UNITMAJOR AIM ToSafety foster and career Health awareness in School in and the Industry STRATEGY NUMBER major industries within the context of Glt,.DE/SUILPICT Vi 5 safety and health. The students will OBJECTIVE * * It is important to COiCEPT Children will compile a SUGGESTED ACTIVITY interviewingquestionnaire guest speakers. to use Eyegate 1974 RESOURCE * orderabe ationquestionnaire able to on toobtain safetyformulate ininform- and healthknowinformation. how and to safetyobtain Suggestedfor(2)(1) letter HowDo you doquestions writing youhave maintain a andhealthfollow: standards officer? health? ofSafety safety Officer? and WorkersofContact1974 Occupational Public the ServiceOffice Safet #H45b health. (3)(4) How What do a,..,(!io you motivate visual your materials do youcerned use about standards of employees toeducation?safety be con- and health? for on- m...90and Churchv-..c.Health Street (OSHA) m v 1f..,7 (6)(5) Do you have fire or disaster the-joaInthey your organized health industry and and whatsafety evaluated? is the specifications for maindrills? safety hazard How are Or (7)(8) How What do protectiveyou develop clothing safety or with?youreach department?employees use and familiarize themselves devices must OGv"" (10) Do you(9) have How a hasSafety the Committee?OSHA of 1971 nelped therole?for safety in your industry. How often does it meet? Who participate)?What is its campaign e II U : Teacherproperly writteneac er letters.will observe questionIng .. and interaction of students and speakers, as well as NAME OF UNITMAJOR AIM ToSafety foster and career Health awareness in School and in the majorSTRATEGY indust,'es NUMBER Industry GIL'.DE/SUUJECT withinVII the context of 4 & 5 safety and health Theable student to deduce will thatbe OBJECTIVE areSafety integral and health CONCEPT TeacherTelephone will Co. contact and they Orange will & SUGGESTED ACTIVITY provide for a programRockland, or New York at 914 356-7900NewContact: York Telephone Co. RESOURCE paniesandlarge health employ utility practices. safety com- practicespartscompanies.large of the utilityof Sinceandtoin careerthe safety timeclassroom education proceduresallotment, that oriented. isare an anddiscuss interest the ofuse the of: group.twofold. integralThey part will of gear it It is safety speakProgramInstaller with called Mrs. Truck Murphy Visit (consultant) the programs they will (a)(d)(c)(b) Safety RubberPolesHard hatsglass (phoneyiuveb and and dnaother electric)i.i.5 apparel cuaJe vii them OrangeCcmmun!tv & Rockland P.^12i.:^c Manager Theand properallowadwork questions and way. to people use encouraged. the involved equipment are and Children will be apparelalso discussed, in the 1C ALUNTION PROCEDURE:_ Thehealth student practices will list that three each company uses. utility companies, and identify three safety and three 11 NAME OF UNITMAJOR AIM ToSafety foster and career Health awareness in School in and the Industry major industries within the context STRATEGY NUMBER CILI.DE/SUUJCT VIII 4 & 5 of safety and health The students will be OBJECTIVE It is necessary CONCEPT Write a letter to any of the companies on the BrainstormSUGGESTED withACTIVITY the children the (1) List of major RESOURCE companies ableknowledgebusinesswritingindustry to o:.edemonstrate letter ofto towritingdiscover aby major theira toindustry.informationletters write businessto obtainfrom attachedcificvarious(It company. list.ispoints assumed (i.e.of informationthat Questionnaire the student you want below)has fromalready tie beenspe- (2) List of questions its safety practices. 2.Questionscurriculum.)taught Do1. youDo to youCurhave write havebusiness a health aa businesssafety leLLes. officer? cfficer? letter as part of the 12. Wherearcidpfltc do most orrur? of(b)(a) on assembly in parking 1, 4.3. How do you motivatemaintain employeesstandardsCommittees, toof besafety concerned campaignsand health? about standards of health and safety? (d)(c) from in the office apparelline unsafeF 7.5.8.6. What DoWhat youaudio-visual protective have fire clothingmaterialsdrills? or employeesdo devices Inyou your use use? must industry,in thisyour area? what is the main safety hazard? How are they run? 11.10. How do9. accidentsHas the OSHA* this ofyear 1971 compare helped :4.Anpaignwith your mony accidents forindustry safety? inin *Occupationallastcam- 2 Safety and Health Act of 1971. yCiu years? EVALUATION PROCEDURE: Teacher will check business If $41 SO letter for accuracy. and observe thr' clacc krAID- NAME OF UNITMAJOR AIM ToSafety foster and careerHealth awarenessin School in the major and Industry STRATEGY NUMBER industries within the context of safety a.nd health. GR:.DE/SUUJECT IX OBJECTIVE CONCEPT makeWhen ayou chart have showing received the the major answers areas to in your SUGGESTED ACTIVITY * * -," Classwhich will letters, SafetyUniversityEducational1969-72 with ofElectricilFilms Illinci$RESOURCE accidentsofable the to majorcompileThe in studentsindustry.types a list of will be industry.Accidentsin all happen areas of TeacheraccidentsCommittees.accidentsanalyze can chartsoccur andstress possible andand need theirdiscuss forpreventative main on-goingpossible causes. Safetymeasures.reasons for #01340Safety.Electrical #00499 Principles eS ), EVALUATION PROCEDURE: Class discussion and analysis of chart. II NAME OF UNITMAJOR AIM ToSafety foster and career Health awareness in School in andthe Industrymajor STRATEGY NUMBER industries within the cor-ext of safety and health.Gr.'.DE/SUUJIICT X Student will be able *OBJECTIVE Industrial devel- CONCEPT After receiving answers from various industries, SUGGESTED ACTIVITY BOCES Film RESOURCE aboutrelatedto gather specific to informationsafety careers and opment createsmanycareers. jobs and writeStressin a aletterthe specific following to theindustry. personquestions: in charge (a) What is the exact nature of your job? of safety #00858Manufacturing health in industry. (b)(c) Whatare the necessaryjobsqualifications field in your offor health industryyour and andprior fallsafety? training into position?

EVALUATION PROCEDURE: industrial companies eregarding teacher willsafety observe and health that succinct questioning practices. is used in letter writing to II 1'14 \ /: NAME OF UNITMAJOR AIM ToSafety foster and career Health awareness InSehnnl in and the inductry STRATEGY NUMBER major industries within the context of GRADE/SUBJECT XI 4 & 5 safety and health. OBJECTIVE * * CONCEPT * SUGGESTED ACTIVITY* * * Safety RESOURCE * ablewithinsafety to the readand field health.a want-ad ofThe students will be workinghaveDifferentrequirements definite conditions. jobs and officers,ould a lesson be done. on want-ads in theChildrenWhile waiting could bringfor a inresponse newspapers from the safety and health. local paperand circle all Teacher Local newspapers shouldadslowing related stress questions: to abbreviations jobs in2.1. WharoWhat differentis lob? jobs are? used,and use the fol- 5.4.3. WhatWhom isdoqualifications costyou contact?of ad? are (Stress need to be concise.) needed? V".5261.3

EVALUATION PROrFOuRF. withThe teachersafety and-health.will observe that students can discern and read want ads dealin II 1 NAME OF UNIT Safety and Health in School and Industry STRATEGY NUMBER GRADE/SUBJECTXII 4 & 5 MAJOR AIM To foster career awareness in the major a. industries within the context of safety and health. The studentable will to beread and OBJECTIVE Definiteneeded toskills work arein * CONCEPT * * WhenOnestudents answerschild canwill are be write receivedset upa want-adin from committees safety for a SUGGESTED ACTIVITY * * "safety"of two. officers, the RESOURCE withinwritesafety thea want-ad andfield health. of tythe and fields health. of safe- mightbeperson;thinks read also aloudthethe role-play otherchildren in class will ancan andanswerinterview handle discussed. if the teacher the ad. this.) These(Children will Mittrl.

EVALUATION PROCEDURE: The teacher will observe the ability of students to write and rpcpond to want !1I -ads NAME OF UNITMAJOR AIM ToSafety foster and career Health awareness in School in and the Industry major industries within the context of safety and STRATEGY NUMBER GRADE/SUUJECT XIII health. The student will be OBJECTIVE Safety CONCEPT is an * When answers* are received from safety * * * SUGGESTED ACTIVI N * * * * * :': officer, the * * * * RESOURCE * * .'; * ableparesionin to aandwhere participatepanel contrast he discus- will the com society.inimportant an industrial element childrenhandlecussionclass can their whoon electthereceived safety ways a moderator problems.inanswers which andwillthe various The strengthshave and a panel dis- form a panel. industriesof the dis- The safetyresponsibility officers. of weaknessesAcussion classquest shouldinnpoints. of andthese iollow.answer programs period could by be one the rest of the

1 fl EVALUATION PROCEDURE: Thequestions teacher posedwill ohcprvpby the studentthp quality audience. mf.material used by t-ality o panelists, and the NAME OF UNITMAJOR P.14 ToSafety foster and career Health awareness in School in andthe STRATEGY NUMBER Industry major industries within the context GRADE/SUUJECT XIV 4 C-5 of safety and health. * OBJECTIVE J. * Interviews are * * CONCEPT * (i) Students will glean from the * SUGGESTED ACTIVITY * * * family constellation Educacionai Films RESOURCE Theanyworkingable student interviewmajor to conductmember industrywill with ofbean a an importantinformation.in gathering tool whatnamecontactone memberofhealth company,that workingand person safety location, specific rolein industry.of person,and question him as to: practices are effectively suggestions can be They will then ToolsSafetyHow to#02593 with HaveUniversity Everyday an Accideni of Illinois andto reportthe class. his findings minutemadeused(2) forin Thetalk thatcorrective result.; based industry, on.df health theL:Ic what interview. :,Itcrv:c.and safety practices. w!ll L.:. : tl.: at Work #02065 presentationquestions.availableStudents canutility toscout the or neighborhoodclass. service person Theor student will then give an and interview any using the above oral EVALUATION PROCEDURE: Thesafety resultant information, two-minute and talkallow willthe provideteacher theto makestudents an assessment. with background health and it (") NAME OF UNITMAJOR A:A ToSafety foster and career Health awareness in School in and the STRATEGY NUMBER Industry major industries within the context GRADE/SUBJECT XV 4 & 5 of safety and health. Students will be able OBJECTIVE * * * * For health pur- * :: CONCEPT * * * foodContact preparation the people and in arrange the school for asystem* SUGGESTED ACTIVITY* * * * * class trip to* who handle RESOURCE fulhealthfulto discriminatefood preparation. and unhealth- between mustfood.theposes bepreparation greattaken carein of andobservetotive discussdiscuss: th:se the theapparelpeople reasons could(head for becovering, this.invited As an intoalterna- thesmocks, class gloves) (1)(4)(3)(2) Cleanliness-bacteria PersonalThatHealth the laws healthcommunity put andout bothshares innoculationsby theharmful in Dept. the and toresponsibilityofcermc preventHealth from snreadlna. helpful. (5) The individual has responsibilitiesofprevention. inkeeping people healthy. disease cr: optionalhealthotherOne-half halfand activity.)the safetywho class will aspects. willevaluate prepare (This the sandwichesshouldprocedure be anfor the from vo . EVALUATION PROCEDURE: I Teacherhealth willpractices. observe preparation I of sandwiches. and evaluation of safety and LI "Th NAME OF UNIT es ToSafety foster and career Health awareness in School in and the Industry major STRATEGY NUMBER Industries within the context of safety and GIV.DE/SUBJECT XVI 4 & health. .MAJOR AIM 1: CONCEPT it 1: SUGGESTED ACTIVITY * * * RESOURCE I. Childrenhealthproperto note found standards willand innamebe foodable of OBJECTIVE * * Majorhavedrugtain foodtocompanies proper main- and paniesbe(1) complied Children whose productswith will a listclass are five usedchart. food at home.and/or drug com- * * This can andindustries. pharmaceutical standardshealth. of practicesand (3)(2)draw FromChildren aon series theirthe canassembly oflist rolecartoons they playline. will tohealthful selectshow onepractices company on or healthful tothe portray assembly along i:ne with after one they have of their products. selected a company ri.Cr;QC

EVALUATION PROCEDURE: Teacherfood and observation drug companies of role that playing maintain and properthe chart compilpdhealth standards. II I NAME OF UNIT ToSafety foster and career Health awareness in School in and the STRATEGY NUMBER Industry major industries within the context r2RADE/SUUJECT XVII 4 s 5 of safety and health. MAJOR AIM is iC * * iC it SUGGESTED ACTIVITY * RESOURCE a blehe studentsto incorporate will be know- OBJECTIVE * * Majordrug foodcompanies and CONCEPT * * mittees,and with the Asmaterial a culminating they activity * * children can form com- letter writing,have learned from A SteelEyegate Mill 1974 #X3380 Field Trip to a practices1a inedgeect. industry of health three-dimensionalin and safety pro- maintainhealth.standards proper of mache,discussinghealthfulusinglistening, smallany andand of reading,sticks, arolesafe variety playingpractices. cardboard,interviewing, of they materials (clay, paper etc.) to willportray build a model Assembling#X315A a Car cr:

EVALUATION PROCEDURE: I Observationsafe practices by the found teacher in industry. of a 1 three dimensional project of healthful and fl FILL' AND FILM STRIP BIBLIOGRAPHY

A Field Trip to a Steel Mill. Eyegate, 1974 #X338C

A Good Citizen Grows in Responsibility. McGraw Hil Filmstrip FS613171 1111 MINIMIN.1111, Altered Environment: An Inquiry into the American Highway. BOCES #00084 (9/ minutes)

Ants: Backyard Science. BOCES #00434 (11 minutes)

Assemblima Car. Eyegate, 1974 #X315A

Car Care for Safety.. Eyegate, 1974 8-1

Cars, Bikes and Pe/221p. Eyegate, 1974 X239B

Driving Right (six filmstrips with cassettes) Eyegate, 1974 #X457

Donald's Fire Survival Plan. BOCES Film #00490 (11 minutes)

Electricity.; Principles of Safety. Educational Films,Univerisity of Illinois 1969-72 #00499 (11 minutes)

Highway Builders. BOCES #00841 (110 minutes)

How to Have an Accident at Work. Educational Films, University of Illinois, 1969-72 #02065 (8 minutes)

Kind-Hearted Ant. BOCES Films #00435 (10 minut,:s)

Learning the New International Road Signs. (2 filmstrips and 1cassette) Eyegate, 1974, # :(458

Manufacturing. BCCES Films #00858 (11 minutes)

Public Service Workers. Eyegate, 1974 #H458

Safety Coming to School and on the Way Home. Eyegate, 1974 #X3328

Safety on Our School Bus. BOCES Film #00977 (11 minutes)

Safety on Our Schcol Bus. Educational Films, University of Illinois1969-72 #00695

/1 11 Safety on the School Bus. 11 " #02590

Safety on the Schcol Bus. Eyegate, 1974 #X332C

Safety Rules for School. Educational Films, University of Illinois, 1969-7: #03058

Safety with Electricity. Educational Films University of Illinois, 1969-72101340

Safety with Everyclay.Tools. Educational Films, University of Illinois 1969-'12#02593

Safety with Fire. Educational Films University of Illinois 1969-72 #02172

Teaching Children Safety Through Unfinished Sudo (2 filmstrips andrecord) Dem Com- ZpTi #P;65392 RESOURCE BIBLIOGRAPHY

Avon Products Suffern, N.Y. Paul Scano, Safety Co-ordlnator357-2000

Ciba-Geigy Hemion Road Suffern, N.Y. Mr. Lankering, Public Relations Mr. Stevens, Plant Manager357-1700

Lederle Laboratories Middletown Road Pearl River, N.Y. Chuck Isberg, Community Relations Manager735-5000

MRC Route 303 Orangeburg, N.Y. Wallace Cross El 9-4200

Multi Metal Wire Inc. 501 Route 303 Tappan, N.Y. Alfred Stern 359-3000

New York Telephontl Co. Route 59 Spring Valley, N.". Mr. Eggarton Mrs. Murphy, Consultant: for trips 356-7900

Orange & Rockland Utilities, Inc. 75 W. Route 59 Spring Valley, N.Y. 10977 Community Relations Manager 352-6000

Rockland County Board of Health Health and Social Service Complex Sanitorium Road Pomona, N.Y. Dr. Waldron, Personnel Office 354-0200

World Wide Volkswogon Greenbush Road Orangeburg, N.Y. Mrs. Cavari Len Lawrence, Per;onnel Director 359-5000

201. CAREER EDUCATION TEACHER'S GUIDE

Grades 4 - 6

HEADLINES AND DEADLINES

Copyright: 'Board of Cooperative :ducational Services Rockland County, New "ork 1974

ockland County Career Education Program )r. Laurence Aronstein, Coordinator Aockland County BOCES Jest Nyack, New York 10994

203 PREFACE

This teacher's Guide was developedby county teachers for infusion strategy in teachers.The material was developed with the mind. That is, traditional units were selectedand the approach to the unit was refocused in order toemphasize Career Education.

It is not our intention that these Guidesbe a blueprint and that they be followed point forpoint. Rather, we feel that this material will provide a key resource fromwhich the creative teacher might implement all kinds of uniqueteaching-learning situations. Each Guide is uniquely designed to emphasizehow Career Education relates to some phase of the subject matter. We do this to point up that there exist many diverse approaches toinfusing Career Education into the of a existing curriculum.This end is accomplished through the use consistent formai, so that teacher need notreinterpret a new format for each of the ;!sides.

Particular mention should be made of those teacherswho originally developed the premise for thisGuice.

Kathleen Bristol South Orangetown Susan Markey South Orangetown Virginia Murken Scuth Orangetown Lou Rizzo South Orangetown

Acknowledgment should also be given to thoseteachers who rewrote and reinterpreted those Guides intothe present form presented here.

Esther Cember East Ramapo Kevin Finn Ramapo Eileen GoldblattRamapo Joan O'Hea Eest Ramapo INTRODUr-

The importance of the newspaper as a nedium of mass com- munication is unquestionable. Yet, a newspaper cannot be created without the multifaceted skills of dedicated workers.

The objective of this unit is to create an awareness and understanding of the dignity and worth of each individual whose occupational role contributes to the publication of a newspaper.

205 NAME OF UNIT Headlines and Dc"linc STRATEGY NUMBER GRADE/SUBJECT 4 - A MAJOR AIM To foster social and communication skills appropriate es is to self-Identity. 4. ... J. OBJECTIVE is A newspaper Is CONCEPT * J. 1. Discuss: 4. 7. SUGGESTED' ACTIVITY * * * * RESOURCE * * Theable changingathestudents newspaper toimportance identify society.will beof In a ofan communication.important form dailyfledin(a) a Whatlives?newspaperads, kindads (e.g. inofthat general,informationlocal will can happenings,help them inentertainment classi- their people find schedules,(b)information(c)(i.e. Where Why sometimes editorialbuyelse cana cangmwspaper beT.V. theyopinions, obtained or radio,whan :cm= find this information? fr'm other sources? wordetc.) of mouth) of thIs: A etc.(i.e.(d) Anymore other complete,time ideas elicited to absorb information,from children. CiC:CA: EVALUATION PROCEDURE: Thediscussion teacher willand theevaluate information the lesson according to ob---ned. the guality_athe_ II/ .11.11100110. NAME OF UNITMAJOR AIM ToHeadlines foster andsocial Deadlines and communication skills appropriate to STRATEGY NUMBER GRADE/SUBJECT II self-identity. 4 - 6 The students will be OBJECTIVE * A newspaper is * CONCEPT * Divide(1) class into groups of 3-4 students. * SUGGESTEDACTIVITY * * * Give A few copies of the RESOURCE offindablethe the informationtovarious newspaper. identify sections fromand sections.diversifiedcomposed of many onemationa copy instudent turn,of they a newspaperfromare; have toeach obtainedM7717listz...o group six each reportdifferent group. kinds hispaper.Theve findings These groups, of inform- eachfollowing:2.1.(enough Bergengroup) Journal Record News to cover editorial,page,tertainment,(e.g. comics, news sports, stories, woman'spuzzles, en- editorialtoto the(2) highlight entire opinions.) class.the fact that many have (Use a variety of newspapers differing See:4.3. New York DailyTimes News gossip,classified travel, ads, etc.) A board.OPTIONAL-andspecific list Havetheinformation, sectionthe findings in have which listedhim he go found onto thethe it. chalk-board As a student indicates where he located Teacher Resources 04c:D.

II EVALUATION PROCEDURE: 1)The students ability to !Perform the activities. . 2)3) Give Using the actual students sections four itemsof a constructnewspaper,mounthavefrom themthe paperalocate large, not them. colorful display. them on colored paper, and previously mentioned, and NAME OF UNITMAJOR AIM HeadlinesTo gain aand knowledge Deadlines of the total spectrum of careersSTRATEGY on a NUMBERnewspaper. GRADE/SUBJECT III 4 - 6 OBJECTIVE * * CONCEPT * * (1) A field* trip to a newspaper. * SUGGESTED'ACTIVITY * * * with your town guideArrange a visit to BigFilm: City Paper RESOURCE availableTheplant,to studentidentify and at will theathose newspaper skillsbe Jobsable Thereproduceskillspaper. are needed amany news- to a point.)thediversified(*Do printing not concentrate approachplant and to ondiscuss gathering or the newspaper business. of news at this Trip1.1. Bergerto: Jcurnal Record News editor.area.needed2)1) NewsSports to reporterwork reporter in thatand and forcussionrepresentative(2) newspaper Contact with theaproduction. tolocal studentsvisit newspaper. your on class.the Have the. paperskills send necessary a Have a dis- 3 Any New York City Newspaperetc. 4)3)editor6)5) ClassifiedEditorial ProofreadingCirculation writerad managerwriting . NQC 9)8)7) LibrarianAdvertising Editor 11 Sales 10)11)12) Type Photographers,Press setters men etc. EVALUATION PROCEDURE: Haveanyfield thetwo trip. studentsof the skills look for three Upon returning to school have they listed. specific skills they will observe the students write a paragraph and list during the describing It ega r"INN, NAME OF UNITMAJOR AIM ToHeadlines foster aidcareer Deadlines awareness within the context of STRATEGY NUMBER GRADE/SUBJECT creating a IVnewspaper. (Optional) 4 - 6 OBJECTIVE ... CONCEPT * * The group will research careers(such* as listed * SUGGESTEDACTIVITY.* * * * * * * * Library, RESOURCE Theable thesarystudentrequirements to functionsto describe performwill beandneces- a Eachthetionunique persongroup contribu- inhasin the a to make to manner.presentresourcesin Strategy (e.g. its as findingsIIIskit,possible. under slide to objective) theshow, class puppet usingin anshow, asunusual many The group, in turn, will MediaLibrarianBooks Center (see bibliogra- particularnewspaper job on a aproduction newspaper. of toStudentsillustrateinterview, the classroom may tape"Theadd displayphotos,recording.Person Behindbegunsketches, etc.) inThis Strategy captions, Section II, ofetc., tothe Artphy forTeacher students) newspaperEachNewspaper."from student Strategy career or III.) groupof his of choice, students (using will informationselect a EVALUATION PROCEDURE: Studentsinformation will be effectively. evaluated by the teacher on their ability to find and present II. NAME OF UNIT Headlines and Deadlines STRATEGY NUMBER GRADE/SUBJECTr" V 4 - 6 MAJOR AIM An understanding of the elements of iournalism it OBJECTIVE J. * * .. * CONCEPT * * *(1) Each student brings in a copy SUCGESTEDCTIVITY. * * * of the Journal * A copy of RESOURCE Journal * "news"TheWho?ering:able students What?tostory identify Where?consid-will be aWhen? A hasnewspaperacteristicstinctive certain storychar- dis- News.class(2) circles Let the and students labels selecteach another (who, what,Everyone, where, selects when, thehow, same story. of the "W's" and "H". why.)story of their ovn The Filmstrips:News How to Read a Newspaperfor each student How? Why? *Priorother.choosing,reinforcement *cc dothe the actIvIty, same,lesson and theto tradesee if the teacher should employ a stories with each concepts of The Newspaper .. and why, are under- who,stood what, by where, the students when, how individually. viiiC: 4 ..e . VALUATION PROCEDURE: The"W's" teacher and "H".will evaluate students ability to effectively use the five r 1, NAME OF MAJOR AIM UNITBeadlinesaaculeasiliaes An understanding of the elements of Journalism. STRATEGY NUMBER GRADE/SUBJECT VI OBJECTIVE J. iC CONCEPT * * SUGGESTED.ACTIVITY.* * * RESOURCE ** ableThe"news" studentto writestory will aconsid- be * * hasA distinctivenewspaper certain story severalroom(1) andRole reports: shouts Playing: the Editor-in-chief (a)"Fire on the other side of town, you following instructions* * to comes into the four Filmstrip: (1) News writing Where?ering Who?How? What? When? characteristics. Routegroup--youcover it!"59, you four(b) (c)four "Hankcover "Two cover Aaronfreight is trainsspeaking have to a it!" it!" collided near etc. little league , on(2) the Now story have they each were group provide assigned to cover. the "W's "" and "H" (Teacher 10Timi Havetoor(3) coverEditor-in theNow largetohave the chief eachgroup student andevaluate choose write which will go groups.) will assign the story they are into a "classpaper." the "news" stories his own article. C4 EVALUATION PROCEDURE: Students will rewrite stories based upon /he critiques given by their classmates. fi NAME OF UNITMAJOR AIM HeadlinesStudent self-awareness.and Deadlines STRATEGY NUMBER GRADE/SUBJECT VII 4 - 6 The student will ex- OBJECTIVE * A person should* CONCEPT * iC Compose a self-awareness inventory such as: * SUGGESTEDACTIVITY * * * RESOURCE * * coulddetermineandamine interests besthis howownpartici- hetoskills abilitybasedassumefeel freeupon a and/or"job tohis (d)(c)(b)(a) etc.Things myI'd friends like to think do well: I can do well: I can do well: Values Clarification (Simon) nesscompletestudentclasspate inventory. innewspaper. should creatinga self-aware- a The interest. groupsBased uponfor productionstudents interests of a class and paper. abilities, form (Have students use survey method.) .' T4OJ

EVALUATION PROCEDURE: Eachteacher. student should complete and submit a self-awareness inventory to the III NAME OF UNITMAJOR AIM ToHeadlines foster careerand Deadlines awareness within the context of creating a newspaper. STRATEGY NUMBER GRADE/SUBJECT VIII 4 - 6 OBJECTIVE J. CONCEPT * * SUGGESTED ACTIVITY* * * * * RESOURCE * mentsableThefunctions studentsnecessaryto describe and will to require- the be basedassumefeelA person freeon a his"job" shouldto * * Aftertostudents,RoleInventory" help theplaying: createteacher assign and the evaluatesthestudents newspaper. news articlesto"The diversified Self-Awareness written tasks by the ArtbibliographyBooks Teacher - See for jobperform on a newspaper.a particular abilitiesInterests. and/or All the following may be done simultaneously: 4.3.2. Have1. EditHave Have a articlesagroup acomic puzzle of students use mimeo to Media Center students. 5. etc. print the paper. CAT4

CUAtflATIAM opArri-mor. thedistri teacher's buted.I ludaement will decide how and to whom the class newspaper wil 1 be NAME OF UNITMAJOR AIM , . .HeadlinesTo and foster Deadlines career awareness within STRATEGYthe context NUMBER of GRADEISUUJIXT IX creating a 'newspaper. 4 - 6 The student will be OBJECTIVE A mustnewspaper meet certainstory CONCEPT j steps:Production of a class paper SUGGESTED ACTIVITY will take four major RESOURCE . able to follow report- a) Obtain your information er'sa story. methods in writing criteria. activities---rememberDifferent students will to assignd)c)b) PrintEditWrite theorthe typearticles articles up the articleswork onon mimeo.the following DEADLINES for Atclass leastflexible.together. can the work first together That particular three steps. in putting the newpcspel DEADLINE may remain more On step 4 the III newspapers.Examples of activities:These may then be used as (Ali of the suggested guides.) examples require the teacher to point out the required information.counterparts in "real" 74Tt Assign*See(1) belowreporting Have a student tasks totape an a member of the school different students,board,schoolinterview with administration, a prominent member ofproviding the a variety or faculty; of methods to obtaincommunity.the owner of a local (e.g. the Mayor, a council person; sweet shop; a familiar 04 policieman,onAfterImportant: what the etc.) tape is information should be Why did this returned nave the individual choose this included and what studort ....Abe the should beparticular omitted. career? interview and write the article using his discretion (4)(3)(2) HaveAssign a studentone or more review a school studentsstudents to to cover cover a a assembly,(Activities or TV shouldshow, beor done studentsporting council event at the meeting. movie. simultaneously.) school. EVALUATION PROCEDURE: *On all interviewsknows what questions have the student to ask. Included should be outline the interview questions of interest to first. Be sure the student the class. NAME OF UNIT Headlines and Deadlines STRATEGY NUMBER GRADE/SUUACT x 4 - MAJOR AIM OBJECTIVE To foster career awareness within * CONCEPT the context of creating a newspaper. * SUGGESTED ACTIVITY* * * * : * RESOURCE Theable sectionsthatstudent to there recognize willof arethe be news- A onlynewspaperit informs; also notentertains pagesadvice.)Examineinterest to theschool pages. papers related again. events. Have interested students adapt these (comics, puzzles, fashion, gossip, * * This time look at special Examples: aspaper wellinformation. that as giveentertain willyeams,names, need(2)(1) (e)(b) AComics:little crossword aUlleLesstudent's supervisionThose puzzle(f) names,students Sicci: including: to(c) completewith6aMcS subjects, artistic (a) this teacher's task.talent (g) matilal (d) TV pro- .(3) Fashion: A discussion on styles popular in school. covered in class, (h) vocabulary words! How are they different from last year? Dress outside of(4) school.(5) Music: Gossip: TheHow doespopular itA effectcolumnsongs inyou?dedicated the class to maythe bein's listed and out'sor of being a student. discussed. griLt *e.g. A humorous slant on gossip makes it easier to TheThe"GrapeJoe basketball Blowfirst vine" has floor hasateam new men'sit is Jobthat expected roomat traffic was to recently lights will be installed dedicated asinterest the the student. in the halls. Club House. (6) Photograph (or any hobby) Corner: Amay student be produced. may discuss hobby possibilities or if photographs can be reproduced inexpensively a photo editorial EVALUATION PROCEDURE: (all are simultaneous activities) NAME OF UNIT Headlines and Deadlines STRATEGY NUMBER GU.'.DE /SUUJIiCTof creating a newspaper. XI 4 - 6 MAJOR AIM To foster career awareness within the context J. * * OBJECTIVE * * There are many CONCEPT * * (1) The teacher or editor-in SUGGESTED ACTIVITY * * chief, will collect * RESOURCE . Usingthetionfinishedto class allproducepreviously the willproduct be of a their own informa- gained, able skillnewspaper. jobs on a haveall (2) thebeen Then,articles, submitted the editorspictures, will proofread for the class newspaper. will actually be included stories, etc. that the articles newspaper. betoin good.)determine(3) the The newspaper. layout which ofones the paper (Some, or all articles may has to be determined , orbyfun international)the page, layout advertisements, staff. etc. entertainment, sperts, fashion, (e.g. news--local, national ...ei hasEnoughtyped (4)been Once on copiesplaced a thismimeograph shouldin has suitable been be runestablished, stencil, or rexograph master. offformat, for theit shouldentire be and the paper 4fli *Studentsandschool.typing distribution should(if possible), be of theinvolved newspaper. in the production,rexographing (if possible), The teacher decides how, and to whom t e c ass the newspaper will be dstrbuted. ess NAME OF UNITMAJOR AIM AnHeadlines understanding and Deadlines of the elements of journalism STRATEGY NUMBER GR,'.DE/SUUJF.CT XII - 6 OBJECTIVE CONCEPT * * * * * SUGGESTED. ACTIVITY. * * and New York Daily News RESOURCE ableThefoundthe student todiffering inrecognize major will opinons papers.be opinionsnewspapersA avariety variety on of offerofmany Antheir introductionlead formatquestions: may con beparing started different off with newspapers the(1) Where does each paper place the articleof most importance? following JournalNew York News Times orJects.diversified Conservative) (Liberal sub- (3)(2) DoWhat mottos effects tell do us the anything? headlines (e.g. have? "Allpic.LL.rethe news newspaper.")that's fit to print." "New York's Bergen Record (4) Do the ads, and the way they are laidreadership?tell out, us anything about that particular 41.....11r

EVALUATION PROCEDURE: A anHave students read editorial on the samewrite to a paragraph defending one editorial opinion over another. is but from differ III NAME OF UNITMAJOR AIM HeadlinesTo foster and career Deadlines awareness within the context of creating a newspaper. STRATEGY NUMBER WOE/SUDO:CT XIII 4- 6 able.." to designThe students and will be OBJECTIVE Therecareer are families many IC CONCEPT * whichHave willstudents evaluate design the and entire complete* project a questionnaire in terms of SUGGESTEDACTIVITY17: * * * IC * RESOURCE .14 * ofcompletewhichtheir a newspaper. will working a questionnaireevaluate knowledge withinpaper theindustry. news- Samplecareer(a) Questions:awareness.Was the job you had easier than youanticipated? had More difficult? (c)(b) WhatDid youother learn occupations anything onabout a newspaper the qualifica-youthetions be mightjuL? interestedand requirements in now necessarythat you haveto complete (d) Can you explain how all the jobs innewspaperlearned the aboutare INTERDEPENDENT? many different jobs? . 04TeiQC

EVALUATION PROCEDURE: Completion of the student-made Questionnaire. 1