DOCUMENT RESUME
ED 105 074 95 CE 002 394
TITLE Career Education Classroom Activities: North Dakota, K-12: Elementary (Second). INSTITUTION North Dakota State Board for Vocational Education, Bismarck. .PONS AGENCY Bureau of Adult, Vocational, and Technical Education (DHEW/OE), Washington, D.C. BUREAU NO BR-0-361-0047 PUB DATE Sep 72 GRANT OEG -0 -70 -4752 (361) NOTE 193p.; For other elementary level guides from this project, see CE 002 107-110, CE 002 393, and CE 003 322-323; For secondary level guides, see CE 003 324-328
EDRS PRICE MF-$0.76 HC-$9.51 PLUS POSTAGE DESCRIPTORS *Career Awareness; *Career Education; Class Activities; Course Objectives; *Curriculum Guides; Grade 2; *Integrated Activities; Integrated Curriculum; Interpersonal Competence; *Learning Activities; Primary Education; Resource Materials; Self Evaluation; Work Attitudes
ABSTRACT The career education activities in the guide are designed to be integrated with the school curriculum at the second grade level. They should be used selectively according to class needs and capabilities. A primary philosophy, how to use the guide, concepts to develop (K-6), and second grade objectives are outlined. Second grade career education activities have been organized as they relate to four personal and world-of-work oriented objectives. Units provided are in the following areas: the development of an understanding of one's self-concept, introduction to the world of work, people who protect our health, people who protect us, people who feed us, people who provide shelter, people who provide services, and a review unit. Each unit is keyed to a broad objective, broken down by specific behavioral objectives, for each of which there are suggested activities, teaching techniques, and resource materials. A sampling of activities includes films, reading, role and game playing, puppet plays, drawing, singing, puzzles, and field trips. Guidelines for resource people and field trips, a suppliers' address list, and holiday bulletin board ideas are appended. (Author/NH) U 5 DEPAR FAJEN( Of N1A1 TN EDUCATION& WEI FARE NATIONAL INSTITUTE OF EDUCATION DOCl,VENT rAs OLE% REPRO EXACT,Y AS kE$1E .ED - ROM t,t PERSON OR JRC,A4 J4 ORIGIN A' POiN- 0' CA ON OPiN,ONS .''4'ED DO NC' NECESSARILY REPRE ',ENT D,P1C.,A_AT ONA....AISItTuTE Of ED,CA-'04 PC54 TION OR POLICY GUIDELINE OF CAREER EDUCATIONAC1IVITIES
A STATEWIDE PROGRAM IN DEVELOPMENTALVOCATIONAL GUIDANCE (K-12) AND OCCUPATIONALPREPARATION FOR THE CHANGING WORLD OF WORK
Preliminary draft compilation forfield-testing purposes in the BismarckSchool District No. 1 and other selected schools inNorth Dakota.
Materials researched and compiled bypersonnel S in the Bismarck PublicSchools in conjunction with the State Board forVocational Education.
Project Director: Larry Selland Staff Members: Marvin Kollman Robert Lamp Harry Weisenberger Gary Lee
The program presented herein wasperformed pursuant to a contract Educa- from the U. S. Office ofEducation, Department of Health, however, do tion, and Welfare. The opinions expressed herein, U.S. Office not necessarily reflectthe position or policy of the of Education, and no officialendorsement by the U.S. Office of Education should be inferred.
September 1972
a
j Direct inquiries to:
STATE BOARD FOR VOCATIONAL EDUCATION EXEMPLARY PROJECT 900 East Boulevard Avenue Bismarck, North Dakota 58501
nu', ftOwfm DAKOTA PROVUCf$ PRIMARY PHILOSOPHY
The purpose of education is to develop in the child a positive self concept for his role in a free and changing society.
There are skills which every person must have in order to function successfully in society. The skills of reading, language arts, social studies, health, and the fine arts are important to the child if he is to have a secure and meaningful life.
Career education in the Primary Grades will acquaint the child with the World of Work by exposing him to a variety of experiences in order to make realistic career choices later in life. This total program will help to foster a positive attitude toward the dignity of work in our society. Primary
How to Use Guide:
Career Education activities in this manualare reference materials that are designed to be integrated with the school curriculum. Many activities are offered with the idea that theymay be used selectively according to your class needs and capabilities, keepingin mind the broad objectives. Also, in several activities an abundance ofresource material is Listed which should be used selectively.
These activities are designed to make primary childrenmore aware of the World of Work.
At K-3 levels the material is primarily in the field of Social Studies with spin-offs into other subject areas. Each activity contains the technique for teaching and resource materials that addressthemselves to career education objectives.
On the following pages is the table of contents listing boththe subject areas and the objective areas.
* Resource materials that have asterisksare available for check -out from State Board for Vocational Education, 900 East Boulevard-Telephone224-2710 CONCEPTS TO DEVELOP (GRADES K-6)
1. Specialization leads to interdependency
2. 6ographical location determines kinds of work found there in.
3. individuals live in a particular geographical location due to the nature of their work.
4. People'neel to speak well in their werk.
5. People need to be able to listen in their work.
6. People need .o be able to write in their work.
7. Reading helps people in their careers.
8. The abilitti to communicate effectively helps a person work well with .other people.
9. Understanding of mathematics helps people in their work.
10. Money is tie chief form of barter in our society.
11. An understanding of science helps people in their work.
12. Having a scientific attitude (problem solving) helps people in their work.
13. Advances in science change work.
14. Advances in science have altered the occupations that produce goods and occupations that produce services.
15. Some people work to help us stay healthy.
16. Some people specialize in their work to keep us healthy.
17. There are many jobs associated with physical education.
18. Music, Art, and drama give people pleasure.
19. Some people have occupations in fine arts to give us enjoyment.
20. Careers in the fine arts often require special training.
21. There are many jobs associated with fine arts.
22. Self understanding is important in making career decisions.
23. Leisure time activities affect career choice.
24. Individuals differ in abilities, interests, attitudes and values.
25. A society needs both a producer of goods and producer of services. CONCEPTS OF DEVELOP (Grades K-6) Cont.
26. Supply and demand of goods influences the kindsof workers found in the community.
27. People work for various rewards.
28. Math concepts are necessary in communicating.
29. A healthy body is essential to a productiveworker.
30. Many people have special training for work.
31. Recreational activities expand interests.
xii b SECOND GRADE SPECIFIC OBJECTIVES
I. To develop an understanding of one's self-concept
A. My feelings toward myself and others.
B. My similarities and differences.
C. Responsibility toward self and society.
D. Inherent capabilities.
II. To develop positive attitudes toward the world of work.
A. To accept and respect self and others.
B. Individual work to be dependable, responsible and cooperative to meet personal and social needs.
C. People Work for various rewards or satisfactions
D. Develop the appreciation of the dignity and worth of honestwork.
III. To provide general observation experiences of the world of work.
A. School is a part of the preparation fora career
B. To develop the child's awareness of the responsibilities and understanding of our community helpers.
IV. To present appropriate occupational informationabout the world of work.
A. Develop child's awareness that individualsneed special training for most careers.
B. Develop an understanding that some workersproduce goods; others produce services.
C. Develop the child's awareness that positionsare related within job families. SECOND GRADE TABLE OF CONTENTS
I. TO DEVELOP AN UNDERSTANDING OF ONE'S SELF-CONCEPT
A. My feelings toward myself and others- differences and similarities p. 1-6 B. Responsibility toward self and society 6-11 C. Inherent capabilities 11-15
II. INTRODUCTIONS TO THE WORLD OF WORK P. 16-19
III. PEOPLE WHO PROTECT OUR HEALTH P. 20-21
A. DocLor p. 22 B. Nurse p. 23 C. Eye Doctor p. 24 D. Dentist p. 25 E. Garbage man p. 26
IV. PEOPLE WHO PROTECT US
A. Introduction p. 27 B. Policeman p. 28 C. Fireman p. 29
V. PEOPLE WHO FEED US
A. Farmer p. 30-31 B. Dairyman p. 32 C. Supermarket p. 33-34 D. Review p. 35-36 E. Interdependency of workers p. 37
VI. PEOPLE WHO PROVIDE SHELTER
A. Architect p. 38 B. Builders p.39 C. Tools p. 40 D. Repairs (plumber, electrician) p. 41 E. Building a town p. 42-43 F. Homes of other lands p. 44
VII. PEOPLE WHO PROVIDE SERVICES
A. Introduction p. 45 B. Telephone Company helper p. 46 C. Postal helpers p. 47 D. Airport helpers p. 48
VIII. REVIEW UNIT
A. Interdependence p. 50 B. The differences between goods and servicesp. 50 APPENDIX A All/ Resource People
APPENDIX B
Field Trips
APPENDIX C
Addresses for films and filmstrips
APPENDIX D
Materials available for check out from: Vocational Education Office 900 East Boulevard224-2710
APPENDIX E
Holiday Bulletin Boards BROAD OBJECTIVE: INDIVIDUAL WORK TO BE DEPENDABLE, RESPONSIBLE AND COOPERATIVE TO MEET CAREER DEVELOPMENT ACTIVITIES PERSONAL AND SOCIAL NEEDS. Self-concept:SPECIFIC BEHAVIORAL Work Habits OBJECTIVE: standTo demonstrate that school student's helps to ability develop to individual under- SUGGESTED SUBJECT AREA 1-2-3 General ACTIVITY leastand group one skillscorrect each procedure student to will abe presented namefollowed at SUGGESTEDactivity. GRADE :.:1VEL SUGGESTED TECHNIQUE RESOURCE MATERIALS 1. projectorofShow pictures, transparency for discussion.an overhead of a couple 1. picturesYoutransparency could and begin putting of by one making itor ontwo athe largeof the 1. Seee attached sheet way demonstrateclassroomproceduresscreen.of coming and in that(choose thethen should classroom, have one) bethe the used kids correct in the Discussion on the correct 2. Bulletinpictures Board and phrases.Display with 2. motivationUsegetting this ready bulletin and for reminder work,board etc.foras athe 2. Enlarge pictures, string on withInWorking at acher DirectionsFollowing Going first week. yarnto spellto each words picture. inside circle. Letters DiscussionGroup Listening Workin We Act? Should How Alone Ready Getting Out Workinga Partner ^ ith Work For 3. SUGGESTED CORRELATION3. FOR THIS ACTIVITY: View Filmstrip. (con' t) . Discuss the filmstrip. For review Rules*"The andClassroom Plans Set#641232 I School Serie McGraw Hill CONTINUATION ACTIVITY SHEET ACTIVITY 3. oractivity.for follow-up, making plans discuss for theclassroom need SUGGESTED TECHNIQUE RESOURCE MATERIALS 5.4. DrawRole pictures Playing 5.4. bestChildChildren and draws worst. role which play one teachers they do and 6. Writing sentences 6. Eachvarious child behaviors will write discussed a sentence 7. Duso Kit 7. Teacherthefor ,oneDuso may ofKit use the Teachers suggestions topics Guidediscussed. on 7. *Duso KitOverview attached. [GS Units VIII
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Unit Theme:Understanding Choices and Consequences Every child develops a value system, and he must learn thathis feel- ings, values, and behavior are integrally related. He must cometo recog- nize and accept the consequences of his behavior. This unit focuses on helping the child understandpersonal integrity in relationship to group pressures and personalstandards. The Unit VIII activities are presented in the cycleorganization shown in the overview table. Thus, a regular sequencewould be presented by using the Cycle A activities and then proceeding withCycles B, C, and D. However, there is no particular order in which UnitVIII activities must be presented. They may be used in any sequence orclustering desired. The activities may be modified. If an activity is notappropriate for a particular group, it should be adjusted to that group or notused. UNIT VIII OVERVIEW ActivitiesUnitIntroductory Song VIII: Story Flopsie VIII: Flounder,Duso and PageFlopsie 150 Cycle A Flounder, Page 150 Cycle B Cycle C Cycle D Stories Posters The groupThe Swinger, is not PageSlinger 152 Train, BeThe honest Box from Rainbow Lake, Page 155 JustPlay a Littlefair Peek, Page 157 EachFirst inof Line. us is Page 159 Problem Situations Mary Can't Go PageBarefoot.always 152 right What Happened? Page 155 Joey Remembers, Page 157 Mary's New PageFriend.important 159 PuppetRole Playing Activities YouBonfire, Can't Play Unless, Page 153 It'sThe Mine! Tablecloth, Page 156 Let'sDo I HavePick OnTo? Page 158 TheI Am Half-Built Better, House, Page 160 Supplementary ActivitiesActivities 2 -1 -Play Discuss with Puppets.What to Page 153 Do. Page 153 1Take Me to My Page 156PageHome 156Game, 1 Draw a Picture. Page 158 Page 158 ... 1Drawing. Page 160Page 160 Supplementary The3Tell Happy the Owls, Class. Page 154 2Discuss with Class. Page 156 2Find a Picture. Page 158 2Everyone Is Necessary.Page 161 Reading Page 154 If Everybody Did, Page 158 TheWhat Country Color Bunny Is Shoes,andLove, the Page GoldenPage 161 161 CAREER DEVE,MME, 3RDAD OBJECTIVE: To develop an understanding of ones self. General SPECIFIC BEHAVIORAL OBJECTIVE: Moods and emotions namingunderstandingGiveneightemotions, eight theemotions poster. studentposters of presentedat willleastwhich demonstrate fouridentifyon the of postersthe different his by SUGGESTEDSUGGESZED GRADESUBJECT LEVEL AREA 1.(g>3 1. pictures,Bulletin boardand name of posters,of emotion. ACTIVITY 1. ofsuggestedUse each each one. poster procedure and followon the theback SUGGESTED TECHNIQUE Use extra pictures 1. *"Moods and Emotions Posters" 515Child's N. FrontWorld, Street Inc. Box 711RESOURCE MATERIALS 2. Write paragraphs 2. whenAfterato child paragraphhelp posters hasclarify feltorare tell thecompleted,frustrated, emotion.about a writetime Mankato,(joy, sadness, Minnfrustration)anger, compassion,thoughtfulness, loneliness love, 56001 3. Sing Songs angry, etc. 2. 3. "If YouWriting Can'tTheSongs: paper,SayMagic Something pencilsof Music, Nice" Ginn 1970 NewPrentice"LetGr. Jersy 2.Us p. Smile" Hall.1963.70-71 EnglewoodGrowingGr. 2 With Cliffs Music 4. Makeeach clock child. with hands for angry wor ad appy 4. areAsthem childrenreading put hand about.read on stories, the emotion have they 4. brads, crayons.Paper plates, or paper circles SUGGESTED CORRELATION FOR THIS ACTIVITY: 2 CONTINUATION ACTIVITY SHEET 5. Viewrecord. filmstrip and listen to ACTIVITY 5. Discusssadness, when happiness, we have feelingsanger, fear. of SUGGESTED TECHNIQUE 5. ScienceFocus on Research Self Development Associates,RESOURCE MATERIALS Inc. "CircleUnitChicago,259 - C E. offilmstrip ErieILFeelings" St. and record 60611 6. Role Play 6. findingHavetofeeling thechildren andentist; by injured creating make being animal,faces a pushedsituation; of going a or 7. View and discuss photo boards. 7. inChildrenshoved,feeling each gettingpicture, discussand relate a identifywhatnew an toy.is experience happeningthe 7. Photo boards. 8. Happiness is pictures 8. mostMaketoof theirshowrighta "Happiness what own.now. you iswould enjoy doing " picture 8. 9 colors.x 12 white construction papers; 9. Duso Kit Unit VII 9. GuideUse suggestions in Duso Teachers 9. *Duso Kit, forAGS Unite VII attached. Overview 2a MIT V1111
Unit Theme:Understanding Emotional Maturity
Children need to recognize and understand the differencebetween in- effective responses to stress and change andmore effective responses. They need to understand that children sometimesuse psychosomatic ill- ness, temper tantrums, crying, or anger to get their way and force others to give in. In this unit the teacher helps the classexplore the purposive nature of emotions. More courageous and effectiveresponses to stress and change are emphasized. The Unit VII activitiesare presented in the cycle organization shown in the over iew table. Thus,a regular sequence would be presented by using the Cycle A activities and then proceedingwith Cycles B, C, and D. However, there is no particular order in which UnitVII activities must be presented. They may be used inany sequence or clustering desired. These activities may be modified. Ifan activity is not appropriate for a particular group, it should be adjusted to thatgroup or not used. UnitIntroductory Song VII: StoryWorry VII: Song, Duso Page and 134 the Worrywart, Page 134 UNIT VII OVERVIEW . Stories Activities The New tictise Page 136 Cycle A The Watermelon Contest, Cycle B The Jogger, Page 141 Cycle C The Bike, Page 144 Cycle D Problem Posters AGive New it aTeacher, try HurryBe patient Up. Johnny, Page 138 TheAway Storm, to feel better TinaBe responsible Isn't Role Playing ActivitiesSituations Being Afraid, Page 137136 The Spider. Page 139138 The Cross Neighbor. PagePage 142 141 I (1st! PagePageAfraid, 144 145 SupplementaryPuppet Activities The Doctor, Page 137Draw a Picture. 1Growing, Make a List. Page 139 1School Make Time, a Worry Page 142 Sleeping1 What Would PageOutside. 145 Activities 32 FindMagic a Picture.Mirror. Page 137 3Magic2 Tell the Mirror. Class. PagePage 139 139 2 Enact Worrying. PageBird, Page143 142 2Find a Picture. PageHappen? 145 Supplementary Reading Angelique, Page 137 TheWait Carrot Till the Seed, Moon PageIs Full, 140 Page 140 The Rich Man and Pagethe Shoemaker. 143 The Tale of Squirrel PageNutkin, 146 2c BROAD OBJECTIVE: To develop at mderstanding of one's self. CAREER DEVELOPMENT ACTIVITIES SPECIFIC BEHAVIORAL OBJECTIVE: The student will demonstrate his understandinfIGGESTE0 filmof at andleast books. four emotions presented in the SUGGESTED GRADE .rITEL SUBJECT AREA General 2 1. View film ACTIVITY 1. Discuss film with class. SUGGESTED TECHNIQUE 1. PlayingUnderstandingfilm - FairGetting OurselvesAngry BFA BFARESOUW.E MATERIALS BFA 2. Read Books 2. * RunawayBook JohnorSeries, school- -Mrs. Lenore available libraryPiggle Kline Wiggleat public
SUGGESTED CORRELATION FOR THIS ACTIVITY: 3 BROAD OBJECTIVE: To develop an understanding of ones self. CAREER DEVELOPMENT ACTIVITIES SPECIFIC BEHAVIORAL OBJECTIVE: understandingThe student will of atdemonstrate least four his emotions SUGGESTED GRADESUBJECT :.:IVEL AREA 2-3 General ACTIVITY presented in the films and filmstrips. SUGGESTED TECHNIQUE RESOUW.1 MATERIALS 1. View films 1. eachandThe coverconceptssynopsis, for are thediscussion onfilm. the inside questions of 1. Films - Telling The Truth,*The BFA. Right Thing to- Do, BFA 2. View filmstrip 2. stories.filmstrip.solutionChildren to tell the orproblem write ina possiblethe These are open-ended 2. Thefilmstrips NewWarningPainting, Buildftg, Blinker,- IFCThe IFCPurse, IFC IFC
SUGGESTED CORRELATION FOR THIS ACTIVITY: 4 BROAD OBJECTIVE: To develop an understanding of the responsibility toward self and society. CAREER DEVELOPMENT ACTIVITIES SPECIFIC BEHAVIORAL OBJECTIVE: ofTotantchild tellingdemonstrate to will tell the relate thetrutha child's truth twoand reasonsandplayingunderstanding play whyfair,fair. its each impor- SUGGESTED GRADESUBJECT ,F.VEL AREA 2-3 General 1. Role-playing ACTIVITY 1. forDevelop them situationsto act out. or problems SUGGESTED TECHNIQUE RESOURC.E MATERIALS 2. Puppet Play 2. puppetsUseexpression resource especially ofmaterials emotions. the faceto make for 2. Lightsock.toilet bulb, tissue tennis roll, balls, milk carton CZ 3. Art 3. Havesee.they class don't draw like, pictures what they'd of what like t
SUGGESTED CORRELATION FOR THIS ACTIVITY: 5 BROAD OBJECTIW: To develop understanding of one's self-concept CAREER DEVELOP"`?' SPECIFIC BEHAVIORAL OBJECTIVE: To demonstrate writeof realistic at least values,one reason each why child his willwish a child's understanding SUGGESTEDSUGGESTED GRADE SUBJECT LEVEL AREA General 2 Citizenship ACTIVITY could or could not come true. SUGGESTED TECHNIQUE RESOURCE MATERIALS 1. Wishing game 1. geniemotivationalBring lamp,in some wand, device type magic of- Examplefairy frog, tale . Motivationalto technique device column) (Refer genieTeacherwithmagicchildren this lampfish, says in sitI etc. thewill"This in middle. -circlerub andis it ourhave onthree magic floor wishes.eachPasslettimes childtheus alllampand rub make the aroundand geniethree make and insidewishes."three let will 2. Listen to cassette tape 2. haveendedofThen Whata cassettechildrendiscussion You Have". tapelisten of "Makingwhat to open-should Best After the tape 2. *"Making Best of WhatPartWilsonLiving You 4 EducationHave" With Others Cassette - Citizenship II 3. View filmstrip 3. filmstripCloselybethis done. as related aon follow lying. to upthis activity. area is a You could use 3. *"What Do You Think AboutImperial131-3 Lying?" Film Company Series: How Do You Feel? SUGGESTED CORRELATION FOR THIS ACTIVITY: 6 CONTINUATION ACTIVITY SHEET ACTIVITY SUGGESTED TECHNIQUE RESOURCE MATERIALS 4. List children's wishes 4. wantedsoinKeep theycase listfor cansome theirof see comewishes birthday,which true to ones (whatrefer etc.) were theyto 4. * How To Catch A Crocodile Robert Poch 5. View filmstrip 5. Viewrealistic. and discuss filmstrip. 5. * You Got Mad? Are You Glad?
6a BROAD OBJECTIVE: To develop an understanding of one's self CAREER DEVELOPMENT ACTIVITIES SPECIFIC BEHAVIORAL OBJECTIVE: Toself-confidence demonstrate student's is required knowledge for success that SUGGESTEDSUGGESTED SUBJECT GRADE LEVELAREA General1-2-3 Success ineach which student they willhave relatefelt successful. one experience RESOURCE MATERIALS 1. Read and Discuss books. ACTIVITY 1. suggestedDiscuss the questions book with that the are help of SUGGESTED TECHNIQUE 1. *Kate CanBooks: Skate,Knopf, OldsAlfred Helen A. D. New York Discussincluded.togoals reach orwith andskills the tell childrenthey how havethey some triedhave **Jim The CanFitfiddles Knopf,Swim, OldsAlfred Keep Helen Fit,A. NewD. York 2. Mural 2. Havebeen class reached. make sequence mural Steiner, Charlotte. 3. Duso Kit Unit V and VI 3. ToachersUseof the suggestions story. Guide. in Duso Kit 3. * Duso Kit Unit VI AGSand V SUGGESTED CORRELATION FOR THIS ACTIVITY: 7 SUCCESS
Success
1. To help children gain the self-confidence requiredfor success. 2. To provide an environment in whichevery child will have a degree of success. 3. To encourage children to appreciatesuccess in others as well as in them- selves.
C UCCESS is the achievement of a goal which has been selectedas being valuable. It is one of the most important factors inmotivation, for a child who has experienced success, or even foresees theprospect of success, will be aroused to action. A basic requirement for meaningful or repeated success isperseverance, the ability to keep trying after defeat. Another requirement is selecting goals of high interest, for if a goal is very desirable the individualwill be more likely to persevere until he has attained it. However, it is important to remember that goals must be consistent with the individual's abilities and limitations. Also, hemust understand that some eiings can never he achieved, and that occasional failureis to be expected in all undertakings. All these considetations are pertinent foryoung children. The child needs to experience success that he can value, in a situation that has challenged him. Moreover, he cannot tolerate too greata lapse between effort and achievement. An adult can keep his goal in mind through longperiods of attempt and frustration, but if success is too far removed from the child's attempts, he may give up. It is also important that goals he vat ied from childto child, consist.ent with the abilities of each. The standards ofsuccey, in school are fixed and arbitrary, and may be beyond the reach of the child with lessthan the re- quired ability. However, he must halve his goals and hissuccesses, no less than the brightest achievers in the school. 56SUCCESS
h ,It:I, ' ,1,,It, by Helen Olds
p.2 "You'll learn," Mother said."111 buy you a pair of skates." I. Doyou know how to skate? 2. Was it ed.% or difficultto learn how to skate? 3. Are you happy you learned?
p. 7 Il "No, I want bothskates on! Please," she said. I.Is Kate anxious to learn howto skate? Why? 2. Do people often I.7arn something more easily ifsomeone helps them? Like what?
p.8 The strap was loose. Downshe went on the sidewalk. I. Why do people sometimes makea mistake or have trouble when they arc learning something new? 2. What should people do whenthey make amistake? 3. Do youthink Kate will give up? p. 10 lo- "Of course you'll learn," Tom said. "All you need ispractice." 1. Why is practice necessary when peopleare learning something new? 2. If people want to do something strongly enough, should they keepat it until they do it? p. 12 "Thanks," saidKate.,"I'm not going to tryany more. Skating is no fun." 1.Why do you think Kate said thatskating is no fun? 2. Do you think Kate should giveup? 3. Will she ever learn to skate ifshe doesn't keep trying? p. 14 Il She had been a crybaby over one little fall. Could she learnto skate and surprise the others? 1. Do you think Kate now has a betterchance of learning how to skate? 2. What do you suppose willhappen the next time shefalls? e SUCCESS57
KATE CAN SKATE by Helen Olds p. 16 She put on her skates and fastened thestraps tightly. Then she stood up and hooked the handle of the umbrellaover the clothes dryer. 1. Kate has thought of a way to help herself,hasn't she? What else might she have used? 2. How willthis help her learn how to skate?
p. 18 She went a few strokes, then tumbledover; but she wasn't hurt because of the heavy dungarees.
1. What should Katedo now? 2. Isshe learning how to skate?
p. 22 "Why Kate! You can skate!" they said. 1. Howdoyou supposeKate felt then? 2. Do youthink the girls were proud of her? 3. Was it worth all the hard work to he ableto skate with the others?
SUMMARY DISCUSSION: Some thingswe want very much are hard to get. Often, we fail many times beforewe get them. But, if we try and keep trying, most often we will be able to reachour goal. Remember the hardest goals to reach are often the ones most worth reaching.
Furth Pr Reading: BOO by Munroe Leaf LITTLE BLACK, A PONY by WalterFarley COWBOY ANDY by Edna Chard ler HOW TO CATCH A CROCODILE by.Robert Pack JIM CAN SWIM by Helen Olds THE FITFIDDLES KEEP FIT by CharlotteSteiner
Taken From: The Random House ProgramFor Elementary Guidance Random House /Singer SchoolDivision UHRT V
Unit Theme:Understanding Goals and Purposeful Behavior
Every child needs to see that the antidote for vacillation, lack of con- fidence, disappointment, and fear of failure is courage. He also needs to become aware of the relevance of tasks involving home, school, and com- munity for his present and future goals as well as the value of planning for the accomplishment of these tasks. Unit V is designed to increase each child's understanding of the need for a courageous, resourceful approach to the attainment of his goals. The Unit V activities are arranged in cycles as shown in the overview table. A regular sequence of presentation may be followed by using the Cycle A activities and then proceeding to Cycles B, C, and D. There is no particular order in which the Unit V activities must be presented. They may be used in any sequence or clustering desired. These activities may be modified. If an activity is not appropriate for a particular group, it should be adjusted to that group or not used.
30 UnitIntroductory Song V: StoryThings V: That Lefty's I Wonder Hamburger About, Stand, Page Page100 100 UNIT V OVERVIEW Stories Activities The Swing, Page 102 Cycle A The Best Way to Learn. Page 105 Cycle B The Loafers, Page 108 Cycle C The Traffic Light Song. Page 111 Cycle 0 Problem Posters It takesTina andcourage the to try I wonderCan I Skate? why PlanNo ahead Present from ThereJoey is Learns a to reason to learn Role Playing Activities:Amnions It Isn't As Hard AsClass YouPage ThinkPlay, 102 It What Else? Page 106105 Ready or Not? PageFloosie,Page 109 108 Not Today, PageCount,Page 112 111 Puppet Activities The Girl Who Knew WhatPageIs, Pageto 103Do. 103 Chicken Little, Page 106 Mrs. Payne's Party, Page 109 Traffic Song. Page 112 Supplementary Activities 2Tell the Class. Climbing,PageMountain 103 2Describe1What's in II.the PageBag? Page107 106 2Plan1Two New with Songs,the Class,Page Page 109 110 2Make1Applying Up theShort Stories,Rules. Page Page 112 112 Supplementary Reading The Little Engine PageThat Could, 104 Page 104 3Are You Interested in It? Page 107 7e UNIT VI(
Unit Theme:Understanding Mastery, Competence, and Resourcefulness
Many children have ability but lack the desire to achieve.Having low self-esteem, they lack the courage to try. They must be helped torealize 4) that competency and achievement are the products of desireand ability. This unit focuses on the child's need to understand his capacities realistically. The Unit VI activities are arranged in cycles as shown in the overview table. A regular sequence of presentation may be followed by usingthe Cycle A activities and then proceeding to Cycles B, C, and D. There is no particular order in which the Unit VI activities must be presented. They may be used in any sequence orclustering desired. These activities may be modified. If an activity is not appropriate for a particular group, it should beadjusted to that group or not used. Introductory Story VI: Duso and Squeaker, Page 116 UNIT VI OVERVIEW StoriesUnit Song VI: Have a Go atActivities It! Page 116 Thaddaeus Cycle A The Big Race, Cycle B Cycle C Cycle D Posters Have a go at it PagePlatypus. 118 Try another way Page 121 TheBe Swimming yourself PageKangaroo. 124 PeekabooI'm glad Emu, that IPage am me 127 RoleProblem Playing Situations WhatRobby Shall Won't I Do? Try. Page 118 Buttons!Robby at Buttons!the JunglePage Gym. 121 BirdsRobby in the Somersaults Nest, Best. Page 124 TheRobby Careful Reaches thePage Top, 127 Puppet Activities Janie. Page 119 Page 119 John Won't Try. PagePage 122 122 Cat in a Tree, PagePage 125 125 I'm Okay. PageWorker. 128 Supplementary Activities 1 Shoe.Make Page a Paper 119 '" 1- =What Happened Next? Page 122 1 Let Me Be in Your Circus Game, 1Sing About Page 128the Class. 2Tell the .CIP-se. Pa:. i 26 3Singing,2Challenge Page Game. 123 Page 123 2Tell the Class. Page 126125 2Draw a Picture. Page 128130 Supplementary Reading Whistle for Willie, Page 120 Maxie, Page 123 Just Me, Page 126 LittleThe Toot, Little Rabbit WhoWantedPageWings, 130Red Page 130 7g BROAD OBJECTIVE: To develop an understanding of one's self concept CAREER DEVELOPMENT ACTIVITIES SPECIFIC BEHAVIORAL OBJECTtVE: To help children acquire a better understandifii harmoniousoneof trusttime whenandsociety, thathe hasthetrust beenchildren leads entrusted towill a morerelatewith something. SUGGESTED GRADE ..2VE1. GGESTED SUBJECT AREA Self- Concept 2 1. Read and discuss books ACTIVITY 1. suggested questionsDiscuss book that with are the help of SUGGESTED TECHNIQUE 1. Books: * Edith and Mr. Bear RESOD .H Wright,MATERIALS Dave beandDiscussincluded. trusted. how wewith can class behave what so trustwe will is *Bridget's Growing Day, Bromhall, Winifred 2. Flay 2. ondoll,Let play. children teddy bear act andout clockstory tousing put 2. Doll, teddy bear and clock
SUGGESTED CORRELATION FOR THIS ACTIVITY: 8 TRUST 13
Trust
1., To help children acquire a better understandingof trust. 2. To encourage children to be trustworthy. 3. To help children understand that trust leads to a moreharmonious society.
RUST is the confidence one person has in another, a belief that he canbe Tdepended upon to act as he says he will. It is important that welearn to trust others and that others learn to trust us. A small child soon learns to trust his parents to feed him when he ishungry and to keep him warm and comfortable. The growing child continues toplace trust in others until their actions show him thatthey cannot be depended upon. A child who has lost trust in others may"give up" because he feels too threatened to move forward. It is important, therefore, that children continue to place trust in the right people. The child must also learn to be trustworthy himself.Parents begin trusting their children early in life by giving them more freedom and the opportunity to make some decisions. As the child grows, otherswill feel he is trustworthy if he shows them that he keeps his word. When he says he wilt perform a task, or otherwise obligates himself, he mustmake every effort to do what he has promised. If he has ever been disappointed because someone failed to keep a promise, he has certainly wondered if the person could be counted on the next time. It is important, then, to trust people and to have them trust us.Although we cannot control the actions of others, we must acceptthe responsibility for our own behavior. Our actions,therefore, can encourage others to have con- fidence in us. co4
14 TRUST I dith and Mr. by Dare Wright
p. 1 OP' "Be quiet, Little Bear. I'm readingto you," said Edith. 1. Do you like to be read to? 2. What kind of stories do you like best?
p.2 NI- "Of course he will," Edith said. "Healways does." 1. Why do you suppose Edith is sosure Mr. Bear will bring them presents? 2. What are some things parents do for children? When we count on people to do something,we say we TRUST them. p. 11 And that's where the clock wentrightup in the middle of the high mantelpiece. 1. Why did Mr. Bear put the clock up so high? 2. Why didn't Mr. Bear want Edith to play with the clock? 3. Is Edith old enough to understand why the clockmust be placed high on the mantel? p. 12 Edith built a stairway of chairs and books,and climbed up to where she could touch the clock. I. Why do people sometimes do things suchas Edith has done when they know better? 2. Do parents sometimes have to put thingsup high because they cannot trust their children to leave them alone? p. 16 All Edith could think ofwas how to hide the dreadful thing that she had done. 1. Why do you think she hides the broken pieces? 2. Do you suppose this is what Mr. Bear wouldwant her to do? 3. What do you think Mr. Bear would have wantedEdith to do? p. 18 Edith opened her mouth tosay "I did it," but the words didn't come. She shook her head. I. Did Edith tell the truth? Why not? 2. Did Mr. Bear think Edith would lie to him? 3. Mr. Bear has trusted Edith to tell the truthWhat istrust, then?
36 0 CO
TRUST 15
EDITH. \\ D MR. Iil\11by. Dare Wright p. 23 "Oh, Kitten," she said, "you're the only one I can tell." 1. Why do you suppose Edith trusted her secret to the kitten? 2. Whydoesn'tshe trust Mr. Bear? 3. Can it be that Edith is ashamed to tell Mr. Bear? Why? p. 36 "Now, now. no talking until we get you warm and clean you up." 1. What was Mr. Bear worrying about morethat Edith had run away or that she was cold and dirty? 2. What was Edith worrying about morebeing cold and dirty or that she had not done what Mr. Bear trusted her to do? p. 40 "Mr. Bear, 1 did it, I broke your clock. And now you won't love me anymore." 1. Do you think Mr. Bear will still love Edith? 2. Did Edith expect Mr. Bear to love her? 3. Why do you suppose Edith felt Mr. Bear wouldn't love her anymore? p. 53 "Well, the boat I thought about getting on," corrected Edith quickly, because never again did she tell Mr. Bear a lie. 1.Is Edith learning how to act with people who trust her? 2. What is she doing so that people will trust her? 3 Do people like to feel trusted? What things can they do so that others will trust them?
SUMMARY DISCUSSION: TRUST is expecting people to do what they have promised they will do. We must learn to behave so that other people will trust us.
Further Reading: BRIDGET'S GROWING DAY by Winifred Bromhall
... Cl BROAD OBJECTIVE: To develop an understanding of one's self. CAREER DEVELOWNT ACTIVITIES SPECIFIC BEHAVIORAL OBJECTIVE: nameatheirTo friend. demonstrateat needsleast ofone others,student's way in eachwhich understanding student you can will be of SUGGESTEDSUGGESTED GRADE SUBJECT ;.EVEL AREA 1-2-3 General 1. View films ACTIVITY 1. Discusssuggested films on withthe filmchildren sheet as that SUGGESTED TECHNIQUE *Cooperation,Film: *Being Friends,BFA BFA RESOURE MATERIALS 2. Read books 2. Asis includedan independent in film activity case. let the 2.*Understanding Others, BFA Books: * Having a Friend achildren likecolorthereading class. to a readdopicturecenter with these andashowing friend. booksrelate whatat them they to Children may draw and * Peter Has Three Friends Winifred Bromhall Betty Miles
SUGGESTED CORRELATION FOR THIS ACTIVITY: 9 BROAD OBJECTIVE:To develop an understanding of one's self. 111 CAREER DEVELOPMEIWCTIVIfIES SPECIFIC BEHAVIORAL OBJECTIVE: Tostudent demonstratetheir needswill namestudent'sand theat leastneeds understanding oneof others,way in of whicheach SUGGESTED GRADESUBJECT LEVEL AREA 1-2-3 General Knowing My Needs ACTIVITY attention can be given to those that need it. SUGGESTED TECHNIQUE RESOURCE MATERIALS 1. Petunia'sReadgested Our formatVeronica Farm, ofand Goesquestions. use to sug- NameIntroduction: some needs that everyone wants 1.Books: *Our Veronica goes to Petunia's Farm 2. Askreport.to studentsread and whogive would an oral like satisfied: 2.1.3. FoodShelterClothing 2. *The ChipmunkDuvoisin, That Roger.Went to Alfred Church A. Knopf New York, 1962 2. needsDiscussfor of the charactersthe similar oral reports conceptand how and ofit theask 2. Bromhall,* Good Day! Winifred Which Way? NewAlfred York A. Knopf 3. Puppet Play 3. HavePetunia'scharactersrelates class maketoFarm them.in puppets andVeronica give of playGoes to 3. Stickof characters puppets. putSteiner, on long Charlotte stick. Make larger pictures SUGGESTED CORRELATION FOR THIS ACTIVITY: 10 0td r4
KNOWING MY NEEDS 43
Knowing My Needs
1. To assist children in understanding their needs and the needs of others. 2. To help children develop a feeling for the mistakes and misfortunes of others. 3. To encourat,e a classroom situation in which attention can be given to those who need it.
VERYONE has certain needs which must be satisfied. The basic needs of Eall human beings are food, clothing, and shelter. In addition, there are many things an individual requires in his associationwith other people. One of these is the need for attention. the desire of a person tobe noticed and recognized by the people around him. This need is so strong in some that they will do almost anything, even cause a disturbance, to be noticed.An- other is the need for acceptance, the desire to be included by othersin groups and activities. Every human being also has I need for affection, and desires the love of his parents and the regard of his teachers, classmates, andfriends. Everyone feels a need for the respect of others and for success. The individual must know his needs to better understand himself and the reasons for his behavior. Adults generallyconsider the needs of children, but the children themselves may be unaware of their needs. The needs are there, and the child responds to them, but has yet to learn to think of them as needs, or as causes of some aspects of his behavior.In addition, there may be needs which neither child nor adults perceive. It is extremely important that each person develop a satisfying concep- tion of himself, which requires an understanding of one's needs and of the individual differences between people that give rise to different needs. If a child realizes that everyone has different capabilities and different needs, he is more apt to create a satisfying conception of himself as well as an ability to appreciate the accomplishments of others.
40 44 KNOWING MY NEEDS Our Veronica Goesto Pe,tutiQ's Farm by logor Duvoisin
P.3 II" Truly, thought Veronica, a hippopotamus's paradise. I. What is a paradi,e? 2. What do boys and girls need to be happy? 3. What would a children's paradise be like? p'.51°' "Well," said Ida, the hen, "I don't like the look ofa hippopotamus. It's neither a hen, nor a duck, nor a cow, nor a sheep, pig, donkey,goat, goose, horse, cat, dog. It has no place on a farm." 1. Do you think the other animals will make Veronica feel welcome? 2. Does everyone like to feel welcome? 11 hy? p.6 11" "Good morning," repeated Veronica. "Iam Veronica, the hippopota- mus." 1. Wue the other animals being polite to Veronica? 2Should people speak to others who ha% e been kind enough to speak to them? 3. Why do you think they are ignoring Veronica'
P.8 10' Veronica ate the grass with little appetite. It didnot seem just right either. Even the mud puddle was no longera just-right mud puddle. I. Why are things no longer just right for Veronica? 2. Why does Veronica want the other animals tv like her? 3. Why would she he happier if the other animals liked her? p. 13 10' The green grass was less tasty., She lost her tine, big appetite. I. Why do you think Veronica lost her appeint.' 2. Does everyone need to eat? 3. Can it be that Veronica needs friends almost as much as she needs to eat? Does everyone also need friends?
p. 18 "Why did she say 'thank you'?" asked Goat. "Ah...well, I took some hay to her. Maybe she will eat it." I. Why do you think this will make % eronica a happier hippopotamus? 2. Do you think she will cat now '' 0U e-4
KNOWING MY NEEDS 45
OUR VERO\ ICA ( rOt S It) PI rt 'NI \'tiI \%1 by Roger Duvoisin
p. 22 "She is better, she is better," said Straw, Clover, Noisy, Cotton, and all the others in turn. as they walked into the meadow. t. Why are the animals all feeling gay again? 2. Why does everyone need others to be kind to them?
p. 30 Veronica said the farm was even more beautiful than it seemed the first day she came. IT WAS INDEED JUST RIGHT. 1. Why did the farm seem more beautiful? 2. Hov, can friends help make peo-`lappy? 3 Why do you think eversone neec, ads?
SUMMARY DISCUSSION: There are some things we need in order to live and grow, like food and clothing. There are other things we need in order to be happy. Friendship is one of these things.
Further Reading: WHAT'S A COUSIN? by Helen Olds GOOD DAY! WHICH WAY? by Charlotte Steiner THE CHIPMUNK THAT WENT TO CHURCH by Winifred Bromhall fi
=74, is ./ 14"I' 4/ *ji et .411114, .040-"4 Taken From: The Random House Program for ElementaryGuidance Random House/Singer School Division 4Z CAREER DEVET ACTIVITIES BROAD OBJECTIVE: To develop an understanding of one's elf-concept. SUGGESTED SUBJECT AREA Self-concept SPECIFIC BEHAVIORAL OBJECTIVE: ofandTorelatefrom beingdevelopto curiosity,discover atcurious. activitiesleast the eachtwo joys advantagesthatchild that spark willcan andbecuriositybe receive.d.abletwo disadvantagesto SUGGESTEDsu GRADE _EVEL 1. Read book Petunia Takes a ACTIVITY 1. Discuss book with class with the SUGGESTED TECHNIQUE 1. *Petunia Takes a Trip RESOUR:.1 MATERIALS Duvoisin 2. ATrip. few children may read 2. Childrenhelp of questionsreport on thatbooks are read. included. 2. * Lonely Veronica books and report on them. willto handlenot beDiscuss curiosityharmed. with so class that thethey best way *Edith*Twinkle, and theMr. BabyBear ColtBarrett, Wright,Lawrence Dave. Roger Duvoisin
SUGGESTED CORRELATION FOR THIS ACTIVITY: 11 34CURIOSITY
Curiosity
- _-- - _-..- I. To encourage stimulating classroom activities which will inturn spark i curiosity. I 2. To help children discover the joys whichcan be reaped from curiosity, 3. To encourage study of a child's curiosity.
CURIOSITY is a feeling inside a person thatcauses him to explore and to learn, to find out about things and how they work. It is ofgreat benefit if it leads to learning, to the thrill of discovery; but itmay draw the individual into dangerous situations as well. The childmust learn to examine the situa- tion and determine if there isany danger involved before he succumbs to his curiosity. The progress of civilization from the Stone Ageto the .Age of Science is a resu*.: of facts learned and discoveries made through curiusity. The indi- vidual benefits from curiosity, for it influences theway he appears to other people. A curious child is apt to beeager and alert and Vs ill make a far bet- ter impression on others than a child who neverseems anxious to learn any- thing. Curiosity, however, is not an incidental part of theproses of learning, but a basic characteristic which requires organized attention Toooften, a child's curiosity tends to diminish in late childhood andadolescence. In the young child, one question leads to another, and his curiosit%'nay be stifled by an adult who feels incapable of providing sufficientanw. ers. The child, however, will usually be satisfied with ananswer that need nut be adult-like in depth or scope. Curiosity is a stimulus for learning. Dampened. it \kill leadto a withering of interest; inflamed, it can spark the childto the full exploitation of his capabilities.
44 CURIOSITY35
Petunia Takesa Trip by Roger Duvoisin p.2 "Where does it come from?" asked the goslings. "Where does it go?" I. Who re do y' it! think it comes from? Where do you think it goes? 2 li..vc you eter wondered where little goslings go when they follow their parents? p.5 Os- And she did calisthenics in the middle of the farmyard, every morning and ever afternoon.
I A by is Petunia working so hard to find out where the plane goes') 2 A.. hen people want tofind the answer to something, what should they (hi -If Petunia asked you what she should do. what would you tell her? p. 11 She had the sky all to herself. It was wonderful.
I }1.1c you e%er wondered what it would he like to he able to Ih'
2 How do you think birds ih ' 3. How could you find out for sure how birds fly? p. 13 DI.Blown about the black clouds like a leaf, she could not tell which was up and which was down.
I Is Petunia in trouble"' 2 Ditl she get into trouble h% ti%liT. to find out where the planes go'' 3 V. hat do tow think will happen to her'' p. 15 "Oh, what an adventure," said Petunia, above the big city. "Where am I? What and I goinv to do?"
I Ho Ai P..-itiom cow,: to hate this wonderful athenturc? 2 Mies ate thi. It' et en nbile Ihnly. 'the tt Mil% t find our' 3 lit +%% is Petunia finding out ilieoi w Li.. to her questions?
p. 18 d- While Petunia ate atripledecker .andw ich the ,policeman arid the tam driver told her about 'lieu' city. I:, )% beautiful and big it was.
I Do (,(1 surii,,,. Potful., ,..vi .10. a itivicdeckci ..ffldv%tch before' di ii Ilion., 2 Do h' Ilk . iii,i% ead,,,.. ;1 36 CURIOSITY
Rooer Duvoisin
P.24 And they (hove Petunia to a place where there was a house so tall that its roof was hidden in the clouds. 1. What are some new things Petunia has lem lied so far' 2 When she wondered where the irpl.ine do you think she imagined \he would see all this''
p. 26 "How can you live in the big city?" she asked him. "You areso small! You would be happier on a farm." 1. Why does Petunia think the sparrow would be h4ppier on a farm? 2. Eerone is not alike and would not he happ dome the same thing. How do people differ from one another9
p. 30 10- Many a time after%ards she told her children about the beautiful, big, BIG world one could see beyond the hills. 1. How did Petunia satisfy her curiosity? 2 Do you think the goslings will he curious about things as they grow?
SUMMARY DISCUSSION: The best way to learn about things is to ask questions. We must be careful, however, not to satisfy our curiosity in ways that might harm us.
Further Reading: LONELY VERONICA by Roger Duvoisin TWINKLE, THE BABY COLT bN Lawrence Barrett EDITH AND MR. BEAR by Dare Wright
4..ttcP.afi
Taken From The Random House Program for Elementary Guidance Random House/Singer School Divioion
46 BROAD OBJECTIVE: To develop an understanding of one's self concept. CAREER DEVELOPAIVi r1 ES O SPECIFIC BEHAVIORAL OBJECTIVE: showingeachTo demonstrate child that will he ahastabulate knowledge kept hisdaily of room responsibilitySUGGESTEDfor at two home weeks SUGGESTED GRADE LEVEL SUBJECT AREA General 2 Citizenship ACTIVITY neatthe andtime. his desk at school neat 80% of SUGGESTED TECHNIQUE RESOURCE MATERIALS 1. Listen to cassette tape 1. haveListenonand whateachhave to thechildthisa discussion children open-endeddraw a wouldpictureafterwards tape do or l!c"Sally's Room"WilsonLiving Educational With Others Cassette - Citizenship II part 3 ti2. Give children chart that will 2. Passof what out he dittoed thinks chartshould that be done.you 2chart made by teacher be checked daily breakbeginmakecouldand on havetheirso abe that81/21E14 donestudents chart. those right ditto putthat before (longname don't ditto)milkand This activity NameMy room is neat 1, ''''ir: haveduringchoose a clean this two desk time.people can (clean or have it You might PutMy deska star is ifneat (atneat, home)school) an X if not. IF '-2 111111 1111i desksandclass they are choose) couldneat. putto bestars desk if checkers SUGGESTED CORRELATION FOR THIS ACTIVITY: 12 BROAD OBJECTIVE: To accept and respect self and others CAREER DEVELOP, :NT ACTIVITTT,Z SPECIFIC BEHAVIORAL OBJECTIVE: Responsibility irresponsibleresponsibleofEachtwo the studentinstances meaning and inwill oftheintwo responsibilitydemonstrate which pastinstances week.he has whenhis been by knowledgehe stating has been SUGGESTED SUBJECT AREA SUGGESTED GRADE LEVEL General 2 1. View filmstrip ACTIVITY 1. a. Introduce film by asking."Will SUGGESTED TECHNIQUE Filmstrip and cassette RESOURCE MATERIALS mean?b.andifsomeone What youthen doesare tellforget toldbeing what to responsible mightdo thisan happenerrand errand?" *Open Ended"Openfilmstrip Stories Gate" and134-2 cassette IFC 2. endingWrite aof paragraph this story. to the 2. storyandpossibleDiscuss they in thattheirareways to there toown complete end way.are the many thestory SUGGESTED CORRELATION FOR THIS ACTIVITY: 13 BROAD OBJECTIVE: Responsibility toward self and others CAREER DEVELOPME41r1V1fIES AWARENESSSPECIFIC BEHAVIORAL OBJECTIVE: bywillpleasingAfter listing be completingable fivesound to of distinguishand each.the a activitydisturbing between each noise achild SUGGESTEDSUGGESTED SUBJECT GRADE LEVELAREA 1-2-3 General 1. Filmstrip and cassette tape. ACTIVITY 1. ShowSounds the Aroundfilmstrip You" "There upon completionAre SUGGESTED TECHNIQUE 1. *Outset/Listen "There Are Sounds Around You" (Part 2)RESOURCE MATERIALS piano,andusdiscuss(ex. -discuss (example:etc.) people the noisessounds arguing, Piano, wethat don'tsinging,banging appeal like onetc)to a Pleasantville,Guidance Associates N Y Sound Filmstrip 2. Awareness Walk 2. leavingisaThe class a childrenlistening aroundthe game will theexercise should takeschool. abeand walk before as This 3. Game: What I Heard Name 3. pleasantThisexplained.the gamestudent sounds is tocan andlist remember. noises all the that The Noise Pleasant sound hasorder.one thosethethem who winner. inthatremembers the are correct not the in mostplace the and correctis You do not count SUGGESTED CORRELATION FOR THIS ACTIVITY: (Continued 14 CONTINUATION ACTIVITY SHEET 4. Sound Day ACTIVITY 4. The following day you could have SUGGESTED TECHNIQUE RESOURCE MATERIALS makedecideunusualthateach his wouldchild whethersoundsound. makebring and it an inclasswas interesting something pleasing would or Each child would growingNoiseThereor a disturbing shouldPollution society be noise.weaand discussionneed how toin beour of instrumentsaturdayshouldcycles?courteous you morning? earlymowto others.the or yardlate? at 6:00a.m. Practice playing your Noisy motor- Example 5. Make Instruments. 5. nail.)"ThisMakecans, andis triangle Music"use instruments (drumfrom hangerfrom from coffee and 14a BROAD OBJECTIVE: To develop an understanding of ones CAREER DEVELOPMIOACTIVITTES self Self AnalysisSPECIFIC BEHAVIORAL OBJECTIVE: To demonstrate knowledge of self, each doing. sentencestudentabout themselves willtelling be ableabout including to things write at theya leastparagraph enjoy one SUGGESTED GRADESUBJECT LEVEL AREA 2General 1. cassette.View strip and listen to ACTIVITY 1. Because there are three parts to this SUGGESTED TECHNIQUE 1. Filmstrip and cassette: RESOURCE MATERIALS overchild.informationFollowinglesson, three suggest separateeach as partit this mayperiods. discuss berelate developed the to Guidance* Who Do Associates You Think You Are? 2. withWriteon sheet.a storiesbaby picture about pastedthemselves, 2. onAsthemselveschildren theeach writing part write withis paper. heard athe paragraph picturehave aboutpasted 2. Writingpicture paper, or photo cut ofin eachhalf child. 3. Draw pictures 3. writinghaveFollowingthemselves each of paragraphchildthe doing discussion make somethingon a actionspicture and they of 3. 41/2 x 6 white construction paper. 4. enjoy.together as a booklet. Put stories and picture Me Booklet 4. ownThinkFollowing booklet. You Are"filmstrip have child"Who Domake You his 5.4. *DusoSee insert Kit p. 15 A-0 American Guidance Service 5. SUGGESTED CORRELATIONDuso FOR KitTHIS ACTIVITY: 5. 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I 1 e to pl a y I am a M1101100 BROAD OBJECTIVE: To develop a positive attitude CAREER DEVELOPME.CT I V LT ES toward the world of work. SPECIFIC BEHAVIORAL OBJECTIVE: withofEach cooperation otherstudent students will by workingdemonstrate throughout cooperatively histhe knowledgeyear. SUGGESTED SUBJECT AREA SUGGESTED GRADE LEVEL Social Studies1-2 1. a. At the beginning of the year ACTIVITY Discuss workers on a ship and ask SUGGESTED TECHNIQUE 1.a.Bulletin board RESOURCE MATERIALS MonitorsTeacherweChildrenon start board - on Navigatora- abigCrew pretend ship. trip Captain Talkhavestudentsa certain aboutto work if what place. theytogether implication think to these get this topeople TripAnchorDesk lasts- Deck- Put for up nine at beginningmonths.endof theof day.day and down at has in the classroom. b. TayloraBooks ship, *YourPubl. Pope, WorldCo. Billy Let's N. Visit Emmons R.A cr. b. Read book in resource ThisTraveltrain could aroundor jetbe usedthetrip world astoo. a *I Want to beGreene, a Ship Carla Captain, Ships Honor Roll 2. Showpeople film in or other pictures places. of 2. ofwantDiscuss homes, to visit. placesclothing, children country, might Discuss similarities Larry (Use all year) Captains 1 Wendy 3. ExperienceCreative "Around Corner". the World 3. thatLet people, theyou childrenare etc. emphasizing make the from objects the Sherrie' (Cont) 1 Terry 1 SUGGESTED CORRELATION FOR THIS ACTIVITY: country discussed. 16 CONTINUATION ACTIVITY SHEET 4. Sing songs ACTIVITY SUGGESTED TECHNIQUE 2. RESOURCE MATERIALS 3. GoldenMaterialsgeographypictures Encyclopedia, from ofand people home,history inUpperChild booksother GradeCraft lands. 4. "The LazyAllyn,P. Man 50 BaconandThis The isGr. BusyMusic 1, 1965Man" (attached)
16a The Lazy Man and theBusy Man
4 64 ei,,dy an Mods by Evelyn H Hunt A'.simriy MIN
all 71 di ---480------e,- -6- 71,-111-7.1.- CP *".. I' Lazyman, lazy man, Nev -er, ;ley erworks; He won't plant the
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Let some of your children move like the "lazy man" and othersmove like the "busy man." Ask the children who are watching the dancers to see if theycan guess what they are doing.
Play slowly, once through, for the lazy man. Play fast, once through, for the busyman.
Bells:11:8 _ CC8 A 6- 18CC 8 A6- 17BBGB 7 5 7 16 A 1 13 3 6 6 13 3- 13 3 6 6 13 1 EE A A LE EE A A E
69 BROAD OBJECTIVE. To provide general observational experiences of the World of Work. CAltEERDEyELWaFNU ACT1',AjIES IntroductionSPECIFIC toBEHAVIORAL World of OBJECTIVE:Work workersimportantfiveTo demonstrate workers each in student theand knowledge community.tell will why be ofthey ablecommunity are to list SUGGESTED GRADESUBJECT LEVEL AREA Social Studies 2 2.1. Show film or filmstrips. ACTIVITY 1 areStudents covered count in filmnumber or offilmstrip. jobs that SUGGESTED TECHNIQUE 1. * Wally the Worker WatcherFilmstrip and record: RESOURCE MATERIALS 3. ReadBulletin poems board LET'Sand idea:sing THINK songs AHEAD us.do;ofDiscuss inalso the workerswhy community they student are and important arewhat aware they to Film: World of Work Series and dramatize. have?WhatwantDiscuss tosignificance be? - What they does think occupation they List work suggested on board. 2. * Career and CostumeCommunico Circus 2. LET'SWhatthat do THINKthey they wantAHEAD know to about do? the job 3. "WhenPoems:"What You're Would GrownYou Like Up" to Do" Grace Nash (at:ached) Usethinkstudent'sDraw tofilmstrip make aroundahead shadow.head tothe what(silhouette). shadow they of want each to projector for lightThen have students Song: (attached)"When I Grow Up" (attached) 3. Teachbe.changedthen theafter theirpoems it mind.toand see songs if anyand have Before you discuss the work, SUGGESTED CORRELATION FOR THIS ACTIVITY: have children, suggest dramatization. WHAT WOULD YOU LIKE TO DO? By Gayle L. Kloppenburg
What kind of work would you like to do? When you're all grown up and not in school
Would you like to be a doctor who helps make people well? Would you like to be a salesman with something fine to sell?
Would you like to be a pilot flying high up in the air? Or a fireman or a policeman helping people everywhere?
Would you like to teach nice boys and girls to read and write and span? Whatever job you choose to do, work hard and do it well
WHEN YOU'RE GROWN UP
When you're grown up as big as me What do you think you are going to be? These magic shoes will help you to walk, So, please put them on without any talk, Lace them up tight and then you can be, A policeman or doctor, mother or teacher, space pilot, driver, a nurse or a preacher. Everyone practice until I clap three, Then each on will show what he wants to be.
by Grace Nash
71 iten I Grow Up 4.2 rri Music and Words by Judy Rector Adapted '41 it\V C
G
What do
Second qtanza puzno areompantirtent as before $";
41P-. T J-1 2. I'll bea doc -tor when grow up, Sing the first stanza to the children. Then ask one child, "What do you want to be when you grow That's s batIwant to be. up?" After he tells you, let hint sing about it along with you, if he needs help in singingYour 4- --- voice, quietly in the background, will give him confidence until he is able to sing by himself. V.0 .11 -4111- ÷ boys and girls enjoy telling what they want to b I'llbe adoc - for whenI grow up, when they grow up.Perhaps "a teacher," "a nurse,". dancer," "a cowboy," "a space man." "a carpenter," or "a pilot" will be suggestedAs you sing, adapt the rhythm of the song te the pat- Justyou wait and see. tern of the words. BROAD OBJECTIVE: To develop positive attitudes toward the world of work CAREER DEVELOPAIWIVITIES SPECIFIC BEHAVIORAL OBJECTIVE: Following discussion and use of filmstrips, SUGGESTED SUBJECT AREA Social Studies each child will be able to write three SUGGESTED GRADE LEVEL 9 ACTIVITY reasons why people work. SUGGESTED TECHNIQUE RESOURCE MATERIALS 1. Read books. 1. b.a.Discuss: work?WhyparentsChildren do parentsas recognizecommunity and neighbors hishelpers. own 1. Press.Hefflefinger*Books: AboutFriendly Men WorkersandAt Work,Hoffman, Around Radlauer, Children's Town Ruth CON:S 2. View filmstrip 2. Discussc. what parents do at home and someWhat ofdo thethey money. have to do with 2. Filmstrips:Children's Press. theirthe needhomes. for jobs ou side of $ Work*"FathersFilmstrip*"What Series. Else Workand Edu-CraftDo records,MothersandFathers Mothers Do?"WorldDo?" Work, of Too." Eye*"SomeFlorida.4404Imperial Gate S. Neighborhood House FloridaFilm 146-01Co., Avenue, Inc. Helpers"(set)Archer Lakeland Ave. 3. Resource people 3. Send out attached letter, selective AtJamaica, Work" NYBismarck Schools # 937 "People 11435 SUGGESTED CORRELATION FOR THIS ACTIVITY: to parents of students that have 3. Parents, suggested letter 18 CONTINUATION ACTIVITY SHEET ACTIVITY SUGGESTED TECHNIQUE RESOURCE MATERIALS . inthiscontinued and gradediscuss -level, jobs their whichhave job. themapply come to 4. Orworkers.ingUse use workersbulletin ideas (see of with attachedboard using posters ideas hands. sheet) orof sketchgroup- . workersonseeHavetheir bulletin in children as theparents suggested filmstripsboard. find do thatGroupwhichon andpage are some jobswhat 18-c.pictured they 4. Wilkinsburg,HayesPosters: School Penn.Pub. Co. Inc. Community Helpers 6.5. Read poem. Sing Song 6.5. "Helping Mother Bake a Cake" Poems enclosed.(enclosed 18 d) 7. hands.paperHave eachhome childand trace take theira sheet parent' of . responsible.workDiscuss to withbe dependable students howand people 7. writing9 x 12 paperwhite construction sheets .1:1 kt 8. drawingsHave students and cut take out the the returned hands. . Askthem.think students what theirif they parents ever stopdo for to 9. CommunitylettersHavetin studentsboard spelling, Helping headings. trace Hands""Home and andcutfor outbulle- . Discussais helper a community how at each home. helperof their as parentswell as 11.10. HavetheirHave students studentsparents write onmount the two handsbulletin or threeof board. 11. . Discuss importanceDiscuss howof hands.a doctor and a 12. do.sentencesBulletin telling Board.what these hands hands.garbage collector both use their 18a SUGGESTED LETTER TO PARENTS
Alternative: Interview
Dear Mr. (parent or guardian)
The students in our class are studying about the importance of all types of work. We want to learn more about the work of each of the parents of all the boys and girls in s class. (child's name)
Would you answer these questions for us and send it to school by your child? We will study how your job affects our lives.
1. What is your job ?
2. What are some of your duties?
3. Is there anything about your work which the children in our class would enjoy seeing (pictures, materials, tools, uniforms, etc.?
4. Would a field trip to your place of employment be bene ficial at this grade level?
Thank you for your consideration.
Sincerely yours, (teacher)
Helping Mother Bakea Cake(p. 229)
V. M. S Verna Meade Surer
Help - ing moth er bake a cakewethink is fun,
Itlooks so good we can hard- ly wait. till the bak - ing'sdone.
I do mimirni mi refafa ti re rerere re do mimi fm"---1111 1 NI Mr* 0-0-d 0- Drop in the eggs then beat, beat, beat, Now addthe sug-ar to make it sweet,
th 4 ot-0-r°°P --o p a Sift the flour, then add the milk, Stir, stir,stir, till it'ssoftas silk.
Beat once more with all your might, Just to besure it'sfluff-y and light;
Pour in the pan rind hake, bake, bake. Yum,yum, yum, can't you taste the cake? FUTURE PLANS BY HARRIETTE WILBUR PORTER
MY BROTHERS AND THEIR PLAYMATES ALL
KEEP PLANNING WHAT THEY'LL DO
WHEN THEY ARE VERY BIG AND STRONG
AND EDUCATED, TOO.
JOHN WANTS TO BE AN ENGINEER,
AND CARL A PASTRY COOK.
AND GEORGE WILL GO TO PRACTICE LAW,
AND BEN WILL WRITE A BOOK.
TOM SAYS HE'LL BE A CARPENTER
DON WANTS TO BE A COP.
AND BOB WILL KEEP A GROCERY STORE
OR ELSE A CANDY SHOP.
THEY'RE ALL SO FULL OF BUSINESS PLANS
THEY WON'T HAVE TIME TO BE
THE PRESIDENT IN WASHINGTON
WHICH LEAVES THAT JOB FOR ME!
From the Instructor, F. A. Owens, Pub. Co. BROAD OBJECTIVE:To present appropriate occupational information about the world of work. CAREER DEVELOPMECTIVITIES. SPECIFIC BEHAVIORAL OBJECTIVE: willworkersToandthat demmstrate listtwo produce that workerstwo produce workersstudent'sservices that goods thatproduce each knowledge produceand student service.those ofgoods SUGGESTED GRADESUBJECT LEVEL AREA seSocial cgnd Studies 1. View filmstrip ACTIVITY 1. Discuss with aid of picture charts: SUGGESTED TECHNIQUE 1. Filmstrips: RESOURCE MATERIALS b.a. JobsLetand thatservices.the childrenprovide productsname jobs or *"City4934Bismarck Our Helpers" NeighborFilmstrips Our Stores Community d.c. WhyWhatknowservices are do in these theirsome skillspeople parentsjobs? orneed do.jobs to *"William,Helpers Series. Ramon, AndyFriends and Five At School" L.F.S. 2. Use Chart 2. Usefamilies small picturesand make ofa chartmembers of ofthe so important to us? 2. Picture Charts 2.1. FindingWe Learn Our on Way.a trip Worker others.mightskills knowtheir who parents give serviceor people to they they do Things People who use the help "*People Mankato,Whoin theCone Neighborhood" toMN my515Child's House" N. FrontWorld, St. Inc. Box 711 56001 DADMOM paints houses shopscleanscooks Our familyEverybody in SUGGESTED CORRELATION FOR THIS ACTIVITY: town 19 BROAD OBJECTIVE: Develop the child's awareness that positions are related within job families. CAREER DEVELOPlT.NT ACTIVITIES (People who protectSPECIFIC our health) BEHAVIORAL OBJECTIVE: Afterareais able introductoryof thoseto name who four activityprotect workers oureach withinhealth. student the SUGGESTED GRADESUBJECT .g.VEL AREA Social Studies2 1. Makearticlesof bulletin pictures, the boardchildren information display may or ACTIVITY 1. health.Motivatelist of discussionworkers that by protectasking forour a SUGGESIED TECHNIQUE 1. *F.*Community Community A. Owen Helpers Publisher,Posters Posters Teaching Dansville,RESOUR:..F NY MATERIALS People Who Protectbringto this or our createfamily Health thatof workers. pertains inoneetc.Dentist,Doctor, the of activitysuggested NurseGarbageman, (Medical column. activities eye or doctor, dental) listed Introduce the unit with any *InstructoElgin,Pictures, InstructoFlannel Ill D.Board Corporation, Cock Visual Publishing Aids Paoli, Co. PA 60120 19301 CA 2.3. Made by teachersTeacher's or children. or students being in 2 2.3. workers.MakePictures,uniforms. up riddles tools ofabout trade these 2. itandShow represents. have pictures children of toolsguess orwhich uniforms job 4. Press, 1224For West Health Van andBuren, Safety,Children's Chicago *About Friendly Helpers 5.4. MakeUseeachstories filmstrips. a usingbooklet or coverditto of creativedesignpages forof 4.3. DiscussletChildren them filmstrip. nameread theor tellworker. riddles and Filmstrip:I-1. 60607 Our Health Dept. 6. Book.workers.hats, caps or equipment of 6. *About FriendlyHealth andHelpers Safety for - Hoffman heffel- Britannica, 1965 finger SUGGESTED CORRELATION FOR THIS ACTIVITY: 20 Develop the child's awareness that positions are related within job families. CAREER DEVELOWNT ACTIVITIES SPECIFIC BEHAVIORAL OBJECTLVE: Afterpictureschildren pictures with will havethe be namebeenable ofdisplayedto thematch worker. number of SUGGESTED GRADESUBJECT AREA t' E;. 2Social Studies ACTIVITY SUGGESTED TECHNIQUE RESOUR:_c7 MATERIALS 1. storyTeacher study presents prints the to picturechildren. 1. wordsstories,theseAs an to picturesintroduction know things and with tosuggested talkorrecords, as about, a thingsreview 1. Singer S.V.E. b.a.*Hospital Helpers. AmbulanceSurgical GroupHelpers Sp.124 instructionalto usedo provideas she aids wishes.much for help the and teacher f.e.d.c. NursePreparingDoctorReception and examing aidepatientdesk patienthelpers for X-ray 2. Bulletin Board 2. As children have been introduced 2. Lettersh.g. "Hospital Helpers" PhysicalDieticians therepist check food objective.pictureworker.bulletinto prints to board accomplisharrange and namingthem behavorial on each Later number each a display.on bright color background for SUGGESTED CORRELATION FOR THIS ACTIVITY: 21 BROAD OBJECTIVE: To provide general observational experiences of the world of CAREER DEVELOPMENT ACTIVITIES work. SPECIFIC BEHAVIORAL OBJECTIVE: becomebyAfterschooleach relating completingstudenta isdoctor. ahow partshows school activity of that preparation prepares heabout is awareathe forperson doctor that to a career SUGGESTED SUBJECTGRADE iMN. AREA Social Studies 2 I. Read books from resource list, ACTIVITY 1. Who do you call when you or a member SUGGESTED TECHNIQUE 1. Books: *True Book of Health - Haynes RESOLR:.1 MATERIALS Whatneed?Ininjured.of education whatyour waystamily or does trainingbecomes he help illdo us?theyor is *I*Boy Want Doctors toWest HammonBe -62nda WillDoctor Tree Street, and -- CharlieBobbsChildren's Indianapolis, - MayoMerril Co Ind 4300 46268 Denefir. HowPress,Press,DoctorsChicago, Doctors 1224Chicago, and Il WestHelp Nurses Il VanUs, 1964 WhatBurenAlice Gr. Do St.Meeker 1-3they Do? 60607 *About**Come About Jill'sto Dr. SextantWorkCarla JohnCheck-up With Green;Series- ThompsonUs RuthIn Harper- JeanJubilier 1963& Ned $1. Wilkinson 95 Hospital JOna 2. Weighother.theUse childrenaand real measure stethoscope. listen the tochildren each Have Use a thermometer. . Weighforinformation growth.and measure for futurechildren. reference Chart 2. *CommunityscaleBring andThermometer measurement Doctor'sHelpers and andOffice tools.stethoscope, Workers Workers Series SVE 3.continued Viewas thefilmstrip doctor or nurse does. 3. Reviewto protect the work our thathealth. a dcctor does 3. McGrawHelperFilmstrip: HillSeries 1959*The L.F.S. Doctor Gr. -1-3 Community color SUGGESTED CORRELATION FOR THIS ACTIVITY: "Mothers Work Too" I F. C 22 CONTINUATION ACTIVITY SHEET ACTIVITY SUGGESTED TECHNIQUE RESOURCE MATERIALS 4. Sing Songs 4. WhoMusicMusic "Foris - Sick, Your"MissHealth Attached Own.Sick" Polly and Silver Mutic Strength"Has aBurdettin Dolly Home in MakingCo.Unit 1 5. Make Hat . Use tagboard and circle INNe 3100 I a ra 6. Role play 6. Putat.d on(1:49g' hat,uniform that (old"Ads whitehave madeshirt) and rolskerteir r t ft eft. Cm.* 6. old white shirt - hats that kids make GrCk) availableandplaydrawn. differentoperation. or that tools children that you have have Use stethescope 7. Film 7. * 107A Doctor - Long Film Slide Series II 22a C> For Health andStrength
Old EriollthRound c
When you know thissong well, sing it as a round. II IMINIMII INNI11 1=1111 11,400 DM
For health and strength and dai- lyfood We praise Thy name,0 0 othe day. ha"e the c lilrer outl, Lord. t'n rise and fall of the melody by-n3"ing PI .ir.2 m the A they sing this round You can play an introduction to thissong and continue the pattern throughout the round just as in "Scotland's Burning."Page 33
In this song, the tonal center is F It is in the first space of the staff. Find Fon Point nut to the the tuned bells. Start by counting Fas "one.- Count up five bars on the lowerchild h... r ,., to C. Play this fifth step of the scale; play the C up 4tetS ', g".....(3 an octave below, play the Of Ifte t... rt ^,'t ..al center, F. t.,. et row of ' tuned bells how C relates to trip grcnp` "I is how the introduction locks of two bars A it is written on the staff :, 4 r..t ril i forScotland's BurningPont out tc t a . .I di.: in - "eeii trip wet Is the suns Both ntodut.t.urs t ' niv.en 4 0',, the t inn canter, although Ins t,rel rem. S SON 23
MissI )ol ly HadaDolly Old English Rhyme Sow( e Unknown
C; G G 07 07
U U I. MissPol- lyhad adol- lywho wassick, sick, sick,
-OW AP'
07 07 G G
she phoned forthe dot:- fortobe quick,quick,quick.
G G 07 07
came with his bagand hishat,
G G D7 Wood Block x X X
Andherapped_ atthe doorwith a rat - to -tat.
2. He looked _at the dolly and he 6c:A his head; Then he said, "Miss_ Polly, put her straight to bed." He wrote on a paper for a pill, pill_,pill, "I'll be backin the morning with my bill, bill, bill." BROAD OBJECTIVE: To present appropriate occupational information CAREER DEVELOPMENT ACTIVITIES about the world of work. SPECIFIC BEHAVIORAL OBJECTIVE: After completion of activities bethat able a tonurse demonstrite helps a doctor.at least one way student will SUGGESTED SUBJECT AREA SUGGESTED GRADE LEVEL Social Studj.es 2 1. Read books from list ACTIVITY 1. Discussa. the work that a nurse does What(school kinds of- medicalnurses are- dental) there?SUGGESTED TECHNIQUE 1. *I Want to be a Nurse, Children's IllPress, 1224 Van Buren St. ChicagoRESOURCE MATERIALS60607 *I* About Know MissA Nurse, Sue,and1963,B. Marilyn the Thompson,Polly Gr.Nurse, 3SchimaR.N.Bollam, Chicago,Frances Putman Ill, Melmont 2. View filmstrip 2. b.a.Following How What does training filmstripa nurse or help ask:education a doctor? dothey need? 2. *"The*"The Nurse" Nurse"McGraw CommunityFilmstrips: Community Hill, Helper HelperColor, Series Serifs,Gr. 1-3 ,11% 3. Make a Nurse's cap 3. Makec. Whata nurse's kind ofcap. a person do youa nurse think should be? 3. Nurse'sAvenue,Long Filmslide cap El -Cerrito 12x18" Service, Calif.white 7505 Fairmont Con' t 18" x 6" HereFold construction paper. SUGGESTED CORRELATION FOR THIS ACTIVITY: 23 CONTINUATION ACTIRY SHEET 1111 ACTIVITY SUGGESTED TECHNIQUE RESOURCE MATERIALS 4. whitehaveHaveDressMake andmadea play: upfew act inup. girls with nurseout aadress typenurseskit upuniform theykit in 4. Role play 4. nurse'sNurse uniform cap (white shirt) 5. Write a poem. 5. nurse.nurseWrite anda short draw storya picture about of a a Cut paper in symbol 1** 6. Sing Songs for creative writing. (cap shape) 6. MakingSong: Music"The SchoolYour Own, Nurse" Silver-BurdettCc 7, Bulletin Board 7. NameNurse's" yarn Picture oE\ 7. Gr. 3Yarn, picture of nurse 8. Put together "nurse puzzle". 8. Withinofchildrencenter nurse. experience or put individual together or learning activitypuzzle - 8. *Community DevelopmentalHelper Puzzla LearningNURSE materials 9. Film 9. * Long Filmslide Series II Nurse - Eye Gate 10; Resource Person 10. andExplainrole-play shots to - nursedifferentblood thatpressure. operationsshe should 10. School nurse. 23a BROAD OBJECTIVE: To present appropriate occupational information about the wPrld of work. CAREER DEVELOPMENT ACTIVITIES SPECIFIC BEHAVIORAL OBJECTIVE: eyeTo demonstratedoctor each knowledgestudent will of thebe ablework toof an SUGGESTED GRADESUBJECT LEVEL AREA Social Studies 2 ACTIVITY doctor'sstate at work.least one think about an SUGGESTED TECHNIQUE eye RESOURCE MATERIALS 1. SnellenUsechildrens the "E"eye eyesChart,chart with - check the 1. Whydoctor?What Displaydo Doeswe need picturean eyeto visit lookof eye. like?an eye 1. Sellen eve chart 2.3. ViewRead filmstrip book 3.2. HowDiscuss can the Story eye doctor help you? Book:2. Pictures of the eye Whatan eyetraining doctor or need? education does Filmstrip: About*"Optometrist"1962Eneson, GlassesGr. Chicago,k-3 for 107-D Gladys,Ill. (Melmont) Mary K. 4. Resource person 4. Haveclass. eye doctor come to talk to 4. ResourceNeighborhoodEye Gate person House. Helpers Series 5. Puppet Show . andtheHave child importancechildren going act ofto outwearingget (withglasses. puppets) your glasse Try 5. 2 puppets, Eye doctor, child, teacher 6. Film classes.to improve the image of wearing 6.* Long Film Slide - Series II SUGGESTED CORRELATION FOR THIS ACTIVITY: Optometrist Eye Gate 24 BROAD OBJECTIVE:To preset;_ appropriat ,ccupational information about the world ofCAREER work. DEVELOPS ENTION VIII ES SPECIFIC BEHAVIORAL OBJECTIVE: Following reading and discussion of books student will be able to write at least SUGGESTED GRADESUBJECT LEVEL AREA Social Studies2 ACTIVITY needsthree to sentences know. telling what a dentist SUGGESTED TECHNIQUE RESOURCE MATERIALS 1. eachStartDisplay morning. a tooth large brushing dental poster!,. check 1.2. WhyandHow should healthy?can wewe keepbrus;, our our teeth teeth? strong 2.1. *Books:Tooth I Want brushing to Be achart Dentist, 3.2. WriteonRead a -from Poem book - Story list or riddles shaped paper. HowWhya dentist?often?doimportant we need isto educationvisit the todentist? *VanChildren's So BurenYou Want St., Press to Chicago, Be1224 a DentistWest IL 60607 Art . 3. Writea dentist. a poem or riddle about RowSaul 1963 Greenberg, Gr. K-3 New York, Harper & 5. BuildingDentalResource Health person Dept. from CapitolN. D. 5.4. VisitMake afrom tooth a resourcepicture. person. 6. 5. Filmstrips:* AboutResource Jack's personDentalChildren's Checkup, Jubelierpress Gr. 1-3 6,7. SingView SongFilmstrips "The*"The Dentist" Dentist"Gr. 1-3Community Our Color, Community Helper:::Graw HelpersSeries Hill 8. Role Play 8. Haveand childrenwhat he does.role play the dentist 7. Song:AmericansSong:"The (enclosed)Dentist" - Am. inBook Music SeriesNY for II. Young, T.F.S "All MY Teeth" (attached) Gr. 1 p.29 :0104 SUGGESTED CORRELATION FOR THIS ACTIVITY; 25 CONTINUATION ACTIVITY SHEET ACTIVITY SUGGESTED TECHNIQUE 8. shirtChair for dentist"patient" toRESOURCE anduse. white MATERIALS
25a WORDS BY MADELEINE A DUFAY AllFRENCH FOLKMy SONG Teeth StartingHome tone: note: F (so, 5) Bb (141=111111101 :3* Brightly. amorammammarMaim AM. NIS IN I TheMUSICALof translationthe original LEARNING of French this gay text. song retains the idea 4---i4::-.4m. Some are miss-ing,All but my teeth are in a I know,row, WhenSome=II I'm a -old bove and some be - low; er, ....,7 I will show -I- andThis in song a detached should bestaccato sung very style. rhythmically nip 1 singody,tweenTo help the have the song. the rhythmthem class say of see the the wordswords relationship and before thc mel-they be- ....6....:.4.4102.1. t....r ...... 1 1 toeighthofPoint ( quarternotes out notes. are tonotes. the Theused children( wordsBoth in this kinds wethat song hold onlyof notes (onto two arecan kinds setbe ). The words we say quickly are set to 4,1 ) and -Lir beRELATED interested ACTIVITIES in discussingdrawn teeth, on the starting chalkboard.) with The children might Z1) fa. thiraa - ty - two, Pearl- y ISorwr white, a 11 bright and new; NM 1 theSUGGESTEDteeth 20 baby which treth bring ACCOMPANIMENT and the proceeding adult set toto the32. wisdom a.1sr % 0Agallaammi P Thir".'hir - ty - ty- two,- two, quite aow lia=ar few, Thir- tylaow WIMP" - two, I'll show to Mini"11 IMP'11111=r immisimini you. . ptacilsand girls on maydesks, clap marking or use two rhythm i,eats sticks,per meas- or The boys OFACIMIIIIIII Bas =r so ws-mmil an* IN MIMS] ure throughout the song. akar=Pr rratas A1171M1810111 1 NI se I xylophone,byRECORDING a child, joined playing by sharply a chorus in ofthirds, children. provides The This recording has been made NIIIIC41111141111111 I om :=11NI swramemnamsai raaaa 5.311 teeth.an accompaniment that suggests two rows of 25b BROAD OBJECTIVE: To develop positive attitudes toward the world of work CAREER DEVELOPMENT ACTIVITIES SPECIFIC BEHAVIORAL OBJECTIVE: After completing the activities student is ourablethe health. togarbage state manat leastis important five reasons in protectin why SUGGESTED GRADESUBJECT LEVEL AREA Social Studies 2 1. schoolPick up garbage around the yard. ACTIVITY 1. How can we help the garbarge man? SUGGESTED TECHNIQUE 1. Large paper sacks. RESOURCE MATERIALS 2.3. ViewRead storiesfilmstrip 2. HowIsour do ithealth? garbagea hard job?men help protect Why? 2. Clean*CleanBooks: Air,street, Chapin, Clean Albert Water, Whitman 4. Drawthe fourgarbage step they picture pick tracingup. WhoIs wouldit an makeimportant a good Job? garbageman? Why? NewCochran,*Let'sand Co.York Go 1958Johanna.to G. P. Putnam a Sanitation Dept.Gr. 2-4 1 2 4.3. Discuss filmstrip 3. *"The Sanitation*I Know Department A Garbageman,Filmstrip: Crew" Barbara Williams 3 4 Writedisposala. the 4 steps of garbage Child puts in can McGraw30Community W. Hill42nd Helpers -Street textfilm Service division 111-2 d.b.c. withDumpBigGarbage dirtwhite being man truck covered picks taked upover to dump New York, New York 5. Teacher Evaluation: Resource Person 5. HaveisSanitation involvedsomeone Dept.comein the fromto job. explain the what 5. Resource Person 2.3.1. PleaseIsDid the this comment criteria activity on forreverse apply student. toside the performanceregarding suggested the (Specificsubject following: area? Behavioral Objective) too nigh, too low, satisfactory? (circle one) ; Grade level? b..3. WhatCould additions you suggest or deletions additional could resource you suggett materials in thefor activitythis activity. and technique column? P-62 26 BROAD OBJECTIVE: To present appropriate occupational information about the world of work. CAREER DEVELOPMENT eiv,TIES PeopleSPECIFIC Who BEHAVIORALProtect Us OBJECTIVE:IV Fallowing the activity each student will beone able way to that draw a acommunity picture showinghelper protectsat least us. SUGGESTED GRADE LEVEL SUGGESTED SUBJECT AREA Social Studies 2 2.1. Read books ACTIVITY 1. DoWho anyprotects c'ildren us? have a protecting SUGGESTED TECHNIQUE 1. YouBooks: Visit a Fire - Police Station RESOURCE MATERIALS 3. orFieldDisplay police trip posters department. to fire station 2. Usejob? posters (Life toguard display - junior and discuss.patrol) 2. BeneficLeonard Mashover,Press, 1965 Chicago, - Gr. 1-3Ill. 4. View filmstrip 3. 1.Use3.2. Which suggestedObserveDid theyworkers the wearguide equipmentdid a specialyou observe? used. uniform? 3.4. PolicemenSpecificFilmstrip:* Community guidelines & Firemen Helper attached- F.Gr.Posters A. 2 Owens and general guidelines in app.B 5. Children put together puzzles. . As individual project, or in activit; BismarckInternational Schools Visual #1229 Edu. "The service Fireiian" 1960 6. Make paper dolls 6. Maketogether.center paper letdolls children and clothes put puzzles for Series.*"Fire(record House" also) Community Helpers G. P. Putnams Sons. New York workers; let class handle and dress. 5. *Community Helper PuzzlesPolicemanLearning Fireman Materials. DVM Developmental SUGGESTED CORRELATION FOR THIS ACTIVITY: BROAD OBJECTIVE: To present appropriate occupational information about the world of work CAREER DEVELOPMENT ACTIVITIES SPECIFIC BEHAVIORAL OBJECTIVE: trainingsentencesstudentFollowing willand tothe educationshowbe use able thatof toresource ofhe write ais policeman. aware atmaterials least of the three eachSUGGESTED SUBJECT AREA Social Studies SUGGESTED GRADE LEVEL 2 1. Read books ACTIVITY SUGGESTED TECHNIQUE 1. Books:*About Policemen RESOURCE MATERIALS Ina Dillon 2.3. MakeViewa childchild. film size or(Have filmstrip drawing them layof on *YourFiremen,AChildrens True World-Let's Book MinerPress of -Policemen VisitChildrens a Policemanand Press :;'2.06 Pope worker.showthem.)the thefloor uniform and draw of thearound Color clothes to 3. LetEachand the tell child children what would each display listen worker uniformcarefully does. * You *Helpers WhoChildren's Work* I Wantat Night, toPress be Hefflefinger4a Policeman, Visit a Fire-Police Station Hoff;7) 4. oronWrite gun.a badgea story, or hatpoem or or club riddle 4. Childrenidea.so child choosewill have a piece an )riginal of equip- * Policeman Small, LouisBeneficLeonard Lenski, press,Mashover, 1963 Chicago, Ill Gr. 1-3 man 5. Havetalk a topoliceman the children. come in and anwritingmentread bulletin to them drawis completedtoboard. and the color. class. have children DisplayAfter *Squad Car 55,Welch, Barr, H. ChapminZ, 1962 $2.75 6.7. PlaySing IntersectionSong game. 5. man.Havea. children discuss with police- the equipment he uses. *About Police Landin,Around1964 Gr. thechicago, 2-4 World, IL Les (Melmont) SUGGESTED CORRELATION FOR THIS ACTIVITY: *I Know a police Bruce CONTINUATION ACTIVITIIIHEST ACTIVITY SUGGESTED TECHNIQUE RESOURCE MATERIALS . b.c.cont WhatHow he training helps people is needed 2. BritannicaPolicemen,Film: 1953Gr. 2-3 11 min Sound color . aTeach physical (attached)game educationof intersection activity for * "PoliceCommunity Station" HelperL.F.Filmstrip:Series, S.CommunitySeries G. -PolicemanP. HelperPutnams Sons NY (record) 8. Tickets . HaveRoom class violation make ticketsticket 3. **"Johnny Community the Poster,Fireman':Large sheetF. SVEA. ofOwens paper, Co. colors 5.4. Resourcepaper.41/2 person: Local policemana. 6 inch sheets of construction 9. Bulletin Board 6. Singer"TheSongs Traffic -Bk 2. Officer" (attached) The American 7rf I I if putaren't on desks; good citizensremove if they "Policeman"Silver Burdett. Music (attached)In Our Town I i. 0 28a CONTINUATION ACTIVITY SHEET ACTIVITY SUGGESTED TECHNIQUZ RESOURCE MATERIALS 10. Role Play policemanplayhat,10. thebadge, differenthas.uses and (trafficand other activitieshave things duties,etc)children thatthe role a Get from Police Dept. or make a 10. Hat, badge 11.12. Fingerprint children Make scrapbook people12. who protectus. Have class make scrapbook on This scrapbook 12. 11. Pcitures,other materials stories,Stamp pad, for photos, your bookand any(all paper endtoaresource could specialofthe the librarybe all year, prizeleft year for orinfor andcouldyoura somethingresourc then classroombe coulddonated at bethefor a material made by kids.) 14.13. Teacherbulletinstory studypresents board prints the topicture children. 14. As an introduction or as a review 14.13. PoliceEncloseda. Dept. Helpers Sp.119 Stop for Safety helpsuggestedthingsthese and pictures toinstructional things talk about,withto do records, aidsprovidewords for to stories, much theknow b.d.c. CrossingAdministeringTrafficCrime Lab. ControlGuard In First and OperationOfficer Patrol Aid Boy teacher to use as she wishes. h.g.e.f. PoliceSquadTargetRoll call Caninecar Practice officers patrol 15. Field trip 15. Specific(attached) field and trip general Guidelinesin appendix guidelines B. S. V. E. Singer The Traffic Officer ROTE T. W. Beattie J. W. Beattie
1. On our way to school each day 2. Some- times when we're near ly late
We meet a friend.ly man, And run - ningver y fast,
Dressedup in a u-ni form, Stop ping us, h6 makesus wait
97 i ISM l'i ,.. MIMI MIMI* a II la 1 IMMINO=11111111111* i M FAIMAIMIr" MIMI IINE 11111111111/^ IlilP"`
He helps us all he can; Till afl the cars are past;
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Stand - ing on the cor nerthere, Then hebeck - ons when to cross
He holds his hand up high, And hur-sip' on to school, 5 7 /11 ?Al mom I IIM IIIra amasmot NM= NM MINIM=MI 40124111 A= AM= ION 111111111 V V
Stopsthe hal fic in thestreet Cau - tions iv 'ry one of us:
0 dere aim massErs....mm i..tJ11115 OM P MINIM 111111111 MIN ANNIION 'AMEN
Till we are safe- ly by. "0 - bey the traf fie rule." r-
Builders and Policeman
WORDS AND MUSIC 91 L.PihrGOLD
I'd like to be a po - lice- man,
And make the rounds all day__ I'dtwirlmy stick,
I'd whirl my stick, In the hap-pi-est,snap-pi- estway. _
I'd have a brand new u - f g. MEW 1111.1 "SIMEON. /..1=010"`1/43 ELM MIN JEW AM OMCIMIIMM100 ra
I'd have awhis- tletoo,_...I'd blow itandallthe
cars would stop A -long the av- e - nue._ 76
99 STOP FOR SAFETY
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A friendly traffic patrolman has a huge red stop sign behind him on the bulletin hoard. BULLETIN BOARD White cut-paper letters. -STOP.- are added. CHILD'S PROJECT Make a border of small stop signs that are printed with street and public safety rules. Point out that patrolmen are friends. Also remind that foolish daring can ledd to dan- ger Each child might trace around a stop sign shape on white drawing paper lie might draw or paint a safety-approved svelte.
se A OBEY LOOK BOTH CROSS OBEY ALL- oodp , BICYCLE WAYS BEFORE STREETS -- SAFETY 4 SAFETY TRAFFIC -, .CROSSING ONLY AT EXAMPLE RULES RULES STREETS CORNERS'
100 50 SPECIFIC GUIDELINES FOR EACH TRIP
POLICE DEPARTMENT Grade 2
1. Explain uniform
2. Show weapons
3. Show jail
4. Show narcotics
5. Show courtroom
6. Fingerprint our student
7. Have car call in on radio BROAD OBJECTIVE: To provide general observation experiences of the world of work. CAREER DEVELOPMENT ACTIVITIES SY1ECIFIC BEHAVIORAL OBJECTIVE: Following the use of resource materials least,fiveeachthe 4udentresponsibilities ways will to be show able of he ato isfireman. recite aware atof SUGGESTEDSUGGESTED GRADE SUBJECT LEVEL AREA Social Studies 2 1. Take a trip to the fire dept. ACTIVITY 1. Use suggested questions for trip SUGGESTED TECHNIQUE 1. Field trip to fire station RESOURCE MATERIALS 2. Reador view books films and filmstrip. 2. Haveyougiven childrenknow on separateabout divided a firemen?sheet. in groups to What do 2. GuidelinesB.*TheBooks: Brewster First -(attached) Book $2.81, of Firemen,Baker & Taylor 3. Write story, poem or iddles 3. Writeread athe story books about in resourcetrip. area. Gladiola*About*I Want Firemen, AvenuetoHoffman Be aMemence HefflefingerFireman, Il Children & Press 60954 5.4. PlaystartsMake thea onmural Firefire. ofGame a house that 4. whatUseclass happenslarge work sheet when together ofa housepaper as istheyand on have showfire. *Let's Find *FireOut About SnorkelWhitman Chicago,Firemen No. & 7, Co.Il Barr, Albert 60606 560 W. Lake St. (enclosed) 5. Follow the directions given. (attached) Film*Franklin Shapp,I Know- The CharlesaWatts, FiremanFireman, 1961& Martha,- Putnam,15Gr. min K-3 New Williams York Citiessound,FiremanSound,City Fire andcolor, B.on Fighters W.ProtectionGuard CoronetCharles - gr.Gr. 1947 -Cahill 2-3 2-3McGraw lo11 1963 mins. minHill SUGGESTED CORRELATION FOR THIS ACTIVITY: 1968 Gr. K-3 10 min sound color (cont) 29 CONTINUATION ACTIVITY SHEET ACTIVITY SUGGESTED TECHNIQUE 2. Books:continued RESOURCE MATERIALS * Helpers Who Work At Night *Your WorldHefflefinger - Let's VisitStation - HoffmanA Fire , Pope 5. MusicToySong telephone,for- Young Americanslocal telephone (attached) "The Fire Station" directory 6. Physical Education"There's GameA Fire in the House" 6. The"SquirrelsThiscaller House"game says is andin played "There's achildren Tree" like exceptA runFirethe in 7. Bulletin board to a new house 7. -r CONTINUATION ACTIVITY SHEET 8. ACTIVITE 8. SUGGESTED TECHNIQUE RESOURCE MATERIALS storyTeacher study presents prints the to picturechildren. suggestedthingsthese pictures to things talk withabout,to do records, providewords to stories,much know As an introduction or as a review 8. b.c.a.Fire Dept. Helpers sp. 120 FiremenEngineTruck CompanyCompany with equipment helpteacher and instructionalto use as she aidswishes. for the g.f.e.d. Answeringfightingsleepingrope drill athequarters call fire 9. Versus for chanting 9. "Fireh. Fire" S.fire V. E.safety instruction Singer 10. Field trip 10. Specific(attached) "TheField Fire trip Truck"Guidelines guidelines (attached) in Appendix B. General Field trip THE FIRE GAME (GRADES K-2)
A. Purpose: To learn how to report a fire and make an emergency call. To assist in learning names and addresses and in giving directions.
B. Materials: A toy telephone and the local telephone directory.
C. Introduction: I hope that you will never have to report a fire but if you need to do so, I want you to know how. There are two ways we can get the fireman right away. Who can name one? Yes, we can use the fire box. (Discuss the use of a fire alarm box.) What is another way to report a fire?Yes we can telephone. Do you know the number to dial for the fire department?Let's look it up in the telephone directory. (Older children will look for it. The teacher will find it for the kindergarten children and write it on the blackboard.) Would you like to play the "Fire Game"? (Select several children for firemen, one to report the fire and several for spectators and the home owner.)
Procedure - The home owner and spectators notice the fire. One child calls the fire department. He must tell them his name and address. When he does this correctly, the firemen will come and put out the fire. Change groups several times.
D. Variation: Pictures may be made in the form of cartoons in which the children write what the characters are saying. Small -hildren may draw the pictures, tell the teacher what to .trite and the teacher caption them. The activity may be used with the policeman instead of the fireman. The child will play that he is lost and must tell the policeman who he is, where he lives, and his telephone number so policeman can see that his parents are notified or take him home. A game in which names and addresses are placed on the board and the children must locate their own may be used for this same purpose.
E. Correlation: Older children may write their names and addresses as writing and language work. Art may be a correlation.
105 - could; we said man fire the For ' J J
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BRISKLY
Eler C Richard by Music and Words Station Fire The
tunes. higher have that phrases the Find phrase secoilo the as tune same the have phrases many How sase? r, first the as tune same the have phrases many How
90T r -1, e A 4 rn
FIRE Verse for chanting: ONE GIRL.: "Fire, fire!" Au.: Said Mrs. McGuire. ONE GIRL.: "Where, where?" Au.: Said Mrs. Ware. ONE GIRL: "Down town!" Au.: Said Mrs. Brown. ONE Gm.: "Save us, save us!" Au.: Said Mrs. Davis. BOYS: And along came the firemen, And saved every one of 'em.
From The Child 'e Book of Folklore. edited by MARION VALLAT ENRICH and GIORGI KORSON.
THE FIRE TRUCK
Another verse for chanting: I i I (Crash the cymbals four times as an introduction: ;,°, ) BOYS' (loudly) Clanging down the street the fire truck goes, GIRLS: (slowly and emphatically) With a big long ladder and a big long hose, ONE BOY: "Where is the fire?" ONE Gnu,: "Nobody knows." Au.: But we'll run out to find it when the siren blows. Whoo-oo-oo-ool
I ' j "e
108 SPECIFIC GUIDELINES FOR EACH TRIP
Grade 2
FIRE DEPARTMENT
1. Explain (very simply) fire truck, rescue truck, uniform and
radio room
2. Explain shifts
3. Have someone slide down pole
4. Let class try on boots and helmet
109 BROAD OBJECTIVE: To present appropriate occupational information about the world of work CAREER DEVELOPMENT ACTIVITIES WhoCommunitySPECIFIC Feed Us. BEHAVIORALHelpers OBJECTIVE: Each student will be able to state at least SUGGESTED five ways that the farmers'helps to feed us. SUGGESTED GRADE LEVEL SUBJECT AREA Social Studies 2 Farmer ACTIVITY SUGGESTED TECHNIQUE RESOURCE MATERIALS 1. View filmstrip or film 1. a.Discussthe community. why we need farmers in Why is the farmer im?ortant 1. BismarckFilmstrip: Public Schools #392 "An American Farmer" '1.c. Whattheto alltoolsfoodfarm? of products andus. machinery come fromare 2. Books:film: Coronet Building,Chicago, Il65 E. South Water St. One Day on the Farm 10 min. 60601 e.d. Whatneededfarm. workers on the are farm? needed on the *I Wantknow toaPutnam Farmer,Be a Co.Farmer, Nathan 1970 Greene, Emil} Carla :44 2. Read books reading2. followed by oral reports. Books may be used as independentdoesWhat theother farmer community depend helpers on? *The*Farm Little Helpers,Children's Farmer, Payton, Brown, Press Evelyn, Margaret The W.E. M. Hale, Eau Claire, Wisc., 3. Writepicture. Short story and draw 3: Following the reading and filmstriptheya. would like to do to help on the Write a paragraph telling what *LetMelmontAbout1958, s Farmer's uo Gr.Publishing to 1-3 a rarm,Helper,Buren_St. Co. sootin, 1224Payton, Chicago, W.Laura VanEvelyn Ill 60607 4. Sing Songs whatb.farmfarm. they and would tell like about to it.do oaOr themake a Draw and color a picture showing *Let'sG. P. PutnamsVisitPublishing. a Sons,Farm, NYPope 1958 B., Taylor Gr. 2-4 SUGGESTED CORRELATION FOR THIS ACTIVITY: mural as a class project telling 4. Own,Songs: Silver-Burdett, #75302 Morristown "The Mir:Making Music Your N.J. 30 CONTINUATION ACTIVI SHEET ACTIVITY 3.. Con't SUGGESTED TECHNIQUE - about workers on the Cont RESOURCE MATERIALSSongs farm. "The Farmer"Through"Ip.Folliet DiscoveringWant48 thetoPublishing BeDay, aMusic Farmer",Silver Co, Chicago,Burdett Music Ill 5. Bulletin Board 5. Makecircle circle as youboard. study that worker. Uncover one Morristo4n NJ 1956 p. 58 6. Make farm 6. barn,Ideafor horses, onclass pageHave to leave36a. handle.class on makedisplay or bring farm 6. Farm buildings - farm animals 7. Put puzzles together 7. Letindividual children projectuse puzzles at an as activity an 7. FarmerCommunity Helper (Job puzzles) 8. Make scrapbook of CommunityHelpers that Feed Us. 8. photographsstories,Center.Children and draw ofteacher thingspicturcs,write takes dealing with conatedstudentcanLibrarythis bearea. usedtoatcorner theend as Library.ofspecialall year year orprize and could thenfor be Use as a resource in 30a The Farmer
Well accented Traditional Singing Game .0011.1r 0 1 , llt_ak___
6 F F I Shall I show you how the farm- er, 0tOh, it's thisway thatthe farm- er, a-
F F Shall I showyou how the farm er, Oh, it's this waythat the farm-er,
IIIIIMINIP if -*- F F Shall I show you howthe farm -er, Oh, it's this way thatthe farm -er, 411---411,
C7 Sowshis bar-ley
2. Mows his barley and wheat? 3. Threshes barley and wheat?
V Does the rhythm of this song move in twoor threes? Find this rhythm pattern
in the song. I,t) Clap the pattern and play it ona woodblock.
112 I want todrivea tracto, snagthe cows from pasture. . cut and bale Odes We can sing about and dramatize many to , tanner's chores.
F Cy Briskly F
1. I want to be a farm - er, a farm ea, a farm er 2. With a pitch-fork on myshout - der,my shoul - der,myshout .4. *,itt a 41"8:
to be a farm - erand Maud. pitch- forkon my shout - der and a is 111 hand.
t. -- Parallel listening: "Wheelbarrow Moti.e," Anderson. Record 45.5002. HCA Victor Ram( Library.
113 CONTINUATION ACTIVITY SHEET ACTIVITY SUGGESTED TECHNIQUE "The RESOURCE MATERIALS Cowboy" p. 94 Exploring Music"Sheep1966Music, Gr. in AreHolt 2our Coming RinehartTown, DownSilver Winston the Burdett Road" MakingBurdett"Sheep Music Shearing"Co.1962 YourGr. Gr. 3 Ownp. 2 10-11p. 116 1970 Silver 8. Study wheat 8. WheatUse suggestionsCommission in packet from 8. Bismarck,Packets316 N. fromFifth ND the Street State Wheat Comm. 224-2498
30d C> Sheep Shearing
English Words by Sam Blum Swedish Folk Song C
Years ago people had to do everything by hand to getthe sheep's wool ready to be woven into cloth. They sang asthey worked and danced to their song after the long job was done. Each boy chooses a partner The girl stands to his right The couplesform a circle, with one couple In the center. Verse F 3 I': 4 r to -day, 1 Clipping the sheep 1. Go get thesheep, we re clip -ping 2 carding (combing)the) the wool 3 spinning the wool 2. Tell Moth- er dearwe're card -ing to -day, 4 dyeing the wool Circle to the lett while the couple in the center acts out the work mentionedin each verse. Cr F Ir- _ 17 01"..' -411- Clip - pingtheirwool, yes, clip - ping theirwool Card ing the wool, yes, card - ingthe wool
F FA:r SO we can knitsomestock -ings for you, SO we can knit a scarf for her,too, Cord.to the right
14 A story about flax from the time it is sown to the time it Is spunInto linen is told in Polish folk tale, The Golden Seed, by Marie Konoprucka (Scribner).
115 4-1 O
Cr F
Call attention to the Then we shall dancetill morn - movement of the ing. melody (moves up by Then we shall dance till scale steps) a the morn - ing beginning of each (clap Clap) Refrain phrase in the refrain Cr F Min 111MrI AIMIIPTIMIllr ME/ 111 -IP-
Surr, surr, sun, surr, surr, surr,Wheel spinsa- hear the gay sound;X X X Partners face, loin hands. change places with X X X ' X X e AOother (including couple in center). x Patterns to C7 F Cr F be used. t am First beat, .11111.1 MEM MOIP710" IM=11111 slap knees. 1 ...IIIIMMIIIMWIIIIIMIIII I I II I I " 1 I EN A1111....1 MW-MIEW.1111Second beat, N310 mr .AmirIlli MMINdf Mr clap handle. Third beat clap hands Surr, surr, surr, surr, surr, surr, Then weshall dance till morn-ing. with partner. Partners loin hands change back X x X (clap clap)
3. Tell brother John we're spinning today, Spinning the wool, yes, spinning the wool So we can knit a lace for his shoe, Then we shall dance till morning.
4. Tell sister Jane we're dyeing today, Dyeing the wool, yes, dyeing the wool So we can knit a sweater of blue, Then we shall dance till morning.
The three motions of your hands (slap knees, claphands. clap hands with partner) help you fed that the steadybeats are in groups of three. The downward motions of slappingknees fall on the[strong beats. To show the groups of three beats,a bar line is --> The strong beets placed before each of the strong beats. are tha first ineaz' '.e 4 a ^s:nata group, establisr.a .:Jarte.ote ,s the meter of 3. E.measure-4. 4 measureaj a beat However. when a See page 11 in tnIS piece of music starts s(.ngt.,erearethree 3JJI,JIJJJIJJIJIJJJI on a strong beet. the Dilate 3measure: bar line is omitted IF vet - "'eta, before that first ^ >qov, ,stiumental compositions is an example of strong lAat.15 . 'ron'Ballet Sults No. 1, Omitri Shost ahoy.ch cm, ,, fr",-, Music for Children, Op.65,Serge.Proofiv BROAD OBJECTIVE: To present appropri ! occupational information about the world of work.CAREER DEVELOPMENT IIIIVITIES SPECIFIC BEHAVIORAL OBJECTIVE: To demonstrate knowledge of types of farming SUGGESTED SUBJECT AREA betweeneach student specialized will be and able diversified to differentiate farming. SUGGESTED GRADE LEVEL Social Studies 2 2.1. View filmstrip or film ACTIVITY 1. Discuss the different types of SUGGESTED TECHNIQUE II.1. (5 filmstrips in each kit) Long FilmFilmstrip: * "Farm Fathers: Series I andRESOURCE MATERIALS 3. Readclass books project b.a. Diversifiedfarms Specialized and how Farming farmingthey are(e.g.) (e.g.) changing.cattle raising ElSlide Cerrito, Services, SeriesCalif. 7505 I = Fairmont*My Dad isAve. A Cotton Farmer 94530 Fruit Farmer 2. Discussfathers the need new to words know. these farmlivestock and grain farming *My Dad is a Poultry Farmer SheetVeterinarianCattle Rancher Rancher Truck Farmer 3. specializedofHaveDivide a diversifiedone the child classfarm. construct intofarm twoand agroups.one model of Bismarck SchoolFilm:"Cattle146-01 #932 Where Raising", Archer"To Does A Ranch"Ave. OurEye Jamaica, MeatGate ComeHouse NY From 11435 Hay Farmer Britannica,1822Range)*Cattle11 min.Pickwick 11 CoronetDrivemin.Preview Ave. color(A (address RentalDayGlenview, Encycolopedia on LibraryAon Western Illp. 30)60025 SUGGESTED CORRELATION FOR THIS ACTIVITY: 2. Teri,Book: *TrueChildren's Book ofPress Cowboys, Martini, 31 CONTINUATION ACTIVITY SHEET. ACTIVITY SUGGESTED TECHNIQUE 2. continued RESOURCE MATERIALS *1 Want To Be An OrangeCharlesLet's Farmer, Find and Franklin AboutMartha. Cowboys, Watts,New York: Shapp,1963, Gr. K-3 3. models.SmallCarla Greeneplastic animal toy machinery Toy farm building.
31a BROAD OBJECTIVE: Develop an understanding that some workers produce goods others produce services. CAREER DEVELOMENT ACTIVITIES 110 SPECIFIC BEHAVIORAL OBJECTIVE: eachTo demonstrate student will knowledge be able ofto thedraw dairyman at least SUGGESTEDSUGGESTED SUBJECT GRADE AREA Social Studies 2 ACTIVITY deliveredthree pictures by the of dairyman. dairy products that are SUGGESTED TECHNIQUE RESOUK.F MATERIALS 1. DairylandView Film, and Adventures discuss. in . Discussthat help who feedsome us.of the workers are 1. Dairy28Film min. -Farm Adventurescolor, 15 min,American inCoronet Dairyland Dairy (address Assoc. 2. Read books about the dairyman. . How many different workers are there 2. Books: * I Knowon page A Dairyman, 30) Stanek on a dairy farm? Muriel,* AtI Wantthe Putnam, Press.Dairy,to Be 1970 aHastings, DairyGreene,Carla Farmer, Childrens Children's Press *How* Let's We GetVisit2-4,Majorie Our Chicago,the DairyAnn. Dairy,Taylor BeneficGoods,Ill PopePublishing Banks Press,B. Co.1963 Gr. MoreJoinIce*Come MilkCream Usto ForPlease WorkforSextant Lunch YouWith Series.and Us Mein a Dairy continued manyDeliveringChicago,111charge otherNorth from Ill. MilkmaterialsCanal National 60606to Street the for DairyHome a minimal Council plus SUGGESTED CORRELATION FOR THIS ACTIVITY: 32 CONTINUATION ACTIVITY SHEET SUGGESTED TECHNIQUE RESOURCE MATERIALS 3. Viewto filmstrips the dairyman. pertaining ACTIVITY 3. Namethe thedairyman milk productsfurnishes we us. eat that . NeighborhoodFilmstrip: "The Helper, Milkman" Series Our Gr. 1-3 *"The Milkman"ResourceSeriesJam HandyOur L.F.S. Community material1966 fromHelpers National Film ModernExcelloDairy TalkingAssoc. Corp PicturesClassroom Service Dept From Cow to Carton, #2878 See appendix 4. Display cutouts from magazines 4. Children make a bulletin board 912(order Lyndale and Ave.pay postage) S., Mpls. Mn 55420 5. Chartofa variousbulletin story. milk board. products for 5. withDevelop teacher. with the class a chart sto 0 '2 6. Puppet play 6. Makeon atitled: chainpuppets of"Our forworkers." glassclass ofto milkuse independs 7. Mural 7. Makehowplay. muralmilk getsfor dairymanfrom farms showing to homes. 8. Teacherstory studypresents prints the topicture children. 8. suggestedthingstheseAs an picturesintroductionto thingstalk about,with to ordorecords, wordsasprovide a reviewto storie muchknow . *Dairy C.HelpersB.A. Warehouse MilkFarm (pictures BottlingBoy loadingSPat 122work and truckrecords) Singer SVE helpteacher and instructionalto use as she aidswishes. for the G.E.F.D. UsingHome CheckingMilk Delivery milkingTank milkhouse Truck equipmentMilkman 32a BROAD OBJECTIVE: To develop a positive attitude about the world of work CAREER DEVELOPMENT4WIVITIES SPECIFIC BEHAVIORAL OBJECTIVE: After completion of the activity each astudent worker willworking demonstrate at a job inand role other playing children SUGGESTED GRADE LEVEL SUGGESTED SUBJECT AREA Social Studies Second ACTIVITY worker.will be able to illicite the name of that SUGGESTED TECHNIQUE RESOURCE MATERIALS 1. about the variousRead books jobs and involved make up riddles 1. (attached) Use the suggested riddles to demonstrate a . A *Henriod,Books-Supermarket, *Pope,Billy Lorraine. Taylor N.Let's IPubl. Know Co.GoA GrocerTo * I Want to Be a Baker, Greene 2. Displayusingin the one pictures.supermarket. ofDemonstrate the worker's role job. playing by 2. Developafterthedescriptive aa fieldplay riddle. sochildrentrip has been role made. play many workers in the supermarket *Buchheimer,Supermarket,* Godspeed,Putnam J. NaomiPutnam M.1970 Let's 1961 GoN Yto A Let's Go to A ONA04 3. visitthe privilegeto theWrite store. ofa 'thankmaking you'a letter for 3. you'Teachthis letter thekind correct ofand letter. reasons form offor a writing'thank *I KnowStorekeeper,*Greene,*ColoniusBakery A Baker, Carla, At Iritani Childrensthe I BakeryWant Pressto Be a 5.4. SingView Songfilmstrips or film people.Emphasizelity to beaccepting courteous the to responsibi- other . *Communityroom,Books-Role(ditto Science activities) ActivitiesPlaying Research Methods Set posterAssoc. 2 F.in A.Class- Owen 6. Bulletinboardalternateidea Board.on next sheet. of bulletin 6. 1.boardArrange People to a showfrom'thank wefar areyou' off indebted bulletinplaces to . InstructionalFilms-11 mtn.,Teach Stores colorresource Filmsin orOur b/w bookCommunity, Coronet Coronet 3.2. Means People of whotransportation prepare foods(e.g.) (e.g.)truckcanning(e.g.) driver. banana,or packaging. pineapple *The Food Storecolor(Cont) (2ndor b/w edition) Encyclopedia 13 min Britannica SUGGESTED CORRELATION FOR THIS ACTIVITY: 33 CONTINUATION ACTIVITY SHEET ACTIVITY SUGGESTED TECHNIQUE 4. *Peoplecontinued Who - Work iv Stores RESOURCE MATER/ALS Coronet of*"ShoppingFilmstrips:11*Behind California min. colorthe For Scenes or Groceries" b/w at film the Assoc.Supermarket * *"My"Supermarket "A Dad Family Works Shopping Workers"In A superma-.:Pet" Trip, SVE Societyfor Visual EducationJ. H. 187 OF #5 5. * "Shopping For GroceriesAllynSong:*"Supermarket" Bacon J.H. 1870 J5 This1365, Is IFC Music Gr.Films 2, 1961 Vol 7. B.A.SupermarketC. StoreServing Stocking Dairy Produce Helpers Shelves Manager - -customers Singer S. V. E. 7. Review with Singer materials 7. Use as materials suggests. G.E.D.f. PreparingChecking Unloading OutMeat products an order Packaging Produce. 33a BROAD OBJECTIVE: To develop positive attitudes toward the world of CAREER DEVELOPMENT ACTIVITIES work. SPECIFIC BEHAVIORAL OBJECTIVE: Following completion of this activity sheet each child will make a picture of foods SUGGESTED GRADESUBJECT LEVEL AREA needed for a nutrious breakfast. SUGGESTED TECHNIQUE RESOURCE MATERIALS 1. Resource person ACTIVITY 1. Peopletell bring stories their about own several pictures foods. and Resource MargepeopleBurleighElenor Perkins from Aune County Bismarck Extension are: Agent )1.4 2. Set up a supermarket in the 2. a) What workers would help you 2. Groceryregister, boxes, toy moneycans, 419315toy telephone 255-4011 CZ room. store?youb)when Whatbefore you do go you to goneedthe to supermarket? toany have kind with of Milton Bradley Aids. mathstore?c) Whatthat dowould you helpneed youto knowin the about 3. "pretend"Role play store.visits to the 3. boy,Lettheletting the carrystore children some outto makebeboy, usea purchaseschecker, andtoy gomoney, to stock 4. breakfast (orPlansizing other a bulletin the meals). foods board for empha-a good 4. yellowUseInsertcouldlettering a white circlebe picture yellow forbackground first contrast. atwith theto read simulatewithtop. circle. bluePlace glas on Pump 4. ofletters,Whitetion breakfast backgroundpaper. yellow food. and paper, red construc-blue Pictures of varieties SUGGESTED CORRELATION FOR THIS ACTIVITY: basket or plate may be used. 34 CONTINUATION ACTIVITY SHEET 4. breakfastcontinued foods - Use for variety the border. of SUGGESTED TECHNIQUE 4. RESOURCE MATERIALS // Ur w,f h A r C. 5. atallClass the items plansstore. needed a breakfast to be purchased and 5. planningRole play a nutriousthe job ofbreakfast. the housewife c,ci 13 (- c A 6. Take a field trip 6. a. Discuss the various workers mentsLetchildrenthe themthey store. observedlistwere theaware atvarious ofthe while store. depart- at Following this class 7. Make Breakfast 7.6. b. "Groceryman" Servemay sing. the breakfast to the class. . b. "Grocery GroceriesMan" as needed by the class. 8. Field trip to M.D.U. 8. Take a trip to M.D.U. especiallyfood servicesfo and home economists 8. Materials from M.D.U. Generallines guideline for field trip in Appendix B attached.specific guide- 34a SPECIFIC GUIDELINES FOR EACH TRIP
Grade 2
MONTANA - DAKOTA UTILITIES
We would like to see food areas (home economist, basic
food groups, how Montana-Dakota Utilities helps us
prepare our food, etc.)
125 G roceryman BILLY WHITLOCK FLORENCE MARTIN Arranged by F. M.
children, two This song provides a variety of activity. The "groceryman"and "customer. phrases may be divided between two Have pupils suggest other items of food groucs, one child and a group, a groupand one child, or between the boys and the girls. with two syllable names such as; lemons, peaches, turnips,lettuce, onions. Customer Groceryman
ver - y niceto day ! 1.0_ comeandbuymy spin - ach! It's niceto day! 2.O.__ comeandbuymy car - rots !They're ver - y to day! 3. andbuymy ap -pies !They're ver - y nice 0_ come to day! 4.0_ comeandbuymy ber - ries!They're ver - y nice ?-0 1_--J; d______r. Z7 J. (Customer's voice) (Grocerym..r.'svoice)
li-
EL howmuch is yourspin - ach ? And howmuchshall I pay? howmuchareyourcar -rots? And howmuchshallI pay? howmuchareyourap-pies? And howmuchshallI pay? howmuchareyourber -ries? And howmuchshallI pay? I Can't Do That Sum Meter:Key: C Starting Tone: 1.1 (5) t Piano accompaniment on page 260 4 j ( %VordsMusic1 Can't by b) Victor Glen Do MacOmiough Herbert That Sum accompanimentListentheyou%%lien suggestion toplanned? the you recording. in havelikeque%tioltIn what the leamed accompamin. Isways this du.., is it ,.t 51111 VW. of manysongs,fiftyEXPRESSION:the children's years plays and ago.dances) with great-grandparents. It Thismusic.is calledfrom song His an "Babes wasoperettagay, written singable In Toyland."(a play by melodies Victorwith Mr. spoken Herbert Herbertwere dialogue,favorites nearlywrote different? littletheMELODY: song. higher Draw at Listenthe attention beginning to the to record ofthe each fact a numberof that the the first of melody timesthree phrases.before skips singing The up a Put down six and car - ry two, Put down six, tonesfourthRHYTHM: to phrase a beat moves mostNotice ofgradually thatthe time.the downwardrhythm Draw attention of tothe the hometo the tone.rests which song moves with two car - ry two! Gee, but this is hard to do, whileAfterasoccur one theinthey child the song think firsttaps is thefamiliar, twothe words beat.phrases. challenge and Ask melody. the the children children to to chant the words tap the rhythm Hard to do, hard to do! You can think and Thisnumberbourine pattern isas sung an accompaniment. in phrase one. Play finger cymbals each time a AMINE I might be played on a wood block or tarn- think and think Till your brains are numb! I don't care what teach - er says, -.., I ,.. can't do that sum. It ,. e 'ft 1. 11 ....., 1 Repeat this pattern throughout the song. r . /7 :r: ..- 4... .1 '''...,*:76..; t . I i t/ 1 1. t f ' ..f't ' S' .4° . , ...:1` mat:ACCOMPANII1/4111Record Instrumental; 6 N Vocal. Side B Band S. : pi. lllll . percu%sion. Nina s: children's choir. 34c BROAD OBJECTIVE: To develop the concept that people work for various rewards. CAREER DEVELOPMAIIIACTIVITIES SPECIFIC BEHAVIORAL OBJECTIVE: Each student is able to list at least five thingsthey getthat for people working. can buy with money that SUGGESTED GRADESUBJECT LEVEL AREA Math 2 ACTIVITY SUGGESTED TECHNIQUE RESOURCE MATERIALS 1.2. HavefromView students theirfilm orhome bringfilmstrip newspener. sales pages 2. endedMotivateanswered questions discussion in a varietythat bycould askingof ways.be open 1. *"Using Money18filmstrip:*"ShoppingUsingfilms: framesWisely" Money Jam (filmstripWisely Handy for Groceries" *16 mm Coronet film purchasedideaUsefor these ofworking. things withto give moneythat students canearned be an pagesWhatyouSuggested wouldwaspurchased?if youthe youquestions: hadmost buy money? recenton these thing sales that 2. DavidPictures:Newspaperand record)C. CookAds SocietyPubl. Elgin for visualIll 60120 Educ. Learning About Money #51904 3.4. SingandRead make Songbook picture. Danny the Dime wouldlistedWhatWhy dolikeare here?you somewaysto think buy otheryou thatwe could thingsuse are money?get not you money? 3. T.Books:Danny*What S. Dennison Can Moneythe & Dime,Co. Do, Barr,James JeneS. Kerr 00 wouldgroceriesHave studentsbuy forand onepricemake week. athat list they of Add up 4. WhitmanSong:Community & Co Helpers Series Chicago, Ill Albert 3. makesomethinkAftertotal a picturecost.reading they of storywould 'Danny' havelike. buyingchildren * Can be obtained from ExemplaryProjectDream Shelves" (Enclosed) SUGGESTED CORRELATION FOR THIS-ACTIVITY: 35 CONTINUATION ACTIVITY SHEET 5. Use the store again for math ACTIVITY 5. Set up a store in which you sell SUGGESTED TECHNIQUE 5. Children bring used comic booksRESOURCE MATERIALS books,concepts etc. using (see smallp. 34) toys, Theyhelpdonatedcomicschool learn mark, books supplies,aboutfrom price which home.profit. and candy,kids sell have orsupplies used They could Articlesteacher.or other purchased articles byfrom the home.
35a BROAD OBJECTIVE: To present appropriate occupational information about the world CAREER DEVELOPMENT ACTIVITIES of work. SPECIFIC BEHAVIORAL OBJECTIVE: makingEachthat student helpa picture feed makes us.in aeach chain of ofthe circles workers SUGGESTEDSUGGESTED GRADE SUBJECT LEVEL AREA Language Art ACTIVITY SUGGESTED TECHNIQUE RESOURCE MATERIALS 2nd 1. experienceDevelop a continuing chart about the . continuingIntroduce theexperience new vocabulary chart. within 1. Charts supermarket.people who work in the . butcher,What would baker, you liketruck to driver, be? (checker 2. lettersConstruction paper, colors 3.2. ReviewrelatedDevelop workers workers.a bulletin - See board of workersmarketmanager.circle relatedfamily. make picturein the andsuper- label! Have children name the Cut a suitable size 3. Sheet of riddles attached sheet. . examplesquestionSee attached - sheet of stories with What Is My Job? for 4. Bulletin board. . makealleach'as chain.circles youpage)Make againstudy, circlebulletinhave and at allhavethe covered, end,class board uncover (see next cover 4. picturesletters.trade, of bright workers paper or toolsfor circles of the and SUGGESTED CORRELATION FOR THIS ACTIVITY: 36 DPSELY] SH20/38
Playfully F Gnti C7 mos1 wileumm Ot="010Mr'4MIMI NMI -110. 411. If we could haw a se - cret place, A house we made our - selves, Theo
43,
G niI C7 F
111# Elk allthe things we lovetoeat We'dkeep up - onthe shelves :
C t . . 1 -4
First Shelf, What a tast -y scheme The ri
1/4 -40 AF 40 ---- is)
G u C 7 F
a at----V shelves areal - ways ver - yfullBe - cause thicy're justa dream 1 1 4, 16 .114== A9----fiEEE:7!--07-- OrarM 1.. 40- -411P 4-0-' . ''-....-----
f , _
Allowing children to choose favorite foods for the shelves is good motivation for individual singing. For example, iass sings "second shelf" andone child sings his own food choice. (See suggestions for aiding uncertain singers on page 31.) DIFFERENCE Father likes coffee, Mother drinks tea, And I have milk, but they don't ask ME. Aileen Fisher C Om W 1-1 0rY\ v. n Fe_ c= i -+- y a I-1 ej pe-A-sU S
36a V,
We visited the gru.:.ery store.
We saw Jane's motht,r.
She works there everyday.
When we buy foods, she takes our money.
She gets money or this.
What is her job?
My brother works at the grocery store.
He puts foods un the shelves.
he puts food in the paper bag.
He gets money for this work.
What is his job?
My grandfather helps the groceryman.
He lives on the farm.
He grows vegetables and fruit.
He has chickens and pigs.
He has cows that give milk.
Grandfather sells some of these products to the groceryman.
The groceryman pays Grandfather for these products.
133 BROAD OBJECTIVE: To provide general observation experiences of the world of work CAREER DEVELOPMENT ACTIVITIES SPECIFIC BEHAVIORAL OBJECTIVE: neighbor'seachTo demonstrate student responsibility will a knowledgebe able to to ofeach state parent's other, three and SUGGESTED GRADESUBJECT LEVEL AREA Social Studies 2 ACTIVITY workers that need to depend on one another. SUGGESTED TECHNIQUE RESOURCE MATERIALS 1.2. ReadPosters.Display stories Community about Helpersthose . jobsWhatDiscuss: entail?their parents and neighbors 1. "CommunityPosters" Danville,F.Helpers A. Owen with Activities N.Y. Publishing stories and Co activities. 3. Viewhelpers. filmstrips others.andThat neighbors the work dothat is theirimportant parents to 3.2. FilmstripsBooks * I Want to Be Series - Bismarck School System 5.4. MakeSingstories booklet Song with of pictures. these dittoed moneyThatthemselves theseto live, jobspeople for to providethese buyhave things positions- qualifiedthem towith Nos. 397396395 Our PoliceFireLibrary Dept. Dept. Library 2. wouldreadingDiscusssupport work. bookscity a family. departmentstell where workerand after 12361229 399398 VisitTheOur HealthPostFireman the Office ShoppingDept. Center 4. ReadascompleteChildren these stories, community exercisesrecognize color helpers. picturesfrom Community and his own parents 5. "Our PoliceLargeSeries Dept." sheets GR. Community1-3 of Colorpaper, ServiceBritannica colors or 1955 5. Diorama . Have class Helpersmake dioramas Activities of workers. Posters. paints, and boxes. SUGGESTED CORRELATION FOR THIS ACTIVITY: 37 BROAD OBJECTIVE: To present appropriate occupational information about the world of work. CAREER DEVELOPMECTIVITIES SPECIFIC BEHAVIORAL OBJECTIVE: willmathTothat demonstratebe in ablean an architect architect'sto stateknowledge usesat work least math.of eachthe two use studentways of SUGGESTED GRADESUBJECT LEVEL AREA Math - Social Studies 2 1. Bring an example of a blue ACTIVITY . Within the unit of measuring in SUGGESTED TECHNIQUE RESOURCE MATERIALS struction.mentsshipIfprint possible ofandto the aa househouseblueprintshow underthedrawing. relation- measure-con- MathDiscusshowfor discovertoan measure. architectwhat whyskills itand isand builder important training to know 2. Children may draw a picture . are needed to become an architect. 2. Rulers, 9"x12" white paper 17' measuredandatHaveof theirhomeinches. them rooms androom measure make showingor theira theirchart feet house. roomsof measuremeasure.Demonstrateand inches. their with bedrooms rulers showing how to feet Capable students may 3. Read book from resource. . math.Reviewand determine the training the needof an for architect learning 3. * Baker, Architect.Eugene,1969, Chicago,I Want toIll Be an Children's Press, 4. Begin Mural 4. outofYourare athe housemuralinvolved unit. andwill toall show be the continuedthe jobs development that through- Divide class into SUGGESTED CORRELATION FOR THIS ACTIVITY: groups to work on mural. 38 BROAD OBJECTIVE: To present appropriate occupational information about the world of work. CAREER DEVELOPMENT ACTIVITIES SPECIFIC BEHAVIORAL OBJECTIVE: eachTofive demonstrate student workers will thatknowledge be produce able ofto goods variousstate and at workers fiveleast SUGGESTED SUBJECT AREA Social studies SUGGESTED GRADE LEVEL 2 ACTIVITY that produce services. SUGGESTED TECHNIQUE RESOURCE MATERIALS la. stages.Makearestruction aat field different area trip where tobuilding a housescon- 1. b.c.a. How ExplainHow are many houses what different amade house different?community is. 1. b. Filmstrips: Jamaica,146-01Eye"Building Gate, Archer N a30Y House11435 FramesAvenue in -a colorLittle Town" 2.lb. Read BooksView a filmstrip or film 2. Useto booksdevelop in eachresource question material as theyworkers help to build a house? Societycolor"How We(four forGet parts)VisualOur Homes" Education 4 frames 3. Sing Songs 3. Havearetogether lettered. class bydevelop dividing the intomural groups. "Shelter"Chicago,1345 Diversey Ill 6 frames, Parkway color 6 parts 60614 4. Put together 4. putAs togetheran individualand puzzles project of the let painter children "BuildingEncyclopediaChicago,425 N. Michigan aIii House"Britannica Avenue Curriculum Films, Inc. 60611 2. Books:*"My Dad is a Carpenter"Philadelphia,Filmstrips, I.F.C. 1319 PA 19017Vine Street SUGGESTED CORRELATION FOR THIS ACTIVITY: Polly;*I Know Schimer,a House Builder,Marilyn: Bolian,Putnams Son CONTINUATION ACTIVITY SHEET ACTIVITY SUGGESTED TECHNIQUE 1956,Godspeed,*Let's 200 Go Madison WatchJ. M.; a Avenue, G.Building P. Putmans New Going York, Sons Up, NY RESOURCE MATERIALS *IBenefic*How Want We toPress,Get Carla;Be Our a Chicago,Carpenter,Shelter, Children's Ill Prous, Greene, Press Melcoln *Come to Work With Us in Hous(. Films: TheWisc. SextantConstruction,New 53210House: Systems, Where Inc. It Comes Wiainson, Jean & Ned Milwaukee * Building a h use 425Encyclopaedia- 12 N. min, Michigan color Britanni.ca ave.or B/W Chicago, Films, Ill Inc. 60611 From. Coronet Films 4. - "Building"The Carpenter" a House" Americans,MusicTogetherSongs: for WeYoungAmerican Sing, FollettBook Co, Chicago N Y p.30 "Builders at Work" in Music for Young Gr. 2 - "MY"Building" Father" ThisDiscovering is FollettAmericans,Music,Chicago, Music Publ.Allyn Ill, AmericanBook Co.Bacon Gr.2 2 Chicago, Book1961 Co. Ill NY Gr. 3 Community HelpersS.V. Job E.Puzzles - Painter Singer 39a BROAD OBJECTIVE: To present appropriate occupational information about the world of work. CAREER DEVELOPMENT ACTIVITIES SPECIFIC BEHAVIORAL OBJECTIVE: beofEach ablea tool child to andname will at the leastbe workerable one to whoother role uses childplay the the willtool$UGGESTED use SUGGESTED GRADE SUBJECT LEVEL AREA Language Arts - Science 2 I. andBring use.toy hand machines tool, towood, display nails ACTIVITY 1. sticksHaveand childrenother and smalltools use nails orthe use hammerto popcicle build nails SUGGESTED TECHNIQUE RESOURCE MATERIALS 2. Writeaand tool makea descriptivelooks, a picture feels paragraph aboutand sounds how houses. ao 3. Read books 3. WhoseBuilding,Books:Children's Tools The Leavett, AreTrue Press, these? Book Jerome,Chicago, ofRadleuer, Tools E. Il D.: fcr Edwarc1955 TheMikeGroveand (Record)Big MulliganRuth, PressBook Los Weston of 1963and Angeles,Real His K-3Woods, Building Steam Calif. Weston, Shovel and Elk Conn 4. Sing Songs 4. Songs:WreckingDisplay Machines,of toy tools Zaff'o, and Gorge J. "The Steam Shovel" in Together . 1 tools. 5. Riddles . toriddlesandRead others. letth.; ofchildren riddles their own.makethat toupare givesome given orally WeThis"Johnny Sing-Enclosed is MusicWorksGr. 2-With Follett-Chicago,Allyn One Bacon Hammer" P. Il 73 1965 SUGGESTED CORRELATION FOR THIS ACTIVITY: 40 Book/ MOVING WITH MU, The Steam Shovel WORDS BY NON NI DUFFY Ponderously f The steam shov el twists his long neck a - round, And StartingHomeAskpupils tone: note:the children book,C (mi, 5)p. to20. look Why at are the the picture people in look-the C MUSIC BY DOW ANI-0140 MUSICALalsointeresteding through shows LEARNING everyonehow the massivefence? is This these picture are. tells how in big machines, and SSiirWI Aft,M101.2alaiMAIMMiliallirAl MINIM JIMMINIP'' V MIMil li TofeelingNotice help howof the heaviness childrenthe accompaniment developand great their strength. adds rhythmic to the Er4.1137.1 bites off a great big wimmil piece of ground. He onuresense, the as first suggestthey and are fourththat learning they beats swaythe of song. back each meas- and forth shouldofbend,around,PERFORMANCE the suggest steampull dig, up, theshovel. and andheavy, dump, then ponderous therelax. children movements stretch, To swing the steam shovel Their .actions IZMIWIIII111MEP swings it a - round with a bump - i - ty bump, And RELATEDactionsNoMussorgsky's specific should LISTENING directions parallel Pictures the are atwords necessary,an Exhibition of time but text. ( the AD- The "Ox-Cart" from spits it all out with a dump - i - ty dump. massive,VENTURESchordsclarinetRECORDING slow-movingisare IN played MUSIC,played in GRADE itson steam lowerthe 2). piano. shovel,register theand bassheavy To create the feeling of the From sum sonce 1960. by Prentice Hall, Inc. All rights reserved. aL lomlNsnenweemssom -a- 40a 0
All around the community, workers are busy all day infactories, homes, offices, and in thestreets, doing all the things thatprovide food, shelter, and clothing forthe people of the town. My Father
I IV 1. My V7 I fa - ther's a farm- er, He worksalldaylong, 2. My fa-ther's awork- er, A goodonethey 3. My say, fa - ther's aper- chant, He worksinthe town, I doc- for
WA Eau MNIIIVIIIMIP^UMANI AINIr Jill NavAMMINIMIllihr1116111111111 I =Mir JEW IV V7 I His face, it isbrown, And his hands theyare In strong; ourbus - y fac - t'ry, Ma-chinesrunall day, And helpsallthe folks From thecoun - trya - round.
V7 1 7 He plantsinthe spring-time, Andreapsinthe fall, With whir- ring andhum-ming, They clang and they His sing; daysareso bus- y, He haslotsto do;
11/41111111 NW egiAMMIIIIIIIIMAIWIIII.4111IF AIN'JIM am mmomm mewMIKWE al MI/MUNI I Tv V7 And bringsin a liar- vestOf foodforus all. As-sem - blyline work-ers, Makewon - der - ful Some things. day, when I'mold- er, work with him,too. CHORDS: I = G Maj.; IV = C Maj.; V7= D7. Adapted by MY 1. German Folk Melody - 11 - --