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Months There Are Five Or More Actiaties Obrrelated As Closely As 4 DOCUMENT RESUME, ED 084 366 95 CE 00U 507 AUTIWR Connor, Pete; And Uthers TITLE Career Awareness:' Owatonna ElemenNry SchooAs. .INSTITUTION Minnesota State Dept. of Education, St. .P.d1U1.Pupil Personnel Services Section. SPONS AGENCY Office of Education (DREW) ,Washington, D.C. PUB DATE 73 NOTE 551K. EDRS PRICE MF-4i0.65 HC4=$19.74 DESCI.,IPTOR:" *Career Eddcation; Curriculum Development; *Elementar,i_Grades; *Instructional Materials; / *Resource Guides; Resource Materials IDENTIFIERS *Career Awareness ABSTRACT The purpose of the career awareness teacher's guide is to as8emble in Convenient forM learning activities that will give elementary-students a-greater understanding and awareness of self and the occapationai world that surrounds him. The guide is divided into grades 1-6 and organized into monthly sections. For each of the nine months there are five or more actiaties obrrelated as closely as possible with the curriculum although not dependent upon it ari a listing of suggested resource materials. One class period a weEk, from 30 to 60 minutes, is recommended. Althongh the guide was specifically prepared for use in the Owatonna, Minnesota, public schools, it will be found to be applicable by other school Systems. (MS), FILMED FROM BEST AVAILABLE COPY US DEPARTMENTOF HEALTH LOUCAFION & WELFARE NATIONAL INSTITUTE OF EOUCATION .1 wFrf CA 4 1tr LL. IA II OWATONNA ELEMENTARY ,,' SCHOa LS CAREER AWARENLSS by Pete Connor - Grade 1and Resource Guide Carol ,Ialterud - Grade 2 Mary Thomatz Grade 3 Darlene Pizel Grade 4 -Bonnie"Prieb Grade 5 Ardienne Fleenor Grade :) Dean Sanderson Administrator Don Barber Program Director Owaton16 Public Schools The'proj'ect was funded with monies made available under provisions of the Vocational Education Act of 1963,; as Amended.1968. Title III of the Elementary and Secondary Education Act 1965 made possible the distribution by Pupil PerSonnel Services (Section Minnesota Department of Education St. Paul 1973 PREFACE In March of 1970/President Nixon challenged the leaderS of the Nation'S schools to ins4tute massive reform: He said: 1!" . By demanding education reform now, we can gain the understanding we need fo help every student reach new levels of achievement;only by challenging conventional wiodpm can we as a nation gain the wisdomwe need to eOcateour young in the decade of the seventies. Career Educ tion is one answer to the President's call for reform. U.E. Commilsioner of Education;S..P: Marland, Jr., has described this revolutionary-concept as "a new order of education concerned with the / usefulness and self realization ofevery individual." This is career awareness teachers' guide designed for classroom use. Its pur ose is to assemble innconvenient form some learning activities that wi? 1 give the elementar! tudent a greater understanding and awareness of self and the occupational. world that:surio...ids him. It is hOpedthat this prograM will help to prepare Owatonna students to meet the challenges of technological changes and complexities cif the future. The guide is organized into nine sectionsone for each month of the school year. In each monthly sectionthere are five or.more of the activ- ities. The classroom teacher may chooselene or more of the aativie.es, each week. The flexibility of the program, however, allows each teacher the opportunity to use the suggested activities from any month at any time. I Activities.in this guide have been correlated with our curriculum, as closely_-:- as possible. Each activity is complete in itself and-is not necessarily tied to or dependent upon our regular curriculum. It'is recommended that you use one class period a week, from 30 to 60 Ardnutes, to devotb to career awareness. If the activity you have chosen for a particular week is correlated with language, then it is likely that you would use one language period for career awareness' that week. The writing committee feels that this guide represents a skeletal career awareness program. By providing you with some concrete Activities, it is hoped that you will acquire the "spirit for career education", and learn to incorporate these career concepts into the present curriculum on a daily basi.S. Members of the writing committee are as follows: Pete Connor - Grade 1 and Resource Guide Carol Malterud - Grade 2 Mary Thomatz Grac 3 Darlene Pizel -,-Grade 4 Bonnie Prieb - Grade 5 Ardienne Fleenor - Grade 6 Don Barber - Program Directem Dean Sanderson - Administrator 4 FIFTEEN OCCUPATIONAL CLUSTERS I. Agri-Buiiness and Natural Resources 1., Agriculture and agricultural sciences 2. Forestry officials 3. Fish managers (including farms and hatcheries) 4. Water management 5. Nursery operations and management 6. Animal sciences 7. Dairy products 8. Fertilizers (plant food and soil) 9. Landscaping 10. Wildlife K. Petroleum and related products 12. Miningand gUarrying Fine-Arts and Humanities Cluster 1. Authors and poets 2. Painters and printmaking 3. 'Musicians Dramatic and performing artists Film any' set designers, producers and editors III. Communication and Media Cluster 1. Telephone and telegraph systems 2. Publishing of joUrnalisrr and comirrcial arts 3. Broadcasting of-r-gc.10'television :end transmissions 4. Photographic reprodu`tctions and recoidings , 0Construction Cluster 1. Interior home designing, decoratincl and furnishins- 2. Land development, site preparation and utilities 3, .Landscaping, nursery operations: and ground maintenance 4. Architectural designing, 5. Masonry, metal, wood, glacs, and plas,-ic contracting V. Consumer and'Homemaking Related Occupations Cluster Family and coMmuality services (public housing rrA social welfare) 2. Food service indusry 3. caro,guidance and teaching 4. Housing design and interior decorations-- 5: Clothing, appar91 and textile industry 6. Home management,, -cOnsumnicrism and family rel..4onships VI. Environment Cluster 1. Soil and mineral. conservation Wato resource, development, conservation and control 3. Forest, range, shore, wildlife. conservation and control 4. Development and ,control of rysical man-nlade environment (bridges, roadways and recylcing) 5. Space and atmospheric monitoring and control (pollution and smg) 6. Environm6ntal health services (water sanitation, waste disposal) . VII. Health Service Cluster 1. Ambulance services 2. Hospital technicians, nurses, aids, and doctors 3. Pharmacists 4. Dentists VII. Cont. 5. Community health 6. Veterinarian VIII. Hospitality and Recreation Cluster 1. Recreation planning of national resources and leisure related property 2. Health care (physical fitness, recreation safety) 3. Community. services (parks, playgrounds, clubs and amusement parks) . 4. Human development (recreation programs, coaching and arts) Manufactoring Cluster 1. Factory productions 2. Research of products and marketing 3. Distribution of products 4. Designing of new products and new equipment X. Marine Science Cluster 1. Commercial fishing 2. Aqua-cultdre (marine and shellfish research, marine plant growth) 3. iijari.ne biology 4. Underwater construction and salvage 5. Marine exploration xl. Marketing and Distribution Cluster 1. Sales promotion and services:, 2. Buying 3. Marketing services (finance, credit, insurance) 4. MaAceting system (retail, wholesale,. service, non-store and internationals trade) 5. XII. personal Services Cluster 1' 1. Cosmetology. 2. Mortuary science ,1 3. Barbering 4. Physical culture (massage and weight, control) 5. Household pet services XIII. Public Service Cluster 1. Courts 2. rabcr affairs 3. Defense 4, Public utilities and transportation 5. Regulatory services (bank, imndgraticn and stock exchange) .XIV. Transportation Cluster 1. Land transportation 2. Aerospace transportation 3. Pipeline transportation 4. Water transportation XV. Business and Office Cluster 1. Accounting 2. Office clerks and managers 3. Machine operators 4. Business data processing systems -111.111=11L_ p a A I 0 k .611.114° 11° s MI slo C . , 111111 ,g -".411""." l/ MIN14,0 pa & 1111111. 4c GRADE 1 Sept?mber C 01 RELATED SUBJECT AREA: This activity could be related to any group activity, in any area OBJECTIVES: To allow the children to see how the performance of any member of a Work group can affect the group's performance. To allow the children. the opportunity to see whdt,the effects of hits -1 actions are on other workers, and describes his responsibilities to them because of these effects. LEARNING ACTIVITY: The children could be video taped working together on their work roles. Laterthis tape should be' played b-ck to the children so:they may see them.- ' selves in the work situation and evaluate how they worked together. Here are some suggested discussion questions: 1. How does having good manners affeci the children >ou worked with? 2. What would happen ii someone was lazy? 3. What could happen if you werenl; careful 'When jou worked? 4. What would happen if you were selfish and didn't share the'materials? S. How did you feel about your class doing the work? 6.'What made you feel good? Did anything make you feel bad? 7,. How did you work with your group? 8. Did you help each other in the group?How? 9. Can you get more work done in a gioup or by yourself? Why? 10. What did you have to do.to make the group work go smoot1100 C1 GRADE 1 September 02 RELATED SUBJECT AREA: Social Science (Community) OBJECTIVES: To allow the children the opportunity to familiarize themselves with the non-teaching people in the school. To allow the non - teaching help to explain to the children what their job in school is. 4 LEARNING ACTIVITY: Preface tho activity with the filmstrip- School Helpers" This is a simple activity that ha's probably been carried on in many first grades for a dumber of years. In connection with the career awareness program, however, the emphasis can be placed on the "why" the person per- forms-the job, and the hows" of performing the daily tasks. Dicussion can follow concerning tlEe necessity of having a secretar,, custodian, teacher aids, tutors, coordinators, etc. Suggested questions for' dis- cussion: 1. Why do we need a secretary in our school? (principal', custodian, cook, .etc.) 2. What types of jobs do they perform that are different than the class- room teachers job? 3.
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