Career development activities, grades K-5

National Career Development Guidelines: Competencies and Indicators
The competencies and indicators are organized into three major areas: self-knowledge, educational and occupational exploration, and career planning. The competencies represent general goals; the indicators define specific knowledge, skills, and abilities that individuals should master in order to deal effectively with lifelong career development tasks. They are consistent with the general developmental capabilities of individuals at that level.
The competencies and indicators represent the knowledge, skills, and abilities students need to cope effectively with daily life, to make the transition to the next level of education, and to develop an educational plan to ensure their academic growth and development. The presentation of the competencies and indicators does not imply a sequential order for delivery but is an inclusive listing of elements important to a student's career guidance and counseling plan.
Elementary School Student: Competencies and Indicators
Self-Knowledge Competency 1: Knowledge of the importance of a positive self-concept. 1.1 Describe positive characteristics about self as seen by self and others. 1.2 Identify how behaviors affect school and family situations. 1.3 Describe how behavior influences the feelings and actions of others. 1.4 Demonstrate a positive attitude about self. 1.5 Identify personal interests, abilities, strengths, and weaknesses. 1.6 Describe ways to meet personal needs through work.
Competency 2: Skills to interact with others. 2.1 Identify how people are unique. 2.2 Demonstrate effective skills for interacting with others. 2.3 Demonstrate skills in resolving conflicts with peers and adults. 2.4 Demonstrate group membership skills. 2.5 Identify sources and effects of peer pressure. 2.6 Demonstrate appropriate behaviors when peer pressures are contrary to one's beliefs. 2.7 Demonstrate awareness of different cultures, lifestyles, attitudes, and abilities.
Competency 3: Awareness of the importance of change and growth. 3.1 Identify personal feelings. 3.2 Identify ways to express appropriate behaviors to deal with specific emotional situations. 3.3 Describe causes of stress. 3.4 Identify and select appropriate behavior to deal with specific emotional situations. 3.5 Demonstrate healthy ways of dealing with conflicts, stress, and emotions in self and others. 3.6 Demonstrate knowledge of good health habits.
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Educational and Occupation Exploration Competency 4: Awareness of the benefits of educational achievement. 4.1 Describe how academic skills can be used in the home and community. 4.2 Identify personal strengths and weaknesses in subject areas. 4.3 Identify academic skills needed in several occupational groups. 4.4 Describe relationships among ability, effort, and achievement. 4.5 Implement a plan of action for improving academic skills. 4.6 Describe school tasks that are similar to skills essential for job success. 4.7 Describe how the amount of education needed for different occupational levels varies.
Competency 5: Awareness of the relationship between work and learning. 5.1 Identify different types of work, both paid and unpaid. 5.2 Describe the importance of preparing for occupations. 5.3 Demonstrate effective study and information-seeking habits. 5.4 Demonstrate an understanding of the importance of practice, effort, and learning. 5.5 Describe how current learning relates to work. 5.6 Describe how one's role as a student is like that of an adult worker.
Competency 6: Skills to understand and use career information. 6.1 Describe work of family members, school personnel, and community workers. 6.2 Identify occupations according to data, people, and things. 6.3 Identify work activities of interest to the student. 6.4 Describe the relationship of beliefs, attitudes, interest, and abilities to occupations. 6.5 Describe jobs that are present in the local community. 6.6 Identify working conditions of occupations (e.g., inside/outside, hazardous). 6.7 Describe ways in which self-employment differs from working with others. 6.8 Describe how parents, relatives, adult friends, and neighbors can provide career
information.
Competency 7: Awareness of the importance of personal responsibility and good work habits. 7.1 Describe the importance of personal qualities (e.g., dependability, promptness, getting along
with others) to getting and keeping jobs. 7.2 Demonstrate positive ways of performing work activities. 7.3 Describe the importance of cooperation among workers to accomplish a task. 7.4 Demonstrate the ability to work with people who are different from oneself (e.g., race, age,
gender).
Competency 8: Awareness of how work relates to the needs and functions of society. 8.1 Describe how work can satisfy personal needs. 8.2 Describe the products and services of local employers. 8.3 Describe the ways in which work can help overcome social and economic problems.
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Career Planning Competency 9: Understanding how to make decisions. 9.1 Describe how choices are made. 9.2 Describe what can be learned from making mistakes. 9.3 Identify and assess problems that interfere with attaining goals. 9.4 Identify strategies used in solving problems. 9.5 Identify alternatives in decision-making situations. 9.6 Describe how personal beliefs and attitudes affect decision making. 9.7 Describe how decisions affect self and others.
Competency 10: Awareness of the interrelationship of life roles. 10.1 Describe the various roles an individual may have (e.g., friend, student, worker, family
member). 10.2 Describe work-related activities in the home, community, and school. 10.3 Describe how family members depend on one another, work together, and share
responsibilities. 10.4 Describe how work roles complement family roles.
Competency 11: Awareness of different occupations and changing male/female roles. 11.1 Describe how work is important to all people. 11.2 Describe the changing life roles of men and women in work and family. 11.3 Describe how contributions of individuals both inside and outside the home are important.
Competency 12: Awareness of the career-planning process. 12.1 Describe the importance of planning. 12.2 Describe skills needed in a variety of occupational groups. 12.3 Develop an individual career plan for the elementary school level.
These activities were adapted from Developmental Guidance Classroom Activities for Use with National Career Development Guidelines, 1991-92, Center on Education and Work, University of Wisconsin-Madison, School of Education.
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Georgia Quality Core Curriculum (QCC) Competencies Grades K-5
The following QCC competencies for kindergarten through grade five are addressed in the career development activities included in this manual.
Kindergarten SS.K.2 - States ways people are alike and different. SS.K.4 - Identifies the human characteristics of school in terms of the roles of school helpers
and school leaders and the need for school rules. SS.K.8 - Recognizes that people live in different places for different reasons (job, families). S.K.14 - Recognizes and describes individual characteristics. Names positive ways he or she
is similar to and different from others in the group. H.K 10 - Illustrates knowledge that everyone is special and unique. H.K 11 - Recognizes that there are consequences to actions and behaviors. H.K 12 - Practices appropriate skills to manage anxiety and reduce stress. H.K 13 - Recognizes emotions and appropriate ways to express them (including effective and
ineffective ways to handle anger). H.K 24 - Identifies threats to personal safety (child abuse, neglect, and emotional abuse). H.K 25 - Identifies local support concerning personal safety (e.g., family, teacher, religious
advisor, friend, and counselor). H.K 26 - Demonstrates knowledge of dangers and precautions that should be taken in special
conditions (e.g., bad weather, staying home alone, fire, being approached by strangers, when lost in darkness). PE.K.9 - Shares space and equipment with others. LA.K.1 - Listens and speaks in informal conversations with peers and adults. LA.K.9 - Communicates effectively when using descriptive language, relating experiences, and retelling stories. LA.K.40- Recognizes cultural diversity represented in literature.

First Grade

PE.1.2 - Works cooperatively with others. Shares equipment, takes turns, and follows

directions.

SS.1.2 - Describes the roles and responsibilities of various family units.

SS.1.3- Identifies the need for family and community rules. Recognizes that these rules may

vary from culture to culture.

SS.1.9 - Describes how division of labor in a family helps complete a task.

H.1.2- Recognizes that alcohol and tobacco products are drugs that may harm the body in

many ways.

H.1.3- Knows the reasons for not eating of drinking potentially dangerous substances

provided by strangers or others.

H.1.8- Describes ways to handle disagreements without fighting.

H.1.9- Identifies conflict and causes of conflict (personal and interpersonal conflict).

H.1.10- Distinguishes between fact and fiction in media representation of life events (e.g.,

violence, family, and self-image).

H.1.11-

Explains what it means to be a friend.

H.1.12- Demonstrates the ability to respect and cooperate with peers.

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H.1.25H.1.26LA.1.44-

Identifies threats to personal safety (e.g., child abuse, physical abuse, neglect, and emotional abuse). Identifies local support system concerning personal safety (e.g., family, teacher, religious advisor, friend, and counselor). Recognizes cultural diversity represented in literature.

Second Grade PE.2.11- Identifies appropriate behaviors for participating with others in physical activities. SS.2.1- Identifies characteristics of neighborhoods and communities. LL.2.2- Lists ways to live cooperatively in neighborhoods and communities. SS.2.3- Describes and compares the making of some class rules by democracy (class vote)
and by representative democracy (class elects smaller group to make rules). H.2.1- Discusses how to resist peer and media pressure to use alcohol, tobacco products,
and other drugs. H.2.2.- Describes the harmful effects of alcohol and tobacco products on the health of a user
and a nonuser. H.2.3- Interprets the persuasive influences of advertising, peer groups, and adults. H.2.4- Explores effective strategies to cope with changes that may occur in families
(pregnancy, birth, death, marriage, divorce, relocation, and unemployment). H.2.5- Explains the roles of parents in the extended family in supporting a strong family and
promoting the health of children (e.g., the limits parents set for children, the values or religious beliefs parents teach, behaviors and values parents model). H.2.8- Analyzes outside influences that can affect personal health decisions (e.g., television and peer pressure). H.2.9- Identifies the right to differ from others in many ways. (Note: Does not include discussion of sexual orientation.) H.2.10- Demonstrates ways to show respect for others. (Note: Does not include discussion of sexual orientation.) H.2.11- Defines and/or describes the relationship between choices and consequences. H.2.12- Relates how positive and negative attitudes influence behavior. H.2.13- Analyzes the consequences of healthy and harmful friendship choices. H.2.14- Expresses the ability to assertively refuse when others want him/her to act in ways that would harm others or self. LA 2.8- Communicates effectively when using descriptive language, relating experiences, and retelling stories, read, heard, or viewed. LA.2.51- Recognizes cultural diversity represented in literature.

Third Grade SS.3.3- Distinguishes between rights and privileges. SS.3.13- Recognizes how human actions and physical environments affect one another. H.3.1- Proposes healthy and enjoyable alternatives to using alcohol, tobacco products, and
other drugs.

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H.3.2-
H.3.3H.3.5-
H.3.6H.3.9-
H.3.10-
H.3.11-
H.3.12H.3.13H.3.21-
H.3.22-
PE.3.8PE.3.9-
LA.3.5LA.3.50-

Assesses the physical, mental, and social consequences of using alcohol, tobacco products, and other drugs. Applies the decision-making steps to avoid threatening situations. Examines ways family members can work together to accomplish a task and resolve a conflict. Recognizes the importance of discussing health issues with one's family. Demonstrates how listening skills can be used to build and maintain healthy relationships. Explains why accepting responsibility and making positive choices (e.g., do legal things, don't steal, don't cheat) help develop a healthy self-concept. Recognizes causes of stress and applies effective problem-solving skills (e.g., deep breathing, exercising, talking to someone, and organizations). Discusses the importance of refusing assertively. Demonstrates nonverbal communication. Identifies threats to personal safety (e.g., child abuse, sexual and physical abuse, neglect, and emotional abuse). Identifies local support system concerning personal safety (e.g., family, teacher, religious advisor, friend, and counselor). Designs and follows class rules and procedures. Demonstrates the ability to work successfully alone, with a partner, and with a small group. Uses oral language for different purposes: to inform, to persuade, and to entertain. Recognizes cultural diversity represented in literature.

Fourth Grade PE.4.8- Demonstrates responsible personal and social behavior in physical activity settings.
Follows activity-specific rules, procedures, and etiquette. H.4.2- Examines the harmful effects of drugs such as inhalants, alcohol, hallucinogens, and
marijuana. H.4.4- Critiques advertisements and commercials that encourage the use of medicines,
alcohol, and tobacco products. H.4.8- Identifies the positive and negative peer pressures. H.4.9- Explains how to assertively deal with negative peer pressure. H.4.10- Practices appropriate negotiation skills to resolve conflict. H.4.11- Names and practices skills that communicate care, consideration, and respect of self
and others, including those with disabilities. H.4.12- Describes and debates consequences of healthy and harmful friendship choices. H.4.20- Formulates a responsible personal safety plan for emergencies that occur in the home
and/or school. H.4.21- Identifies threats to personal safety (e.g., child abuse, sexual and physical abuse,
neglect, and emotional abuse). H.4.22- Identifies local support system concerning personal safety (e.g., teacher, religious
advisor, friend, and counselor). LA.4.51- Recognizes cultural diversity represented in literature.

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LA.4.60-

Uses a study technique. PQRST - (preview, question, read, study, test) SQ3R - (survey, question, read, review, report) PQ4R - (preview, question, research, read, review, report) 4R - (research, read, review, report)

Fifth Grade PE.5.10- Demonstrates responsible personal and social behavior in a physical activity setting.
Participates in establishing rules, procedures, and etiquette that are safe and effective for specific activities. H.5.3- Identifies ways in which various forms of media, such as movies, glorify drug use. H.5.4- Locates sources of help for individuals who have problems with alcohol, tobacco products, and other drugs. H.5.5- Discusses and practices how to resist peer pressure. H.5.6- Practices peer leadership skills by creating healthy alternatives to drug use. H.5.12- Recognizes the importance of the role that both mothers and fathers play in the nurturing, guidance, care, and support of a child. H.5.13- Recognizes that having a child involves a commitment on the part of both the mother and the father to nurture, guide, care for, and support the child. H.5.17- Defines stress and identifies its causes and physiological and psychological effects. H.5.18- Demonstrates and/or proposes ways to manage stress and adapt to change. H.5.27- Identifies threats to personal safety (e.g., child abuse, sexual and physical abuse, neglect, and emotional abuse). H.5.28- Identifies local support system concerning personal safety (e.g., family, teacher, religious advisor, friend, and counselor). LA.5.56- Recognizes cultural diversity represented in literature. LA.5.65- Uses a study technique. PQRST - (preview, question, read, study, test) SQ3R - (survey, question, read, review, report) PQ4R - (preview, question, research, read, review, report) 4R - (research, read, review, report)

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Daily Helpers

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills Growth and Change

Exploration
Achievement Work and Learning4 Career Information4
Responsibility Needs of Society4

Career Planning Decision Making Life Roles4 Occupational Roles4
Career Planning

Objective Students will describe a range of workers, classified as "producers of products" or "providers of services."

Time One class period

Materials Drawing paper Crayons/markers

Activity 1. Have students list the people who help them each day (e.g., parents, grocer, teacher, bus
driver). 2. Explain that work results in two things: products and services. Work that helps us by making
things for us deals with products. Work that helps us by doing things for us deals with services. 3. Have students draw a picture of someone working in one of the occupations they named. 4. Allow time for student discussion of art work. a. Ask students to determine if their pictures represent service or goods workers. How can
they tell? b. Ask students if the workers in their pictures can be male or female. Discuss work done by
male and female workers.

Comments This activity can be used with "Occupational Circles."

Evaluation Students have identified men and women working in either service or products occupations.

Kindergarten, Language Arts/Social Studies

Page 1

Occupational Circles

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills Growth and Change

Exploration Achievement Work and Learning4 Career Information4 Responsibility Needs of Society

Career Planning Decision Making
Life Roles Occupational Roles4 Career Planning4

Objective Students will distinguish service occupations from product occupations.

Time One class period

Materials Ten large circles (24" diameter) Felt-tip pen

Activity 1. Place occupational pictures (from magazines or other sources) on circles; include a variety of
service and product occupations on the circles. Place the circles on the floor around the room before beginning the activity. 2. Discuss how occupations are divided into two groups: Service: Contributes to the welfare of others. Product: Makes or grows things for people to use and/or to eat. 3. Tell students you have placed occupation circles around the room; identify the location and occupation represented on each circle. 4. Ask students to go to the circle of the occupation that interests them. 5. Once students have chosen, go around to the groups and ask if the occupational circle they prefer is a service or product occupation.

Comments This activity can be used with "Daily Helpers."

Evaluation Students have chosen a service or product occupation that interests them most. Students have decided if the occupation they chose is a service or product occupation.

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Kindergarten, Language Arts/Social Studies

Health Careers

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4 Interaction Skills4 Growth and Change4

Exploration Achievement4
Work and Learning Career Information4
Responsibility Needs of Society4

Career Planning Decision Making
Life Roles Occupational Roles4 Career Planning4

Objective Students will identify careers in the healthcare field.

Time One class period

Materials Toy doctor's, nurse's, or dentist's kits

Activity 1. Identify and discuss the contents of the kits with students. 2. Have students role-play a visit to the doctor's or dentist's office, with students acting the
various people associated with the visit (e.g., mother, father, receptionist, nurse, doctor, lab radiologic (x-ray) technicians). 3. Ask students to identify reasons for going to the doctor's or dentist's office (e.g., checkup, prevention, sickness, injury, toothache). 4. Discuss how one might become a doctor, nurse, dentist, etc.

Comments Consider further role-plays with a trip to a hospital, ophthalmologist, or optometrist to acquaint students with more healthcare professionals.

Field trips to healthcare facilities or guest speakers in various healthcare professions can further enhance this activity.

Evaluation Students have identified careers in healthcare and role-played a visit to a healthcare professional.

Kindergarten, Language Arts/Social Studies

Page 3

In School Today

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4 Interaction Skills Growth and Change

Exploration Achievement4 Work and Learning4 Career Information4 Responsibility4 Needs of Society4

Career Planning Decision Making Life Roles4 Occupational Roles Career Planning

Objective Students will identify and express their roles in the classroom.

Time One class period

Materials Paper/pencils/markers Construction paper

Activity 1. Have students discuss the concepts of work and play as student roles in the classroom. 2. Have students identify the kinds of things they produce as a result of their work in the
classroom. 3. Prepare a bulletin board for display of work produced in the classroom. 4. Ask students to select and display a piece of work they have done in the course of that day. 5. Ask students to describe effective student attitudes that were helpful to them in completing
their assignments.

Comments "Working" can be used as a follow-up activity.

Evaluation Students have discussed the concepts of work and play, selected and displayed a piece of work they have done, and discussed attitudes that were helpful for successful completion of tasks.

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Kindergarten, Language Arts/Social Studies

What I Want to Be

National Career Development Guidelines

Self-Knowledge
Positive Self-Concept Interaction Skills4 Growth and Change4

Exploration Achievement4 Work and Learning4 Career Information4
Responsibility
Needs of Society

Career Planning Decision Making Life Roles4
Occupational Roles Career Planning4

Objective Students will identify a career that interests them.

Time One class period

Materials Paper/crayons

Activity

1. Ask students to draw pictures of what they might like to be when they grow up.

2. Have them show their drawing to the class and ask the class members to guess what the

student wants to be. After each one has been correctly guessed, ask:

a. "Why would you like to be a

?"

b. "What things in school will help you to be a

?"

Comments

Evaluation Students completed a picture displaying something they might like to be when they grow up. Students discussed why they chose a particular occupation and some classes they need in school to accomplish that occupational goal.

Kindergarten, Language Arts/Social Studies

Page 5

Working

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills Growth and Change

Exploration
Achievement Work and Learning4 Career Information4 Responsibility4
Needs of Society

Career Planning Decision Making Life Roles4 Occupational Roles Career Planning

Objective Students will examine roles of individuals in a work setting.

Time One class period

Materials None

Activity 1. Review with students their role of worker at school. 2. Have students identify other workers in the school (e.g., food service, janitors, teachers,
parent volunteers). 3. Discuss work settings in the school. 4. Discuss the roles of these workers and how cooperation is needed to accomplish tasks. 5. Have students select an area of work discussed and make a drawing of this setting.

Comments Use this activity with "In School Today."

Evaluation Students discussed work and cooperation of occupations in the school and the classroom. Students selected and made a picture of an occupation discussed in class.

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Kindergarten, Language Arts/Social Studies

What I Can Do

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4 Interaction Skills4 Growth and Change4

Exploration Achievement4 Work and Learning4
Career Information Responsibility4
Needs of Society

Career Planning Decision Making Life Roles Occupational Roles Career Planning

Objective Students will identify their strengths and abilities.

Time One class period

Materials "I" worksheet (piece of paper cut into the shape of a large letter "I") Crayons

Activity 1. Give each student an "I" worksheet. 2. Have students divide the "I" into six parts with a crayon. 3. Have students draw pictures of all the things they have learned to do alone in each part of the
"I" worksheet. 4. The students will identify feelings associated with their "I" abilities (e.g., "I feel smart when I
count numbers." "I feel helpful when I make my own cereal.")

Comments Prepare the worksheets before the activity. This can be combined with "What I Like to Do."

Evaluation Students have identified some of their abilities and feelings associated with themselves.

Kindergarten, Language Arts/Social Studies

Page 7

What I Like to Do

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4
Interaction Skills Growth and Change4

Exploration Achievement4 Work and Learning4 Career Information Responsibility Needs of Society

Career Planning Decision Making Life Roles Occupational Roles Career Planning4

Objective Students will identify activities they like to do and where they can go for help to learn others.

Time One class period

Materials None

Activity 1. Arrange students in small groups. 2. Have them take turns completing the following sentences:
a. I am good at . . . b. I like to work at . . . c. At school I like . . . 3. Have students take turns completing the following sentences. a. I would like to learn to . . . b. I can get instruction . . . (from someone at school, at home, at parks and recreation
programs, etc.)

Comments This can be combined with "What I Can Do."

Evaluation Students identified activities they like in school, some things they would like to learn, and where they can go for help.

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Kindergarten, Language Arts/Social Studies

Working Together

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4 Interaction Skills4
Growth and Change

Exploration Achievement4 Work and Learning Career Information Responsibility4 Needs of Society

Career Planning Decision Making4 Life Roles Occupational Roles Career Planning

Objective Students will recognize that some things cannot be done without help from others.

Time One class period

Materials None

Activity 1. Ask each student to choose a partner. 2. Have students sit back to back with their legs straight out in front. Tell them to interlock
arms and push against each other's backs to try to stand up. 3. Once all partners have completed the act, ask these follow-up questions:
a. How did you help each other? b. What kinds of things can we do all on our own? c. What things do we need others to help us with? d. Name someone who has helped you today. 4. List on the board the good deeds identified by the students and discuss the list together.

Comments

Evaluation Students have taken part in a cooperation exercise and discussed helping.

Kindergarten, Language Arts/Social Studies

Page 9

Who's Listening?

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4 Interaction Skills4
Growth and Change

Exploration Achievement Work and Learning4 Career Information4 Responsibility Needs of Society

Career Planning Decision Making Life Roles Occupational Roles Career Planning

Objective Students will identify nonverbal signs of attention.

Time One class period

Materials None

Activity 1. Have students help make a list on the board of the body language that indicates someone is
listening, such as: a. Looking at the person talking. b. Turning your body toward the person talking. c. Not talking. d. Keeping still. e. Nodding your head. 2. Select a student to demonstrate proper listening behavior with you. 3. Exchange roles of speaker and listener. 4. Divide class into groups of three to practice listening skills. One is the speaker, one is the listener, and one is an observer. Have students take turns in each role. 5. Have students describe signs of listening that they observed during the activity. 6. Ask students to name jobs where listening is an important skill (e.g., doctors must listen to patients describing what is wrong with them, telephone operators must listen to callers, car mechanics must listen to the engine).

Comments

Evaluation Students practiced nonverbal listening skills and discussed what they observed.

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Kindergarten, Language Arts/Social Studies

Job Mobile

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills Growth and Change

Exploration Achievement Work and Learning4 Career Information4 Responsibility Needs of Society

Career Planning
Decision Making Life Roles4 Occupational Roles4 Career Planning4

Objective Students will describe what job they desire to do when they grow up.

Time Two or three class periods

Materials Cardboard figure of a person for each student Paint and/or crayons Hangers and string

Activity 1. Begin class by having children name some different jobs. Try to let each child name at least
one different job (e.g., teacher, fireman). Then tell the class to think of what a "grown-up' is. Have some children describe what a "grown-up" is in their own words. Make sure all children understand what a "grown-up" is. 2. After this discussion, tell the students to close their eyes and dream about what they would like to do when they grow up. Tell them to think of at least two jobs. After all the students have thought of jobs, have them draw and color a picture of what they would like to be when they grow up. Save these pictures for the next class period. 3. In the next class period, pass out the cardboard figures and tell the children that they are going to make a mobile. Have the children design their figures according to the pictures they drew on what they want to be when they grow up. When the children have finished, let them share their figure with the class. Then attach figures with string to hangers and hang from ceiling.

Comments

Evaluation Students named several jobs, described some "grown-ups" they know, and described some jobs they might like to do when they grow up.

Kindergarten, Language Arts/Social Studies

Page 11

Job Turnabout

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills Growth and Change

Exploration Achievement Work and Learning4 Career Information4 Responsibility Needs of Society

Career Planning
Decision Making Life Roles4 Occupational Roles4 Career Planning4

Objective Students will mentally project adults into work activities other than those they do presently.

Time One class period

Materials Laminated sheets with pictures of workers and their titles Grease pencils

Activity 1. Begin class period with a discussion about the adults they know and the work they do. 2. Let each child name at least two adults and their work. 3. Ask the children to close their eyes and imagine those adults they described doing a
completely different work activity (e.g., a nurse being a lion tamer). Have each child tell what that adult's work would be then and the activities that the adult would do.

Comments

Evaluation Students have identified some adults they know, described the kinds of work activities those adults perform, and imagined and described those adults doing a completely different work activity.

Page 12

Kindergarten, Language Arts/Social Studies

Parents at Work

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills Growth and Change

Exploration Achievement Work and Learning4 Career Information4 Responsibility Needs of Society

Career Planning
Decision Making Life Roles4 Occupational Roles4 Career Planning4

Objective Students will describe the work activities of family members.

Time Two class periods

Materials

Drawing paper Masking tape

Activity 1. Present the word "work." Many things we do every day are work-activities. What is work
for one person may not be work for someone else. For example, there are many people living near the ocean whose job it is each day to gather fish. They get up early in the morning and go out on boats and spend the whole day fishing. At the end of the day, they bring the fish they have caught to sell in the markets to other people. For these people, fishing is work. Many other people have other kinds of jobs. They work in factories, homes, schools, stores, offices, hospitals, and other places. Sometimes when they are not working, these people take fishing rods and go to rivers and lakes and spend some time fishing. For these people, fishing is not work, but it is something they do to relax and have fun.
Why is fishing considered work for the people who do it each day to get fish to sell? Would fishing be work for your parents? Would it be work for you? What kinds of things at school do you do that you consider to be work? What work do you do at home? 2. Ask students to find out what kind of work their parent(s) does(do). Give them a blank sheet of drawing paper. Have them take the paper home and ask their parent(s) to help draw and color a picture of their work. Ask them to include appropriate tools, equipment, or uniforms. When the students bring back the pictures, let them take turns explaining their pictures and them tape them up on a space that you have captioned "Parents At Work." 3. Students may want to include other members of the family--older brothers or sisters, aunt, grandparents, etc., who may live at their home. When you take the pictures down, you may

Kindergarten, Language Arts/Social Studies

Page 13

want to put them in a booklet titled "Parents At Work." Add these booklets to your chalk ledge display.
Comments
Evaluation Students have named the members of their immediate families (actually related or not) and described one work activity for each family member named above.

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Kindergarten, Language Arts/Social Studies

My Favorites

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills Growth and Change

Exploration Achievement Work and Learning4 Career Information4 Responsibility Needs of Society

Career Planning
Decision Making Life Roles4 Occupational Roles4 Career Planning4

Objective Students will describe people and activities they enjoy.

Time Two class periods

Materials Copy of each supplemental activity sheet for each student

Activity 1. Open the class period by asking the students to think of some people they enjoy being with.
Let each child tell who their favorite people are and why they enjoy being with those certain people. After the discussion, pass out the sheet "My Favorite People" to each student. Tell them to draw two pictures of their favorite people. 2. In the next class period, remind the students of their discussion on favorite people. Tell them that today you are going to discuss their favorite activities. Let each child verbalize two favorite activities and have them describe why they enjoy them. Pass out a copy of "My Favorite Activities" and let the children draw their activities. Children will need help in writing the activity titles at the bottom. 3. If time remains, let the class participate in a game of charades in which they can act out their activities.

Comments

Evaluation Students have identified people they enjoy being with and why and identified activities they enjoy and why they enjoy those activities.

Kindergarten, Language Arts/Social Studies

Page 15

Resource Page for My Favorites

My Favorite People

Page 16

Kindergarten, Language Arts/Social Studies

Resource Page for My Favorites

My Favorite Activities

Kindergarten, Language Arts/Social Studies

Page 17

We Make Decisions

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills Growth and Change

Exploration Achievement Work and Learning4 Career Information4 Responsibility Needs of Society

Career Planning
Decision Making Life Roles4 Occupational Roles4 Career Planning4

Objective Students will describe decisions they make by themselves.

Time One class period

Materials Drawing paper, crayons

Activity 1. Introduce the word "decision.' There are times when we have to make decisions. Another
way to say that is: There are times when we have to make up our minds. 2. Tell the students they will be voting on some questions about their decisions. To answer yes,
they raise their hands. To answer no, they keep their hands down. Seat students so that they can see the responses of one another. Read these questions: Do you decide when to get up? Do you decide what to wear? Do you decide how to brush your teeth? Do you decide what to eat for breakfast? Do you decide how to get to school? Do you decide what colors to use when you make pictures? Do you decide whether or not to do your work? Do you decide whether or not to smile? Do you decide where you will live? 3. Then call their attention to the signs on the wall: Never Sometimes Always 4. Help them to stand under the sign that shows their own answer to these questions: Do you decide what to do after school? Do you decide how to get home from school? Do you decide what snack to eat after school? Do you decide what is served for dinner? Do you decide when it's time for bed?

Page 18

Kindergarten, Language Arts/Social Studies

5. Now pass out drawing paper. Ask each student to make a picture showing a decision he or she makes.
6. Post the pictures in an area that you have captioned "We Make Decisions." When you take them down in a few weeks, assemble them into a picture booklet for your chalk ledge collection. Students may look at these in their spare time. You may want to have students dictate their picture titles to you.
Comments
Evaluation Students have defined decision as a choice, described decisions in their lives, made by themselves and/or others, and identified decisions they make by themselves.

Kindergarten, Language Arts/Social Studies

Page 19

Kindergarten

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4 Interaction Skills4 Growth and Change4

Exploration Achievement Work and Learning Career Information Responsibility Needs of Society

Career Planning Decision Making Life Roles Occupational Roles Career Planning

Objective Students will recognize that they have unique differences and experiences.

Time One class periods

Materials Dr. Seuss's Oh, the Places You'll Go! Balloons Index cards with faces

Activity 1. Have volunteers share experiences (positive and negative) that they have had in nursery school
or day care. List these on the board and discuss similarities and differences among the students. 2. Have volunteers share an important decision that they have had to make that year. List and discuss. 3. Solicit experiences and activities that children are looking forward to in kindergarten. 4. Have volunteers share any preconceived apprehensions/misconceptions about kindergarten. List, discuss, and try to clear up as many as possible. 5. Talk to students about how we all have different experiences in life. It is these experiences that make us grow and enhance our abilities to make decisions. Use several balloons inflated with different amounts of air (blow them up, let them go to fall where they will) to show students that we are all unique, have different experiences, and will grow and advance at different paces in our school years. Also emphasize that decisions are not always easy, but they too challenge us to new heights and added responsibilities. 6. Read Oh, the Places You'll Go! 7. Draw on index cards a face to indicate how they are feeling about kindergarten (smiley, frowny, neutral). 8. Solicit feelings regarding the book, validate them, and wish them all good luck.

Comments

Evaluation

Page 20

Kindergarten, Language Arts/Social Studies

Students have discussed their experiences and expectations for kindergarten.

Kindergarten, Language Arts/Social Studies

Page 21

Page 22

Kindergarten, Language Arts/Social Studies

Career Interest Record

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4 Interaction Skills Growth and Change

Exploration Achievement4 Work and Learning4
Career Information Responsibility4
Needs of Society

Career Planning Decision Making Life Roles Occupational Roles Career Planning4

Objective Students will identify personal interests and preferences by beginning an individual "Career Interest Record," indicating interests, attitudes, aptitudes, and achievements.

Time One class period

Materials "Career Interest Record" (on the following page), one for each student

Activity 1. Discuss how the "Career Interest Record" is a history of students' career aspirations. It
includes their aptitudes, interests, attitudes, and achievements. 2. This is the initial record. To be effective, the assessment should be continued throughout a
student's education. 3. The teacher or counselor should guide the student in filling out the record at this grade level.

Comments The record should be continued through elementary school and middle school and used by teachers and counselors to better understand the aspirations of students. Teachers/counselors may determine at what time the assessment should be administered during the school year.

Evaluation Students identified personal interests, attitudes, aptitudes, and achievements on their "Career Interest Record."

1st Grade, Language Arts/Social Studies

Page 23

Career Interest Record -- Grade 1
Student's Name: My favorite thing to do at school is:
My least favorite thing to do at school is:

Circle one: I like to play outside. I like to play inside. In like to play inside and outside.
Page 24

1st Grade, Language Arts/Social Studies

My top three favorite things to do at home are: When I grow up I want to be:

1st Grade, Language Arts/Social Studies

Page 25

What I Like

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4 Interaction Skills4 Growth and Change4

Exploration Achievement4
Work and Learning Career Information4
Responsibility Needs of Society4

Career Planning Decision Making
Life Roles Occupational Roles4 Career Planning4

Objective Students will identify some of their interests.

Time One class period

Materials "I Like To. . ." activity sheet (on the following page)

Activity 1. Have students form a discussion circle. 2. Tell students that you are going to read three things to them that they like to do. (See activity
sheet on the following page.) After you read the three things, ask them to raise their hands to show which they like best. 3. From the items that students identified as preferences, ask them to describe jobs in which they could use these interests.

Comments You may expand the activity by asking students what is their favorite thing to do. Ask other questions such as:
a. Do people do these things when they grow up? b. Do people do these things as a job?

Evaluation Students have identified activities they like and jobs related to these activities.

Page 26

1st Grade, Language Arts/Social Studies

I Like To . . .
a. Do art work. b. Fix a broken toy. c. Hit a ball.
a. See a plant grow. b. Feed my pet. c. Take care of smaller children.
a. Sing a song. b. Learn a new dance. c. Play a musical instrument.
a. Watch television. b. Listen to the radio. c. Listen to CDs or tapes.

a. Paint a chair. b. Draw a picture. c. Tell a story.
a. Buy new clothes. b. Buy candy. c. Buy toys.
a. Play ball. b. Play a card game. c. Work puzzles.
a. Build something. b. Help cook something. c. Dress up in costumes.

1st Grade, Language Arts/Social Studies

Page 27

Fame

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4
Interaction Skills Growth and Change4

Exploration Achievement Work and Learning Career Information Responsibility Needs of Society

Career Planning Decision Making Life Roles Occupational Roles Career Planning

Objective Students will picture themselves as competent and successful.

Time One class period

Materials Photograph of each student Art paper Scissors/paste Drawing and coloring materials

Activity 1. Begin by telling students that they are to imagine themselves as famous people. Students
should think about what they would be if they could be anything they wanted to be or do anything they wanted to do. 2. When they have an image of themselves that they really like, have them paste the photo of themselves on their paper. Direct them to illustrate the rest of the scene, showing themselves as "the great, famous me." For example, if they were a famous scientist, they might draw themselves receiving the Nobel Prize.

Comments Magazine pictures could work just as well. "Work and Leisure" can be used as a follow-up activity.

Evaluation Students imagined themselves as anything they wanted to be. Students created their image, using a photograph of themselves and illustrating the rest of the scene.

Page 28

1st Grade, Language Arts/Social Studies

Work and Leisure

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills Growth and Change

Exploration Achievement Work and Learning Career Information4 Responsibility Needs of Society

Career Planning Decision Making
Life Roles Occupational Roles4 Career Planning4

Objective Students will distinguish between work and leisure activities.

Time One class period

Materials Pictures from magazines

Activity 1. Discuss the differences between work and leisure (i.e., work is the labor, task, or duty that is a
means of livelihood, and leisure is the time free from tasks or duties). 2. Make a bulletin board with the words "WORK" and "LEISURE" heading separate columns. 3. Have students cut out pictures of people playing and working. 4. Place the pictures in the appropriate column.

Comments This activity works well as a follow-up to "Fame." Ask students to tell about their leisure activities. Then ask what jobs are related to these activities.

Evaluation Students discussed differences between work and leisure. Students cut out pictures of people in work and leisure activities and placed them under appropriate titles on the bulletin board.

1st Grade, Language Arts/Social Studies

Page 29

Tools of the Trade

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills4 Growth and Change

Exploration Achievement Work and Learning4 Career Information4 Responsibility Needs of Society

Career Planning Decision Making Life Roles Occupational Roles Career Planning

Objective Students will identify tools used in a variety of jobs and what it means to work.

Time One class period

Materials Variety of tools used by workers (e.g., hammer, saw, ball, calculators, pen and pencil, toy
earthmovers, tractors)

Activity 1. Divide the class into two groups; tell each group that they will identify tools for jobs. 2. Hold up one object at a time and have groups take turns naming occupations that use that
object. 3. Award one point to each team for a correct answer. 4. When neither team can think of any other jobs for that object, select another object and repeat
the procedure. 5. After the winning team is declared, students will discuss the meaning of work in the
occupations they have identified.

Comments

Evaluation Students formed teams and played a game of identifying jobs that use a particular tool. Students then discussed the meaning of work in those occupations.

Page 30

1st Grade, Language Arts/Social Studies

Educational Skills/Career Skills

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills Growth and Change

Exploration Achievement Work and Learning4 Career Information4 Responsibility Needs of Society

Career Planning Decision Making Life Roles Occupational Roles Career Planning4

Objective Students will recognize that basic educational skills are necessary both in the classroom and in occupations.

Time One class period

Materials Various workers (parents, school employees, friends) speak to the class about their
occupations

Activity 1. Have students listen to workers in different occupations explain their duties and the need for
reading, writing, and math skills in performing these duties. 2. After the workers have left, review with students the importance of reading, writing, and math
skills on the job. 3. Have students name five workers in other occupations who often use these skills in their jobs:
a. Five who use reading. b. Five who use writing. c. Five who use math. 4. Of the 15 occupations that students identified, ask students to identify any occupation(s) that require only one of the three skills.

Comments "Workers I Know" can be used as a follow-up activity.

Evaluation Students listened to workers talk about their occupations and how they use reading, writing, and math skills in their jobs. Students formed groups and discussed workers and how they use reading, writing, and math skills.

1st Grade, Language Arts/Social Studies

Page 31

Workers I Know

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills Growth and Change

Exploration Achievement Work and Learning4 Career Information4 Responsibility Needs of Society

Career Planning Decision Making Life Roles Occupational Roles4 Career Planning

Objective Students will describe careers of others (paid and unpaid).

Time One class period

Materials Strips of paper suitable for attaching to walls Paints Markers Crayons

Activity 1. Attach long strips of paper around the walls for students to develop a mural of workers. 2. Have each student create a picture of someone he or she knows who works. 3. Have students draw the worker according to the way he or she looks at work with the kind of
clothing, tools, etc., that are necessary for the job. 4. Have the students tell about the person in their pictures.

Comments Stress that homemaking is a career. This activity works well as a follow-up to "Educational Skills/Career Skills." Pictures from magazines may be helpful.

Evaluation Students illustrated a worker they know in an occupational setting and described their pictures to the class.

Page 32

1st Grade, Language Arts/Social Studies

What I Do Well

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4 Interaction Skills4 Growth and Change4

Exploration Achievement4 Work and Learning Career Information Responsibility Needs of Society

Career Planning Decision Making Life Roles Occupational Roles Career Planning

Objective Students will examine their unique skills.

Time One class period

Materials "Me" worksheets (on the following pages) Pencils/crayons

Activity 1. Distribute the "Me" worksheets and have students color their names at the top, using their
favorite color. 2. Discuss each topic sentence with students and have them conclude it by filling in the blanks
and drawing a picture in the proper section of the worksheet.

Comments

Evaluation Students have identified some skills they like and can do well.

1st Grade, Language Arts/Social Studies

Page 33

Me
Name In school, the subject I like best is Draw a picture of you in school.
The game or sport I play best is Draw a picture of you playing.
My friends think I am good at Draw a picture of you and your friends.

Page 34

1st Grade, Language Arts/Social Studies

Me
Name I know someone who is proud of me. That someone is That person is proud of me because Draw a picture of you making someone proud.
I can show ________________________________ how to Draw a picture of you showing someone how to do something.

1st Grade, Language Arts/Social Studies

Page 35

Our Surroundings

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4 Interaction Skills4 Growth and Change4

Exploration Achievement4 Work and Learning Career Information Responsibility Needs of Society

Career Planning Decision Making Life Roles Occupational Roles Career Planning

Objective Students will describe responsibilities they have in their environment.

Time One class period

Materials Pictures of different types of buildings and neighborhoods

Activity 1. Begin the discussion by defining for the children what environment means. Tell them that the
environment is what surrounds us--the building (skyscrapers, ranch house, trailer, etc.), the type of town (huge or small), and so on. Also the condition of our surroundings is part of the environment--happy or sad, lavish or simple, etc. 2. From a discussion of specifics about their own environment, have them name some examples of characteristics of their environment. This may vary widely as they get into descriptions of their homes and/or other settings outside of school.

Comments

Evaluation Students have described their environment, listing three examples.

Page 36

1st Grade, Language Arts/Social Studies

Family Roles

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4 Interaction Skills4 Growth and Change4

Exploration Achievement4 Work and Learning Career Information Responsibility Needs of Society

Career Planning Decision Making Life Roles Occupational Roles Career Planning

Objective Students will describe the roles of each family member.

Time Two or three class periods

Materials Copy of resource page for each student Drawing paper, crayons

Activity 1. Send a copy of the resource page home with each child, asking parents to share and return
with the child the necessary information. 2. When all forms have been returned, explain to the children that they have been listing roles.
Discuss the concept of role with them and explain that a person has a role when it is a part or a job taken on by that person. 3. Have a share time for each child to tell one work role for each member of his/her family. 4. Then have the children share some roles that they have in their families. 5. Have the children draw pictures of family members involved in a work role. Post these when completed.

Comments

Evaluation Students have defined roles, described different roles of family members, and described roles that they have in their family life. Resource Page for Family Roles

Dear Parent:

We are involved in a Career Guidance Activity at school to help your child become more aware of the work roles that each of his or her family members has. Please provide the information on the

1st Grade, Language Arts/Social Studies

Page 37

form below and return it, so that your child can participate in this activity. Thank you,

Father's Name

Occupation

Mother's Name

Occupation

List each person in your family and some of the jobs and responsibilities each has at home.

Father

Mother

Page 38

1st Grade, Language Arts/Social Studies

Who Does What?

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4 Interaction Skills4 Growth and Change4

Exploration Achievement4 Work and Learning Career Information Responsibility Needs of Society

Career Planning Decision Making Life Roles Occupational Roles Career Planning

Objective Students will distinguish which activities in their environment are done by certain people.

Time One class period

Materials Laminate a copy of resource page

Activity 1. Begin class period with a discussion of some activities found in their world (e.g., teacher,
doctor, waitress). After students have verbalized activities, ask the names of the people they know who do the activities they mentioned. Tell the students to think carefully about the people and their activities. Ask, "Is there anything that people doing an activity have in common?" For an example, remind them about teaching and the people they identified as teachers. Ask them if they noticed that most teachers are women. Another example would be that football players are usually big. Let the children then tell any other characteristics they noticed about people and their activities. 2. After children have given other examples, get the children into small groups. Distribute the matching occupation game to each group and let them match up the people to their object.

Comments

Evaluation Students have identified activities in their environment and who does those activities.

1st Grade, Language Arts/Social Studies

Page 39

Resource Page for Who Does What?
Painter

Brush

Fireman

Hydrant Hose

Cowboy

Lariat

Waitress

Tray

Diver

Fishes

Farmer

Tractor

Mailman

Mail

Policeman

Whistle

Baker

Cake

Jockey

Horse

Dancer

Ballet Shoes

Milkman

Milk Carton

Page 40

1st Grade, Language Arts/Social Studies

Learning: Home and School

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4 Interaction Skills4 Growth and Change4

Exploration Achievement4 Work and Learning Career Information Responsibility Needs of Society

Career Planning Decision Making Life Roles Occupational Roles Career Planning

Objective Students will recognize that learning occurs at all ages.

Time One class period

Materials Drawing paper, crayons

Activity 1. Discuss learning at home and school. Have students complete these sentences by writing
with teacher's help: Last year in Kindergarten I ... But now that I'm in first grade ... This summer I want to learn to ... 2. Stress that learning new things is part of growing up. Point out to students that they should write down things they learn in school as well as things they learn other places. Have them discuss what they wrote down. They can elaborate on this by adding things they learned before they started school (how to walk, eat with a spoon, etc.). 6. Let students draw pictures of various things they have learned.

Comments

Evaluation Students have described things they have learned in the past, things they are presently learning, and things they will learn in the future.

1st Grade, Language Arts/Social Studies

Page 41

Community, State, Country,

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4 Interaction Skills4 Growth and Change4

Exploration Achievement4 Work and Learning Career Information Responsibility Needs of Society

Career Planning Decision Making Life Roles Occupational Roles Career Planning

Objective Students will recognize the town, state, and country in which they reside.

Time One class period

Materials Map of the United States with outline of the states Chalkboard

Activity 1. Tell the children that to learn more about our town, state, and country we will compare it to
our school. Explain that it is somewhat like this: your desk is part of the classroom; the classroom is a part of the school. Likewise a town is part of a state; a state is part of the country. 2. Refer to the U.S. map, show how the state is part of the country, and talk about the difference in size, location, etc. Then point to the dot that represents the city where you are and compare the size and location of that to the state. If necessary, once again discuss the comparison to the desk, classroom, and school. You may want to draw on the chalkboard a rough sketch of the U.S. and draw in the boundary of your state only; then make a dot to represent the location of your town. This might help the students to zero in on the location and concept of size and proportion of the state and city, rather than be confused by so many other boundaries and geographical features of a large map. 3. Tell them the name of your city, state, and the country. You may find it helpful to have the children repeat these names after you a few times. Then name three cities (including your own) and choose a volunteer to select which is the city in which the class resides. Follow the same process for the state and the country. For variation, do this several times and change the other two choices in each group if the children have learned quickly and enjoy the further challenge.

Comments

Evaluation Page 42

1st Grade, Language Arts/Social Studies

Students have recognized the name of the community, state, and country in which they reside.

1st Grade, Language Arts/Social Studies

Page 43

Listen To Me

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4 Interaction Skills4 Growth and Change4

Exploration Achievement4 Work and Learning Career Information Responsibility Needs of Society

Career Planning Decision Making Life Roles Occupational Roles Career Planning

Objective Students will describe those methods that enable them to speak so that they can be understood by others.

Time Two class periods

Materials Tape recorder

Activity 1. Open with a demonstration of three different ways of speaking: talking, body language, and
sign language. Have children identify what each form of "speaking" is. Have children demonstrate the different forms while the other children guess which manner of "speaking" he or she is doing. Then talk about the skills that are necessary before a person actually talks. Have children demonstrate these skills (e.g., raising your hand before talking, waiting for your turn to speak). 2. In the next class period, talk about correct speaking skills. Tell the children how important it is to speak distinctly at an adequate voice level, to stay on the subject, and not to interrupt. After the discussion show students a tape recorder. Explain how it works and then record each child reading a sentence. Play the tape back and let the children hear how their voices sound.

Comments

Evaluation Students discussed ways of "speaking" other than talking, described the skills needed before actual verbalization, and described speaking skills that will enable them to be understood by others.

Page 44

1st Grade, Language Arts/Social Studies

Saturday Fun Machine

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4 Interaction Skills4 Growth and Change4

Exploration Achievement4 Work and Learning Career Information Responsibility Needs of Society

Career Planning Decision Making Life Roles Occupational Roles Career Planning

Objective Students will recognize that the way they feel about something may be the same or different from how others feel.

Time Two class periods

Materials One sheet of drawing paper for each child

Activity 1. Begin the class period with a discussion on the students' feelings about leisure activities.
Have each child tell what he or she likes to do best during his or her leisure time and why. Let the class discuss each student's choice as to whether they would enjoy it or not and the reason why. Explain to the class that people can have different feelings about activities than those of the student or they can have the same feelings. Explain how everyone has different interests. 2. In the next class period, distribute a piece of drawing paper to each child. Tell them that they are going to draw their own picture of a Saturday Fun Machine. The machine will include their favorite thing to do on Saturday. Then arrange students in small groups where they will take turns explaining their Saturday Fun Machines to one another.

Comments

Evaluation Students described how they feel about a specific topic and identified others who feel the same way and others who feel differently than they do.

1st Grade, Language Arts/Social Studies

Page 45

Spin The Bottle

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4 Interaction Skills4 Growth and Change4

Exploration Achievement4 Work and Learning Career Information Responsibility Needs of Society

Career Planning Decision Making Life Roles Occupational Roles Career Planning

Objective Students will describe their daily activities at school.

Time One class period

Materials An empty soda bottle

Activity 1. Arrange the class in a large circle. 2. Have children take turns spinning the bottle. The person to whom the neck of the bottle
points names a task he or she performs at school and whether he or she does it alone or in a group. 3. The person to whom the bottle bottom points states why the task is done, choosing someone to help if the reason eludes him or her.

Comments

Evaluation Students described things they do to help themselves or others, activities they enjoy, and activities they do by themselves and in a group.

Page 46

1st Grade, Language Arts/Social Studies

Planning Tasks

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4 Interaction Skills4 Growth and Change4

Exploration Achievement4 Work and Learning Career Information Responsibility Needs of Society

Career Planning Decision Making Life Roles Occupational Roles Career Planning

Objective Students will recognize that there are different methods for getting tasks accomplished.

Time One class period

Materials None

Activity 1. Introduce the word "plan":
What is a plan? Do you know someone who makes plans? Why do people make plans? (So they can work together) 2. Explain that many different people work to build one house. There has to be a plan. First, the basement needs to be dug by a bulldozer operator. Then cement is poured to make a foundation. Then the carpenters build the wood frame. Then other workers come and finish the rest of the house. 3. If there was no plan, the workers might come at just any time. It might go something like this: First, a carpenter builds the wood frame. Then the bulldozer operator comes and digs the big hole for the basement next to the wood frame. He stands back to take a look. Something is wrong. He knows the frame should be on top of the hole that he dug for the basement. So he uses the bulldozer to push the house into the hole. Then the cement workers come an pour the foundation cement on top of the house in the hole. A great big mess! 4. Introduce the word "agenda." Tell the children that an agenda is a plan for using time. It is a schedule. Talk about your daily schedule. Use the words "before" and "after" in your questions. For example, what comes just before lunch? What comes after recess? 5. Discuss some of the tasks they do. Do they have an agenda or plan when they do these tasks? Note that there are two ways to get a task done, have a plan or to do it without thinking about it.

1st Grade, Language Arts/Social Studies

Page 47

Comments
Evaluation Students described tasks they have done and different ways that they could accomplish tasks and recognized different approaches to accomplishing a task.

Page 48

1st Grade, Language Arts/Social Studies

The Clothes Don't Fit

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4 Interaction Skills4 Growth and Change4

Exploration Achievement4 Work and Learning Career Information Responsibility Needs of Society

Career Planning Decision Making Life Roles Occupational Roles Career Planning

Objective Students will realize how they have changed during the past year.

Time One class period

Materials Materials for booklets

Activity 1. During the early part of the school year, have pupils begin a scrapbook about themselves.
Take a picture of each pupil and include this on an opening page. Make a graph showing height and weight in September. Then provide space to continue this each month of the school term. Strengthen the pupils' sense of identity by having them write about themselves. What kinds of things do they enjoy, what hobbies do they have, and so on. Include a page where they can list any of the books they read and the other projects they do. Any special events in which they participate can also be included. During the final month of the school term, discuss their growth and achievement. If possible, include another picture 2. At the end of the year, to help the students realize how much they have actually grown, have a "Last Year's Clothing Day." On a special day after you have completed checking the growth charts, ask pupils to bring to school a coat or other article of clothing that they wore last year. Have pupils attempt to put these on to show how the sleeves are now too short and so on, verifying their growth even though it was hardly noticeable as it occurred. 6. The children may do a different page of their scrapbook each month when they are measured and weighed. Hand out the booklets at the year's end, discussing changes that have occurred, as the students look back through their booklets.

Comments

Evaluation Students described what change means, what they were like last year, and how they have changed in the past year.

1st Grade, Language Arts/Social Studies

Page 49

Fingerprints

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4 Interaction Skills4 Growth and Change4

Exploration Achievement4 Work and Learning Career Information Responsibility Needs of Society

Career Planning Decision Making Life Roles Occupational Roles Career Planning

Objective Students will develop and incorporate an understanding of the uniqueness of themselves and others.

Time One class period

Materials Inked stamp pad Drawing paper Crayons

Activity 1. Tell students to look at their thumbs and fingers for fingerprints. Ask for some volunteers to
describe what they see. 2. Tell them that we all have thumbs, and we all have fingers. In this way we are alike. But . . .
everyone's fingerprints are different. In fact, fingerprints are used for identification. Johnny could change his name or wear a disguise. We might think he's someone else. But he can't change his fingerprints. 3. Talk about differences and similarities. We are similar in many ways: hair, eyes, nose, mouth, arms, and legs. But we are different in many ways, too. We are unique: no two of us are exactly alike. Our families, skills, personalities, and feelings make us different. 4. Have children get into groups of four or five. They will take turns spending one minute telling about something they each can do very well. They can tell whether it is a learned skill, how and when they discovered it, who helped them learn it, and who else does this well. 5. After the students return to their desks or tables, tell them that they will make a picture showing the thing they do very well (or the topic chosen above). They will incorporate their fingerprints into the illustrations and add features, details, and background with crayons. 6. Distribute pieces of drawing paper. Have the children think about how they could use the fingerprint shapes and which fingers they want inked. Walk through the group with a stamp pad so they can get "inked" and then get started. Be sure each person's name is on the paper.

Page 50

1st Grade, Language Arts/Social Studies

7. When all have finished, post the pictures in a space that you have captioned "Something I Do Very Well." Process this activity by discussing that the pictures show that ways we look are different (even fingerprints!) And things we do are different. Have the students name someone older and someone younger and describe how their appearances are different from these persons. Then describe some things that these persons do that are different from their own activities.
Comments
Evaluation Students identified and described how others look and act and how others differ in appearance and actions.

1st Grade, Language Arts/Social Studies

Page 51

We Make Decisions

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4 Interaction Skills4 Growth and Change4

Exploration Achievement4 Work and Learning Career Information Responsibility Needs of Society

Career Planning Decision Making Life Roles Occupational Roles Career Planning

Objective Students will recognize that everyone has to make choices.

Time One class period

Materials Drawing paper and crayons for each student

Activity 1. Introduce the word "decision." There are times when we have to make decisions. Another
way to say that is: There are times we have to make up our minds. 2. Tell the students that they will be voting on some questions about their decisions. To answer
yes, they raise their hands. To answer no, they keep their hands down. (Seat students so they can see the responses of one another.) Do you decide when to get up? Do you decide what to wear? Do you decide how to brush your teeth? Do you decide what to eat for breakfast? Do you decide what colors to use when you make pictures? Do you decide whether or not to smile? Do you decide where to live? 3. Talk about decisions made by parents, teachers, principals, siblings--and how these decisions affect them.. 4. Now pass out drawing paper. Ask each student to make a picture showing a decision he or she makes.

Comments

Evaluation Students described choices that their family members make, choices that are made at school, and choices that others around them make.

Page 52

1st Grade, Language Arts/Social Studies

Pebbles, Stones, Rocks, and Boulders,

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills4 Growth and Change

Exploration Achievement4 Work and Learning4
Career Information Responsibility4 Needs of Society4

Career Planning Decision Making Life Roles Occupational Roles Career Planning

Objective Students will understand why people use money in our economic system.

Time Four class periods

Materials Small bag, empty packages and cans for a play store for each student Envelope scissors and crayons Three boxes for coins labeled 1, 5, 10 Teacher-created drawings of pennies, dimes, and nickels for students to color

Activity 1.

1st Grade, Math/Science

Page 53

6. The students should count their money upon returning to their seats to be sure it equals 20. They should write their names on their envelopes. When the students are finished, collect their envelopes.
7. Introduce the sign and be sure all students understand what it means. For this session, the students will go to the store and buy things that total 20 or less. The clerks will get practice in: Counting back change. Adding up a total and subtracting it from 20. As students compute and check their change, they can use masking tape number lines through 20, if necessary.
8. To process the activity, focus on the concept of consumer. Have a discussion: What do we call a person who sells in a store? (Seller, clerk, retailer, etc.) In this activity you all had a chance to pretend you were consumers in an adult way. You consumed things at the store and service at the bank. Grown-ups are consumers. What are some of the things grown-ups buy? Are children consumers? What are some things children buy? Your family probably has other consumers besides you. What are some of the things they buy?
Comments
Evaluation Students described the use of money as a system of trade and identified when people are trading money for goods or money for services.

Page 54

1st Grade, Math/Science

Time for Work

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills Growth and Change

Exploration
Achievement Work and Learning4 Career Information4 Responsibility4
Needs of Society

Career Planning
Decision Making Life Roles4 Occupational Roles4 Career Planning4

Objective Students will identify the correct times people report to work, based on different occupations.

Time One class period

Materials Chalkboard Paper and pencil Worksheets

Activity 1. Discuss with students the importance of being punctual and responsible at home and school.
Relate the importance of being punctual at school to the work place. Discuss with students how parents have to be on time for work and the importance of being punctual. 2. Allow students to describe the positive effects of being punctual for work. 3. Discuss with students what it means to be punctual as it relates to developing good work habits. 4. Have students identify the times they think it would be appropriate for people in various occupations to report for work and illustrate them on the chalkboard. 5. Distribute the "Career Punctuality Worksheet" for students to complete.

Comments

Evaluation Students defined punctuality and listed positive consequences for being punctual for work. Students identified the correct times to report to work, based on different occupations.

1st Grade, Math/Science

Page 55

Name____________________________

Date_____________________

Career Punctuality

Directions: Illustrate the correct time on the clock for each person to report to work, based on the
occupation listed below.

1. TEACHER 8:00 a.m.

4. POLICE OFFICER 9:00 a.m.

2. BUS DRIVER 7:00 a.m.

5. FIREMAN8:30 a.m.

3. NURSE 7:15 a.m.

6. ARTIST 7:30 a.m.

Page 56

1st Grade, Math/Science

Plant Study: Botany

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills Growth and Change

Exploration Achievement4 Work and Learning4 Career Information4
Responsibility
Needs of Society

Career Planning Decision Making
Life Roles Occupational Roles4 Career Planning4

Objective Students will describe what a botanist is and identify ways in which they classify plants. Students will identify as many careers as they can related to the study of plants.

Time One class period

Materials Pencil Crayons Construction paper

Activity 1. Students will identify different plants with which they are familiar as they take a walk outside
to pick out different plants. 2. The teacher will lead the students in a discussion on how each plant has specific parts. These
parts of the plant serve a purpose. Describe the parts of the plant and the role of each part. Example: The parts of the plant are stem, roots, and leaves. Stem - Takes water from the roots to the leaves. Roots - Hold the plant in the soil. Leaves - Take in light for the plant. 3. Encourage students to pick out plants and identify the parts of the plant. 4. Have the students define the word "botanist" and describe what a botanist does. Allow students to identify other careers in which people work with flowers. Example: gardener, florist, and farmer. 5. Allow students to draw a flower and identify the parts of a flower such as the stem, roots, and leaf.

Comments

1st Grade, Math/Science

Page 57

Evaluation Students defined the word botanist and identified careers related to working with plants. Students drew a flower and properly identified the parts of the flower.

Page 58

1st Grade, Math/Science

Career Interest Record Update

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4 Interaction Skills Growth and Change

Exploration Achievement4 Work and Learning4
Career Information Responsibility4
Needs of Society

Career Planning Decision Making Life Roles Occupational Roles Career Planning4

Objective Students will update their individual Career Interest Records to indicate current career interests.

Time One class period

Materials "Career Interest Record" (on the following page) Student files containing past Career Interest Records, if applicable

Activity 1. The "Career Interest Record" is a history of individual students' career aspirations, including
their aptitudes, interests, attitudes, and achievements. 2. This is the updating activity. To be effective, the assessment should be continued throughout
the student's education. 3. It will be necessary for the teacher or counselor to fill in the record at lower grade levels. 4. After completing the "Career Interest Record" activity sheet, allow students to see a previous
record so they can see how they have changed over the years.

Comments The record should be continued through elementary school and middle school and used by teachers and counselors to better understand the aspirations of students. Teachers/counselors may determine what time the assessment should be administered during the school year.

Evaluation Students discussed career development and filled out their "Career Interest Records."

2nd Grade, Language Arts/Social Studies

Page 59

Career Interest Record -- Grade 2

Student's Name: __________________________

High-Interest Subjects:

Low-Interest Subjects:

Prefers Activities:

Outside Inside Both

____ ____ ____

Physically

Active Average Sedentary

____ ____ ____

Achievements:

Date:

Hobbies/Interests:

Wants to be a: Comments:

Page 60

2nd Grade, Language Arts/Social Studies

Working for What You Want

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4 Interaction Skills4
Growth and Change

Exploration Achievement4 Work and Learning4 Career Information4
Responsibility Needs of Society4

Career Planning Decision Making Life Roles Occupational Roles Career Planning

Objective Students will formulate the relationship between working and having what they want.

Time One class period

Materials Construction or writing paper

Activity 1. Tell the class a make-believe story about someone their age who wanted something but didn't
have the money (e.g., Tasha wanted a skateboard, and her mother told her she could buy one with money she earned). 2. Ask students to finish the story about how Tasha could earn the money. 3. Have students share their experiences of earning money.

Comments Students could make a drawing of how Tasha earned the money, or they could draw how they could earn money at home or working for a neighbor.

Evaluation Students created endings for a make-believe story. Students shared how they have earned money.

2nd Grade, Language Arts/Social Studies

Page 61

Who Can Do the Job?

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills Growth and Change

Exploration Achievement4 Work and Learning4 Career Information4
Responsibility
Needs of Society

Career Planning Decision Making Life Roles Occupational Roles4 Career Planning

Objective Students will examine careers that both men and women have.

Time One class period

Materials Clippings of people from magazines, showing a variety of gender, ethnic groups Paper dolls, variety of gender, ethnic groups

Activity 1. Have students brainstorm as many careers as possible. Have them decide if they should write
them on the board. 2. Ask students if these careers were available 50 years ago. Ask if they were performed by men
or women. 3. Have students choose one of the cutouts or paper dolls and tape that "person" beside one of
the occupations on the board. 4. Discuss their choices of people to do the job. 5. Have students choose an occupation that they are interested in and draw a person working in
that occupation.

Comments

Evaluation Students developed a list of occupations under the headings: men, women, and both men and women. These occupations were discussed and compared to careers 50 years ago.

Page 62

2nd Grade, Language Arts/Social Studies

Who I Am

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4 Interaction Skills4 Growth and Change4

Exploration Achievement Work and Learning Career Information Responsibility Needs of Society

Career Planning Decision Making Life Roles Occupational Roles Career Planning

Objective Students will increase awareness of and appreciation for self and others.

Time One class period

Materials "Who I Am" activity sheet (on the following page)

Activity 1. Read aloud the items on the "Who I Am" sheet and after each one ask students to raise their
hand if the statement applies to them. Set the tone for the class by raising your own hand for items that are applicable. 2. Once all items have been read and responded to, have students discuss what they learned about each other as a result.

Comments

Evaluation Students identified personal characteristics.

2nd Grade, Language Arts/Social Studies

Page 63

Who I Am
1. I like candy with nuts. 2. I like to stay up late. 3. I have flown in a plane. 4. I have been to a farm. 5. I have been on a city bus. 6. I have a pet. 7. I like oranges. 8. I can climb a tree. 9. I can roller skate. 10. I have my own room. 11. I like to watch television. 12. I wish I were older. 13. I wish I could fly. 14. I have nightmares sometimes. 15. I am afraid of dark places. 16. I am afraid of spiders. 17. I have been camping. 18. I have seen the ocean. 19. I have been to another state. 20. I am the youngest child in my family. 21. I am the oldest child in my family. 22. I am the middle child in my family. 23. My grandmother or grandfather lives
with me. 24. I like winter.

25. I like to be outside. 26. I have played in the snow. 27. I once won a medal. 28. I have a secret hiding place. 29. I choose my own clothes. 30. I have been on a team. 31. I have broken a bone. 32. I have had an operation. 33. I make my own breakfast. 35. I know how to swim. 36. I like pizza. 37. I like broccoli. 38. I like to make model cars and
airplanes. 39. I like to paint and draw. 40. I like to jump in a pile of leaves. 41. I like hamburgers and French fries. 42. I can ride my bicycle. 43. I get an allowance for chores. 44. I like to take bubble baths. 45. I like to read books. 46. I like chocolate ice cream. 47. I'm good at video games. 48. I can sing. 49. I like to be quiet. 50. I can stand on one foot a long time.

Page 64

2nd Grade, Language Arts/Social Studies

Community Careers

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills4 Growth and Change

Exploration Achievement4 Work and Learning4 Career Information4 Responsibility4 Needs of Society4

Career Planning Decision Making Life Roles4 Occupational Roles Career Planning

Objective Students will identify and describe different careers in the community.

Time One class period

Materials Pencil or pen Chalkboard/chalk "Community Careers" activity sheet (on the following pages)

Activity 1. Distribute the "Community Careers" sheet and read each item to the class. Have them fill out
the answers on their sheets in cooperative learning groups. 2. Once completed, review the answers with students and put the correct answers on the board.
If you are short on time, divide the careers among the groups. 3. Have students decide which occupations are and are not in their community. 4. Ask student which occupations interest them. 5. Have student groups discuss how people in the community work together to accomplish
community goals and make a community work. Have students share their results with other groups.

Comments

Evaluation Students identified occupations in their community and how people help make a community work.

2nd Grade, Language Arts/Social Studies

Page 65

Community Careers
1. I give a shot to my patients. 2. I arrest dangerous criminals. 3. I mop the floor and vacuum. 4. I help with your savings account. 5. I repair broken down cars. 6. I deliver your letters. 7. I bring you to school in the bus. 8. I paint houses. 9. I build houses. 10. I do experiments in a lab. 11. I ring up your groceries. 12. I get rid of termites in your home. 13. I sew dresses and suits. 14. I grow vegetables and raise cows. 15. I look at the planets with a telescope. 16. I treat your dog when she is sick. 17. I haul big loads in my 18-wheeler. 18. I fly airplanes. 19. I help you prepare your taxes. 20. I help students learn. 21. I cook students' lunches. 22. I make touchdowns. Page 66

2nd Grade, Language Arts/Social Studies

23. I help put out fires. 24. I read prescriptions. 25. I design buildings. 26. I fill your teeth when you have cavities. 27. I can cut and style your hair. 28. I can defend you in court. 29. I preside over your case in court. 30. I arrange funerals and burials. 31. I wrote The Little Engine That Could. 32. I create original designs for dresses and suits. 33. I help you find clothes when you shop. 34. I take your order in the restaurant. 35. I can make your faucet stop dripping. 36. I put in the wires for your lights.

2nd Grade, Language Arts/Social Studies

Page 67

Occupation Bingo

National Career Development Guidelines

Self-Knowledge
Positive Self-Concept Interaction Skills4 Growth and Change4

Exploration Achievement Work and Learning Career Information Responsibility4 Needs of Society

Career Planning Decision Making4 Life Roles Occupational Roles Career Planning

Objective Students will identify different careers.

Time One class period

Materials Occupation Bingo Card Pen/pencil Markers or crayons Chalkboard/chalk

Activity 1. Give each student a copy of the "Occupation Bingo Sheet." 2. Have students name different occupations while you write them on the board and students
write them on their cards, one in each block, anywhere on the card. 3. Explain the rules for bingo: all blocks marked in a horizontal or vertical row, all four corners
covered or diagonals covered. Choose a student to be the caller and have him or her call out different occupations, skipping around through the list until someone calls out "bingo." 4. Continue to play as time allows. 5. At the end of the game, have students discuss new things they learned in the session and why they gave the occupations they did.

Comments

Evaluation Students listed and evaluated different occupations.

Page 68

2nd Grade, Language Arts/Social Studies

Occupation Bingo Sheet
Free Zone

2nd Grade, Language Arts/Social Studies

Page 69

Learning New Tasks

National Career Development Guidelines

Self-Knowledge
Positive Self-Concept Interaction Skills4 Growth and Change4

Exploration Achievement Work and Learning Career Information Responsibility4 Needs of Society

Career Planning Decision Making4 Life Roles Occupational Roles Career Planning

Objective Students will define the meaning of stereotypes.

Time Two or three class periods

Materials Parent cooperation letter

Activity 1. Ask students to think of a new task they would like to try in the home. Tell students to think
about things the opposite sex parent does that they think they might enjoy doing. Ask them to choose one of those things to try. 2. Send home a duplicated letter, asking parents' cooperation. After a week of the experience, conduct a discussion using the following questions. How did you enjoy it? Were your parents willing to have you do this? Did anyone tell you that you shouldn't be doing that because you are either a boy or a
girl? 3. Have students think about occupations that can be done by either men or women. Have them
think of occupations that are done mostly by men and occupations that are done mostly by women. 4. Introduce the word "stereotype." Define the word as the belief that a certain group of people possess common characteristics. Discuss how expecting one gender to do only certain kinds of work can be stereotyping. Encourage students to explore new tasks on the basis of what they think they might enjoy or be good at doing, rather than on the basis of their gender.

Comments

Evaluation Students defined stereotypes and provided examples of different stereotypes.

Page 70

2nd Grade, Language Arts/Social Studies

Dear Parent(s),
Our class is conducting a unit on learning new tasks at home. We would appreciate your cooperation in helping your child learn a task or job that he or she doesn't usually do. This would preferably be one done by the parent who is the opposite gender of your child.
Thank you for your cooperation.

Child's Name Task to Learn

____________________________________ Classroom Teacher's Name

2nd Grade, Language Arts/Social Studies

Page 71

Kids at Work

National Career Development Guidelines

Self-Knowledge
Positive Self-Concept Interaction Skills4 Growth and Change4

Exploration Achievement Work and Learning Career Information Responsibility4 Needs of Society

Career Planning Decision Making4 Life Roles Occupational Roles Career Planning

Objective Students will define work and recognize that all people work.

Time One class period

Materials Drawing paper Crayons Bulletin board caption

Activity

1. Arrange students in a discussion circle. Introduce the saying "A child's work is a child's

play." Ask students what this might mean (the task of a young child is to explore his or her

environment and to make meaning of these experiences. Play is exploring, experimenting, and

developing skills and knowledge.) Explain that playtime in school is just as important as work

time. Ask students if this is true: "Going to school is your job." Ask them to give examples

of ways they work outside of school.

2. Ask students to draw pictures of work that they do, either in school or out of school. Have

them explain their pictures to the class.

Were your parents willing to have you do this?

Did anyone tell you that you shouldn't be doing that because you are either a boy or a

girl?

3. Display their pictures on the captioned bulletin board.

4. Introduce the occupations of students' parents. Create a bulletin board display or use the

chalkboard to list the following categories.

Those Who Wear A Uniform

Those Who Work Outside

Those Who Work Inside

Those Who Work With Animals

Those Who Protect Us From Danger Those Who Need to Drive

Those Who Care for Our Bodies

Those Who Help Us Do Things

Those Who Do Things for Us

6. Have students gather information so their parents' names can be entered under the headings.

Comments Page 72

2nd Grade, Language Arts/Social Studies

Evaluation Students defined the concept of work, described how other people work, and described how they work.

2nd Grade, Language Arts/Social Studies

Page 73

Three Wishes

National Career Development Guidelines

Self-Knowledge
Positive Self-Concept Interaction Skills4 Growth and Change4

Exploration Achievement Work and Learning Career Information Responsibility4 Needs of Society

Career Planning Decision Making4 Life Roles Occupational Roles Career Planning

Objective Students will recognize that what is important to them may not be important to others.

Time One or two class periods

Materials Crayons Scissors Paste "Three Wishes" handouts

Activity 1. Distribute copies of the "Three Wishes Cut Sheet." Tell students to pretend they can have
anything in the world they want. Tell them to draw and color one thing they really want in each box. When they finish, have them cut out the three boxes. 2. Distribute the "Three Wishes Paste Sheet." Have students rank their pictures by putting their first choice on the top, their second choice in the middle, and their third choice on the bottom. Once they have made their decisions about rank, have them paste the pictures in the correct order on the handout. Explain to students that when something is their first choice, that means they value this thing more than the others. 3. Divide class into small discussion groups and have them take turns telling each other their first choice and why they put it first. By listening to others in their group describe their choices, students can become aware of some things that were important to other people but not to themselves. Have them point out differences between their choices and those of two other persons who are close to them.

Comments

Evaluation Students reviewed what is important to them, described some things that are important to others but not to them, and described some things that are important to them but are not important to others.

Page 74

2nd Grade, Language Arts/Social Studies

Three Wishes Cut Sheet
Write one wish in each box. Cut out the wishes on the lines.

2nd Grade, Language Arts/Social Studies

Page 75

Three Wishes Paste Sheet

My First Choice

Paste it here.

My Second Choice

Paste it here.

My Third Choice

Paste it here.

Page 76

2nd Grade, Language Arts/Social Studies

Helping Occupations

National Career Development Guidelines

Self-Knowledge
Positive Self-Concept Interaction Skills4 Growth and Change4

Exploration Achievement Work and Learning Career Information Responsibility4 Needs of Society

Career Planning Decision Making4 Life Roles Occupational Roles Career Planning

Objective Students will describe situations in which they need help from others.

Time One class period

Materials "Occupations That Help Children" handout Pencil

Activity 1. Introduce the concept of occupational clusters. Explain that occupations are organized into
systems to make them easier to understand. The health care cluster would include doctors, nurses, dentists, chiropractors, etc. 2. Ask students to think of the adult workers in their school and ask what these occupations have in common. Desired answer: "Helping Children." 3. Distribute the handout and have students write the occupations previously discussed in the small circles. Then have students think of other occupations that help children: baby sitter, doctor, nurse, recreation director, piano teacher, etc., and have them write these occupations on their handouts 4. Process the information by having students discuss the occupations they have listed on their handouts.

Comments

Evaluation Students described some reasons why they might need help with problems, other persons who might help them with different problems, and situations where they need help from others

2nd Grade, Language Arts/Social Studies

Page 77

Occupations That Help Children

Page 78

2nd Grade, Language Arts/Social Studies

Career Graph

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills Growth and Change

Exploration Achievement Work and Learning4 Career Information4 Responsibility Needs of Society

Career Planning Decision Making Life Roles Occupational Roles4 Career Planning

Objective Students will identify a variety of jobs that men and women can do.

Time One class period

Materials Pencil or pen Index cards

Activity 1. Distribute index cards and have students draw on the cards their moms, dads, or significant
others in their particular workplace. 2. Discuss special equipment or uniforms that these people need to do their jobs. 3. Make a class graph, using the index picture cards. Decide on the categories with the class. 4. Discuss the graph.

Comments

Evaluation Students developed a graph of occupations and discussed the work roles of men and women.

2nd Grade, Math/Science

Page 79

Where the Money Goes

National Career Development Guidelines

Self-Knowledge
Positive Self-Concept Interaction Skills4 Growth and Change4

Exploration Achievement Work and Learning Career Information Responsibility4 Needs of Society

Career Planning Decision Making4 Life Roles Occupational Roles Career Planning

Objective Students will understand what a consumer is and how they are consumers.

Time One or two class periods

Materials Rubber bands Resource page, Monopoly game tens, adding up to $1,000, or cutouts representing ten-dollar bills.

Activity

1. If you are not using Monopoly money, prepare cut-out tens. Run one copy of "Expense

Cards" and cut out. Fill in the blank dollar amount with a budget appropriate to the

socioeconomic level of your class, or use this suggested budget based on $1,000/month:

Shelter

$ 300

Utilities

$ 100

Groceries

$ 150

Clothing

$ 50

Insurance

$ 100

Medical

$ 30

Recreation

$ 30

Gifts

$ 20

Transportation $ 220

2. Push aside all furniture and spread out the $1,000 in a huge area so the children can get some

idea of how much it actually is. Have them sit in a circle around the dollars.

3. Begin by asking them to close their eyes a minute and try to think of all the things on which

their parents spend money. Then ask them to list together these expenses on the board under

the word "Living Expenses." Once the list is complete, point out that there are more things

under living expenses than just the things we see our parents buy.

4. Tell students that the money on the floor represents the monthly income of a three-member

family that makes $12,000 after taxes.

Page 80

2nd Grade, Math/Science

5. Ask for volunteers to help read aloud the "Expense Cards" and ask for other volunteers to take the directed amount from the cash pile and rubber band it to the correct expense card. Take turns having students read out amounts and other students collect money until all cards have been read and the money is gone.
6. Then talk about: Which expenses are left unpaid. How much money was left. What could be done with the remaining money. What students purchase as consumers.
7. Process this activity by describing what a consumer is (a person who buys or uses things). Discuss how this budget shows some consumer activities. Talk about how the student is a consumer
Comments
Evaluation Students described what a consumer is, listed a variety of consumer activities, and described situations in which they are consumers.

2nd Grade, Math/Science

Page 81

Expense Cards

Gifts

$

Utilities

$

Savings

$

Clothing

$

Insurance

$

Recreation

$

Transportation $

Groceries

$

Shelter

$

Medical

$

Page 82

2nd Grade, Math/Science

Learning Skills

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills Growth and Change

Exploration Achievement Work and Learning4 Career Information4 Responsibility Needs of Society

Career Planning Decision Making Life Roles Occupational Roles4 Career Planning

Objective Students will relate learning experiences at school to situations in the home.

Time One or two class periods

Materials Copy of "Experience" handout

Activity

1. Define social experience learning skills. Define academic experience learning skills.

2. Name and list on the board social and academic experiences that students encounter at home

and in school. Let students role-play different situations that have been discussed. Have them

tell whether it is an academic or a social experience. Suggested experiences:

Social

Academic

At school

At school

Playing games with friends

Reading group

Show and tell

Math lessons

Helping others in the class

Writing lessons

Small group activities

Educational games

At home Talking on the phone Birthday parties Going to a movie Going to a ball game Having a sleep-over

At home Homework Reading to parents or younger siblings Telling time Learning address and phone number Playing educational games

3. Distribute the handout and have students mark the experiences with an S or an A. 8. Group students and allow them time to make a tally sheet with the total number of As or Ss
for each question. Share results with the class.

2nd Grade, Math/Science

Page 83

Comments
Evaluation Students identified home activities they engage in which use school academic or social experiences and created a tally sheet for group responses.

Page 84

2nd Grade, Math/Science

Experiences

Read each item and put an S in the blank if the activity is a social experience or an A in the blank if the activity is an academic experience.

Social Experience - S

Academic Experience - A

1._____ Going to a rodeo

2._____ Doing homework

3._____ Sharing something with the class

4._____ Working on a writing lesson

5._____ Helping someone fix a puzzle

6._____ Telling time

7. _____ Reading aloud in a reading group

8._____ Working a math problem

9._____ Figuring out how many week's allowance to save for a toy

10.____ Talking with a friend

2nd Grade, Math/Science

Page 85

Career Stories

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills Growth and Change

Exploration Achievement4 Work and Learning Career Information4 Responsibility Needs of Society

Career Planning Decision Making
Life Roles Occupational Roles4 Career Planning4

Objective Students will write a mathematical number sentence and solve the word problems related to career stories.

Time One class period

Materials Chalkboard Chalk Paper and pencil Worksheet.

Activity 1. Encourage students to think of stories related to careers that can be solved based on
thematical number sentences. Provide students with examples. Example: Susie has a lemonade stand. She charges ten cents per glass. Susie sold eight glasses of lemonade. How much did she earn? 8 x 10 = 80 cents 2 Allow students to volunteer to come to the blackboard and create career stories and solve them, using mathematical number sentences. 3. Distribute the "Career Word Problems Worksheets" and have students complete them independently.

Comments

Answers to Career Word Problems

1. 20 - 5 = 15

2. $ 10 + $10 + $10 = $30 or $10 x 3 = $30

3. 1 + 2 + 3 = 6

4. $.15 X 3 = $.45 or $.15 + .15 + .15 = $.45

Evaluation Students solved word problems, using mathematical number sentences.

Page 86

2nd Grade, Math/Science

Name____________________________

Date_________________________

Career Word Problems

Directions: Write a number sentence and solve each word problem below.

1. A teacher has 20 students in her class. Today 5 students are absent. How many students are in her class?

_________________________ = _____________

number sentence

answer

2. Dad hired an auto mechanic to repair his car. The mechanic charged $10 for each hour he worked. The auto mechanic worked 3 hours. How much did he charge Dad to repair his car?

_________________________ = _____________

number sentence

answer

3. Jill is a pet-shop owner. She sold 1 rabbit, 2 cats, and 3 birds. How many animals did she sell in all?

______________________ = _______________

number sentence

answer

4. Tom has a paper route. He gets $.15 for each hour he works. Tom worked 3 hours this week. How much did he make?

_____________________ = _________________

number sentence

answer

2nd Grade, Math/Science

Page 87

Working With Animals

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills Growth and Change

Exploration Achievement4 Work and Learning Career Information4 Responsibility Needs of Society

Career Planning Decision Making
Life Roles Occupational Roles4 Career Planning4

Objective Students will identify different animals that are studied by archeologists, veterinarians, and zoo keepers.

Time One class period

Materials Construction paper. Science books, Crayons and pencils

Activity 1. Have students define the following words: archeologist, veterinarian, and zoo keeper. 2. Discuss what types of animals would be studied by an archaeologist, veterinarian, and zoo
keeper. 3. Encourage students to find pictures in their science book that might represent the type of
animals people who work as an archaeologist, veterinarian, or zoo keeper would study. 4. Students will then develop a collage with drawings of animals that could be studied by an
archeologist, veterinarian, or zoo keeper and label them..

Comments

Evaluation Students defined the words: archeologist, veterinarian, and zoo keeper and investigated what kind of work they do.

Page 88

2nd Grade, Math/Science

Career Interest Record Update

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4 Interaction Skills Growth and Change

Exploration Achievement4 Work and Learning4
Career Information Responsibility4
Needs of Society

Career Planning Decision Making Life Roles Occupational Roles Career Planning4

Objective Students will update their individual "Career Interest Records" to indicate current career interests.

Time One class period

Materials "Career Interest Record" (on the following page) Student files containing past "Career Interest Records," if applicable

Activity 1. The "Career Interest Record" is a history of individual students' career aspirations, including
their aptitudes, interests, attitudes, and achievements. 2. This is the updating activity. To be effective, the assessment should be continued throughout
the student's education. 3. It will be necessary for the teacher or counselor to fill in the record at lower grade levels. 4. After completing the "Career Interest Record" activity sheet, allow students to see a previous
record so they can see how they have changed over the years.

Comments The record should be continued through elementary school and middle school and used by teachers and counselors to better understand the aspirations of students. Teachers/counselors may determine what time the assessment should be administered during the school year.

Evaluation Students discussed career development and filled out the "Career Interest Record."

3rd Grade, Language Arts/Social Studies

Page 89

Career Interest Record -- Grade 3

Student's Name:

High-Interest Subjects:

Low-Interest Subjects:

Prefers Activities:

Outside Inside Both

____ ____ ____

Physically

Active Average Sedentary

____ ____ ____

Achievements:

Date:

Hobbies/Interests:

Wants to be a: Comments:

Page 90

3rd Grade, Language Arts/Social Studies

Our Interests

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4 Interaction Skills Growth and Change

Exploration Achievement4 Work and Learning4
Career Information Responsibility4
Needs of Society

Career Planning Decision Making Life Roles Occupational Roles Career Planning4

Objective Students will describe how they care for their mental health.

Time Four or five class periods

Materials "Feeling Good" and "Not Feeling Good" activity pages Poster paper and markers Drawing paper, crayons Stapler

Activity 1. Review with the class the meaning of mental health, for example, feeling good about oneself,
feeling happy or content, not worrying about things all the time. After the class has formed a definition, write this definition on the poster paper and mount it on the bulletin board. 2. Brainstorm with students things that help them feel good about themselves, feel happy or content, etc. Group these ideas into at least four categories: Taking Care of My Body, Doing Things With or For Other People, Relaxing, and Leisure Time. Some ideas may go under more than one category; list them under both. 3. During other class periods, have students draw pictures of how they take care of their mental health through each of the four categories. Discuss how nutrition, exercise, safety, and sleep affect their mental health. Then allow students to draw themselves doing these things. When finished, post the drawings around the definition of mental health on the bulletin board. Repeat this procedure with the remaining categories. Save each student's drawings and let them staple their pictures together to create a mental health booklet. 4. Distribute copies of the "Feeling Good" activity sheet and have students write a story and draw a picture about a time when they felt good about themselves. Distribute copies of the "Not Feeling Good" activity sheet and have students write a story and draw a picture about a time when they did not feel good about themselves.

Evaluation Students described how they care for their mental health.

3rd Grade, Language Arts/Social Studies

Page 91

Feeling Good Write a story and draw a picture about a time you felt good about yourself.
Draw your picture here.

Page 92

3rd Grade, Language Arts/Social Studies

Not Feeling Good Write a story and draw a picture about a time you did not feel good about yourself.

Draw your picture here.

3rd Grade, Language Arts/Social Studies

Page 93

My Family

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4 Interaction Skills4
Growth and Change

Exploration Achievement Work and Learning Career Information4 Responsibility Needs of Society

Career Planning Decision Making Life Roles Occupational Roles4 Career Planning

Objective Students will list the different members of their families.

Time One class period

Materials Drawing paper Crayons Cardboard "My Family and Friends" activity sheet (on the following page)

Activity 1. Have students draw a picture of their family members. 2. Have students label the people in the pictures and share them with the class. 3. Distribute the "My Family and Friends" activity sheet and help students complete the form.
Stress to students that they may use a person's name more than once.

Comments

Evaluation Students created a picture of their family members and shared them with each other.

Page 94

3rd Grade, Language Arts/Social Studies

My Family and Friends

Name _______________________________

Date

Write the name of a family member or friend after each situation listed below. You can use the name of a person more than once.

1. The person with whom you most enjoy going to a movie.

2. The person who you would want to take care of your favorite pet.

3. The person with whom you would like to be stranded on a desert island.

4. The person who you want to take care of you when you're sick.

5. The person with whom you would like to go camping.

6. The person to whom you would go when you're feeling discouraged.

7. The person to whom you would go when you're in trouble.

8. The person to whom you would go when you need advice.

9. The person with whom you would share a secret.

10. The person who is currently in the most need of your support and encouragement.

11. The person who does the work on the lawn and the outside of the house.

12. The person who cleans, washes, and takes care of the car.

3rd Grade, Language Arts/Social Studies

Page 95

13. The person who takes care of the small children in your family. 14. The person who takes care of your family's pet. 15. The person who takes care of the trash. 16. The person who prepares the food that your family eats. 17. The person who organizes and cleans the place where your family lives. 18. The person who washes and dries the clothes that your family wears. 19. The person who repairs the things that break or stop working. 20. What are some of your responsibilities? What are some of the jobs you do to help your
family?
21. Do you remember to say thank you to the other people in your family who are doing things to help out? Yes _____ No _____

Page 96

3rd Grade, Language Arts/Social Studies

Worry Critter

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4
Interaction Skills Growth and Change4

Exploration Achievement Work and Learning Career Information Responsibility Needs of Society

Career Planning Decision Making Life Roles Occupational Roles Career Planning

Objective Students will examine what worrying is--the causes, feelings, and ways of coping with it.

Time One class period

Materials Small rocks, walnut shells, small cups, or pine cones Movable eyes Construction paper, fabric, felt Feathers and glue

Activity 1. Lead the class in a discussion of what it is to worry about something. Ask what worries them
and write their ideas on the board. 2. Discuss "How do you feel when you are worried? What feelings do you have?" 3. Discuss what can be done to relieve feelings caused by worrying. 4. Distribute materials (or have them located on a work table) and have each student create a
Worry Critter.

Comments Worry Critters could be displayed in the classroom.

Evaluation Students defined worrying, described some effects of worrying, and identified ways of coping with worrying.

3rd Grade, Language Arts/Social Studies

Page 97

Growing and Changing

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4
Interaction Skills Growth and Change4

Exploration Achievement Work and Learning Career Information Responsibility Needs of Society

Career Planning Decision Making Life Roles Occupational Roles Career Planning

Objective Students will describe how life roles have and will change as they grow older.

Time One class period

Materials "Growing and Changing" handout Crayons or magazines Scissors and glue

Activity 1. Describe the five major life roles (family member, learner, citizen, consumer, and producer) to
the class. Have them give examples of how each role applies to them. Next, point out that our roles change as we grow older. For example, consumer roles may now include buying gum or toys, but when we are adults we, pay rent and buy groceries. Our learner roles at age one included learning how to walk and talk; at age six, we are learning to read. Choose volunteers to talk about life roles at age four and how their roles have changed (more responsibilities, learn different things). 2. Now have the students imagine how these roles will be in the future (be a parent as well as a son or daughter, more decision making). Distribute the handout page and let students give examples of two roles for each age and see how these have and will change over the years. Have them draw in pictures or use magazines to find pictures of the examples.

Comments

Evaluation Students described major life roles and how those roles apply, how their life roles have changed, and how their life roles will change as they grow older.

Page 98

3rd Grade, Language Arts/Social Studies

Growing and Changing
When I was two years old...

Now I am a third grader...

When I am sixteen years old...

When I am forty years old...

3rd Grade, Language Arts/Social Studies

Page 99

Career Choices Are Changing

National Career Development Guidelines

Self-Knowledge
Positive Self-Concept Interaction Skills4 Growth and Change4

Exploration Achievement Work and Learning Career Information4 Responsibility Needs of Society4

Career Planning
Decision Making Life Roles4 Occupational Roles4 Career Planning4

Objective Students will explore new careers that were not an option for their grandparents.

Time One class period

Materials Magazines, newspapers Glue, scissors Markers

Activity 1. Use magazines to find pictures of things that students' grandparents did not have, such as
computers, car phones, VCRs, computer mouse, space shuttle. 2. Brainstorm in small groups how the world has changed. 3. Discuss each picture and list various jobs that are related to the picture. Be sure to include
repair personnel, advertising personnel, programmers, etc. 4. Glue pictures for display, listing related careers for each one.

Comments Poster could be displayed in the classroom.

Evaluation Students identified changes in careers resulting from modern technology.

Page 100

3rd Grade, Language Arts/Social Studies

Many Roles

National Career Development Guidelines

Self-Knowledge
Positive Self-Concept Interaction Skills4 Growth and Change4

Exploration Achievement Work and Learning Career Information Responsibility Needs of Society4

Career Planning Decision Making Life Roles4 Occupational Roles Career Planning

Objective Students will recognize that people have varying roles and will describe their own roles.

Time One class period

Materials "I Have Many Roles" handout

Activity 1. Discuss the word "role" with students. Begin by telling them several roles you have--teacher,
wife/husband, mother/father, consumer, citizen, son/daughter. Let students think of roles to add to those you suggested. Explain that all these are roles that each person has. 2. Ask students to think about their roles. Have them name as many different roles as they can think of. Distribute the handout and ask students to draw pictures of themselves in several different roles.

Comments

Evaluation Students described what constitutes a role and described their own roles.

3rd Grade, Language Arts/Social Studies

Page 101

I Have Many Roles
Son/Daughter Grandchild
Friend Member of a Group

Consumer Student Cousin Citizen

Page 102

3rd Grade, Language Arts/Social Studies

Producers and Products

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills Growth and Change

Exploration Achievement4 Work and Learning4 Career Information4
Responsibility Needs of Society4

Career Planning Decision Making Life Roles4 Occupational Roles4
Career Planning

Objective Students will recognize that a producer can have many roles.

Time One or two class periods

Materials "You Are What You Do" handout

Activity 1. Discuss with the group that a producer is someone who makes something, that is, a worker.
Being a producer is one role a person may have. Write this on the board and ask when this might be true: "A person is what a person does." 2. Help students understand roles by saying that an activity is what a person does. A role is what the person becomes while doing the activity. Therefore, when a producer is doing another activity, he or she then takes on another role. For example: If a person is cooking, that person is a cook. If a person is painting, that person is a painter. If a person is singing, that person is a singer. If a person is teaching, that person is a teacher. If a person is babysitting, that person is a baby sitter. If a person is skating, that person is a skater. 3. Distribute the handout and have students complete them. Help them think of their roles, for example, in leisure-time role, they may be a soccer player or a swimmer. 4. Discuss that other producers can have various roles too. Get suggestions from the group about other roles of mother, father, sibling, friend, etc. Tell how they are producers also.

Comments

Evaluation Students defined producer and identified people of varying ages and how they are producers.

3rd Grade, Language Arts/Social Studies

Page 103

You Are What You Do
My Leisure Role My Citizen Role (community, state, nation) My Family Member Role My Learner Role My Producer Role

Page 104

3rd Grade, Language Arts/Social Studies

Would I Want Me For a Friend?

National Career Development Guidelines

Self-Knowledge
Positive Self-Concept Interaction Skills4 Growth and Change4

Exploration Achievement Work and Learning Career Information Responsibility Needs of Society4

Career Planning Decision Making Life Roles4 Occupational Roles Career Planning

Objective Students will describe the process of making and keeping a friend.

Time One class period

Materials "Friend Questionnaire" handout

Activity 1. Explain that the class is going to discuss the qualities that make a friend. Ask students for
suggestions and discuss their responses. 2. Distribute the handout and explain the directions. Allow time for students to finish the
activity and then divide the class into small groups to discuss their responses. Regroup the whole class and process the activity by having groups share what they learned.

Comments

Evaluation Students described how trust, the development of loyalty, and skill in problem-solving are ways of helping to keep a friend and described how to make and keep a friend.

3rd Grade, Language Arts/Social Studies

Page 105

Friend Questionnaire
Do I . . . 1. Want to be with others? 2. Try to be pleasant? 3. Try to be interested in what others are doing? 4. Try to avoid remarks that hurt others? 5. Act happy when other people succeed? 6. Do little things for others cheerfully? 7. Show kind feeling about other people's failures? 8. Try to be understanding about other people's worries? 9. Take part in things others are doing? 10. Make jokes that will hurt someone's feelings? 11. Make others feel like I enjoy being with them? 12. Avoid being a show-off? 13. Use good manners? 14. Use good grooming? 15. Look for why someone is acting unfriendly? 16. Speak first, apologize first, or make the first move? 17. Try to be friendly with everyone? 18. Like and feel good about myself?

Yes

No

Page 106

3rd Grade, Language Arts/Social Studies

Work and Responsibility

National Career Development Guidelines

Self-Knowledge
Positive Self-Concept Interaction Skills4 Growth and Change4

Exploration Achievement Work and Learning Career Information4 Responsibility Needs of Society4

Career Planning
Decision Making Life Roles4 Occupational Roles4 Career Planning4

Objective Students will realize that careers may require certain work and responsibilities that are not obvious.

Time One class period

Materials Resource people to share job responsibilities Camera Pencil/paper

Activity 1. Invite as many parents as possible to visit and share careers. 2. Take photos of the guests, glue to pages, and let volunteers write facts that were shared about
the various careers. 3. Be sure to include school personnel. 4. Bind pages to form a class book.

Comments .

Evaluation Students identified job responsibilities related to careers.

3rd Grade, Language Arts/Social Studies

Page 107

What to Do?

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4 Interaction Skills4 Growth and Change4

Exploration Achievement4 Work and Learning Career Information Responsibility Needs of Society

Career Planning Decision Making4 Life Roles Occupational Roles Career Planning

Objective Students will identify alternatives for given situations and select the best one.

Time One class period

Materials Slips of paper Hat

Activity 1. Write different situations on slips of paper (e.g., you are lost in a department store, you lost
your mother's bracelet, your best friend is mad at you). Place the slips in the hat. 2. Have students form small groups. 3. Have each group draw a situation card and identify all the alternatives they can think of to
solve the problem. 4. Have students discuss the alternative reactions and select the one they think would be the best
solution to their particular situation. 5. Once decided, have each group describe its situation, give the alternatives they generated, and
identify the alternative they selected and why.

Comments

Evaluation Students discussed given situations, generated several alternatives, and selected the one they believed to be the best.

Page 108

3rd Grade, Language Arts/Social Studies

Medals of Honor

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4 Interaction Skills4 Growth and Change4

Exploration Achievement4 Work and Learning4 Career Information Responsibility Needs of Society

Career Planning Decision Making Life Roles Occupational Roles Career Planning

Objective Students will identify their strengths and relate their strengths to various careers.

Time One class period

Materials Construction paper/crayons Scissors Safety pins

Activity 1. Have students discuss things they like to do at home or school or while playing. 2. Have students draw a favorite thing they like to do. 3. Have students cut out the drawing in the shape of a badge or medal to wear the rest of the
day. 4. Students can share their medals and discuss things they like to do. 5. Discuss how students may use these assets in their future careers.

Comments Medals could be precut to the desired shape and size.

Evaluation Students drew a picture of something they like to do, cut their picture into a medal, and wore the medal. Students described their medal to the class.

3rd Grade, Language Arts/Social Studies

Page 109

How To Be a Friend

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4 Interaction Skills4 Growth and Change4

Exploration Achievement Work and Learning Career Information Responsibility Needs of Society

Career Planning Decision Making Life Roles Occupational Roles Career Planning

Objective Students will demonstrate skills for relating to others.

Time One class period

Materials Chalk/chalkboard Worms cut out of construction paper, large envelope Two cans with no rough edges, labeled "Good Squirms" and "Bad Squirms" "Good Squirms/Bad Squirms" sheet (on the following page)

Activity 1. Discuss making and being a friend:
a. Is a friend important? b. When do you make a new friend? c. How would you go about making a new friend? d. What would you do if someone you don't like wants to be your friend? e. How would you feel if your best friend was moving away? f. If you thought your friend was doing something wrong, what would you do? 2. Write "FRIEND" on the board. Use each letter to describe traits of a friend. Brainstorm and list these words on the board. 3. Play the Good Squirms/Bad Squirms game (see directions on the following page).

Comments

Evaluation Students discussed questions pertaining to friendship and described traits of a friend.

Page 110

3rd Grade, Language Arts/Social Studies

Good Squirms/Bad Squirms

Preparation: Label the two cans--one "Good Squirms," one "Bad Squirms." Cut several fat worm shapes from construction paper and write one of the following statements on each of the worms. (Add some remarks that the students commonly make.)

I like your shoes. You are very nice. Can you show me how to do that? You're the greatest. You do that very well. Now that's a good idea. Your hair looks nice today. Your drawings are always so good. I bet you run faster than anyone. I feel better when you smile at me. I want to be on your team. That sounds like a lot of fun. I've read that book; it's my favorite. You make math seem interesting. You can keep a secret.

Big deal! What a baby. That's not how you do it. What a dumb thing to say. Can't you do anything right? Who cares what you think? Is that supposed to be a house or what? Why is your hair always dirty? You can't beat me, I'm faster. Come on, hurry up, hurry up. You can't play with us. You're always so goofy. You can't do that yet? That's not really important. I wasn't talking to you.

Directions: 1. Place the worms in a large envelope. 2. Have each student draw a worm out of the envelope and read the statement on the worm. 3. Discuss whether the statement is a Good Squirm or a Bad Squirm. 4. Have the student place the worm in the Good Squirm can or the Bad Squirm can.

3rd Grade, Language Arts/Social Studies

Page 111

I Can . . .

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4 Interaction Skills4
Growth and Change

Exploration Achievement4 Work and Learning4 Career Information Responsibility Needs of Society

Career Planning Decision Making Life Roles Occupational Roles Career Planning

Objective Students will identify positive attributes.

Time One class period

Materials Magazines Metal cans in different sizes Glue, construction paper, scissors

Activity 1. Tell students that they will be participating in an activity about all the things they can do now
that they are third graders. 1. Distribute magazines and scissors and ask students to find and cut out "eyes" from the pages. 2. Distribute a can to each student and have them decorate their can with the eyes. 3. Distribute slips of paper and have students write out "I can" statements to place inside their
decorated cans. 4. Have students share some of their "I can" statements. 5. Have students talk about how it feels when you accomplish something.

Comments Cans could be left in the classroom for students to add more "I can" statements throughout the year. Have students read their "I can" statements periodically to enhance self-image.

Evaluation Students identified things they can do through their "I can" statements and shared them with the class.

Page 112

3rd Grade, Language Arts/Social Studies

What Will I Be?

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills Growth and Change

Exploration
Achievement Work and Learning4 Career Information4 Responsibility4
Needs of Society

Career Planning Decision Making
Life Roles Occupational Roles4 Career Planning4

Objective Students will examine personality characteristics that are necessary for careers.

Time One class period

Materials Pencil or pen, paper "Characteristics" list (on the following page)

Activity 1. Have students make a list of occupations with which they are familiar and write them on the
board. 2. Distribute the "Characteristics" list. Take each occupation individually and ask students
which characteristics from the list they think apply to this occupation. 3. After all occupations have been discussed, ask students to pick out characteristics common to
all the occupations. 4. After students have determined the characteristics, ask if they were thinking of men and
women for the job. Discuss the jobs women now do that were once considered male-only jobs. Cite examples from your own community. 5. Form small groups and have students write a job description for an occupation of their own choosing.

Comments

Evaluation Students identified necessary personality characteristics for occupations and developed a job description for a specific career.

3rd Grade, Language Arts/Social Studies

Page 113

Characteristics
1. Help people. 2. Be able to read well. 3. Be a good driver. 4. Be able to lift heavy things. 5. Be able to use a computer well. 6. Be able to do things quickly and well. 7. Get along with other workers. 8. Be able to run machinery. 9. Be able to talk in front of groups. 10. Have good work habits. 11. Be able to handle many situations. 12. Be able to work well with hands. 13. Like their work. 14. Be good at math.

Page 114

3rd Grade, Language Arts/Social Studies

Star Gazing

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4 Interaction Skills Growth and Change

Exploration Achievement4 Work and Learning4
Career Information Responsibility4
Needs of Society

Career Planning Decision Making Life Roles Occupational Roles Career Planning4

Objective Students will define what an astronomer is and identify objects that are studied in the universe or solar system.

Time One class period

Materials Science book Construction paper Crayons and pencil.

Activity 1. Have students look up the terms "astronomer" and "solar system." Students will define the
terms based on the definition in the science book glossary. 2. Lead a class discussion on how astronomers view planets, stars, and asteroids in the solar
system. 3. Encourage students to pretend they are astronomers and visualize the solar system. Then
allow the students to draw a picture on a piece of construction paper of what the solar system looks like. 4. Have children discuss whether being an astronomer sounds like a career they would like. What kinds of skills would they need?

Comments

Evaluation Students defined the following words: astronomer, star, asteroids, and planets and talked about a career in astronomy.

3rd Grade, Math/Science

Page 115

Career Math Puzzles

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills Growth and Change

Exploration Achievement4 Work and Learning Career Information4 Responsibility Needs of Society

Career Planning Decision Making
Life Roles Occupational Roles4 Career Planning4

Objective Students will identify different occupations, based on the assigned numbers for each letter of the alphabet.

Time One class period

Materials Career Worksheet and pencils.

Activity

1. Allow students the opportunity to brainstorm as many different occupations as possible

related to math. Examples: accountant, statistician, banker, and cashier.

2. Demonstrate for students how one can develop a pattern to spell these occupations, based

on assigned letters of the alphabet. Example:

CAS HI

ER

3 1 19 8 9 5 18

3. Encourage students to practice making their own career words using the pattern of the

numbers assigned to the alphabets.

4. Challenge activity: Have students practice using answers from mathematical sentence

equations to develop career words. Example:

B

A

N

K

E

R

(2x1) (1x1) (2x7) (1x11) (1x5) (3x6)

5. Distribute the career math scramble worksheet for students to complete.

Comments

Answers to Career Math Scramble:

1. Doctor 2. Lawyer

3. Musician

5. Engineer 6. Nurse

7. Accountant

Challenge: Principal

4. Artist 8. Police Officer

Evaluation Students identified occupations based on numbers assigned to the alphabet and solved math operational sentences.

Page 116

3rd Grade, Math/Science

Name_______________________

Date________________

Career Math Scramble

Directions: Identify different occupations, based on the numbers assigned to the letters of the alphabet.

1. ____ ____ _____ _____ _____ ______

4

15 3

20 15

18

2. ____ _____ _____ _____ _____ _____

12 1

23 25

5

18

3. ____ ____ ____ ____ ____ ____ ____ ____

13 21 19 9

3 9 1 14

4. ____ _____ _____ _____ _____ _____

1

18 20

9

19

20

5. ____ ____ ____ ____ _____ ____ ____ ____

5

14 7 9 14 5 5 18

6. ____ _____ _____ _____ _____

14 21

18 19

5

7. ____ _____ ______ _____ ____ _____ ____ ____ ____ ____

1 3

3

15 21 14 20 1 14 20

8. ___ ____ ____ ____ ____ ____ 16 15 12 9 3 5
18

___ ___ ___ ___ ____ ___ ___ 15 6 6 9 3 5

Challenge: ____ ____ ____ ____ ____ ____ ____ ____ ____ (4x4) (2x9) (3x3) (2x7) (3x1) (3x3) (4x4) (1x1) (3x4)

3rd Grade, Math/Science

Page 117

Page 118

3rd Grade, Math/Science

Career Interest Record Update

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4 Interaction Skills Growth and Change

Exploration Achievement4 Work and Learning4
Career Information Responsibility4
Needs of Society

Career Planning Decision Making Life Roles Occupational Roles Career Planning4

Objective Students will update an individual "Career Interest Record" that indicates career interests as a result of changing attitudes, interests, aptitudes, and achievements.

Time One class period

Materials "Career Interest Record" (on the following page) Pencil or pen

Activity 1. Have students discuss career development. (As we learn more and become familiar with a
variety of careers, we develop more interests in careers.) 2. Have students describe a "Career Interest Record."
a. What is it? b. What should it contain? c. What is its purpose? 3. Explain to students that their "Career Interest Record" is a history of individual student career aspirations, including aptitudes, interests, attitudes, and achievements. 4. Ask students to complete the "Career Interest Record" activity sheet. 5. After completing the "Career Interest Record" activity sheet, allow students to see previous records to see how they have changed over the years.

Comments The record should be continued through elementary school and middle school and used by teachers and counselors to better understand the aspirations of students. Teachers/counselors may determine what time the assessment should be administered during the school year.

Evaluation Students discussed career development and updated their "Career Interest Record."

4th Grade, Language Arts/Social Studies

Page 119

Career Interest Record -- Grade 4

Student's Name:

High-Interest Subjects:

Low-Interest Subjects:

Prefers Activities:

Outside Inside Both

____ ____ ____

Physically

Active Average Sedentary

____ ____ ____

Achievements:

Date:

Hobbies/Interests:

Wants to be a: Comments:

Page 120

4th Grade, Language Arts/Social Studies

Exploring Careers

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4 Interaction Skills Growth and Change

Exploration Achievement4 Work and Learning4 Career Information4
Responsibility
Needs of Society

Career Planning Decision Making
Life Roles Occupational Roles4 Career Planning4

Objective Students will expand their career knowledge.

Time One class period

Materials "Occupational Titles" sheet (on the following page) Pencil or pen

Activity 1. Distribute copies of the "Occupational Titles" sheet and review the list with students. 2. Have students pick three careers that sound interesting and have them put a mark beside their
choices. 3. Ask students to research the following information about their choices:
a. Education required b. Skills required c. Job location d. Job description e. Tools/instruments used 4. Discuss careers that require physical strength and those that require less physical strength. 5. Have students discuss their first choice and why they made the decision.

Comments

Evaluation Students identified career interests and characteristics.

4th Grade, Language Arts/Social Studies

Page 121

Occupational Titles
Accounting Aerospace Engineer Aide, Nurses' Airbrush Painter Animal Caretaker Appliance Repairer Appraiser Aquatic Biologist/Marine Biologist Art Therapist Astrophysicist Athlete Audiologist AutomobileTechnician Automobile Salesperson Ballet Dancer Blacksmith Bookkeeper Braille Proofreader Bricklayer Broadcast Technician Buyer Carpenter Cartoonist Ceramic Engineer Chef Chemist Child Care Worker Clergy Clothes Designer Commercial Plane Pilot Computer Technician Cosmetologist/Beauty Consultant Criminologist Curator Dentist Detective

Educator Electrical Technician Emergency Medical Technician Exterminator Floral Designer Food Tester Furniture Designer Geneticist Groundskeeper Hospital Pharmacist Hotel/Motel Manager Illustrator, Medical and Scientific Interpreter/Translator Landscape Architect Lithographic Plate Maker Lyricist Maintenance Mechanic Mathematician Meteorologist Missionary Model Motorcycle Technician Musician and Composer Nuclear Medicine Technologist Paleontologist Photographer Plant Pathologist Race Horse Trainer Real Estate Sales Agent Research Worker School Administrator Singer Ticket Agent Truck Driver Ultrasound Technologist Vending Machine Mechanic

Page 122

4th Grade, Language Arts/Social Studies

Inside Work/Outside Work

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4 Interaction Skills Growth and Change

Exploration Achievement Work and Learning4 Career Information4 Responsibility Needs of Society

Career Planning Decision Making Life Roles Occupational Roles Career Planning

Objective Students will describe careers that require a person to be outside or inside most of the time.

Time One class period

Materials Chalkboard/chalk Overhead projector

Activity 1. Explain to the class that many careers can be divided into two groups--those that take place
primarily inside and those that take place primarily outside. 2. Write "Inside" and "Outside" on the chalkboard or overhead projector. 3. Have students name jobs that people do and place them in the appropriate category. 4. Broaden student awareness by mentioning other careers: beekeeper (O), truck driver (O),
forest ranger (O), fashion designer (I), accountant (I). 5. Ask students which they prefer, being inside or outside. 6. Have students list the advantages and disadvantages of inside and outside careers.

Comments You could use the "Occupational Titles" sheet from the previous activity.

Students could create two collages--one for inside work and one for outside work.

Evaluation Students explored inside and outside careers and their respective advantages and disadvantages.

4th Grade, Language Arts/Social Studies

Page 123

We're All O.K.

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4 Interaction Skills Growth and Change

Exploration Achievement Work and Learning4 Career Information4 Responsibility Needs of Society

Career Planning Decision Making Life Roles Occupational Roles Career Planning

Objective Students will analyze how people are different and compare and contrast their different skills and abilities.

Time Two or three class periods

Materials Envelopes, pencil Strips of paper Paper clips and writing paper

Activity 1. Assemble students in small groups. Distribute the envelopes and strips of paper. Ask each
student to put his or her name on the envelope. 2. Take a few minutes to define the word "strength." Write the word on the board and ask for
volunteers to use it in a sentence until someone uses it to refer to personal assets. Explain that we all have strengths. We are usually aware of our weaknesses, but we don't always see our own strengths. Explain that strengths can include what a person has or is, such as brown eyes, a bright smile, or friendly disposition. Strengths also include what a person can do, such as spell, draw, run fast, and so on. Ask them to think about the strengths of the different students in their groups. 3. Students will then pass their envelopes to the person on their right. That person will write on a strip of paper a strength of the person whose name is on the envelope. The writer puts the slip into the envelope and passes it to the next person on the right. This continues until the envelopes get back to their owners. The owner then adds to his or her own strength envelope. 4. Allow time for students to read, digest, and feel good about their responses. Tell them that this reading is to be done without sharing. They can take their envelopes home and save them to read when they need some self-confidence. 5. Allow each student to make an entry; combine them into a master and make copies for each student.

Comments

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4th Grade, Language Arts/Social Studies

Another activity along the same theme is to create a dictionary of class members, with their names as entry words and their unique attributes as definitions. For example:
Wilson, Mary N. (1) A girl with brown eyes and black hair; (2) likes to ride horses; (3) takes care of her younger brother; (4) favorite subjects are math and art; (5) wants to be a veterinarian when she grows up.
Evaluation Students identified their skills and abilities and compared and contrasted the skills and abilities of themselves and others.

4th Grade, Language Arts/Social Studies

Page 125

Jobs We Depend On

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4 Interaction Skills Growth and Change

Exploration Achievement Work and Learning4 Career Information4 Responsibility Needs of Society

Career Planning Decision Making Life Roles Occupational Roles Career Planning

Objective Students will describe how people depend on each other to fulfill their needs.

Time One or two class periods

Materials None

Activity 1. Have students discuss how their lives would change without local food stores, police, truck
drivers, etc. Try to use jobs that the parents of students have. Then ask: "If we did not have truck drivers, would this put other people out of work? Can you name any jobs that are not needed? Why?" Have students draw pictures of some jobs they depend on others to do. 2. Divide the class into groups and assign them different letters of the alphabet, for example, group one would get letters A through G, group two would get letters H through O. Using resource materials, have students find an occupational title for each letter of the alphabet. Groups may collaborate for more difficult letters. Once all groups have completed their lists, combine the lists and let students discuss how each of these occupations helps contribute to their needs.

Comments

Evaluation Students identified situations where people depend on each other.

Page 126

4th Grade, Language Arts/Social Studies

Who Works Here?

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4 Interaction Skills Growth and Change

Exploration Achievement Work and Learning4 Career Information4 Responsibility Needs of Society

Career Planning Decision Making Life Roles Occupational Roles Career Planning

Objective Students will describe how workers learn from their jobs.

Time One or two class periods

Materials Pencil and paper

Activity

1. Have students as a class help you list adult school workers. Once all are listed, divide

students into pairs and have them choose a school worker to interview.

2. Discuss the interviewing process and the kind of information they are seeking. Help student

pairs create interview questions. Students may want to interview parents or other adults

about their jobs. Suggested questions:

How long have you been a(n)

?

How did you prepare to become a(n)

?

What kind of training does a(n)

need?

What have you learned from being a(n)

?

What is the best thing about being a(n)

?

What did you do before you became a(n)

?

Comments

Evaluation Students described a variety of jobs and the amount of educational preparation those jobs require, and described how workers learn about dealing with people from their jobs and how workers learn more about themselves from their jobs.
Product or Service?
National Career Development Guidelines

4th Grade, Language Arts/Social Studies

Page 127

Self-Knowledge Positive Self-Concept4 Interaction Skills Growth and Change

Exploration Achievement Work and Learning4 Career Information4 Responsibility Needs of Society

Career Planning Decision Making Life Roles Occupational Roles Career Planning

Objective Students will recognize how they depend on different producers.

Time Two or three class periods

Materials Drawing paper Crayons Magazines

Activity 1. Distribute drawing paper (or magazines) to students. Talk about some of the things students
do during the course of the school day. Ask students to name more things. Then say that in their school work they sometimes end up with a thing or an object that can be seen. Sometimes after doing work, they end up having helped someone. 2. Give them examples of tasks and have them tell you what the action most involves, helping or making. Closing the door (helping) Writing a story (making) Picking up paper (helping) Drawing a picture (making) 3. Point out that sometimes tasks involve some of both, but there may be more of one than the other. Tell students that the word in the world of work for a helping kind of job is service; the word for a job where something is made is production. 4. Discuss some of the different producers in the community and how they depend on these producers. 5. On a large bulletin board put the captions "Products" and "Services." Have students draw pictures or cut pictures from magazines of people working. Label them with a marker according to the work. Then discuss with students the heading under which the picture goes. Help them think it through, if necessary.

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4th Grade, Language Arts/Social Studies

Comments Another activity along the same theme is to reproduce several copies of the local telephone Yellow Pages. Divide students into groups and distribute the reproductions. Ask students to work together to find the name and phone number of workers they would call to:
a. Fix a broken tooth. b. Get the furnace going again. c. Fix the leaking faucet in the bathtub. d. Check to see if you need glasses. e. Get the car tuned up. f. Send flowers to someone. g. Ship a package. Ask them to identify workers specific to their local community.
Evaluation Students identified a variety of producers, recognized that producers are service-oriented or product-oriented, and described how they depend on those producers.

4th Grade, Language Arts/Social Studies

Page 129

What I Really Care About

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4 Interaction Skills4
Growth and Change

Exploration Achievement Work and Learning4 Career Information Responsibility Needs of Society4

Career Planning Decision Making Life Roles Occupational Roles Career Planning

Objective Students will define "values" and describe their own values.

Time One class period

Materials "Matching" handout "Know Yourself" handout Manila folders

Activity 1. Introduce the word "value" by listing synonyms: something you cherish, protect, hold dear,
prize, and think is very important. Ask volunteers to use the word in a sentence. Tell students that our actions give clues about the kinds of things we value. 2. Distribute the "Matching" handout and read with them item number one under "What I Do Freely." Ask students to look in the column "What I Value" to complete the sentences. Continue this way until all students have finished. 3. Process this activity by telling them that we need to know what is important to us. We can find out by looking at what we do without being told to do it. These actions frequently tell us what we think is important. Have the class name some of these actions. 4. Distribute the "Know Yourself" handout and have students complete it. Have students put their names on both their papers. Collect and store their sheets in their folders. Give them out a few weeks or months later and let students examine them to see if their values have changed. Discuss changes

Comments

Evaluation Students defined values and described some of their own values.

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4th Grade, Language Arts/Social Studies

Matching
Name Match the statement by drawing lines from one column to the other.

What I Do Freely

What I Value

1. I will do my jobs at home . . .

because I want to have friends.

2. I will not spend my lunch money on candy . . .
3. I will send a friend a birthday card . . . 4. I will not lie for my friends . . . 5. I will not litter . . . 6. I will not damage things on purpose . . .

because I want every one to be honest. because my family is important to me. because I want my parents to trust me. because I feel everyone needs to be loved. because I respect the property of other people.

7. I will return the things I borrow . . .

because I feel that we are all equal.

8. I will do something for a lonely person . . . 9. I will play a game by the rules . . .

because I feel that the environment needs to be clean.
because I like to play outside at recess.

4th Grade, Language Arts/Social Studies

Page 131

Name

Know Yourself

1. What is something you are good at doing?

2. What is something you have that you are proud of?

3. Who is someone you would like to be like--your hero?

4. What kind of job would you like to have someday?

5. Where in the world would you like to go?

6. What do you have the most fun doing?

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4th Grade, Language Arts/Social Studies

Language Arts and Careers

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4 Interaction Skills4
Growth and Change

Exploration Achievement4 Work and Learning4 Career Information Responsibility Needs of Society

Career Planning Decision Making Life Roles Occupational Roles Career Planning

Objective Students will relate language arts skills to future employment opportunities.

Time One class period

Materials Paper Pencil or pen Computer

Activity 1. Have students discuss the importance of grammar skills in job interviews. 2. Have part of the class role-play persons seeking jobs with local businesses and have other
students role-play the personnel department employees. 3. Have students identify good and poor language usage observed during the role-play
(appropriate and inappropriate). 4. Have students discuss outcomes of appropriate and inappropriate interviewing skills.

Comments

Evaluation Students demonstrated appropriate and inappropriate language skills in interview situations and discussed the outcomes.

4th Grade, Language Arts/Social Studies

Page 133

Providing Service

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4 Interaction Skills4
Growth and Change

Exploration Achievement4 Work and Learning4 Career Information Responsibility Needs of Society

Career Planning Decision Making Life Roles Occupational Roles Career Planning

Objective Students will plan and carry out a community service project.

Time Several weeks for planning and execution

Materials Community partners Parents Supplies for specific project

Activity 1. Ask students to think of a real need in their community. Have a brainstorming session on
what they see as problems that need correcting. Ask for volunteers to take notes of their ideas (beautification projects, needs of the elderly, homelessness, crime, environmental issues, etc.). 2. Then have the class prioritize all the needs they have observed and create a plan, including the costs and the personnel involved and how long it will take. Help students plan ways to evaluate their project once it is completed. 3. Assign students to different committees: information gathering, contacting possible partners, estimating materials needed and costs, contacting city/county offices to get the name of the person responsible for the need identified as the top priority by the students. Invite this person to speak to the class about his or her work. Have students point out the need and present a proposal, describing their project, the costs, and the time line for completion. 4. Allow students to begin the project, once it's approved. Plan a celebration for students once the project is completed and evaluated, such as a recognition banquet, presenting to other classes or partners, newspaper coverage, certificates, etc.

Comments

Evaluation Students described a task or product they have taken pride in producing and carried out steps involved in accomplishing their task or creating their product.

Page 134

4th Grade, Language Arts/Social Studies

Community Workers

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills Growth and Change

Exploration Achievement4 Work and Learning4 Career Information4
Responsibility Needs of Society4

Career Planning Decision Making Life Roles Occupational Roles Career Planning

Objective Students will explore the importance of places of employment in the community.

Time One class period

Materials Map of community Construction paper Scissors Stick pins Newspapers Computer

Activity 1. Hang a map of your community in the classroom at a height accessible to the students. 2. Discuss the map with the students, having them point out places of employment. 3. Make small flags using construction paper and stick pins. Label the flags with the name of the
business and attach the flag to the appropriate address on the map. 4. Discuss the kinds of work people do at the various locations and the importance of this work
to the community. 5. Have students select a computer skill program and work with a partner to create a report on
their findings.

Comments If possible, arrange field trips to various local businesses and industries.

Evaluation Students have identified places of employment in the community and their value to the community.

4th Grade, Language Arts/Social Studies

Page 135

"Beastly" Careers

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4 Interaction Skills Growth and Change

Exploration Achievement4 Work and Learning4 Career Information4
Responsibility
Needs of Society

Career Planning Decision Making Life Roles Occupational Roles Career Planning

Objective Students will identify careers related to pets and animals.

Time One class period

Materials "Beastly Careers" sheet (on the following page) Pencil/pen or computer

Activity 1. Ask students:
a. How many have a pet? b. What kind of pet do you have? c. Where did you get your pet? 2. Careers related to the pet and animal industry are diverse and interesting. Some require several years of formal training; others require less training. Have students brainstorm different pet and animal careers. (Compare them with the "Beastly Careers" sheet and add any careers that were missed.) 3. Have students expand their knowledge of these careers by investigating careers that interest them and writing a paper about the careers. 4. Have students draw a picture of an animal to go with their paper.

Comments Invite a person who works with animals to class to discuss the training needed for his or her job.

Evaluation Students explored careers pertaining to pets and animals.

Page 136

4th Grade, Language Arts/Social Studies

Beastly Careers
Pet store owner, manager, or employee Veterinarian Animal breeder Animal trainer Exotic animal supplier Pet records department employee Animal groomer Zoo employee Animal photographer Animal show worker (fairs, rodeo, dog and horse shows, circus, amusement parks, etc.) Hunting and fishing guides Animal dentist or chiropractor Farrier (one who shoes horses) Jockey Polo player Falconer (one who trains and hunts with falcons) Pet groomer

4th Grade, Language Arts/Social Studies

Page 137

All About Me

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4 Interaction Skills4 Growth and Change4

Exploration Achievement4 Work and Learning Career Information Responsibility Needs of Society

Career Planning Decision Making Life Roles Occupational Roles Career Planning

Objective Students will describe how people differ in the ways they learn best.

Time One class period

Materials "All About Me" sheet (on the following pages)

Activity 1. Explain to students that they will participate in an activity that will encourage them to think
about themselves and how they may differ from others. 2. Explain that everyone has a certain way in which he or she learns best, but that no one way is
better than any other. Stress that there are no right or wrong answers for this activity. 3. Distribute the "All About Me" sheet and allow time for students to complete the form. When
completed, have students discuss their responses.

Comments This activity can help acquaint the teacher with each student's learning style.

Evaluation Students identified and discussed characteristics of their learning styles.

Page 138

4th Grade, Language Arts/Social Studies

All About Me

Name

Date

Directions: Check off all responses that apply to you.

1. I like my lessons when they: ____ are easy. ____ are fun. ____ are hard. _____ make me think.
2. I like to work best: ____ alone. ____ with one friend. ____ with the teacher's help. ____ in a small group. ____ in one big group.
3. When studying, I find it hard to: ____ understand the opinions of others. ____ express my own opinions in writing. ____ do written work. ____ make charts and do projects. ____ understand pictures, videos, or slides. ____ learn new words. ____ express my thoughts out loud.
4. I enjoy ____ reading. ____ watching videos. ____ doing worksheets. ____ writing answers to questions. ____ working in a small group. ____ working in a large group. ____ working only with the teacher. ____ talking about my ideas in class. ____ listening to other students explain their ideas. ____ drawing or making things. ____ listening to lessons on tape. ____ asking questions. ____ listening to the teacher. ____ working with one friend. ____ working alone.
5. I learn the most from:

____ ____ ____ ____ ____ ____ ____ ____

reading. doing projects with others. watching videos and slides. listening to my classmates. asking questions. listening to the teacher explain. talking in small groups. writing answers to questions.

6. I like it best when: ____ a few students do most of the talking. ____ the teacher does most of the talking. ____ when we all get to talk if we want.

7. I do well in school when I: ____ read. ____ memorize the facts. ____ can think of good examples.

8. Sometimes I wish: ____ we could go slower. ____ we could go faster. ____ neither, we go just right.

9. Sometimes I feel: ____ smart. ____ dumb. ____ mixed up or confused. ____ scared. ____ important. ____ unimportant.

4th Grade, Language Arts/Social Studies

Page 139

What Matters to Me?

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4 Interaction Skills4 Growth and Change4

Exploration Achievement Work and Learning Career Information Responsibility Needs of Society

Career Planning Decision Making4 Life Roles Occupational Roles Career Planning

Objective Students will discover the things that are important to them.

Time One class period

Materials "Which Would You Choose?" activity sheet (on the following page) Pencil or pen Chalkboard/chalk

Activity 1. Explain values by suggesting that each of us has different ideas and wants, that different things
are important to different people. 2. Ask students to call out things that are important to them and list them on the board. 3. Ask students how these important things may help determine the way they spend their time or
money. 5. Distribute the "Which Would You Choose?" sheet and ask students to make choices from
among the three options in each set. 6. Once the activity is completed, have students discuss their responses.

Comments Tell students that if their preferred choice is not listed in the options, they may list and describe one of their own choosing.

Evaluation Students have examined what is important to them and discussed similarities and differences with each other.

Page 140

4th Grade, Language Arts/Social Studies

Which Would You Choose?
Would you choose to be:
____ healthy ____ rich ____ smart

____ a good athlete ____ a good student ____ good looking

____ President of the United States ____ an Olympic champion ____ a millionaire

____ captain of the team ____ one of the players ____ one who watches the game

Would you choose to:
____ get new shoes ____ take a nap ____ listen to your favorite music

____ ____ ____

lose a $5 bill go to the doctor for a shot have your mother do something for you

____ take a walk ____ get a new CD or tape ____ go out to eat
____ do a science experiment ____ go to the playground ___ listen to a story in the library

Would you choose to have:
____ a lot of new books ____ a new bike ____ dancing/music lessons
____ a trip to the zoo ____ a trip to a ball game ____ a chance to see a ballet
____ one best friend ____ a lot of friends ____ all A's on your report card

4th Grade, Language Arts/Social Studies

Page 141

More About Me

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4 Interaction Skills4 Growth and Change4

Exploration Achievement Work and Learning Career Information Responsibility Needs of Society

Career Planning Decision Making Life Roles Occupational Roles Career Planning

Objective Students will identify self in terms of interests and aptitudes.

Time One class period

Materials "More About Me" activity sheet (on the following pages) Pencil

Activity 1. Distribute the "More About Me" sheet and have students complete the statements. 2. Once completed, have students discuss their responses with the group. 3. Ask students to discuss ways in which we are similar and ways in which we are different.

Comments

Evaluation Students will have completed the statements on the activity sheet, shared their responses, and discussed similarities and differences.

Page 142

4th Grade, Language Arts/Social Studies

More About Me
Name _________________________________ Date
I am happiest when I like to play My best friends this year are
I don't mind losing when When I have time, I like to I like to listen to I am good at I like myself because One thing I would like to change about myself is
When I have a problem, I I don't like to I get along best with my parents when
I get angry when I need help when I hurt other people's feelings when My best subjects in school are
I need to work on improving I would like to learn about 4th Grade, Language Arts/Social Studies

Page 143

Some books that I have read this year and liked are I like my teacher best when I find myself daydreaming in school when The games I like to play best are Next year I want to be able to

Page 144

4th Grade, Language Arts/Social Studies

Into the Future

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4 Interaction Skills4
Growth and Change

Exploration Achievement Work and Learning4 Career Information Responsibility Needs of Society

Career Planning Decision Making4 Life Roles Occupational Roles Career Planning

Objective Students will develop an awareness of how inventions change our lifestyles.

Time One class period

Materials Assortment of bolts, nuts, and screws Old toys "Into the Future" activity sheet (on the following page) Pencil

Activity 1. Let students handle the assortment of bolts, nuts, and screws and explain that these things are
used to build machines. Long ago things were built using hand-carved wood. 2. Let students examine and play with the old toys. Discuss how toys have changed. Do they
think they would have more or less fun with the old toys? 3. Have students identify recent inventions (personal computers, fax machines, microwaves,
CDs). 4. Have students discuss how inventions have changed the way we work and play. 5. Distribute the "Into the Future" activity sheet and review the top section with the class. 6. Have students make their own predictions for the future on the bottom of the sheet. 7. Once completed, have students discuss their responses and the evidence that leads them to
make these predictions.

Comments

Evaluation Students will have identified what life was like in the past, how recent inventions have changed our lifestyles, and what inventions may be used in the future.

4th Grade, Language Arts/Social Studies

Page 145

Into the Future
The Past Washed clothes in the stream Cooked over fire Walked or rode horses Lived in caves Sent smoke signals Wrote/drew with rocks and sticks Weapons of rocks and sticks Clothes of animal skins Parents taught Toys of rocks and sticks The Future 1. 2. 3. 4. 5. 6. 7. 8. 9.
My Study Habits
Page 146

The Present Use a washing machine Use a stove, microwave Use automobiles, aircraft Live in wooden, cement houses Use satellites, telephones Write/draw with pens, pencils, computers Weapons of missiles, nuclear bombs Various synthetic fabrics and cottons Teachers, TV, computers Manufactured toys
4th Grade, Language Arts/Social Studies

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4
Interaction Skills Growth and Change4

Exploration Achievement4 Work and Learning4 Career Information Responsibility Needs of Society

Career Planning Decision Making4 Life Roles Occupational Roles Career Planning

Objective Students will evaluate personal study habits.

Time One class period

Materials "My Study Habits" Chart (on the following page) Pencil or pen

Activity 1. Distribute the chart and have students complete it. 2. Have each student tally their results and explain to them what the ratings mean. 3. Have students form groups and discuss each question and their rating. 4. Have students discuss ways to help improve their scores. 5. Review evaluations with individual students for additional feedback.

Comments Administer the rating chart at the beginning of a unit and repeat at the conclusion of at least four units of studying. Discuss any changes that have occurred.

Evaluation Student have evaluated their study habits and discussed their results.

4th Grade, Language Arts/Social Studies

Page 147

My Study Habits

Name ________________________________ Date

Read each of the questions carefully and put a checkmark (4) in the column that describes you.

Almost SomeAlways times

Very Seldom

1. Do you make a schedule of your study time?

2. Do you follow it?

3. Do you write down each day's assignments?

4. Do you review the last lesson before you start the next?
5. Do you begin your work at once without wasting time?
6. Do you do your homework before watching TV or participating in social activities?
7. Do you stick to each lesson until it is finished?
8. Do you keep your mind constantly on your work without daydreaming?
9. Do you read difficult parts of your lessons a second time?
10. Do you make written outlines or take written notes when you read your lessons?
11. Do you complete every assignment?
12. Do you look up all new words in a dictionary or glossary?
13. Do you study in a quiet place at home? Scoring: For each 4 in the Almost Always column, give yourself 10 points. For each 4 in the Sometimes column, give yourself 5 points. For each 4 in the Very Seldom column, give yourself 0 points.

110-130 points: Good study habits

90-105 points: Needs improvement

Below 90 points: Poor study habits

Page 148

4th Grade, Language Arts/Social Studies

Bar Graphs and Pie Charts

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills Growth and Change

Exploration Achievement4 Work and Learning4 Career Information4
Responsibility
Needs of Society

Career Planning Decision Making Life Roles Occupational Roles4 Career Planning

Objective Students will identify and illustrate personal interests and strengths, using a bar graph and pie chart.

Time One class period

Materials Crayons or markers. Pencil or pen

Activity 1. Lead a class discussion on how each person has individual interests and strengths. These
differences are what make people unique. 2. Students will identify specific interests and relate them to career choices in which they would
someday be interested. 3. Have students make a bar graph representing careers students in the class have expressed an
interest in. Students will develop a survey in which they ask their classmates what specific strengths they have and determine related career choices to illustrate on a bar graph and pie chart. 4. The teacher can illustrate how to make a bar graph and pie chart, using information from a survey.

Comments

Evaluation Students developed a survey and illustrated information from the survey in the form of a bar graph and pie chart.

4th Grade, Math/Science

Page 149

Meteorologists

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills Growth and Change

Exploration Achievement4 Work and Learning4 Career Information4 Responsibility4
Needs of Society

Career Planning Decision Making Life Roles Occupational Roles Career Planning

Objective Students will describe what a meteorologist does and define several different types of clouds.

Time One class period and follow-up class in three days

Materials Worksheet Pencil or pen

Activity 1. Allow students to look up the word "meteorologist" and discuss some of the responsibilities
of a meteorologist. 2. Then encourage students to pretend that they are meteorologists and have them become
familiar with the different types of clouds: Nimbus - Very dark clouds that produce lots of rain. Stratus - Clouds that are produced when the sky is covered in a blanket of gray. These clouds
produce light drizzle rain. Cumulus - Fluffy white clouds. Cirrus - The highest clouds in the sky. They look like smoky clouds. Fog - The lowest cloud in the sky. 3. Encourage students to draw a picture of each type of cloud and then predict what type of rain would fall from the clouds 4. Allow students to pretend that they are "meteorologists" and report to the class the types of clouds they observe for three days. Students may also want to document the temperature for three days. 5. Have students draw a thermometer to illustrate the daily temperatures. Distribute worksheets for students to use in recording this information.

Comments

Evaluation Students identified different types of clouds and described what a meteorologist is.

Page 150

4th Grade, Math/Science

Name____________________

Date_______________________

Meteorologist Report

Directions: Imagine you a meteorologist and you have been asked to provide a weather report for your class for the next three days. You may want to watch the evening news or listen to a radio station to find out the temperature and chart it on a thermometer below. Then determine if you can identify the different types of clouds that may be present for the next three days and list them below.

Example: Day 1: Monday, June 5, 1999

Temperature: 94 degrees

Type of Cloud: Cirrus

Day 1:______________________

Temperature:

Type of Cloud:________________

Day 2:_______________________

Temperature:

Type of Cloud:______________

Day 3:________________________

Temperature:

Type of Cloud:______________

4th Grade, Math/Science

Page 151

Page 152

4th Grade, Math/Science

My Roles

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4 Interaction Skills4 Growth and Change4

Exploration Achievement Work and Learning Career Information Responsibility Needs of Society

Career Planning Decision Making Life Roles4 Occupational Roles4
Career Planning

Objective Students will describe self in terms of their roles.

Time One class period

Materials Metal hangers Scissors/glue Magazine with pictures Yarn

Activity 1. Have students discuss the concept of the different roles that we all have in life. 2. Ask students to construct a mobile that describes the different roles in their lives:
a. student b. son/daughter c. brother/sister d. community member e. leisure activities 3. Distribute magazines to students and ask them to cut out pictures to create a mobile of the roles in their lives. 4. Have students explain their mobiles to the rest of the class and display them in the classroom. 5. After students have completed explaining their mobiles, have them discuss some of their activities. Do boys and girls predominantly participate in traditional boy or girl activities, or do both boys and girls participate equally in a variety of activities?

Comments

Evaluation Students will have constructed and explained a mobile identifying their many roles and discussed whether they participate in stereotyped activities.

5th Grade, Language Arts/Social Studies

Page 153

Career Interest Record Update

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4 Interaction Skills Growth and Change

Exploration Achievement4 Work and Learning4
Career Information Responsibility4
Needs of Society

Career Planning Decision Making Life Roles Occupational Roles Career Planning4

Objective Students will update an individual "Career Interest Record" that indicates career interests as a result of changing attitudes, interests, aptitudes, and achievements.

Time One class period

Materials "Career Interest Record" (on the following page) Pencil or pen

Activity 1. Have students discuss career development. (As we learn more and become familiar with a
variety of careers, we develop more interests in careers.) 2. Distribute copies of each student's previously completed "Career Interest Record." 3. Ask students to update their "Career Interest Record" based on their current interests and
aptitudes.

Comments The record should be continued through elementary school and middle school and used by teachers and counselors to better understand the aspirations of students. Teachers/counselors may determine what time the assessment should be administered during the school year.

Evaluation Students discussed career development and filled out their "Career Interest Records."

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5th Grade, Language Arts/Social Studies

Career Interest Record Grade 5

Student's Name: _______________________________ Date:

High-Interest Subjects:

Low-Interest Subjects:

Prefers Activities:

Outside Inside Both

____ ____ ____

Physically

Active Average Sedentary

____ ____ ____

Achievements:

Hobbies/Interests:

Wants to be a: Comments:

5th Grade, Language Arts/Social Studies

Page 155

Career Resources

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills4 Growth and Change

Exploration
Achievement Work and Learning4 Career Information4
Responsibility Needs of Society4

Career Planning Decision Making4
Life Roles
Occupational Roles Career Planning4

Objective Students will identify some resources for career information.

Time One class period

Materials Chalkboard Chalk

Activity 1. Have students identify resources for obtaining career information. List them on the
chalkboard: a. Resources in the media center. b. Resources in the counselor's office. c. Newspapers, magazines, etc. 2. Have students discuss the kinds of information they may need to make a career choice: a. Abilities, aptitudes, interests. b. Requirements of the job. c. Education and training needed. d. Other important information. 3. Have students identify and discuss the variety of places (agencies and institutions) where one can obtain information about careers.

Comments

Evaluation Students will have identified some resources for obtaining career information, discussed the information they need, and located places where the information may be obtained.

Page 156

5th Grade, Language Arts/Social Studies

How I've Changed

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4 Interaction Skills4 Growth and Change4

Exploration Achievement Work and Learning Career Information Responsibility Needs of Society4

Career Planning Decision Making4 Life Roles Occupational Roles Career Planning

Objective Students will describe changes in interests.

Time One class period

Materials Paper Pen or pencil

Activity 1. Have students discuss the changes in their interests in the past year. 2. Have students divide their sheet of paper into two columns. 3. In the first column, identify interests they had last year. 4. In the second column, have students write interests that they have added this year. 5. Have students compare their two lists. How have their interests changed? Have they kept the
old ones and added new ones, made substitutions, or just grown with the old ones?

Comments Refer to the activity on "Who Do I Admire?" to help students realize the changes in interests.

Evaluation Students will have identified their interests this year and last year and compared how they have changed.

5th Grade, Language Arts/Social Studies

Page 157

Who Do I Admire?

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4 Interaction Skills Growth and Change

Exploration Achievement Work and Learning Career Information Responsibility Needs of Society

Career Planning Decision Making4 Life Roles Occupational Roles Career Planning

Objective Students will describe influences in establishing new interests.

Time One class period

Materials Biographies or autobiographies of various people

Activity 1. Have students name a famous person whom they admire. 2. Ask students to discuss the qualities that they admire in that person. 3. Have students discuss how they believe this person has influenced their lives. 4. Have students respond to the question, "Would you choose to pursue a career like that
famous person you admire? Why or why not?"

Comments

Evaluation Students will have identified a famous person whom they admire, the qualities of that person, and the possible influence that person may/may not have on their own career selection.

Page 158

5th Grade, Language Arts/Social Studies

How To Get the Job Done

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills4 Growth and Change

Exploration Achievement Work and Learning4 Career Information4 Responsibility Needs of Society

Career Planning Decision Making
Life Roles Occupational Roles4 Career Planning

Objective Students will identify the physical activities associated with various jobs and roles.

Time One class period

Materials None

Activity 1. Explain to the class that different members will be asked to demonstrate activities in different
job roles. They are not allowed to use any verbal cues. 2. Secretly give each student an occupation to perform. Suggested occupations include teacher,
farmer, banker, truck driver, fast food worker, carpenter, artist. 3. Students then take turns acting out the worker's duties, while the rest of the class will guess
what jobs are being acted out. 4. Have the student discuss the physical activities of the job he or she just performed.
a. Is there a lot of activity or little activity? b. Is there a great deal of heavy lifting or very little? c. Can the job be performed by both men and women? Why or why not?

Comments

Evaluation Students will have role-played physical activities required in a variety of jobs and discussed the level of activity required and whether the job can be performed by both men and women.

5th Grade, Language Arts/Social Studies

Page 159

Charades and Roles

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4 Interaction Skills4 Growth and Change4

Exploration Achievement Work and Learning Career Information Responsibility4 Needs of Society

Career Planning Decision Making Life Roles Occupational Roles4 Career Planning

Objective Students will determine whether stereotypes influence how they act out situations.

Time One class period

Materials Small pieces of paper Two containers

Activity 1. Explain to the class that you have prepared a game for them that is similar to charades. You
have prepared several pieces of paper, each of which has either "boy" or "girl" written on it. You have also prepared a number of situations. 2. Have each student draw two slips of paper. One slip tells the student to be a boy or a girl. The other slip tells him or her about a situation. Some possible situations: a. Two employees get into a hot argument. b. A coworker is cheating the employer. c. You lost your company uniform d. An employee under your supervision is regularly late for work. e. Your coworkers plan a birthday celebration for you. 3. Have students act out the ending of the situation they picked. 4. The class then tries to guess whether they are acting as a boy or a girl in the situation. 5. After students have completed the game, ask them to discuss what took place. Was it easier to guess the situation or the gender they were portraying? Do boys and girls act differently in similar situations? Are boys and girls treated alike or differently in similar situation?

Comments

Evaluation Students will have played charades and discussed the gender being portrayed.

Page 160

5th Grade, Language Arts/Social Studies

Education and Careers4

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4 Interaction Skills Growth and Change

Exploration Achievement4 Work and Learning4 Career Information4
Responsibility
Needs of Society

Career Planning Decision Making Life Roles Occupational Roles Career Planning4

Objective Students will explore occupations and the education needed for specific careers.

Time One class period

Materials Cardboard Markers Crayons Chart paper

Activity 1. Have students select a job they think they might like to have. Make a cardboard tag, write the
name of the occupation on it, and display it in the classroom. Discuss educational requirements for the jobs that students selected. 2. Have students conduct a poll of neighborhood workers. Ask the following questions:
a. What is your job? b. Did you have to go to high school to get your job? c. Did you have to attend a postsecondary school to get your job? d. Did your employer train you after you were hired? e. Could you have gotten your job without any job education? 3. Have students tabulate the results and reach some conclusions, based on their findings. 4. Develop a class chart of the findings (include such things as percentage of jobs requiring high school education, percentage requiring more than a high school education). 5. Have students discuss the results of their survey. What do the results indicate? Which student-selected jobs were included in the survey?

Comments

Evaluation Students will have selected some careers that interest them, discussed education required for those jobs, and conducted a survey of workers.

5th Grade, Language Arts/Social Studies

Page 161

Make a Statement

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4 Interaction Skills Growth and Change

Exploration Achievement4 Work and Learning4
Career Information Responsibility4
Needs of Society

Career Planning Decision Making4 Life Roles Occupational Roles Career Planning

Objective Students will identify goals and assume responsibility for reaching them.

Time One class period

Materials Buttons that students can decorate and wear Paper Pen or pencil

Activity 1. Have students write five goals that they would like to accomplish. They can be academic,
social, family, or behavioral goals. 2. Ask students to choose the goal they wish to accomplish first. Have them design a button
proclaiming their goal and begin wearing the button on Monday. 3. Evaluate progress on Friday. If the goal has been met, the student may choose another goal.
If the goal has not been met to the student's satisfaction, he or she may wear the button for another week and the reevaluate.

Comments This activity may be used with the activity "My Personal Goal."

Evaluation Students will have identified five goals that they would like to achieve and selected one to proclaim to others by wearing a button stating that goal.

Page 162

5th Grade, Language Arts/Social Studies

My Personal Goal

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4 Interaction Skills Growth and Change

Exploration Achievement4 Work and Learning4 Career Information Responsibility Needs of Society

Career Planning Decision Making4
Life Roles
Occupational Roles Career Planning4

Objective Students will recognize the importance of goal setting in using time and energy effectively.

Time One class period

Materials "My Personal Goal" activity sheet (on the following page) Pencil or pen

Activity 1. Have students discuss the concept of goals. Look up dictionary definitions. 2. Discuss the following questions:
a. What does the word "goal" mean to you? b. Can you think of any games you play that have goals? c. What do you have to do to reach those goals? d. Have you ever set a personal goal outside of a game--like a goal to accomplish
something? e. What are some situations in which you might set a goal (e.g., school, home)? f. The word "obstacle" refers to something that keeps us from reaching a goal. What are
some of the obstacles you must overcome to get homework done on time? 3. Ask students to think of a skill they would like to work on. 4. Have them set a goal for acquiring that skill and fill out the "My Personal Goal" activity sheet. 5. Have students discuss the goal they selected. Is it realistic and achievable? How long will it
take?

Comments Have students volunteer to help another reach his or her goal with encouragement and support.

Evaluation Students will have identified and discussed different kinds of goals and set a personal goal.

5th Grade, Language Arts/Social Studies

Page 163

My Personal Goal
Name First Draft The goal I would like to reach this week is: (Examples: finish a book, understand the new math unit, write a poem, keep my room clean.) I will work on this goal: (Examples: everyday after school, every other day, every day before school.) The obstacles that might get in my way are: (Examples: wasting time, getting distracted by TV, having to baby sit my sister.) If I get stuck or need help, I will:
On Friday I will share with my classmates whether or not I reached my goal.
Final Draft The goal I would like to reach this week is:
I will work on the goal:
The obstacles that might get in my way are:
If I get stuck or need help, I will:
On Friday I will share with my classmates whether or not I reached my goal.

Page 164

5th Grade, Language Arts/Social Studies

Jobs and Contracts

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4 Interaction Skills4
Growth and Change

Exploration Achievement4 Work and Learning4 Career Information4 Responsibility4
Needs of Society

Career Planning Decision Making
Life Roles Occupational Roles4 Career Planning4

Objective Students will examine work positions and skills for obtaining employment.

Time One class period

Materials "Job Application" and "Work Contract" activity sheet (on the following page)

Activity 1. List all classroom jobs that students could perform. 2. Discuss with the class work that needs to be done in the classroom. 3. Discuss traits or characteristics needed to complete the work. 4. Have students decide what job they would like and ask them to apply for the job. 5. Ask students to complete the "Job Application" section of the activity sheet. 6. Have students divide into teams and assign each team a job or task for which to interview
applicants. 7. Ask each team to interview all applicants for the job they were assigned and select the student
they believe should have the job. 8. When students have completed the job interview and have been accepted for the position,
have them complete the "Work Contract" section of the page. 9. Have students discuss what they learned from this activity. How is this similar and different
from obtaining a job outside of school?

Comments

Evaluation Students will have identified work tasks within their classroom and interviewed and selected the person they believe is the best qualified for that job.

5th Grade, Language Arts/Social Studies

Page 165

Job Application
Position: Qualifications for the job:
Hours available: Reason for wanting job:
Name:

Work Contract
Name:

I agree to assume the duties of:

for

(length of time)

I have learned the duties of this job and will complete the tasks on time.

Signed Date

Page 166

5th Grade, Language Arts/Social Studies

What's Your Style?

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4 Interaction Skills4
Growth and Change

Exploration Achievement4 Work and Learning4
Career Information Responsibility4
Needs of Society

Career Planning Decision Making4 Life Roles Occupational Roles Career Planning

Objective Students will recognize that people differ in the ways in which they learn best.

Time One class period

Materials "What's Your Style" sheet (on the following pages) Pencil or pen

Activity 1. Tell the students that they are going to participate in an activity that will encourage them to
think about themselves and the ways they may differ from others. 2. Explain that everyone may differ in the way they learn best but that no one way is better than
another. 3. Stress that there are no right or wrong answers for this activity. 4. Have students complete the "What's Your Style" survey by ranking the activities in each
category. 5. Explain the ranking process and be sure that the students understand how to complete the
survey. 6. When the students have completed the activity, choose volunteers to discuss their responses
with the class.

Comments This activity can help the teacher become acquainted with the learning styles of each student.

Evaluation Students will have completed a learning-style survey and discussed their preferences in learning styles.

5th Grade, Language Arts/Social Studies

Page 167

What's Your Style?
Name
Rank each item under the statements in a sequence that is most appropriate for you. Put a 1 beside the item that you most agree with, a 2 beside the second item you most agree with, and so on until you have assigned a number to every item.

1. I like my lessons when they: ____ are easy ____ are fun ____ are hard ____ make me think
2. I like to work best: ____ alone ____ with one friend ____ with the teacher's help ____ in a small group ____ in one big group
3. When studying, I find it hard to: ____ understand other's opinions ____ express my opinion in writing ____ do written work ____ make charts or do projects ____ understand picture, slides, films ____ learn new words ____ express my thoughts out loud

4. Which do you enjoy doing the most? ____ reading ____ drawing or making things ____ watching videos ____ listening to lessons on tape ____ doing worksheets ____ writing answers to questions ____ listening to the teacher all period ____ asking questions ____ working in a small group ____ working in a large group ____ working with one friend ____ working alone ____ working only with the teacher ____ talking about ideas in class ____ listening to others share ideas ____ reviewing past lessons

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5th Grade, Language Arts/Social Studies

5. I learn the most from: ____ reading ____ doing projects with others ____ watching videos or slides ____ listening to classmate's ideas ____ asking questions ____ listening to the teacher explain ____ taking part in group discussions ____ writing answers to questions
6. I like it best when: ____ a few people do most of the talking ____ the teacher does most of the talking ____ when we all get to talk if we want
7. Sometimes I wish: ____ we could learn lessons more slowly ____ we could learn lessons more quickly ____ neither, current pace is just right

8. I do well in school when I: ____ read ____ memorize all the facts in the book ____ am able to think of a lot of good examples ____ take part in class discussions ____ write ____ try to be as quiet as possible ____ write the answers to questions ____ have my own opinion ____ agree with the teacher
9. Sometimes I feel: ____ smart ____ dumb ____ mixed-up or confused ____ scared ____ important ____ unimportant

5th Grade, Language Arts/Social Studies

Page 169

Making Choices

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4 Interaction Skills4 Growth and Change4

Exploration Achievement Work and Learning Career Information Responsibility Needs of Society

Career Planning Decision Making4 Life Roles Occupational Roles Career Planning

Objective Students will examine alternative ways of expressing feelings.

Time One class period

Materials "What Should I Say?" activity sheet (on the following page) Pencil or pen

Activity 1. Have students complete the "What Should I Say" sheet. 2. Discuss students' responses to the activity sheet. 3. Discuss reactions to situations that indicate feelings (both positive and negative). 4. Discuss consequences of different responses to the same situation. (Go through each
situation.) 5. Discuss how the way we respond is our choice and that by that choice we also choose the
consequences.

Comments

Evaluation Students will have discussed different responses, the consequences of each response, and how our choices have consequences.

Page 170

5th Grade, Language Arts/Social Studies

What Should I Say?
Name
Directions: The following sentences provide possible ways of reacting to a situation. Think of possible responses to each situation. Choose the alternative you think is best and consider what the consequences of the choice might be.
1. Another student calls you dumb. You should: a. Say, "I'm smarter than you." b. Ignore that person. c. Plan to get even with that person. d. Or
2. Your teacher said you were doing much better at your school work. You should: a. Smile. b. Feel embarrassed. c. Or
3. You find out that your little brother left your tape player on, and the batteries are dead. You should: a. Say nothing and decide to put your things away in the future. b. Tear up something of his. c. Tell your mother what a brat he is. d. Or
4. Your best friend is invited to a party, and you weren't invited. You should: a. Say, "I didn't want to go anyway." b. Tell your friend that you'll be mad if he or she goes when you can't. c. Ask if you can go too. d. Or

5th Grade, Language Arts/Social Studies

Page 171

You and Your Friends

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4 Interaction Skills4 Growth and Change4

Exploration Achievement Work and Learning Career Information Responsibility Needs of Society

Career Planning Decision Making Life Roles Occupational Roles Career Planning

Objective Students will identify characteristics about themselves and others.

Time One class period

Materials "Do I . . ." activity sheet (on the following pages) Pencil or pen

Activity 1. Distribute the "Do I . . ." activity sheets and encourage students to fill them out as honestly as
possible. 2. Once students have finished their surveys, have them choose a partner they think knows them
well and guess what each other put down for each answer. Discuss answers. 3. Have students discuss what they learned about each other. Ask, "Do we always know each
other as well as we think we do?"

Comments Activity sheets can be kept in individual student folders for students to check at a later date.

Evaluation Students will have completed the activity sheet, shared their responses in pairs, and discussed the question, "How well do we really know our friends?"

Page 172

5th Grade, Language Arts/Social Studies

Do I . . .

Name ______________________________

Date

1. Need to be alone? 2. Like to watch TV a lot? 3. Judge someone by the way he or she looks? 4. Like to receive complements? 5. Prefer to be with a group? 6. Get afraid alone in the dark? 7. Not like strange places? 8. Stay bored most of the time? 9. Like to be a leader? 10. Care when someone is hurt? 11. Believe everything I read? 12. Volunteer for unpleasant jobs that need to be done? 13. Like new clothes? 14. Want to become a famous athlete? 15. Like to be a follower? 16. Worry a lot? 17. Value friendship more than money? 18. Want a flashy sports car? 19. Like to cook? 20. Find it hard to compliment someone? 21. Usually try to do my best at everything? 22. Think that failure is a bad thing?

Yes

No Maybe

Y

N

M

Y

N

M

Y

N

M

Y

N

M

Y

N

M

Y

N

M

Y

N

M

Y

N

M

Y

N

M

Y

N

M

Y

N

M

Y

N

M

Y

N

M

Y

N

M

Y

N

M

Y

N

M

Y

N

M

Y

N

M

Y

N

M

Y

N

M

Y

N

M

Y

N

M

5th Grade, Language Arts/Social Studies

Page 173

Do I . . .
23. Try to understand and respect others' opinions? 24. Work well with someone I don't like? 25. Do what the group is doing rather than stick to what I
believe? 26. Like to talk? 27. Usually show up late for things? 28. Have at least one close friend? 29. Want to be older than I am right now? 30. Wish I had different parents? 31. Like change? 32. Appreciate my unique talents and abilities? 33. Think everyone else is luckier and happier? 34. Want to live someplace else? 35. Feel satisfied with myself? 36. Do almost anything to get out of work? 37. Enjoy the outdoors? 38. Believe life is worth living? 39. Treat people the way I want to be treated? 40. Want to have a good time more than anything else? 41. Prefer to be inside most of the time? 42. Let people know how I really feel? 43. Like to sing and dance? 44. Help other people when I can?

Yes

No Maybe

Y

N

M

Y

N

M

Y

N

M

Y

N

M

Y

N

M

Y

N

M

Y

N

M

Y

N

M

Y

N

M

Y

N

M

Y

N

M

Y

N

M

Y

N

M

Y

N

M

Y

N

M

Y

N

M

Y

N

M

Y

N

M

Y

N

M

Y

N

M

Y

N

M

Y

N

M

Page 174

5th Grade, Language Arts/Social Studies

Work and Rewards

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills Growth and Change

Exploration
Achievement Work and Learning4 Career Information4
Responsibility Needs of Society4

Career Planning Decision Making Life Roles Occupational Roles Career Planning

Objective Students will realize that people obtain rewards for their work.

Time Five class periods

Materials Treats Pencil or pen Crayons, felt-tipped pens, paints

Activity 1. On the first day introduce the activity. Discuss the following items:
What is work? Name some people who work. Why do people work? What does "reward" mean? Name a reward for working. What are your school work tasks? Do you color? Cook? Fix the light? Feed your pet? Make your bed? Read? 2. Explain that for the next four days the class will be learning about different rewards for working. Then explain the assignment papers that students are to complete in these sessions. Tell them that when the paper is finished, each student will be paid with something--a treat. Show the fast finishers what they may do while the others are still working. Bring raisins, nuts, or other treats for each student. 3. On the second day, explain the paperwork. Tell students that today's reward is a special privilege. As each student finishes the paper, have them draw a privilege slip from the hat. Read it aloud and let them do the privilege activity. Be sure that everyone gets to spend at least ten minutes on the privilege activity. Write up a list of special privilege activities (one per student). They might be: Sit at the teacher's desk. Play a game. Chat with the principal.

5th Grade, Language Arts/Social Studies

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Talk with a friend. Draw on the chalkboard. Look out the window. Read a library book. 4. On the third day, explain the paperwork. Explain that today's reward is recognition: they will get attention for doing the work. Clear a bulletin board and caption it "See What I Can Do!" Have them put their completed papers on the bulletin board 5. On the fourth day, introduce the concept of personal satisfaction. Have the class sit in a circle and name some work they have done that made them feel good inside and proud. Tell them that satisfaction is also a reward of work. It is a good feeling or pleasure that comes from inside and not from anyone else. 6. On the fifth day, review the four kinds of rewards that the class experienced during the week. Ask students to raise hands to show which one they liked best. Also discuss: Are you happy inside when you finish work? Do you feel good when you can show others your work? Is it important for you to be able to do special things that others are not allowed to do? Have you ever worked at something that was not appreciated by someone else? Does reward for you always have to come from someone else?
Comments You could also have students interview five adult workers and ask, "Why are you working?" "What rewards do you get from your job?"
Evaluation Students described rewards and a variety of rewards people obtain for their work and recognized the two types of rewards.

Page 176

5th Grade, Language Arts/Social Studies

Owning Your Own Business

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills Growth and Change

Exploration
Achievement Work and Learning4 Career Information4
Responsibility Needs of Society4

Career Planning Decision Making Life Roles4 Occupational Roles Career Planning

Objective Students will realize that people obtain rewards for their work.

Time Two class periods

Materials Entrepreneur guest speaker Telephone directory or city directory listing businesses

Activity 1. On the first day, have students think about a kind of business they might like to own (e.g., pet
shop, flower shop, trucking company, toy store). Have them use the telephone directory or city directory for ideas. Ask them to describe their business and what they would like to sell or supply. Have students design an advertisement for their business. 2. On the second day, have students prepare questions that they would like to ask a business owner about what it is like to work for yourself. Review the questions with the class. Have the guest speaker talk to the class about the risks and rewards in his or her business and answer students' questions.

Comments

Evaluation Students described reward and a variety of rewards people obtain for their work and recognized the two types of rewards.

5th Grade, Language Arts/Social Studies

Page 177

Big and Small Decisions

National Career Development Guidelines

Self-Knowledge
Positive Self-Concept Interaction Skills4 Growth and Change4

Exploration Achievement Work and Learning Career Information Responsibility Needs of Society

Career Planning Decision Making4 Life Roles Occupational Roles Career Planning

Objective Students will describe the necessity of specifically identifying the decision to be made.

Time One class period

Materials Pencils, paper

Activity 1. Tell students they will be planning an imaginary restaurant. Divide the class into small groups
of three or four students. 2. Tell them to begin by choosing a name for the restaurant and then a decor or theme. They can
then plan three or four appropriate meals and think of clever ways to list them on the menu so that they fit with the decor and name of the restaurant. Be sure they remember to include something from each of the food groups. 3. To summarize, have them outline the decisions that needed to be made by the group.

Comments

Evaluation Students identified the decision to be made as the first step of the decision-making process, practiced the decision-making process, and described some results of the decision.

Page 178

5th Grade, Language Arts/Social Studies

Planning and Setting Goals

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4 Interaction Skills4
Growth and Change

Exploration Achievement4 Work and Learning4
Career Information
Responsibility Needs of Society4

Career Planning Decision Making4 Life Roles Occupational Roles Career Planning

Objective Students will develop and incorporate skill in planning and setting goals.

Time Two class periods and a third about four weeks later

Materials "Plans" handout Pencils, paper Chalkboard, chalk

Activity 1. Ask the students to take out a scrap of paper. Tell them about some of your personal goals,
those you have attained and those you have not (answering letters promptly, getting lesson plans done in advance, etc.). Rate yourself 1 if you never attain your goals, 2 if you sometimes attain your goals, and 3 if you always attain your goals. 2. Tell students to jot down a few of their goals and rate themselves: 1, 2, or 3. 3. Then ask: Why do we set goals? (We want to do or change something.) Do you always reach your goals? Why do things always seem to turn out right for some people and not for others? How can we make things turn out for ourselves? 4. On the chalkboard, draw a continuum with five marks. At one mark, write Never Plan; at the next mark, write Let Others Plan; at the next mark, write Sometimes Plan; at the next mark, write Plan with Others; and at the last mark, write Plan Everything Myself. Read the line from left to right. Ask students to raise their hands to show where they place themselves on the continuum. 5. Ask students to stand if they would like to have more control over their own lives. Tell them that we're going to look at a method to plan. Ask students to think of a goal they would like to attain in the next month. Distribute copies of the handout. Ask them to write that goal on the top lines. Ask students to answer all the questions on the Before side of the handout. Collect these papers.

5th Grade, Language Arts/Social Studies

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6. After a month, take out the pages, distribute them to the class, and have students evaluate themselves by answering the After questions on the handout. Put the finished page in student folders.
7. Students are able to: 1) define the meaning of goal; 2) describe some goals they now have; and 3) describe some goals they have already achieved. Have students take turns making "I learned. . ." statements about planning.
Comments
Evaluation Students identified that the decision to be made is the first step of the decision-making process, practiced the decision-making process, and described some results of the decision.

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5th Grade, Language Arts/Social Studies

Plans
Name My Goal
Before Effort 1. What will you have to do?

After 1. Did you do it as well as you could?

2. Do you need more information?

2. Did you get the needed information?

Time 3. By when?
4. How much time per day? When?
Money 5. How much will it cost?
6. Can I afford it?

3. Did you make it? 4. Did you follow your schedule?
5. Were there any hidden costs? 6. Did it cause you any money problems?

5th Grade, Language Arts/Social Studies

Page 181

Career Math Problems

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills Growth and Change

Exploration Achievement4 Work and Learning4 Career Information Responsibility Needs of Society

Career Planning Decision Making Life Roles Occupational Roles Career Planning

Objective Students will solve career word problems based on math operational sentences.

Time One class period

Materials Chalkboard Paper and pencil

Activity 1. Allow students the opportunity to develop creative stories involving math that could be solved
using math operational sentences. 2. Begin the lesson by modeling how this can be done with everyday situations. 3. Encourage students to work problems on the board and divide into small cooperative groups
to create their own career math word problems and solve them. Example: May is a cashier at the local grocery store. She sold Tom two sodas for $.50 and a bag of chips for $.25. How much did she charge him, not including the tax?

Comments

Evaluation Students developed and wrote career word problems and solved them based on mathematical operational sentences.

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5th Grade, Math/Science

The Universe

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4 Interaction Skills4 Growth and Change4

Exploration Achievement Work and Learning Career Information Responsibility Needs of Society

Career Planning Decision Making Life Roles4 Occupational Roles4
Career Planning

Objective Students will identify some of the responsibilities related to various careers related to the study of the universe, such as astronomer and astronaut.

Time One class period

Materials Poster board Bulletin board Markers, crayons Construction paper

Activity 1. Lead students in a class discussion on how there are many occupations related to the study of
the universe. Have students list as many occupations as they can think that are related to the study of the universe. 2. Encourage students to imagine that they are astronomers and have been asked to draw a mural of what they think the universe will look like in the year 3000. Have them compare this mural to what the present universe looks like. Encourage students to discuss what changes may develop and what environmental changes they predict for the future.

Comments

Evaluation Students identified different careers related to science and the study of the universe and developed, wrote, and solved career word problems. Students illustrated what they believe the universe will look like in the year 3000.

5th Grade, Math/Science

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