document resume ed 102 377 · document resume ed 102 377 ce 003 101 title career awareness: a guide...
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DOCUMENT RESUME
ED 102 377 CE 003 101
TITLE Career Awareness: A Guide for Implementing CareerEducation at the Elementary Level.
INSTITUTION Muscatine Community Schools, Iowa.PUB DATE Jun 74NOTE 266p.; Parts of the document are marginally`
reproducible
EDES PRICE MP-$0.76 HC-$13.32 PLUS POSTAGEDESCRIPTORS *Career Awareness; *Career Education; Class
Activities; *Curriculum Guides; Educational Planning;*Elementary Education; Instructional Materials;Resource Materials
ABSTRACTThe purpose of the guide is to assist faculty in the
implementation of the concept of career education in grades K-6 ofthe Muscatine (Iowa) Community Schools. The guide begins with anoutline of the philosophy and goals of career awareness and tableslisting learning activities for an instructional sequence emphasizingself-awareness followed by occupational awareness. The major portionof the document presents suggested objectives, activities, resourcematerials, and methods for integrating the career education programinto the curriculum, arranged by grade level. Objectives andactivities, ranging from role playing to written reports, growincreasingly sophisticated. Supplemental materials include letterforms, field trip guides, interview tips, bulletin board suggestions,career games, and other activities to help implement self- and careerawareness. Locally available career education books and audiovisualmaterials and recommended additional resources are listed. Concludingthe document are a long range plan for career awareness extendingthrough 1977, a career education assessment guide, and a glossary.(Author/NH)
CAREER AWARENESS
A Guide for Implementing
Career Education
at th, Elezwitary Level
MUSaATIME COMMUNITY somas
Muscatine, Iowa
June 197'4
Board of Education
Mr. Herbert SyWassink,-Presideat
Mrs. Ann HartMrs. Esther DeanMr. Frei Havemann
Working Draft
Mr. Kenneth HuberMr. Roy NeumannDr. -John Tillie
Superintendent of Schools
Dr. Russell Ward
Director of Career Education
Dr. David Maxwell
S.
tagustst
Y.S. OE PANTANINT Of N4ALTNEDUCATION WOLP/84NATIONAL, INITtTUT1 OF
?MSS DOCUMENDOUCATIONT NAS DEIN 411040DuCIED EXACTLY AS It faliVED FlomTHE PNSON 044ANtiATION10INATINO
IIT. POt0NT4 S Of NM* OPINIONS
STATED DO NOT NECESSARILY REPNESiNT OFFICIAL NATIONAL INSTITUTE ofUN/CATION POSITION OR POLICY.
BES COPY2 AV LA BLE
CONTENTSso tort moot
Introduction - Dr. Ward - Career Awareness in Muscatine . . v
Career Awareness Planning Process iv
Pi:gorse* - The Summer Workshop Subcommittee - Preparationand use of this guide iii
Members of the Career Awareness Committee ii
Contents .
Philosophy
Career Awareness Goals 2
Instructional Sequence 3Self Awareness 4Ocoupational Awareness 6
Grade Level Objectives, Activities, and ResourcesKindergarten 12First 24Second 34Third 54Fourth 64Fifth 80Sixth 106
Supplemental Materials - Guest Speaker Guidelines, SpeakerSuggestions, Field Trip Guidelines, Field Trip Suggestions,Worker Interview Questions, Related Career Games, BulletinBoard Ideas, Activities Demonstrated by John Davies 130
Printed Resources 191Career Education Books in Media Centers 192
Audio222
Audio Visual Materials) 228Additional Career Education Resources 232
Long Range Plan 236
Assessment Guide 2140
Glossary 258
3
CAREER AWARENESS COMMITTEE
Ed Chamberlain* - Chairman
Fala Mae Bunn* Colorado
Deborah Mennengo Franklin
Ruth Smith Grant
Jane O'Toole Garfield
Mabel Reichert Jefferson
Jody Silver* Lincoln
Marlene Anderson Madison
Mary Daufeldt* McKinley
Laura Schroeder Montpelier
Karen Kochanowski Mulberry
Kay Walter Washington
Iva Black* Special Education
*Persons who participated in the summer writing team.
ii
4
PREFACE
Dr. Sydney Marland, Jr., commissioner of education in theearly 19701s, challenged the educators of this nation to inventcareer education. This guide summarizes concepts people in thisdistrict have shared as career education is invented in Muscatine.
The purpose of this guide is to assist the faculty in thisdistrict as we implement and coordinate our concept of careereducation. The activities described in the grade-level sectionare examples and are included so they can be reviewed and tried.Teachers are encouraged to pick and choose, to try those activitieswhich seem applioablo and to develop additional activitiesusing patterns established in this guide. We sincerely hope thatthe guide will provide a springboard for spontaneous incorporationof career awareness concepts in all phases of the instructionalprogram.
Our faculty is encouraged to become fxmilitvift with all partsof this guide. The white pages give an overview of the careerawareness program, and the colored pages identify activitieswhich are oriented to specific grade levels.
Planning of the career awareness program followed the formatdepicted by the chart on page iv. The long range plan on pages 236through 239 explains the progress we expect to make during the next,three years, and the assessment guide in the last section is the
,cinstrument yith which we will appraise the extent of our success.44,**luation spade is also provided for your own notes on each of
the gradi=aevil.activities. Your comments and suggestionsfor improvement of this guide or any phase of the career awarenessy,:cgram will be welcomed by either the career awareness committeerepresentative in your building or the Director of Career Education,(phone 263-7223).
Our thanks are extended to the many people who assisted inthe preparation of this document, and to the Davenport CommunitySchools and Dec Moines Community Schools for permitting us toincorporate mate.Tials from their awareness guides.
The Summer Workshop Subcommittee
4
'14744,
4412
CAREER EDUCATION IN MUSCATINE COMMUNITY SCHOOLS
In early American society, formal education was viewed primarilyas a mans of imparting knowledge. Career education occurred aschildren worked beside their parents in small shops and on the land.The number of different occupations was limited and the opportunitiesfor choice few. But as technology improved and the country movedfrom an agrarian to an industrial and urban society, parents foundit more difficult to counsel their child in the choice of a future
occupation.
American schools have traditionally operated under theassumption that academically oriented school room education willautomatically lead to the ability to work productively. Whilethe basic skills taught by the school are needed by all indivi-duals as they enter productive life, education has come to meanmuch more.
Career education compels educators to establish a renewedperspective toward the educational process. Schools must providenot only the career education represented by preparation for collegeand eventual work in a profession, but also for the 84 of theoccupations in this nation which do not require a baccalaureate
degree. Educators must examine the existing instructional programsand incorporate experiences which will enable students to system-aticsAy (1) gain an understanding of themselvea, (2) become awareof basic facts about a variety of occupations, (3) explore or
experiment with several occupations in which they are interested,and (14) receive occupational preparation that will enable them tobe employed in one of several occupations within a career clusterof their choice.
Compilation of this guide is one of many efforts our districthas, and will continue to commit toward the goal of providingrelevcnt and up-to-date learning experiences for our students.A society that has put man on the moon is challenging our educa-tional system to demonstrate similar excellence. We must meet,
even exceed the challenge.
7 If
Dr. Russell N. WardSuperintendent of Schools
af.L.
Career Awareness relates the world of learning
with the world of work. It first entails self-
awareness; then awareness of others in the
immediate environment; and continues to expand
to include a more comprehensive awareness of
the total community environment. Career Aware-
ness includes the development of a value
system which incorporates a knowledge of, and
an appreciation for, the role of work of all
types in our society. Life and learning are
dynamic processes that occur in the home, the
community, and in all environments, including
the classroom.
1
C.AREER AWARENESS GOALS
I. Principal goals (Student Outcomes)
A. Self Awareness
1. The students will develop an understanding of their freedom, asindividuals, to hope and to change.
2. Each student will develop an understanding of his own rights tohis feelings and opinions as they differ from the feelings andopinions of others.
3. Each student will develop an understanding of his obligation torespect the feelings and opinions of other.
4. The student will develop a positive self -image by identifyingways in which each is a distinct individual.
5. Each student will develop an understanding of his abilities.6. Each student will develop an awareness of himself physically,
mentally, and euotiona4y.
B. Occupational Awareness
1. Iwo student will develop an understanding that.all legitimatedboupations are worthwhile and honorable.
2. The student will develop an understanding that rapid changestaking place in the world of work will necessitate advancedspedialized training because jobs expand, change, and evendisappear according to the needs of society.
3. The student will develop an awareness of the world of work,through responsibilities at school and home.
14. The students will be motivated to become a part of the world ofwork.
II. Related Goals
A. Understanding of Career Awareness
1. Faculty will understand the purpose and implementationprocedures.
2. Parents will understand the purpose and how their child willbenefit.
3. Our community will understand how they will benefit and howthey can help.
B. Community Involvement
1. Resource people will be utilized.2. Public relations will be stressed.3. Field trips and other activities in the community will increase.
C. Integrate career awareness concepts into existing curriculum.
2
INSTRUCTIONAL SAPENCE
Career Awareness emphasises self awareness (self under-
standing) in the primary grades and expands to include
increasing awareness about occupations in the intermediate
grades. The tables on pages 4 through 10 list learning
activities whichmamy teachers indicate are already a part of
our program (as indicated by a districtwide survey at the
various grade levels). Teachers are urged to see that the items
listed in the tables are covered at the grade levels indicated.
SEL
F D
UIR
EK
ESS
SE
WIE
NC
E
Prim
ary
Gra
des
Intermediate Grades
The learner will become aware
of h
eror his
unique physical, intellectual, emotional, and
social capabilities, and more specifically
will become aware
of h
eror his:
1.
Personal interests
2.
Progress in mental and creative
abilities
3.
Physical characteristics
L.
Acquisition of short-term personal
goals
5.
Feelings of and about self, peerp, adults,
and near environment
6.
Understanding that hwan beings are
more alike
than
different
7.
Opportunity to select peer groups
8.
Knowledge that societal institutions
influence personal attitudes and biases
a.
The role of the family
b.
The school
c.
The community
9.
Responsibility to behave appropriately
in the school
setti
ng10.
Benefit from personal growth in the
educational setting
11.
Decision-making processes
The learner will relate self paeception with
the world of work and will t
1.
Realize how self-concept is related to
interactions with others
2.
Analyze interests as
abasis for
deve
lopi
ngnew interests
3.
Recognize personal mental and creative
abilities
interms
of a
nevolving life
style
4.
Recognize physical abilities
5.
Appraise others'
perc
eptio
nof self and
cope with praise or criticism
ina positive
manner
6.
Relate successfully with various peer groups
7.
Investigate similarities and differences in
cultural values
a.
Recognize that all
cultu
res
are
to be
respected
b.
Recognize that What is acceptable in
one
cultu
re m
aybe
reje
cted
inanother
8.
Observe that the educational
setti
ng c
anhelp develop life skills
9.
Lea
= to
beh
ave
appr
opri
atel
y in
the
com
mun
ity s
ettin
g
14
Primary Grades
Intermediate Grades
Concept of work
a.
Difference between employer and
employee
b.
rtgnity of the individual
c.
Variety of occupations available
d.
Why people work
e.
Relationship between income and
lifestyle
f.
Workers are paid for services
Understanding of the difference between
producers of goods and producers of
services
Willingness to complete assigned tasks
and the importance of assuming responsibility
10.
Acquire experience in making decisions
and accepting the benefits or the
consequences
11.
Recognise specific work behaviors and the
socio-economic aspects of the world of work
a.
Paid and unpaid work
b.
Different levels of responsibility in
various occupations
c.
Wide variety of occupations available and
desirable qualities of various occupations
d.
Similarities and relatedness of occupations
which permit mobility in career lattices
e.
Change in work responsibilities within
occupations due to technology and personal
competencies
f.
Income varies with career type and level
g.
Greater competencies Renerally are
rewarded by higher pay
h.
Implications of discrimination
12.
Relate self-concept to selected occupations
a.
Opportunities afforded through school programs
and community activities
b.
Decision making in selection of projects
commensurate with abilities and interests
0.
Personal growth and rewards of work and/or
leisure
1.
Personal satisfaction
2.
Social recocnition
3.
Monetary rewards
13.
Relate life styles to work roles
a.
Monetary rewards and life style
b.
Work hours
c.
Personal needs
d.
Effects of occupation on physical and mental
Hoep. &
Recreation
Lifeguard
Taxi Driver
Bellman
Hotel Chef
Coach
Pro Athlete
Waiter
OCCUPATIONAL AWARENESS SEQUENCE
Camp
Counselor
Life Guard
Hobby and
recreation
Park Admini-
strator
Forest
Ranger
Taxi Driver
Pro Athlete
Camp
Counselor
Park admini-
strator
Park Ranger
Forest
Ranger
Brooke Jumper
Hotel Mgr.
Travel Agent
Park ranger
Forest
Ranger
Travel Agent
*Secretary
Marketing &
Distribution
C*
Secretary
Processor
Wholesaler
Distributor
Secretary
Salesman
Bcokkeepar
Insmnuxxt Agent
Routeman
Cashier
Credit Manager
Stock Clerk
Stockbroker
Fine Arts &
Humanities
Art Teacher
Music Teacher
Clergy
Art Teacher
Music Teacher
Archeologist
Editor
Newspaper
reporter
Actor-Actress
Comic strip
writer
Author
ArtTeacher
Music Tesdher
Artist
Author
Art Teacher
Music Teacher
Newspaper
reporter
Actor/Actress
Comic strip
writer
Artist
Anthropolo-
gist
Author
Interpreter
Interpreter
Art Teacher
MUHL: Teach*
Archeologist
*Newspaper
Reporter
Editor
Comic Strip
writer
Artist
Anthropolo-
gist
Marine
Geologist
Author
Comic strip writer
Art Teacher
Music Teacher
Clergy
Archeo logLst
Editor
Newspaper reporter
Actor Actress
A2tist
Anthropologist
Marine Geologist
Radio Drama
Interpreter
Author
*Denotes that a unit has been included in the
grade level section of this guide to demonstrate how thisconcept
fits into the present curriculum.
6continued on next page
Cluster
Kdg.
Grade 1
Grade 2
Grade 3
Grade
Grade
Grade
Transportation
Odi
g>
Truck driver
*Bus driver
Mechanic
Taxi driver
Train Enginee
Pilot
Ticket Agent
Airline
Stewardess
Truck driver
bus driver
*Airline
Stewardess
Pilot
Truck driver
Ticket Agent
Conductor
Truck driver
Bus driver
Mechanic
Taxi driver
Trair Engineer
Pilot
Airline
Stewardess
Dispatcher
Air Reserva-
tion clerk
Deck Officer
IWdio Operatot
Seaman
Baia) 05tward
Truck driver
Pilot
Bush pilot
Airline
Stewardess
.
Truck driver
Bus driver
y
Truck driver
Bush pllot
Dispatchar
Seaman
3usiness &
)ffice
Secretary
Typist
Secretary
Secretary
Secretary
Computer
Computer
Programmer
Programmer
Switch Board Receptionist
Accountant
iTypist
Clothing
Salesman
Computer
Secretary
Programmer Computer Programmer
Merchandizer Switch Boa-rd
Dictaphone Typist
teary
oountant
.
ist
-Ublic
service
Policeman
Fireman
Sanitation
Defense Dept.
Worker
Public Health
Nurse
City Carrier
ticantinued eal
Policeman
*fireman
Sanitation
Public Health
'
Nurse
Sanitarian
City Carrier
Mail Clerk
,
v440_
*City Carrier
1 Clerk
Sanitarian
Sanitation
Librarian
Beautician
Receptionist
Policeman
Policeman
Game Warden 1Mayor
Mayor
Fireman
Fireman
Sanitation
Sanitation
Defense Dept.
Defense Dept
Worker
Worker
City Carrier
Meter reader
Policeman
Policeman
Biological
Forestry Soil
Agri. Servic
Conservationist
Forestry
ectrician
Soil Conner-
brariari
vationist
Librarian
*Denotes: that a unit has been included in the rrade level
section of thie raids to demonstrate how thig
concept
fits into the present curriculum.
continued on next page
Cluster
Kdg.
Grad* 1
Grade 2
,Grade
bf
.,
1a
Teacher
Post office
Forestry Soil Forestry Soil City gov't
ublic Service
Librarian
worker
Conserve-
Conserve-
occupations
continued)
School Nurse
*Teacher
tionist
tionist
State & Fed-
Special
,Librarian
Public Health Public Health eral la
,,,,-
. ,
Teachers
Principal
Nurse
Mires
System of
4(Learning
Custodian
Sanitarian
Post office
Supreme Court
disabilities, Cafeteria
.City Carrier
worker
Gov. of state
etc.)
Worker
Mail Clerk
Electrician
Senator
11
Custodian
Lawyer
Teacher
Congressman
Principal
Pont office
Librarian
U.S. Presiden
Cook
wotker
Banker
Aides
Meter reader
Electrician
Mm
Repairman
Engineer
Teacher
Librarian
Ecologist
Ecologist
Ecologist
Fisherman
wine Science
Fisherman
Fisherman
Geographer
* Fisherman.
Fishing boat captain
Fishing boat
Fieh Whole-
Ecologist
captain
Balers
Fish Wholesalers
Deck Hand
Fish Retaile
Geographer
IP&
Fish, Whole-
Oceanographer
-
VI
sales
lauanaut
Fish RetailerS
._
.
Delivery man
Poet
Telephone
Air traffic
Reporter
rd.tographer
lmmunications
Radio workers
Operator
control
Rewrite man
oelephone Operator
-Id Media
AMdio &TV
Newspaper
r .grammer
announcer
Editor
Telegrapher
Proofreader
Broadcast
Cartoonist
technician
.Reporter
Rewrite man
Newspaper
Editor
*Menotea that a unit has beenincluded in the
fits -into the present curriculum,
love section of this guide to
demonstrate bow this oonoept
continued on next pegs
:A
Cluster
Grade 1
Grade 2
Consumer and
kmemaking
Cook
Housekeeper
Janitor
:gri-Business
and
:atural Resources
Farmer
Dairy farmer
Livestock
farmer
Veterinarian
*Farmer
Dairy farmer
Livestock
farmer
Lumberman
Logger
Forester
Veterinarian
Farmer
Physician
Physician
Physician
ealtb careers
Registered
Registered
Registered
Nurse
Nurse
Nur
seDentist
School Nurse.
Nur
ses
Aid
eDentist
Ost
eopa
thC
hiro
prac
tor
X-r
ay T
ech-
nici
an
*Denotes that a unit has been included in the gradeleve
fits into the present curriculum.
Gra
deG
rade
Gra
deGrade
Fabric
Designer
Kitc
hen
help
erHousekeeper
Dietitian
Food
Tec
h.Handyman
Hot
el M
grs.
Rep
airm
an
Farmer
Dai
ryfarmer
Livestock
Farmer
Veterinarian
Lumberman
Logger
Forester
Geologist
Miner
Farmer
glairy farmer
Livestock
.farmer
'Lum
berm
anLogger
Min
er
Farmer
Dairy farmer
Livestock
farmer(4-E
Veterinarian
Lumberman
Log
ger
Forester
Geologist
Miner
Extension
service
worker
Quarry worker
Machinist
Farmer
Dairy farmer
Livestock farmer
Lumberman
Logger
Forester
Geologist
Miner
Phys
icia
nRegistered
Nurse
Den
tist
Dental
Hygienist
Psychiatrist
Surgeon
Nurses
Aid
eMedical Tech-
nologist
Pharmacist
sect
ion
of th
is g
uide
to
9
Optometrist
demonstrate how thisconcept
continued
on next
page
Cluster
Kdg.
Grade 1
Grade 2
Grade 3
Grade 4
Grade
....
Grade
-Personal
:ervice
School Bus
Driver
Veterinarian
*School bus
Driver
Barber
School Bus
Driver
.-
School Bus
Driver
Barber
Social Worker
Veterinarian
`,
, lo 1., at
School Bus
Driver
Veterina:'_an
Psychologist
Health Salon
.=tor
Social Worker
.
tchool Bus Driver
Veterinarian (14-E)
Environmental
Family..
.',
1,"
.C.
.
.
Meteorologist
Forester
Forestry Aide
Zoologist
Physical
Scientist
Meteorologist
Botanist
Chemist
Engineer
Physicist
Forester
Forestry Aide
Ecologist
Meteorologist
Forester
Ecologist
Zoologist
Anthropolo-
gist
*Meteorologist:Physical
*Botanist
Forester
Ecologist
Zoologist
Scientist
'Meteorologist
Botanist
`Chemist
Engineer
Physicist
Ecologist
Life Scientist
Archeologist
Man
ufac
turi
ngPhysicist
Safe
ty E
ngi-
neer
Chemist
Machinist
Tool Maker
Die Maker
Pattern make
Mathematician
Engineer
Quality-
control
Assembly line
Salesman
Historian
Safety
Eng
inee
rPhysicist
Engineer
Foreman
.
Construction
'
Construction
worker
Carpenter
Road builders
*Iro
nworker
Welder
Laborer
Surveyor
Architect
istonomer
*Denotes that a unit has been included in
the grade level section of this guide to demonstrate how thisconcept
fits into the present curriculum.
-
10
ACTIVITIES SECTION
The following activities, teaching techniques, and resources
are suggestions for impleme9ting the Career Awareness program.
These are but a few of the possible approaches. Space is provided
at the edge of each sheet for your evaluation or other notes.
Blank pages are provided at the end of each grade level section
so you can enter activities of your own design. The purpose for
listing these activities is to provide examples that will stimulate
your thinking about methods of using career concepts to convey
practical applications of basio skills into all curricular areas.
Plan to try several of the activities suggested for the
grade level you teach. Then discuss your reaction to these activities
with the career awareness committee representative from your building
(or call the Director of Career Education at 263-7223). Your
suggestions for improvement of these units and addition of others
is actively solicited.
Teachers who develop additional units are encouraged to submit
them to the career awareness committee for review. Each month one of
these ideas will be included in a career education newsletter which
will be prepared by the Director of Career Education and distributed
to faculty in this district. The present Director of Career Education
has promised a steak dinner to the teacher (and the teacher's spouse)
who submits the most outstanding unit as judged by a team composed of
advisory council representatives, principals, and career awareness
members.
Additional copies may be made of any of the materials in this
guide. If printing is a problei check with the Director of Career
Education for assistance.
The student will becomemore aware of self
..1clAikegiOtrt44.
1.
Make "Me" books illustrating the
student's:
a.
Home
b.
Family
c.
Pet
d.
Special friend
e.
Relatives (aunt, uncle, etc.)
f.
Mother's work
g.
Father's work
h.
Favorite toy
i.
Favorite game
Could be grouped
j.
Favorite book
on page,
4.0
k.
Favorite food
"My Favorite Things"
1.
Favorite color
n,1
Social Studies -
General Objectives III
--
-44
.-
- 4-
mew
-Now
-
The students will become
more aware that
-*
they
are
mem
bers
of
the
com
mun
ity.
1.
Discuss helpers in thecommunity and our
role in the community.
.1K
inde
r
-....
......
......
.men
..
a....
.-
---
- .4
- v.
*. .
IV.
. -...
..-
, 1141r
-...
.e _
4 .
- -.
. - a
.....
...-
v..
-...
......
......
. ---
*
2.
Make a display of "OurCommunity".
Draw in
the streets.
Have students make their houses
and put them where they shouldbe.
Children
canmake trees, brushes, etc.
If the
community is too big,
your map might include
I
just your neighborhood.
3.
View /Um.
13
. -
2,
Social Studies -
General Objectives III
This awareness can be
an addition to aware-
ness of self as a part
of the family
2.A
rt
:--
ma.
-.
1.
Area IX film
0141429
Our Community
Services
The student will become
more aware of the
...11
01M
.0.0
0,41
.0.
world.
' -ar
+on
,.1.
aFe
a...1
11.*
--A
M 4
, ...
-A
---.
-,
-al
b.
1.
Discuss different countries
on the globe
and shorn Where the child livea.
2.
Discuss ways we are alike anddifferent from
children of other countries.
(Use pictures
of children from other countries).
3.
If a person from another countryis available,
have him/her visit and talk about
thei
r.country.
This person might share slides,
pictures, costumes, hand tools.
4. Draws plature of
a person from another
coantry.
114
-
Social Studies
-General Objective I
Pupils and schools in
other parts of the
world
Art
At-
MY
.41
1.ee
e.-e
AnClAirgazw411
1.
Globe
t,-:; r
7
Xixitlargarten..--
the child's
al s
elf.
.444
, 14-
yew
. 4,4
4444
4444
.44*
. 44-
NO
4,4
4-
4Inw
a...4
aftw
. 41.
4fto
om4s
4.
444.
4444
1.4.
.444
- .4
4m
om.
444.
4044
4.4.
114
- I-
- 10
..
10,.
- 11
-+1
---
-.r
Body Structure
1.
Weigh and measure each child
2.
Have students makefinger prints and
compare them, using F magnifyingglass.
3.
Make life-size
pictures of students.
The
students work inpairs and trace each other.
4.
Make shadowpictures of students' heads.
Feelings (happiness,
sadness, fear, anger)
1.
Have students makefacesrepresenting the
four feelings (above)in a mirror and
then draw them.
2.
Cut outpictures from magazines that
show
feelings.
3. Discs: I
am sad men
I am afraid of
I amangry Whoa
4.
Have studentsrole-play feelings.
Five Senses
1.
Have students describeone thing they sawon the
way to school.
2.
Draw a picture ofsomething they heard on
the
way
to s
choo
l.3.
Hav
e st
uden
ts c
lose
thei
rey
es a
nd id
entif
y ob
ject
sby their feel.
4.
Have students close
theireyes.
Pass aroundsew
items for the studentsto smell. Have themtell what
they are smelling.
17.4
--
.
.-
4414
4.45
.44
.415
44.1
44.4
1401
.444
.441
1,44
4.4
,044
44.4
44-
1.
Social Studies
-
General Objective I
Unit on Pupils
2.
Science
44.
11P.
leor
ma4
,444
.44
4.44
4.4.
44..
044
4.44
4444
4.4
4011
111I
NIN
NIM
EN
ow
naw
ma
4now
ee.4
4mn.
is
Box with lid
-
a. Cut a hole in one
end,
.b. Attacha knit stocking
over
the hole.
o. Place assortedobjects
in the
box.
d. Have childidentify
objects
inthe box
by in
sert
ing
band
and
arm
inthe box inside
ofstodking.
Have students close
theireyes and taste
foods.
They should identify thefood by
its taste.
4414
._...
44 ,
W..*
-, 1
1,-n
- .
1444
4.4*
.e.A
. -.4
41.4
41ft
. ,...
..on
. 4. 4
1.44
144.--
-44
444
.
.1T
hat_
stud
aAt 3
/11.
1.be
gam
.Sl
igja
yJO
ILth
e.22
1ep.
offg
ailL
eedb
l_m
____
__,
.111
*...1
, -N
V*
ma,
1.H
ave
stud
ents
des
crib
efa
mily
mem
bers
tocl
assm
ates
.2.
Hav
e st
uden
ts b
ring
snap
shot
s of
fam
ily to
dis
play
on "
Our
Fam
ily A
lbum
" bu
lletin
boar
d.3.
Dis
cuss
the
phys
ical
nee
ds o
ffa
mily
(ho
me,
foo
d,cl
othe
s, lo
ve, h
unge
r, r
est,
etc.
)L
.R
ole-
play
eac
h m
embe
r of
the
fam
ilya.
Pret
end
you
are
your
fat
her
who
has
just
seen
you
pla
ying
in th
e st
reet
.b.
Pret
end
you.
are
your
mot
her
who
has
just
seen
you
pla
ying
in th
e st
reet
.5.
Dis
cuss
pos
itive
fam
ily b
ehav
iors
(sh
arin
g,co
oper
atin
g, r
espe
ct f
or o
ther
s'ri
ghts
and
help
ing)
6.M
ake
a m
ural
of
jobs
don
e in
the
hom
e by
fat
her,
mot
her
and
child
ren.
7.H
ave
stud
ents
fin
d pi
ctur
esof
fam
ily a
ndfa
mily
mem
bers
wor
idite
and
play
ing
and
sort
them
into
two
grou
ps (
Wor
kan
d Pl
ay).
8.H
ave
stud
ents
des
crib
e th
eoc
cupa
tions
of
thei
rpa
rent
s.th
ey m
ight
bri
ng to
ols
thei
rpa
rent
sus
e. T
au r
ight
eve
n w
ant a
vaila
ble
pare
nts
toco
me
to v
isit,
and
exp
lain
thei
rca
reer
.
-41.
7t-4
-4.
7 s
D...
710/
.....1
41.1
11".
.af
t. 16
alm
a*. -
-Mir
..
Ein
derg
arte
n.._
-..1
1AM
Em
eenr
.....1
1110
111.
..111
1r1,
0W
m-W
M.
:
.So
cial
Stu
dies
-G
ener
al O
bjec
tive
III
Lan
guag
e -
Tal
king
bef
ore
agr
ouP
Art
1.Fo
r th
e ro
le-
play
ing,
have
hat
or
anot
her
item
of c
loth
ing
asso
ciat
ed.
with
both
par
ents
' occ
upat
ions
.(A
n ap
ron
wou
ldbe
appr
opri
ate
if th
e m
othe
ris
a h
ouse
wif
e)
2.A
rran
ge f
or p
aren
ts to
com
e to
sch
ool a
nd d
escr
ibe
or d
emon
stra
te th
eir
job.
A c
arpe
nter
mig
htas
sist
the
clas
s w
ith c
onst
ruct
ion
of a
. sm
a1l p
r9je
ctor
proj
ects
. A h
air
styl
ist
mig
ht d
emon
stra
tea
hair
styl
ing
tech
niqu
e.
46.M
,PO
.V.,
'..in
i.O.I
MM
IIIA
.-nj
o-
-fir
e
of careers whichare closely related to the child.
1+-
- ..-
.411
10 0
0114
---
- m
ow -
.:o
r am
*
1.
Discuss several differentworkers and their
jobs by displayingpictures.
2.
Make a list of the parents'
jobs.
3.
Make a display (bAletinboard)
of pictures of
people in the
same occupations as the parents
and pictures of toolsrelated to parents/ work.
4.
Available parents might be
invited to came and
discuss their occupations.
5.Have children role-playvarious occupations.
6.
Prepare a worksheet
on which students match
workers with their tools.
7.
Make a list of occupationsand tools WhiCh
can be related to the alphabet.
Use any
available pictures.
(Aa-astronaut, Bb-baker)
..,
1.
Social Studies
-General Objective I
11..
1
:la
PaheillAWL PILAWALmixation.
-.6
1. -
W..
6 .6
.0 *
WS
66.6
ww
wW
w6.
1611
6016
.
--L
.:L.1
16w
1.
Tour the school, notingthe facilities, other
classes in session andother personnel at work.
2.
Ask school personnelto visit and discusswhat
they do.
(principal,
secretary, librarian,
ID teacher, cooks, custodian)
3.
Make a little notebook,
"Our School". Have
the students design theirown cover.
Include
pictures to coloror draw of the school personnel.
4.
Make a bulletin board "floor
plan" of the
building. Have students
color pictures of
school personnel and putthem in theproper
TO
MB
.
5.
Playing a guessinggame.
Students act out
or give duties of the workerand other
children guess whichperson is being acted
out.
6.
Head books to children.
.06.
1646
6WW
WW
WW
W61
40.1
.6.-
441
4.60
4.10
6.46
0
Lat
exes
,I ic 1.
it. t
4.-.11.e
Cur
1.1
Social Studies-
Units on principal,
teachers, special
teachers, secretary,
aides, custodians,
cooks
Art
.110
1111
.10-
-
dero
arte
n
Re 0,"zir_-7-1-2_77r
--_-----
.110
1100
01/1
0, 11.
Principal, teachers,
special teachers, aides,
secretary, custodian,
cooks
2.
Art supplies
Area IX books
13752 Hoffman,About School
lams
139214 Greene, IWant to Be.
AL/leacher
16837 Barry
Goo
d. J
(orn
ftYeatoPIE
19652 Cohen, klwTeacher
Students could take
pictures with aninexpen-
sive camera.
- -
-W. 6
.466
6644
1468
6.-1
.616
.-y.
..,0.
6116
..4
1641
......
...61
.441
4166
6.64
4644
64.6
.
Ilr
2be
atud
enta
-vill
_gni
aiL
betti
erua
dara
land
ing
AbIMIS, P1..24_0911941PUPA,-
3 1:
-
.-
. .^0
WT
.-I
. Igo
`^-
OW
*-
41. .
1. I
. ...A
Y.
n a*
% -
-, +
MO
-,
*1.
Invite the school nurse tocome and speak
with the children.
She might discuss what is
available at the sbbool for healthservices.
She could discuss
good food habits,
proper care
of the teeth and
ways of keeping healthy.
She co,J1d also explainequipment and tools she
uses.
(ie. thermometer,
scales, health *art)
If the nurse baschildren, She could tell
their names,
ages, and how she helps them
at home when ill.
2.
Color a picture ofa nurse.
3.
Make nurse's hats.
4.
Make a health chart
comparing height and
weight throughout theyear.
5.Role-play nurse.
6.
Read stories of nurses.
19
ILtee4L1c.:
1.
Social
Btu
liee-
Unit
on N
urse
2.
Art
Language*Arts -
dramatization
Kin
derg
arte
n_
1.
School nurse
2.
Paper
Mimeographed pictures
of nurses.
Area IX books:
-.-
....
....1
0 11
.+41
1111
1M...
. .--
.111
11-
-.
_=
mm
os.
-
12286 Creene
7 Want to
Be
Nub a
n
students will detlikaRan awareness
of the work of bus drivers
MA
NI
...41
.11.
...01
1..=
.-1
1111
1111
1111
11,
^
1.
Invite the school bus driver to.visit.
onllm
2.
Discuss proper conduct for riders
on a bus.
Role play examples of good and bad behavior
on busses.
3.
Make safety posters about bus riding, after
discussion.
4.
Discuss safety rules and traffic signals.
5.
Color pictures of bus drivers.
6.
Make traffic lights out of construction.paper.
7.
Learn this poem:
Stop, Look, Listen, beforeyou cross the street.
Use your eyes, use your ears, and thenuse your
feet.
20
4-3
71r
P
Zatedza.i-dc.: 1!...to the
Curri,..2111:
"-.0
1111
11
......
..
RQ.:^af7ce
-
1.
Social Studies. Unit on 1
1.
School Bus driver
This Drivers
2.
Language Arts
Safety
Art
"1"
..,III
MrI
VIIM
IP02
1.ra
.-. +
..1.
1001
1.01
1-1
...=
1011
1MIIM
MIN
.P.M
1.-
.A
meg
iv..1
1.41
111W
ar
12.
Area IX film
014327
is Drivers' Helpers
3.
Invite the police
liaison officer to
demonstrate stop light
models to the class. Mark
out "streets" and practice
"obeying" the stop lights.
dn.
-,Ilm
e-1
.,11
11-w
.A
M14
.11a
IME
NII
CID
The
etpdentylOgLiggAluljEntyponeee of
hie abilities awl his
own successes.
-1...
0-1ggr-ntr
____
WA
ftri
seet
ra.
AnP
onw
orn.
1.11
111
1111
/fvw
-1.0
.^01
.111
1041
1-+
01*.
--T
AM
MO
. ww
ww
.e...
..r.w
ores
a.
rova
r....
. 181
1,.1
1,11
1,..
- ,..
411.
14M
ON
1.
Keep a flancoess Record" on each child.
Acopy of the "Success Record" for.ows.
....
....
21
Integratic
inio th(2,
1.
Contact the Career
Education 1drector at the
Administration Office
(ph.263-7223) if assistance
is desired inobtaining
classroom quantities of
the "SuLoess Record" form.
/0N
a././
./. r
lo -
111
:14_
10-,
m -
0Wa
0,11
1* =
121M
IN.-
..-.
...--
.-.-
.-.."
Child's NameSuccess Record
IC - 3
Self Awareness Sept Oct. Nov. Dee. Jan.
4
Feb. Mar. April May June
.
1. I know ur name, age,birthday, house number,parents' names, and phonenumber.
, ,
2. I can tell the workjobs I like to do and
144Y.
A.
3. I try to ring, usematerials, and be happy.
p-
4., I tgy to lanish Mrwork jobs.
5. I try to do my bestwork and take care of allby materials While atwork and at play.
.
6. I share what'/ havelearned with otherpeople.
, .
1
7. I try to war and
,
sam: with others.
8. I will try to think anddiscover for myself.
9. I share my thoughtsand listen to others.
8
13II:Tac..Z
.T1C
Y :1qT
.
-,m
atalilmsam
mnam
oremm
ow.
tTrzInO
au:: OZ
o2ayj
tL
:rf..I
111100,...../.1W4111/.1.11M
YS
rd or-.
00111111Mr.
.110 .101111.111.0011
41. - +o- W
..
rar.
ca
',IOW
,
Q
The Atusleat vill_.1929Ple-itaraze_et
wad the occupations involved
mt.*
1.
Read and discuss books about family
activities.
2.
Show a film:
3.
Show or display pictures
A Family at Work & Play
- SVE
Neighborhood Friends & Helpers
SVE
People Who Come to My House
- Childs' World
People In the Neighborhood
- Childs' World
4.
Bulletin board display Showingvarious types
of families and family needs.
5.
Discuss the term "family".
Size, age, uurname,
relationships, jobs,
careers, needs, etc.
6.
Discuss
7.
Discuss
8.
Discuss
24
why families move.
various types of homes.
- "My Father at Work"
"My Mother at Work"
or my brother, sister, grandfather,
grandmother, uncle, or aunt at work.
adal
1111
1.11
1...
....-
a....
...--
-..0
.0.0
0-.
.
R01A f e
1.
Area IX books:
13629 Greene, kWant to Be
11224 Lenski, Papa( Pecuand
Ratita
Llf%
13420 Ienski,
bet'sPlay
uase
Bury
15779 Finfer,s
Dear
Easy
16826 Finfer, Grandfather.
pear, Easy
Area IX Films:
010J
111
0404
5
(046
0404
7
0404
8
0404
9
0405
0
Families & History
-Why is My Name Anders
Families & Jobs-
Risa
Ear
ns H
er D
ime
Families & Learning
-Everyone's a Teacher
Families
&Recreation
Fun is For Everyone
Families & Rules
-How Everything Works
Families & Shelters
House for Hernande
Families & Trans-
portation - What's a
Pocket For
3,..
411.
1hA
ni-5
0551
1.4.
*
..W.
-55
.---
,-...
..,55
5-
,--
IIr,
441
111.
V,
...1.
.-V
W, 4
* 11
*.a-
al.*
9.
10.
Discuss andcompare families - foreign,
colonial, animal.
Field trips to visit
parents or relatives
at work
11.
Encourage parents or relatives to
come and
visit our classroom and
talk about their work.
12.
Thank-you letters (Evaluation tool
- What
did the children learn?)
13.
Discuss or have
reports on what children would
like to be whenthey grow up.
14.
Make a booklet about
the family and the work
of each member.
15.
Discuss key
wage earners in the family.
16.
Write a story
- suggested topics:
"What My Daddy Likea
to Do"
"What I Want to Be WhenI Grow Up"
"What My Mother Likes to
Do"
17.
Discuss and display tools
or equipment used by
parents if feasible -.perhapspictlres if neceesary.
18.
Write on topic
- "The Things I do Beat';
po-
-or
t-5
,*5,
5 4.
5-*
,.....
.114
.
25
1.
Math - Addition
2.
Language Skills -
Oral expression
Creative writing
Social Studies
-
Many people
doin
gmany
different kinds of work
and helping eachother
4.
Art - Booklet
cover,
Lettering
IOW
al-
AM
.
-55.
51.
.45.
.111
..
Are
aI7: Films (continued)
014051 Families & Weather
-
What's the Weather
04060 Living &
Gro
win
g
3.
Teaching pictures
Magazine pictures
Field trips
Resource people
19.
Tabulate and countparents' jobs
How many work inan office, factory, etc.
The 044#Pt4:11biromfMare of the
Veterinarian's job.
.1
--
2.
Show a film.
-.
1.
Read and discuu books.
3.
Have a veterinariancome to visit the
classroom and talk about
his job
- perhaps
show slides about his
:cork - Ask him questions.
Let each child listento his heart beat.
l
....1
1111
11,*
.on
-
-1.
Animal units in
science and health
2.
Language Arts
-Preparing questions,
letter writing
1.
5.
Observe the various colorsand sizes of pills.
Observe equipment used to
give shots.
6.
The doctor could bringguinea pigs or white
mice.
7.
A parent could bringa pet for the class to
observe (30 minute time limit
is suggested).
8.
Write thank-you letters to
the veterinarian.
9.
Allow the children to bringa pet
for a visit.
10.
Purchase a pet for the classroom
duties for its
care.
to school
- assign
11.
Make animals from clayand display incages.
26
Miro
mm
Maw
+.*
RA
N!.
4411
1...
--,-
-
3.
Art - Modeling with
clay
4.
Social Studies
Interaction of
and animals
people
I
- -
---
.Dna
ge *
OM
Books from Area IX,
School Library, P.M.
Musser
Area IX books:
13626 Greene,
Want toa
Jxtor
36.0
185t42 Iritani,
X_KnowAka
Doctor
636.0
2.
Area IX Films:
03752 Care of Pets
03198 Peppy, the
Puppy
03601 Three LittleKittens
Veterinarian as a
resource person
4.
Stethoscope
5.
Veterinarian supplies
6.
Clay and paint
----
.. a+
1.01
m0.
..010
1.11
AIL
4111
1ME
ww
2
712A-Pt449nt..411-111eDaneM#TR..2tAbe..........
variou3 school workers.
-dm
yoar
opn.
.111
195
aft.
411
-.00
111.
-ow
- ..
.. -A
wl*
......
.111
,111
.111
M,
11...
1110
.0-
..-+
um.
Ane
ftwoo
mp,
orr
- i
t-r
1.
Read and discuss books about
school workers.
2.
Have various school helpers
come and talk to
the class.
3.
Discuss school rules.
4.
School safety patrol captain
speaks to the
children.
5.
Show a filmstrip.
6.
Display study prints and discusshelpers
Show a film.
8.
Role play various jobs of the
school personnel.
9.
Write thank-you letters to helpers
who visit the
room and tell about their work.
10.
Visit the school cafeteria.
11.
Discuss the duties of older
students who
work in the cafeteria.
27
r.1
.**
ft.,
1.
Social Studies-
Learn how people depend
on each other
Language Arts
-Letter writing, oral
discussion
to
38VE filmstrips:
School Friends and Helpers
School Helpers
The Teacher
The Custodian
The Safety Patrol
The Principal
The School Nurse
The Cafeteria Worker
1.
4. Area U films:
04327 Bus Drivers? Helpers
03446 Safety Rules for Schaol
04061 Schools & Safety-
2.
David Won't 3e Here
03015 School for Ted
04057 Schools & Learning
-Learning is My Job
132-
-.49
°.
Area IX Books:
17867 Baker,
W t to
retejrY
51.37
1.38 Barr,Plamgalatt,
Bum, People 331.7
13752 Hofilman, Aboutschool
Helpers
331.7
13924 Greene, I Want
to Be
a Teacher
371.3
12520 Elkin,
Tru
e bo
ok o
fschools 370
12286 Greene, t Want.to Be
610.73
Greene,
t to
Vier
29
Hastings, ?earl Goes
19
Gra4r, liseILAIE
l 'Avsr 629.2
10038 Beim, jAgigletiltz
Ce
1. 37 Barr, rwalrearaasx
Teacher
372
School employees including
student workers.
-,11
- ft
wor
allm
mor
.....i
111.
_The_ istv4.91#Wal_te.R.M..111-Linimin
and his work.
-.%
.I*
-.11
1.11
41.4
.1.1
.411
1111
,01.
1111
11e
V.a
nn a
nlY
.
1.
Read and discuss books
2.
Show a film.
3.
'Visit the fire station and
talk with the
firemen.
L.
Display of toy fire equipment (childrenmight
be askel to bring theirown from home)
5.
Discuss how to call the fire
station and
report a fire.
6.
Make safety poster.
7.
Prepare a bulletin board of
firemen and
fire equipment from magazines.
Call Ery Jennings forinformation
on Smokey the Bear (264-1012)
nenn
-ani
onw
oOlo
nnoi
,.....
Or.
.,.1
10.-
.....M
...11
1...1
1....
-- *
*.1
1.01
=.0
.41.
0
Aesource Saterials
1.
Childoraft
-Book 15- P. 71
Book 10 -
p.12, 13, 38
56, 60, 140,
171, 300-305
Book 6 - p. 80, 211
Book 7 - p. 98,99
Book 9 -p. 269
2.
Area U books:
13748 Befflefinger,
About ,Firemen 352
1737=Buchheimer,
Let's
Co To,AjletIaattP14.8
16783 Barr, njre
Snorkeljbakeza
Eas
y10
264
Gra
mat
by, I
ereu
le8t
oof
Fir
e
1681
8 le
.ttin
, IbM
seit
Fire
man
352
3-
Zan
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amer
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woo
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2141
6the
r, Der
.4.4
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&12 29
Min
er,
Policemen &
Fire
men
3 2
13591 Greene,
Wt to
2.1
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Are
a IX
Film
s:03018 Fireman, The
03060 I'mno Fbol
With
Fir
e
Free Materials
Children's Five Safety
Lessons
Col
orin
g B
ook
(Classroom
Quantities)
Kemper Insurance
Advertising:Dept.
4750 N.
Sher
idan
Roa
d.Chicago, Ill.
60640
Onl
y 1
copy
eac
h:B
park
7 C
omic
Boo
k8p
asir
y Fi
re B
ooks
#1
& #
2Sp
ark:
4"e
Fire
man
Son
g &
Game Sheet
Spaz
ry's
Ban
dboo
k8p
arky
's C
olor
ing
Boo
k
Rational Fire Protection
Assoc.
Public Relations Dept.
60pattegeFd4
1.
airiL4ne
occupation.
Read and discuss books.
- --
-^-
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01M
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e. 1
1...
....1
1.11
1.11
1111
11
2.
Have a pilot come to classand discuss Us
work. (The Director ofCareer Education will
assist in helping locatea pilot.
Call vr
263-7223).
3.
Visit a gmall airport.
4.
Have a display of toyor model airplanes.
5Prepare bulletin boards ofairplane pictures
provided by students.
rvz.1-a7H.
29-
118,
1
Ma:eri.*11:
1.
Childcrafts
Book 6
p. 12, 13
Book 10 - p. 78,83,88-89
233,254,256
Book 11
p.44-45
2.
Area
IX B
ooks
:10266 Gramatby, Xfoopy
12300 Greene, X Want to De
lot 629.13
12
Lewellen, 2E33g...k
9/ AtimoXt andAERkiel
13721 Chase,
..
?got of
Air
olin
e62
9.13
1381
0 So
oti*
, pat
ts C
o to
an A
irpo
rt 3
87.7
1393
7 St
uart
,Airialares At
an Alx7ort
629.13
1122 Wheeling, Ream.
ju 811
3.
Free
Mat
eria
ls:
up to 110
copies
Nik
e &
Nan
cyLearn About
Jets
United Air Lines School &
College Service
write to:
OtBare International Airport
P.O
.Box
6611
41Chicago, Ill.
60666
lir =
mow
......._JEWw_studera..1411bmwma...amaPeJle the
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(11.
13. "
C
li1.
Read and discuss books
about farming.
Social Studies
-oa
City and farm people
at
2.
Show a film.
depend on each other.
OM
ii3. Field trip to farm - interview farmer
2.
Music - Farmsongs,
4.
Bulletin Board - farmer and tools
VI. machinery
5.
Discuss farm animals and
crops
3.
t:=4:- !=i4
animal
songs
r;
What does a farmer do to take
care of them?
letter writing
-~
4. Art - Booklets
11,
15790 Duvoiein,
E13742 Isreal, Tractoron the Farm 631.3
12542 Podendorf,
Traejlook of
Animal Babies
30
,.....
.r-
19818 Wood, Summer Day on The7ani 631
12559 Lewellen, True took of Farm
Animals 636
151Wiimirews
Faxm Animals B
1954
3 Sm
ith,Farm
Num
ber,
A C
ount
ing
B lloethe, Farmer & Rim Cows 637
13627 Greene,
1*int to BeI Dar)?
JtEME 637
Jo} con,
Aix
at.2
1rm
alag
635
10121 Darby, What Is a ChickenB
15171 Minks, Tbil Curious Cow E
10075 Brown, CountryikAwriblik, E
16136 Flora, Grandpa's Farm
13241 Gulaire, 'Don't Count YourChicks B
10584 Tresselt,
Z
--IT
4 "
C4P
_
Area IX books:
1313
4DeAngeli, raga
)/ondernae.
F10311 Hunt, hatEgarm F
1031
5 Ip
car,
One
Nome
arm
E10366 lensid, Itttle FA= E
1058
4Treeeelt, yak. qp
DeJong,
14;G
oose
,AalIlairaLkt2Rait
13322 Cleary, BMW"
t o
1Koehn, whaa.to.J1111
ratzit
B13930 Winter, lisp,p2&
E
Greens, Iyant tojt
_630
V. IRojankovak, Minas
oilthe Aria
B16833 Campbell,
631
17251 Kogan, Eliditm
177
f Dodd,la
at o
fC
o 1814
5Hawkinson,
Xpt
mri
,
1957
5 H
owar
d, b
ait
631
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areg
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ft-s
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MN
. ....,
Plant a garden
a.
Beane
b.
Corn - digup sprout and observe
c.
Radish
d.
Lettuce
e.
Tomato - send home in milk cartonsfor
transplanting
f.
Potato -sweet potato to observe
vine
observe "eyes" on Iriih-potato
7.
Display toy farm machinery and animals.
8.
Make a bJoklet about the farm and
the farmer.
9.
Show a filmstrip.
10.
Discussion of interdependence- City people
depend on farmer and the farmerdepends on
factories and other city
jobs.
11.
Creative writing - Write storiesabout the farmer
Write on the topic "Ilwould
(or would not) like
to live on a farm." Tellwhy or why not.
12.
Discuss and
convex, various types of farms.
13.
Discuss andcompare various types of animal
breeds:
1.
Dairy Cow - Holstein, Jersey,
Guernsey,
Ayrshire, Milking Shorthorn, BrownSwiss
31
.110
tegr
atio
li - 11, m
or
41.1
111.
1,41
..1~
Tm
am
Childoraft
Book 4 -p. 240, 252, 271
Book 6
p. 178, 199, 86-91
Book 10-p. 210,214
SU Study Print -
Set o
n til
tth
e Pa
ra
Mag
azin
e pi
ctur
es
Area IX filmes
03191
03437
03493
04234
04236
04235
03202
03999
Children in Bummer
Dairy -Para to Door
Farm Animals
Farm Family in Autumm
Fara Family inSpring
Nar
a Fa
mily
in H
inte
rFriiky
the Calf
Pigs
lent Feeds Pamphletson
vari
ous
bree
ds a
nd th
eir
care
0014
110.
11M
ID.A
ILA
lly A
ft A
O
Alw
epog
wliv
o....
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wom
e....
oloi
re..
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e . -
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ow-
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on."
.....
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82.
Swine -Hampshire, Berkshire,
Yorkshire,
Maroc
,Etc.
3.
Sheep - Oxford,
Shropshire, Lincoln, etc.
L.
Beef cattle
- Hereford, Angus,
Charlata, e
14.
Write thankyou letters.
15.
Make up riddles about
farm aotivities.
16.
learn Mother use
Rhymes - farm animals.
17.
Make a map ofa farm.
18.
Collect samples ofgrain.
19.
Make chart
showing items from a farm which
city people need.
20. Collectpictures of things we get from
farm animals.
21.
Develop underatanding that
each member of
a farm family bagresponsibilities of working
on the farm.
22.
Learn
sores about the farm.
23.
If available,
bring in a small lamb,
pig, calf,
goat, chicken, or turkey. A
ono-hour
stay
islong enough.
Confinement in acage or box is
essenttak.,:l
32
n.
YY
NY
"-100 100..1101....
11.aw.w
.-"ay
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rT
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EC
8
8
The student will becomeaware of the
postal service and its workers.
1.
Field trip to the Post Office.
2.
Use books from Area IX forresearch
3.
Show a filmstrip.
4.
Show a film.
5.
Make a post office inthe room from a large
refrigerator box.
Each has his
own "shoe box"
mailbox.
Letters can be written to
room
friends, envelopes made,
addressed, stamped,
and concelled.
Follow up:
write and mail real
letters.
Pm
6.
Discuss postal regulations:
ie., correct
envelope size, postal rates,
postal classes.
3J4
ann.
maw
..
1141
11
..*--
oroo
rs+
=N
am..
mom
n.n
Nom
n,r.
......
10,
Cur
4-12
1;.
1.
Language Arts
-
writing letters
Resource Materials
- - -
-- -
1
Filmstrips:
90 Billion Raindrops
-Filmstrip 1$ Record from
the Post Office
(At Franklin & Grant)
EyeGate - NS 383.1 Mail
Goes 'Through
(At Franklin)
Films:
03013 The Mailman
04429 Our Comm unity
Services
04020 Lady of the
Light
04586 How the First
Letter was Written
-..
1.
School Libraries
-383 Barr, lkaaliaaaLIM.
U3 Buohbeimersa
383C
olor
avas
t.At the
Office
383 Greene, Posta=
383 Hastings,
Lis
.)-t
.E...
....b
ostm
en383 Heuroid,
now a
Postman
363Miner, Uv....jacofBoChir_
Post Office 8aLIALREEE
2.
Area IX books:
11083 Miner, Truejlookof
Our Post Office
11085 Sohloat,Adventures
of a._ Letter
12277 Greene,..UNELALAIL
a ostaan
13 93 Hastings, taiiamin
13798 Buchheinarr,
Let's Go
Post Office
1677
6Barr, W. Zip and the
II$. Mail
3.
Pictures SVE
SP121
Postal Helpers
4..
-
OM
IINIM
M11
1/.1
1117
1.41
1....
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IWO
MN
IMO
IO
---TAe-PtAe_!lt..-YilLbtt_..QMe.1WM9_9lenkloBsitY
I.
food roads_.and.yorkern who buildand maintain our roads.
0000
.0-
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4.,..
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1111
1111
1119
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-....
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0.00
nom
y 000
/mm
ay.-
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11.1
0111
1,
1.
Students bring roadbuilding toysand prepare
a display.
2Use Area IX books for research.
3.
Chart workers and their equipment.
4.
List need for safety features:
stop signs,
speed signs, rumble strips.
5.
Visit the County Garage and have
a County
Maintenance Worker tell about his
job.
6.
Ask a road engineer to visit the
class and
tell how roads are maintained.
35
w11
1..
1.
Social Studies
-Learn to appreciate ho
we depend on others
Language Arts -
Thank
youletters to
speaker on field trip
,fla'e
00.1
4.
1.
Childoraft -
Volumes 6, 7, 10, 14
2.
School Libraries
-E
Bein, 2211BIYANESSE
624 Bate, mhs.wluml
624Chester, bet's Go Build
a Sus
2 .7 Greene, Boadbuilder,
3.
Muscatine County Garage
'sett Ave.
Ph. 263-5212
Area IX books:
12284 Greene,
Wan
t to
Be
13719 Carlisle, Aboutid
s18
180McWilliams, Let's Do
To Build
s115
1. m
ax
......
mos
MY
, 011
1111
. 000
1100
0010
/0 0
.0 0
09
The stude4t.will _become aware
pflim
ilapi
r'Egi:
workers necessary to keep our cities and towns healthful.
1.
Discuss sanitation
- Terms:
Garbage Disposal
Public health
Sewage
Water (City Water
Systems)
1
2.
Discuss and observe what is done with trash
at school.
3.
Discuss bow garbage is collected and disposed
of.
L.
Discuss differences between trash, litter, garbage
5.Field trip
6.
Speaker
7.Show a filmstrip and show pictures.
36
1.1.
/.....
..171
/11.
.....1
.!!`
11.1
.111
, 1.1
1.1
1!1.
0.01
1.
Integva
10.1
1111
0.11
.1.
Studies -
Learn to appreciate
we depend on othersh.]
Language Arts -
Thank you letters to
speaker on field trip
8.
Pictures
Singer SVE - Picture Story
Study Prints- SP128
School Library SVE
3P1281
Keeping the City Clean and
1.Encyclopedia
2.
Area IX books:
13819 Cochrane, Let's Co
sanitation
3.Sc
hool
Lib
rari
es:
331.
7 R
owe,
City
yor
keFs
614
Cha
pin,
Cle
an _
Stre
ets,
glean Water, Clean Air
628.4 Cochrane, Let'sGo To
a Sa
nita
tion
Dep
artm
ent
42t K
lags
brun
Bea
d A
bout
4.
Muscatine City Sanitation
149
Washington St.
ph. 263-8933
5,
Landfill
- RR
#3Ph. 263-8730
6.Waste Treatment Plant
1202 Musser
ph. 263-2752
7.
Filmstrip
Eyegate - FS614.7 Sanitatio:
and
Sanitation Workers
.st
uieu
tt, 1
411,
11.0
22w
teal
leSA
__glareational.workers and leisure timehobbies.
7.--
,111
10,
1.
Write a paper about
your favorite bobby.
2.
Rave students interview
someone about his or
her hobby and report orallyabout that hobby.
3.
Have a classroom hobby show.
4.
Make a class bobby booklet.
5.
List summer and winter recreational
occupations.
6.
Construct a bulletin board concerningsummer
activities; safety and fun.
7.
Interview recreational personnel
when be or she
comes to speak to the class.
8.
Locate the state and city parkson a map of Iowa.
9.
Locate oity parks using the
city map or telephone
book.
10.
Make a list of theways people have used rivers
for recreation.
What kind of recreation could
you enjoy on:
Mississippi River, Lake McBride,
Lake Odessa, Loud Thunder Lake.
11.
Discuss ways parks are funded.
,ff,
^ w
4.4
37
-am
_
Language Arts
-Creative writing,
interviewing, reporting
(orally and written)
.Social Studies-
Map skills
..111
Enl
iora
lluna
ll 41
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.111
yoA
m.%
1.
Resource person:
YWCA
YMCA
Park superintendents
Member of park board
2.
State, county, and
city maps
Iowa map
Field trip:
Parks
Hobby shop
Rock shop
111.
1.
S1.
The O
kstudent will becomeaware of the role
of the secretary
ft. .w
ar--
1v.
Visit the school officeand talk to the
secretary about her workand the office
machines:
typewriter, ditto, addingmachine.
2.
Have a bulletin board of
different office
machines.
3.
Have a stldent in businessfrom the High
School or Community College
come over to take a
letter iA shorthand and
then compare it with
the typewriter
copy.
Cat
4.Talk about different
types of Secretaries.
5Correct a letter.
6Let students experimentwith an adding
machine or typewriter if
these machines are
available for studentuseage.
38
_.,..2
...-.
2101
1.11
00,..
P.I.
011.
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1/01
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1..
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Rao
.=0,
10.0
1.
.111
,.
I.
Math. - Addition,
Subtraction
1.
Field trip to school
library, school cacretary,
or resource person.
2,
Social Studies
-Dependence on other
people
2.
Catalogues of Office
Supplies for Bulletin
3.
Language' Arts
-Board
Question formation,
letter writing
*10
.11.
-w
on. a
.aA
ND
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pe W
NW
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ME
bok
co
1.
Discuss how many people in
rural areas have
their own well.
2.
Have a man who installs
farm water systems
come to talk.
3.
Visit the water plant
in Muscatine, have
soaleone explain what is going
on.
4.Talk about men involvedin getting city
water and show a water bill:
Worker at the water plant
Meter men
City clerk who collectsmoney
Plumber who hooks new homesup to the
water main
5.Discuss how the supply ofclean water is
threatened by wastes comingfrom households,
industries, farms.
6.
Experiment with salt water.
Boil salt water
and collect the steam.
Let the steam condense
back into water whichwill not be salty.
...V
yr"
,...
39
im
.111
4, o
we
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1111
110.
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......
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.....,
Iegradv:i
Cri
larr
i-
Social Studies
-
Dependence on others fo
our needs.
Language Arts
- oral
communication
}lath - computation of
water bills
-=1.
1.
Water Plant
2.
Resource People:
Pump installer
Plumber
Plant manager
Water bill receipt
-ea.
.* ..
..OF
.40
lom
at A
M.
1111
1011
M,
4:6
INfp
I,.
11
1.
Visit the school
library.
Observe
purposes
aw
of the library:
a.
preserve important records
b.
references
c.
news
d.
history
e.
ideas
Th (4144,4tAVkiklmnummAL10________
work of the librarian.
woo
.sm
.... *Olt
1-
4.11
411,
1111
._^N
Iat
,411
.
2.
Share together the books in the
library
3.
Make book markers to stimulate
discussion
on care of books.
4.
Oral book reports. (An informalapproadh where
students disauss what
they have read is suggested)
5.
Make their own book:
a.
b.
c.
d.
e.
cover
title page
table of contents
a story
index for alphabetizing
6.
Set up and operate
a room library.
Have one
of the students be librarian.
1., 140
II M
..
---------
wor
mlo
wnw
s*-
a.am
ine
-10
10 1
.l
.Language Arts -
Alphabetizing, creative
writing, book reports
Alm
s011
.11.
WN
W.
1.
Area IX books:
10201 Pelt,lam-Too,14ittle
10513 Sauer,hike's
10358 Greene, I Want to 2e
1.112mElRa 020
13782 Bonsall, Tell Mb
ore E
13 2 Buchheimer, lette Go
To the Lib
Colonius, At the
1 77 Barr,
Aisle Tern ,- apt
the
brary 020
193
Freeman, Quiet.,
The
rete
aCan
ariin
the
19,
Shay, What _Ravens
at the Library 027
--a
r -
40.0
..11
1111
AIII
MI.1
1101
11M
14_
*JO
,111
.111
1
_Ma
stud
olkt
3ibo
tmcA
tens
tAkt
umax
..._
uces..of radio and the .peopleinvolveLwithproducing and using radios.
11
um 1.
Share books on radios.
2.
Tour a radio station.
3.
Bring in a resourceperson.
"-
4111
.M
r,
L.
Talk about types of radio
programs and
listen to some of them.
Chart ti
information
and use radio schedules.
5.Write radio commercials.
6.
Simulate a radioprogram in the classroom.
"Mr*
1.
Soci7a1 Studies-
Learning of the
importance of radio
our lives.
2.
Language-Arts
-Creative writing,
oral speaking
:72
-4.1
4#..
T. 7
;.
1.
Area 11 Books:
11599 Gould, All About
Radios and TV 621.3b
2.
Child,raft
-Volumes 10 &
7
woe
boo
vem
enM
MII.
Y. 4
110.
1101
1ye.
..
Resource people:
Earn operator
Patrol car policeman
Radio announcer
Station xanager
Newsman
Disc Jockey
Owner of walkie talkie
The student will becomeaware of the
--
production of food from farm
to store.
.1M
..on
1.
Discuss ways in which foods
are bought.
2.
Visit the local supermarket
with very specific
questions for themanager.
3.Make a collection of labelsfrom cans and
packages of food.
4.
Make a picture story
of milk or other food
products from farm tohouses in the cityor the
supermarket.
Visit a dairy.
Invite the school
milk man to spenda few minutes talking to
the class.
5. 142
Make a series of pictures
showing the wayone
food travels from farm
to processing
plan
t,to
the retail
grocer, to the home, to the family
table.
These can be pastedon a long strip of
paper and
shown on
anopaque projector.
*ow
---
-....
tre
1.
Social Studies-
Unaeistami that
man
ypeople interact
inthe
food production
process
2.
Math -
Discuss why food costs
involve more than the
farmer's selling price
of food items.
Identify services
which "add" to the coat
of food.
Compare the
farmer's selling price
and the consumer's
purchase price and
discuss the "difference
3.Texts:
Stories About
Sally
Gin
nY
our
Nei
ghbo
rhoo
dand the World
Ginn
Observing People and Places
American
Book
Co.
2
1.
Childoraft-
Volumes
6, 7
,10, 14,8,11
2.
Are
a IX
Books -
12289 Greene,
Abo
utApples
Orobard to
et
634
1255
7 le
t's r
at E
1931
8 B
aker
, I W
ant
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Be
itree
sQ
4213
709
Shan
non,
and
Whe
re I
t Com
oFr
om84
1.3
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the Wbrld
1.
17281 Baden, Grass
172 7 Beck, VegitableaL581
17602 Pedendorf,&gap.
For satin
641.
317
821
Show
ers,
Wja
att r
buro
enc
to.
'bur
ger
612
1797
. Cur
ry, A
.12
EE
18138 Wilkinson,
Come To
Vi
Us
1 2
Tannenbaum,haLVat
IMALLE 338.1
18284 Salaam, Carrots
AL
t Vegetables
581
134 Linberg,
port
of
Com 633
is r
Communities
and
The
irNeeds
Silv
er B
urde
tteInquiring About Communities
Bolt Databank System
r
11 8
6.
Show a filmstrip.
at
--an
ni.m
111.
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i
7.Don't forget to check
your school library and
public library for more books and audio-
visuals.
AM
I.11
43
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111,
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11.1
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114.
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MB
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c.u1,12ce.
Students in High School
Pbod Service Program
could be invited to
explain how food is
prepared and distributed
in institutions
Filmstrips:
gyegate -
Our Neighborhood Workers
The Baker
The Dairyman
The Butcher
The Fruit and Vegetable
Store
Singer STE -
Food, Clothing, Shelter
How We Get Our Food
Story of Milk
Story of Bread
Story of Fruits and
Vegetables
Story of Meat
(At Franklin School Library)
mow 4P
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1-...
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111.
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11...
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100,
40,1
16.0
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an.
The student ;rill becomemore aware of the
beautician in our world of work.
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reT
To.
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od, f
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110.
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nava
. up.
.
8 41.
Interview a beautician.
Check on the possibility
)111
ofhaving a child's hair fixed
in the classroom.
g2.
Bring in a "Barbie Beauty Care
Center" to
demonstrate how a beauticianlearns the
proper application of make up and hair
grooming.
3.
Construct a Good Grooming"
chart to be checked
on weekly.
My hair has been washed
I have clean fingernails
I brushmy
teeth
I eat nutritious meals
4.
Have the children bringpictures from home to
show how hair sytles have changed
through
the years..
5.
Bring in microscopes to examinehair follicle.
6.
Wash, set, and drya child's hair
duri
ng c
lans
.7.
Bring in hair styling magazines and/or
pictures
of beauty care products advertised
in other
magazines. -
.011
1-T
onoa
cmav
a
T
6.-
Social Studies
-Unit on "Workers Who
Provide Some of Our
Basic Reeds"
.Health Unit
-Good Grobming
Science -
Unit on molecules
Language Arts
-Reference skills
Art -
Size and special ooncep
.al
vom
plim
ms.
v.O
Sar
liv-.
TA
I~Ilm
illor
oym
alyo
wyT
se
vollT
MIII
NN
YIN
IT IO
NIT
lale
Tan
. - a
a
_re?
1.
Resource person
-Beautician
Barbie Beauty Care Center
2.
Magazines
Microscope
Beautician's tools
Telephone book
Dictionary
IW
ant T
o B
e a
peau
ty?aerator - Baker
VW
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ON
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4-
410
3.
Using telephlne books fromMuscatine and the
areas, look up the beauty schools and
salons available to thepublic.
9.
Construct a crosswordpuzzle using the
terms applicable to thebeautician's
profession.
10.
Have the childrenbring in examples of
the beauty careproducts used in their homes.
11.
Make a chart
listing and illustrating the
beautician's tools.
12.
Field trip to a
beauty school.
11.9
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The student 1411 learn about
the different
types of doctors and relatedworkers.
r 1.
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on.
1,..1
4 *o
n.
--
IR
a;
1.
List the different types of
doctors.
What
does each do?
2.
Why is the doctor often
called our friend?
3. WA various steps in
and the importance of
4.
Also list the special
record on a chart for
a health examination
each.
tools used and
further reference.
5.
a.
Checking eyes- eyes chart, opthalmoscope
b.
Weighing and measuring
- scale with
height measure
c.
Taking temperature
- thermometer
d.
Checking ears
- otoacope
e.
Listening to the heart and lungs
-stethosoope
f.
Giving shots- inoculating needle.
5.
Draw pictures of doctortools.
6.
Encourage children to bring play
doctor kits.
Discuss the objects in the kitand the uses
of each.
(Good for role playing)
7.
Invite a doctor to school to
visit with the
children.
e...
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11=
1
Integcatl.
tnc,
CUrri9.!.:
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48*
Health
Science
Language Arts
-Correct sentence
structure, proper
letter form, written
expression, question
formation
4.
Social Studies
Music
6.
Art
5.
46
,..1.
1....
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2...
.111
111
3.
4.
5.
Doctors' instruments
Play Dr. Kits
Doctor
Puppets
Field trip to
Drs. Clinic
Microscope, slide ofa
drop of blood.
411.
111.
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4 11
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110.
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101.
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8.
Write stories andpoems about the doctor.
as E9.
Dramatize how to call a doctor.
1,
10.
Visit a doctor's clinic duringoff hours.
11.
Write thank you letters.
12.
Children make diagrams ofa hospital room.
13.
Visit a hospital.
14.
Show films and filmstrip of peoplewho work
in a hospital.
15.
Make a hospital
scrap book.
16.
Emphasize the interdependency of allworkers
in a hospital and the relatedness of
their
work.
17.
Discuss why people sometimesgo to sea the
doctor even when theyare not sick.
18.
Discuss the ways in whichwe can help the
doctor do his work more easily andeffectively.
19.
Discuss the importance of following
the
doctor's instructions.
.L. 47
Act
ivity
20.
Other health related occupationsmay be listed and
discussed.- This unit could be extended
to include
the children's ideas of good healthpractices that
help to keep us wells
Rest
Cleanliness
Exercise
Good Bating habits
Dress for the weather
21.
Discuision of services peopleperform without pay
in our hospitals. (Ex:
Gray Ladies)
22.
Role-play a lab technician gettingblood from a
patient, taking it to the hospital
laboratory and then
studying it by using a microscope
for the children
to study a blood slide.
......
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as -
waw
a..
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11. .
1111
'AM
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ple
411.
.."
The student will becomeaware of the role
of the osteopath doctor.
- 4.
1.+
+ ,1
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eap.
.no
g+ ..
at
6.4*
Interview an Osteopath
Tour of the OsteopathicHospital
Discuss the "special" tools
of an Osteopathic
physician.
Awareness:
Imagination and descriptiongame.
Pretend
you are eTnmining a patient.
Pretend you are
setting a dislocated knee.
.--s
, ....
..
afp,
A.
6.41
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ow+
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2.
3.
Health
s:( 41
6.11
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Language Arts
-1.
Oral empression
2.
Social Studies
3.
48
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.4.
2_
. .....1
1.01
=01
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41.6
4116
11M
Resource person
Osteopathic Hospital
Inexpensive plastic
skeletan
4111
1110
110,
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rwal
feel
.
The student will better understand
the
Obi
X2E
FaC
tOrl
e oc
cupa
tion.
Pe-.
,. .
W.
.1..
8 g5um
1.
Interview a chiropractic student
- possibly
a parent.
2.
Discuss the tools:
X-ray, etc.
3.
Recognition of symbols representingeach
medical profession:
D.C. - Dr. of Chiropractic
D.O. - Osteopath
- Medical Doctor
14.
Field trip to Palmer College of Chiropractic
Awareness:
Comparative discussion of differences
between a chiropractor and medical
doctor.
)49
f
Language Arts
-Oral expression
.Social Studies
2
r v
fla
1.
Chiropractic student
2.
Machines and tools
3.
Palmer College of
Chiropractic
7The
student will better upderstandthe role
of the nurse in themedical field.
--
1.
Construct a bulletin boardillustrating "caps"
and "pins" as identifyingindividual schools of
nursing from the nearby
area.
2.
Identify where nurses
are employed:
hospitals,
nursing homes, home
services, "free clinics",
factories, etc.
3.
List a nurses toolsand discuss theirvariance
according to ber specific
assignments.
4.
Have a nurse visit the
classroom and discussher
duties and responsibilitiesas a nurse.
5.
Construct and illustratea chart on the
various tools anurse may use.
6.
Discuss the life ofFlorence Nightingale and her
contribution to the nursingprofession.
7.
Construct a bulletin board
concerning different
aspects of nursing.
8.
Children researchone health occupation:
Make a picture of thisperson on T.V. and tape
a narrative to show to parents.
Awareness:
1.
Have tbe 3hildrenrole-play the various
duties of
a nurse.
, 11.
7.11
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00
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10
the
1.
1.
Caps and pins from
nurses displayed
Social Studies
-Unit on " Workers Who
Keep Us Safe and Well"
2.
Telephone books
2.
Art -
3.
Resource person
Unit on reality in
what we see
4.
Tape recorder and
TV viewer
3.
Literature
-
Biographies
2.
Chart childrena'
growth as recorded bya nurse in a
doctor's office:
height, weight,
age, etc.
3.
Construct "A BookletAbout Me".
Include the following:
TAby picture anda picture of menow
Childhood diseases I'vehad
My hand print and
footprint
How many teeth I have
I wear glasses
I have visited the
dentist
4.
Discuss the interdependence
of nurses and
doctors.
110.
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111,
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11m
011
4.o.
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yeow
s,...
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-
The student will better understand
the role
no--
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.-. *
A .4
1..
of X-ray technicianas a member of the medical team.
7.11
.1.M
al...
--
xe,
.40.
8 2a g1.
Interview an X-ray technician.
2.
Look up places where X-rays
can be taken
7:
in Muscatine and the QuadCities.
3.
Bring in X-rays to Show what
they look like.
Awareness:
1.
Class discussion on experiences
with
X-ray technician.
How did you feel
as you were waiting for yollx. X-ray?
What did the technician tell
you he
was going to do?
Did you feel differently afteryour
visit to him?
51
Tte
....
..
A.
Social Studies
-Unit on "Workers Who
Keep Us Sae, and Well"
2.
Language Arts
-.
Unit on reference
skills
Health
I
Focus on self developmelat
awareness
2
1.
Resource person
2.
Telephone book
3.
X-ray lab
_ .15bit.student will_WitgajialftsUnd tbe=r218 of
z--,---r
......_tbe...recutipnistas she relates to Our World of Work.
ER
21.
ig 1.
Have a receptionist visit the class to
discuss her occupation.
47 2.
Have the children practice filing by having
them alphabetize their names fora class
booklet of workers.
3.
Compare the duties of the receptionist toa
secretary.
Awareness:
1.
Role play the various duties of the
receptionist.
2.
During open house or kindergarten round-
up, have a child appointed as a receptionist
representing their room.
3.
Character Clues:
The class might discuss the
importance of a pleasing personality and
what you an tell from expressions and
gestures.
52
.....1
1.
1.
Social Studies
-Unit On "Workers Who
Provide Some of Our
Basic Needs"
2.
Language. Arts -
Applies to reference
Skills
Language Arts
-Critical thinking
Focus-on self develop-
ment awareness
2..-
71.0
,111
0 11
110.
..
1--
1.
Resource person-
possibly a parent.
.1=l1m .../......m...,.... I
BEST COPY AVAILABLE
60
tJ
t.4
The third grade social studies curriculum is
to designed that career awareness receives considers
able emphasis. Consequently the committee has added
few activities. Teachers are encouraged to use the
bulletin board and game activities.
54
The
- St
uden
ts, w
ill. h
eror
as.A
ram
iilte
am-a
t
-41
,4m
-.40
-.0
-.ra
m
1,7e
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1.
Have students color the
pages after
disc
ussi
ngthe caption and the actionseen in the pictures.
The pictures describe theoccupations of:
a.b.
C.
d.
loggers
yarder
boom men
foresters
2.
Visit a local lumber yard andobserve:
a.
Types of work done there
b.
Types of wood products available
c.
Origin of some of the materials
3.
Ask a carpenter to visit
the classroom.
Invite him to let students help
build a
small project during thevisit.
55
1.
Social Studies
-On lumbering
11V
.Irow
'-....
.. , .
01..0
1111
10,-
.-4
1111
1111
11.0
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10".
3
-.11O.MdOMMIWII.MbWIMIM.e115,1IVIPOPY
-vi
ls.
41/0
. 4
1.
Coloring book on logging
occupations (free)
Alaska Loggers Assoc.
Professional Bldg.
P.O. Box 425
Ketchikan, Alaska
99901
2.
World Book 14 450
L: 451
Am
mo.
.*m
em
_The
_ at
udan
t aba
lLzu
ggai
vit..
.ihe
diza
teY
1.
Workers from various
occupations could be
invited to the class toexplain why they enjoy
their work.
(The teacher would need to do
careful planning to insure thesuccess of this
activity.
See the activities section in
the
back of this guide forplanning aids).
56
-.
se. -
sow
.Social Studies
10...
111.
V...
..
1.
Parents or other close
relatives of the students
in y
ourclass.
8 ..11"
1111
111
1,
:The student will becomeaware of his
in his family.
,- ..
.ow
"-
van.
1.
Develop a discussion around
these questions:
a.
b.c.
What is a family?
What is the family towhich you belong?
HOW are families alike
and different?
2.
flake a bulletin board showingthe occupations
of the member of thechildren& families.
"Our Job Tree"
57
sition
-n.
*we.
wro
gliw
nwal
liw-
.
1.
Could be used asan
introduction to social
studies since it deals
with so many
occupations.
.4. O
M=
al-.
-
etuf
fieut
e_A
LLin
tme.
nex
t_si
fth
e
6.004199F4manablEL-----...1.
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s ;
:4!_
,_7
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r -a
-ow
... ,.
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3
1.
View films relating to
good sportsmandhip..
Discuss good sportsmanship.
58
10.1
1111
=1M
ID11
119,
4....
-4y
L-
-.1
MOtTallaajiatim
"The Bottom of the
Batting List"
lake Strikes Out"
"The Championship Game" ?
_
_
1.
Area IX films
-04029 The Game
04545 Values- Cooperation
04046 Values- Playing
41
Pair
03410 Let's PlayFair
11,1
16,
err
ow-
The
_ st
uden
ts w
ill il
eDSP
OJI
MIL
IMO
VIL
9tth
ef:
'="e
.!C
s_cu
pekt
ipne
_in
volv
ed in
the
man
ufac
turi
ng_
ofcl
othi
ng.
11 11.
Incorporate a discussion of the variousworkers
involved in the manufacturing of clothing.
a.
designer
b.pattern
desi
gner
c.
pattern cutter
d.
material cutters
e.
seamstress
f.
models
g.foreman
h.
alterationn person
i.
clothing salesperson
2.
Bole-playing a clothing salesman sellinga
suit.
Emphasize the \Inmate where the suit will
be worn, the kind of fabric, size, fitting
and colors of clothing.
59
4 $
1.
Social Studies
-Unit on clothing
.11.
11.,.
.
lb
..11.
1111
1M.g
liner
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N.,
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.
2
The students will become
aware of the
duties of the
game warden.
-za
azz
- a
z-
zzaz
rza
-Os
0001
1. z
aza.
-- z
oina
zaa-
a-az
aaaa
aa...
.....
1.
Invite a
game warden to your class to discuss
the various aspects of his
job and his respon-
sibilities.
...M
.. 7
MA
WN
.. -
. 60
alla
lazi
rzta
-4--
-.0a
za
The students will.become Jtarriskinted-withjobs
ATaia412.1,
Jtte
lr.1
1. .
-...
.on,
...ow
III
710
0-
11.m
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4,1
1
Have students findvarious occupations in
the
yellow pages andclassify them.
WI
2.
Have students drawpictures of the various
workers representingthe occupations and
display them.
3.Have students write
short descriptions to
go
with thepictures.
4.
Students could each choosean occupation.
Act
it out and have theclass figure out who
they are and what they do.
5.
Conluct a drawingrelay (See the
supplemental
materials section of this
guide, page130
).
._
1.
Social Studies
-
Exploring joboppor-
tunities
0Language Arts -
Develop skills in
alphabetizing, writing
skills
3.
Art -
Drawing
1.
Telephone books
62
ilha_atudents
- . I
t41
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l-lo
wA
ral
*-
ft ll
eM9
wal
wm
on*.
. -
Television
program - "Jobs in the City"
-..
IAN
"./1
1411
. .-
t-Le
1.
Social Studies
Program -
Modern Industries
2.
Social Studies -
Unit on transportation
1.
Webs:anal 12:
Tuesday 10:00
2:25
Des. 3 - Distribution
10 - Construction
17 - Manufacturing
Jan. 7 - Services
14 - Women at Work
Repeated again:
Thursday 11:45
1 :50
April 24 - Distribution
May 1 - Construction
8 - Manufacturing
15 - Services
22 - Women at Work
2.
Recommended book:
111
-NO
W.."
-
10Lp...1maavzt ation
by Genevieve Gray
tada
Aba
..
F '
4.
4.
3
t.
4-,
-
BEST COPY AVAILABLE
70
t a
fte.atudent431.129,920103.4AELgAMLOKI.L........
facets of a forest ranger/13 job andthe various
areas._ of -laarain,g
onts*
Invite a forest ranger (conservation officer)
to come in and discuss his
career.
Have him
show slides to further extendthe student's
understanding of this
career.
(Tape the infor-
mation for future reference)
2.
Awareness - Encourage the students
to prepare
questions for theresource person that will
help them become more aware of the "interdepen-
dence" of this individual itithinsociety.
2.
Incorporate the fourth grademagazine, &aim
Tithmetic into the science unit
and some of
the math units on addition and
subtraction,
multiplication and division.
3.
Make a diorama ora poster depicting some
aspect of the fact that about 90%of our
forest fires are caused byman's carelessness
thoughtlessness.
64
......
an.
..011
1.4-
,
:7-
71.:-
4 7
.Language Arts-
Develop the students'
ability to construct
well written
sentences
2.
Math
Units on addition and
subtraction and multi-
plication and division
3.
Science -
Addison, Wesley unit
-"Water and the Land"
4.
Handwriting -
Stress the importance
ogood manuscript writing
when making posters
Ne
-,...
...11
1.
WO
OO
irila
ner4
1..^
....
1100
0014
S
Resource person-
Forest Banger
2.
Tape Recorder
3. 4. S. 6. 7. 8. 9. 10.
Slide projector
Ranger litithmetic Magazine
Social Studies Materials
Science Text
Language Arts Text
Reading Text
Art supplies
Free Materials
(Smokey Bear Materials)
Write to:
Forest Ranger Station
Forest Hill, Calif.95631
*Mop
/We
-ww
'Wm
For
the
Ger
man
y U
nit
-Write
repo
rts
on f
ores
try
and
mak
e a
map
sho
win
g w
here
they
prac
tice
itin
Ger
man
y.
Exp
lore
the
Bla
ck F
ores
t in
Ger
man
y.T
hen
use
the
info
rmat
ion
you
have
dis
cove
red
to w
rite
a st
ory
abou
tyo
ur f
asci
natin
g jo
b as
a f
ores
tra
nger
in th
e B
lack
For
est.
6.R
ead
the
stor
y fr
om th
ere
adin
g se
ries
The
Mag
ic W
ord.
- "
To
Kno
wa
Squi
rrel
" (U
nit 3
).A
fter
rea
ding
thin
stor
y, h
elp
the
stud
ents
disc
over
the
impo
rtan
ce o
f a
fore
stra
nger
'sab
ility
to b
e fa
ailia
r w
ithth
e di
ffer
ent
anim
als
in th
e fo
rest
.
7.M
ake
a cc
.rap
bc,r
k of
diff
eren
t for
est a
nim
als.
65
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aw
Soci
al S
tudi
es -
Uni
t on
Ger
man
yT
hem
e C
- T
o id
entif
ythe main resourcesand
products of Germany
Language. Arts -
Reports Unit
Reading -
Extend the
stud
ents
're
adin
g co
mpr
ehen
sion
and
voca
bula
ryun
ders
tand
ing
4-+
00
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.-
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-
11.
Oth
er M
ater
ials
*
a.Su
gges
tions
for
Inte
grai
ing
Fore
stry
in th
e M
oder
nC
urri
culu
m
b.Y
ou a
nd F
ores
t Fir
esc.
In Y
our
Serv
ice
-The Work of Uncle
Sam's Forest
Rangers
12.
Post
ers:
Bow a Tree Grows
What We Get FromTrees
What We Get FromForest
Land
*Single copier of the above items
are free to teachers.
For
quantity purchases of priced items, order
direct from:
Supt. of Docuuents
U.S. GovernmentPrinting Office
Washington, D.C.
201402
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overall
aucLagfects_the Life of the mummer.
roM
01.-
?4,1
1.
Interview FFA members in the high
school about
1.
Social Studies
-agriculture in general,
or have some farmers come
in and present a panel discussionon Iowa
Agriculture.
2.
Take a class trip to
a specific grocery store and
take an inventory of certain foodprices (meats,
dairy products, and grains.)
Then compare these
prices to this store's
newspaper advertisements
for the next two weeks.
3.
Write a thank-you letter to the
resource people.
CJ
66
4.
Write a creative story about what
your day as a
farmer was like.
Include as much factual
information and agricultural jargon
as possible.
5.
Prepare a collection or display of food items
supplied by animals.
6.
Collect items animalsuse in their diet in
producing meat, milk,
eggs, and wool.
7.
Have the students design labels for
various
food products.
a.
Fourth Grade Unit-
"The Farmer & Me"
b.
Australia Unit
-
I I
a=1.
...
1.
Resource people
-a. FFA members
b. Farmers
compare and contrast
2.
Social Studies materials
farming in Iowa and
on agriculture in
Australia
Australia, Japan, and India
c.
Japan and/or India
Unit - compare the
3.
language Arts Text
work of a grain farmer
in Iowa with a farmer
14.
Science Text
who raises rice or
wheat in Japan or Indi
5.
Math Text
6.
Newspaper advertisements
Math -
a.
'The Farmer & Me-
use for a measurement
unit
b.
Unit on changing
money and on addition,
subtraction, division,
and multiplication
Language Arts -
Unit on correct usage
for letter writing
7.
Films from Area IX;
04432 Wool in Australia
03950 Cattleman- A
Rancher's StorY
14.
Science -
The Unit -"The Food. You
Eat
" in
Add
ison
Wes
ley
Art - Use of various art
techniques in making
labels
.'T
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secretary and become,aware of the variousakilltiremired for this profession.
1.
Interview your school's secretary.
Also,. invite
a secretary from a doctor's office and.a
secretary from a local factory to
come for
tapes for a discussionon the likenesses and
differences of the various secretaries.
Awareness:
The students will explore theirpersonality
and character traits and becomeaware of how
they relate to themselves andothers.
2.
Show the Guidance associates filmstrip
series
entitled "Your Personality:
The You Others
Know", and discuss.
3. Have the students write detaileddescriptions of
themselves (stressing their personalityand
character traits).
They are to exclude theirname
and then the students will read each
others
descriptions and the class is toguess who that
person is.
Assign the students various broad categoriesof
things such as food, clothing, etc.
Ask them
to find and clip out of magazines
as many
different items that fit under theircategory
as possible.
Then have them make and attach
written labels to their picturesand see how
quickly they can correctlyarrange the
pictures alphabetically.
67
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a the
Language Arts -
Chapter 2 - "All Ab3ut
Yourself" p. 32, 33 & 35
Chapter 3 - Nouns and
2.
Adjectives (Should be
able to use nouns and
3.
adjectives correctly and
successfully in order to
better express yourself)
Chapter 4 - Be able to
the correct form for a
business letter.
Chapter 8 - Be able to
6.
understand and use the
various dictionary skill
*tn.
. o...
1o.
Resource peoples
3 secretaries
Tape recorder
Tapes
Guidance Associates
filmstrip series
Magazines
Language Text
Reading Text
Equipment for display
Reading - Have an under-
8.
standing of oral and
written communication
(Unit 1 of
WO
Unit 2 of Tke Magic Word
Skills - Finding the
meaning of words, the
dictionary and dividing
words into gyllables.
44
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Set up a display ofa variety of equipment
a secretary uses.
(Typewriter, file cabinet,
pencil, etc.)
On note cards list
some of the
skills she will need to knowin order to
successfully use the equipment.
6.
Make reports on different aspects
of oral and
written communication.
7.
Devise a listening activity
where the students
will have to write down everythingyou read
to them.
(You can only readeach sentence once.)
This activity can demonstrate
a secretary's
dictation skill.
8.
Write a business letter toa company and request
information on various
careers.
ER
a; a
--4
The student will learn about the
job of a
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bush pilot and his neededequipment and be able to
compare and
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...conttrast_this...career_to_that of othertypes of
iplotitt.
1.
Rave the students read the
story "On the Wing in
Aladka" (p. 318-321 ofrkt...ft/AcitAir
as an
introduction to the skilled and
difficult job
of a bush pilot.
2.
Select volunteers to dorole-playing as bush
pilots in Alaska.
Suggest that they dress in
the uniform of a bushpilot and prepare nurals
and pictures andmaps, in order to help
explain their career and thegreat courage it
requires.
3.
Read books about airplanes and
then construct
a model of the small, slow-engine
plane flown
by a bush pilot.
1.
Make a large poster
tracing the history of the
airplane from the time of the firstflying
machines to the jet plane oftoday.
Include a
brief description with eachplane.
5.
Incorporate the science unit on "Friction"into
this lesson.
6.
Have students write letters to
airline companies
asking for free information.
7.
For the Japan unit, makea map of Japan and trace
some of the airplane routes withinJapan and betwee
Japan and other countries. 11
111,
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III
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so
69
II
Reading - To be able to
fl.
comprehend and understand
a story in the text and
build the students'
vocabulary.
Language Arts -
a. Gain experience in rol
playing a particular
career
b. Become familiar with
language techniques
that inform & persuade
c. Understand the correct
form for a business
letter
Science - Understand the
way a plane works
Social Studies - The
importance of air trans-
portation in Japan
2.
3.
4.
5.
6.
Art - Use of various art
techniques in making
posters, murals, models,
tc
....
Reading Text
Uniform of a bush pilot
Art materials
Books to read -
Aircraft at Work, Eltin
Want to Be a Pilot, Greene
True Book of Airports and
AJMUMS, Lewellen
Social Studies materials
on
Air Transportation inJapan
Science Text
(Addison Wesley)
Language Text, Letters Unit
Films from Area IX:
03678 Airplanes - HowThey Fla
03901 First Flight of The
Wright Brothers
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9.
Addresses of companies which
supply tree materials -
Boeing Aircraft
Witchita, Kansas
United. Airlines Customer
Relations
P.O. Box 66100
Chicago, Ill.
60666
Ozark Airlines, Inc.
General Office
P.O. Box 6007
Lambert Field
St. Louis, Missouri 63415
Braniff International
Airline
EXchange Park
P.O. Box 35001
Dallas Texas
Elliot Flying Service
Municipal Airport
Des Moines, Iowa
Filmstrip - Guidance Assoc.
People Who Make Things Series
No. 2 -
Aninterview with
two aircraft assemblers
a a
rz
e: ___Tha_atudauty,eLuthiLiumadassiting
sr_A
w:t,
i.7'
care
ers,
and mill...disao3rar_the_izumtanc.e...OLA02:2illiumt_eflective
oral and written
communication-end--knowing-h-thezk4eformatiect-er4-4e-teke-notes.-----------
.----
1.
As an introduction to the
area of careers in
broadcasting, do the following activity:
Ask the children to list the TVprograms they
watch on a particular day of the
week.
Using
this list, categorize them into
different types
of programs:
Movies, cartoon, panel shows,
quiz shows, variety shows, etc.
Then have each
2bild describe the characteristics
of a particu-
lar category to the class.
Conclude the
activity by working into a discussion
about some
of the different types of broadcastingpeople
responsible for the programs.
2.
Interview a radio announcer from the local
station (DITO) and tape the interview.
Based
on the taped information, ask the students to
write a short paper on why he would
or would
not like to have a career in the fieldof
broadcasting.
3.Read the selection from The MagicWord, naiith-
quake!" p. 324-332, asan introduction to the
work of a reporter.
Discuss this story with an
emphasis put on some of the thingsa reporter is
expected to carry out and do his job,
such
as:
Jules Loh had to leave home
on a minute's
notice and travel to Alaska.
Then have students
take spot radio or televisionreporters and
describe a dramatic episode at thescene of its
occurrence.
11r.
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Language Arts -
1.
a. The student can expres
orally and be aware of
proper posture and
2.
facial expressions
b. To be able to form
3.
personal opinions base
on given information
14.
and express the opinioiks
in a written form
15.
c. Understand and be able
to gather information, 6.
and take notes
d. Correctly write a
7.
script for a radio
program (See Chap. 11
8.
of the Language Text)
9.Social Studies
-a. A well-rounded under-
standing of the dif-
10.
ferent countries
studied during the
year
b. An awareness of
some o
the present-day news
items in Japan and/Or
Indi
a
Resource person
-Radio announcer from WPC
Tape recorder & tapes
Language Text
Reading Text
Materials for
a m
icro
phon
e
Newspaper clippings
Social Studies materials
Science Text
Guidance Associates filmstri:
series
Information
onradio
programs am
rr.
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N, .
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Have the students collect
newspaper clippings'.
pertaining to Japan and/or India.
Select a
student to be anews editor for a television
program and have different students who
have
collected the currect
events play the role of
reporters.
The editor introduceshis reporters
who them come to themicrophone (a small, emptycan,
mounted on a stick) and
report their news.
13
5.
After the class has
studied one of the 5countries
for SocialStudies, select a child topretend
be is a reportervisiting that partiaularcountry.
Individual class members will
act as residents.
The reporter willtry to collect information
about the countryby asking questionson such
subjects as:
food, customs, occupation, etc.
6.
Incorporate the AddisonWesley Science Unit on
"Vibrations and Sounds"into this lessonon
broadcasters.
7.
Show the GuidanceAssociates filmstrip
on a
Sportscaster, from the series
entitled, People_
liteJlEEBEIBLZBRIA. and discuss.
Have the childrenplan and produce a radioprogram.
Select committees to
plan and be responsible for
ea
part of the program:
announcers, singers, news
casters, sportscasters, etc.
Tape the program so
the next day the classcan evaluate it frmn the
-
3.iirtenerltrpoiret--of-Tiinr.
72
,1%
.*.
Reading -
a. Be able to comprehend
and understand
a sto
about a newareporter
b. Be able to select
important details and
make judgements
Science -
Discover how some ofa
broadcaster's equipment
is constructed and
functions, and how the
sound. is transmitted
through the instruments
at.a
rNIO
NI-
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The student will explore
the duties and
some of the
professional experiences
of a_Tatterip,arian,
and become aware of thetypes of subjects
be is
req
uire
d to
stuc
lyi.n
_ord
fer_
tp_o
btoi
xi_g
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ow
1.
Have students doresearch and make reportsonc
the career ofa veterinarian.
Suggest that^the
students arrange this
information ina ehraArodk
form.
2.
Interview a local
veterinarian and discover
some of the things his job
entails; the type
of training and thecourses he was required to
take in order to becomea certified veterinarian,
and some unusual
experiences he hasencountered
during his years ofwork.
3.
Take a tour ofa veterinarian's office tofurther
understand his type ofwork.
4.Write a thank you note to
the veterinarian.
5.Incorporate the scienceunit on mystery powders
into this lesson.
Guide the students
to
understand that
a veterinarian has to havea
good understandingof chemistry inorder to
obtain a job in this
field.
6.
Set up a role playsituation wheresome students
dress up as veterinariansand play the role of
this person.
Have other students
act as owners of
various animals.
(Theycan bring in stuffed
animals.)
73
111,
I
Language Arts
-a. Be able to success-
Dilly collect informa
and make reports.
b. Correct form for
tyou letters
0. Have experience in
role-playing a
particular career
Social Studies
-a. Be aware of the
unusual animals of
Australia
Science-
a. Understand that a
veterinarian must be
able to succesef414
perform experiments
with chemicals
Reading-
a. Become familiar with
some of the stories
and books written
about animals from
Australia and veter-
inarians and their
many animals.
.111
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Pan
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1.In
form
atio
n on
Veterinarians
on
2.
Resource person
-Veterinarian
3.
Veterinarians' Office
L.
Language Arts Text
5.
Bulletin materials
6.
Sooial StudiesMaterials
7.
Reading Text
8.
Animagination
9.
Dr. Doolittle book
10. Mrs. Opal Ralstonhas
articles from Australia
- .,-
al-
-
7.
.,
--
-' . ....
_*
Make a bulletin board
showing different animals
from Australia
(Kangaroo, KocaaBear, Platypus,
Emu, etc.)
Then ask the students
to imagine
they are working asa veterinarian in Australia
and have them write
stories about some of their
unusual experiences with
these Australian animal
patients.
8.
Ask some students topretend they are going to
be veterinariansrepresenting Australia at
an
international veterinarianconvention.
They
are asked to present 'TheSing Song Of Old Man
Kangaroo" from The
c Worst for entertainment
at a dinner.
Kangaroos are their most
abundant patient.)
9.
Suggest that the students
Doolittle books.
Present
these books with thehelp
pictures, puppets, etc.
714
read various Dr.
book reportson
of a diorama,
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b. Be able topresent
accurate and effective
book reports
Art -
a. Use of various art
techniques for
scrapbooks, diorama,
pictures, bulletin
boards, etc.
jrbe_student_will,become
aware of different
types of salespeople
and the type of work andpersonal
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ixsa
rite
riL
likta
ilA__
Ask the students to
bring in newspaper adver-
tisements from the various
stores in the community.
Categorize these advertisements
under the
different t7pes of
stores.
(Grocery, Clothing
store, etc.) and display
the advertisementson
a bulletin board.
Discuss these advertisements
from the aspect of
the various peoplewho sell
these products to the
stores and sell these
products to the
consumers.
2.
Have the students
interview a salesclerkfrom a
local dime store
or department store,
a door-to-
door salesman
(suc
has an Avon Lady or a Fuller
Brush Man), anda Real Estate person.
Tape these
discussion^.
Play these tapes the
following day,
and compare and contrast
the 3 types of sales
people (written and orally).
Awareness:
Select and readsome of the chapters in UnitI
from the book Alikeand Different
- Career for ATI
by Muriel Stanek andJoseph Gehrman.
This unit
includes such chapters (self-awareness)as
a.
"Where Do You Like ToWork?"
b.
"What Kind of Work DoYou Like?"
c.
"With Whom Do You LikeTo Work?"
d.
"Will You Work MainlyWith People or Tools?"
3.
Have high schoolstudents in DistributiveEducation,
describe theirprogram and assist in establishing/0
Dewey Diamond Club.
! ,
aftE
aft.
_
-f-.
3 7
r=
language Art
-1.
a. Be able to categorize
various advertisement
(call subheadings
2.
under particular
headings)
b. Report skills
c. Use of correct writ
skills
L.
d. Ability to successful
role play a particu-
lar career and
cdifferent role plays.
I3-
Art -
a. Use of various art
techniques to create
E 7.
effective and accurat
advertisement pages
18.5 6.
Social Studies
-i9.
a. Knowledge of the foo
of Japan, India and /o
10.
Germany
Math -
a. The unite on how to
change and work with
money
Rescu_ze people
-3
sales
people of different
types
The Dewey Diamond ClubKit
(A le
sson
in m
arke
ting)
Tape recorder and tapes
Bonk - Alike
and
Dif
fere
ntC
aree
rs f
or A
n
Magazines & newspapers
Information on the
career of
Real Estateperson
Materials on J.C. Penny
Math Text
Language Arts Text
Reading Text
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The
_e_
tude
nt_i
d3,1
gee_
AIN
rel
atio
nshi
g,.
__between occupations in_ differentre,dots.
of W.
1.
Throughout the year havea large map of the
wor
ld o
n di
spla
y.A
s ea
ch r
egio
n is
studied,
using a key created by the
students, fill in
various occupations found
in that region.
OD
Awareness:
tra
Observe on themap, the relationship
betw
een
water, land, climate,
resources and man's
activ
itie
,
i:
:_:i
1:_
Le
_
!-2
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1i i
1.
On-going activity as
11.
each
reg
ion
of th
e w
orld
-1
is s
tudi
ed f
..n. s
ocia
l2.
stud
ies
-...
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76
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Textbook
Notes from class
Map
s
Note:
This lesson ideawas
adap
ted
from
the
Dav
enpo
rtC
aree
r E
duca
tion
guid
e.
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8 z
The student bill observeclothing equipment
used in various occupations.
*NE
W.,
40.n
imm
ora/
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emna
lliftn
e..r
.4.
4....
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111.
41.0
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41.
a Career Breakfast
1.
Invite parents to
a Career Breakfast.
(Beverage
and sweet rolls or donuts).
Each parent dresses
F;
in his work clothes and isasked to bring any
equipment for displayor demonstration.
2.
Make invitations. (optional)
(Thismay be a letter
from the school explainingthe activity)
.
3.
Make name tags relating to
parent's occupations
(Er:
beautician- outline of a hair brush)
4.
Collect pictures of various jobs (ofparents0
jobs if possible) to be usedon a wall display
during breakfast.
5.
Demonstrate correct procedure formaking
introductions.
Day of Breakfast
6.
Students act as host andhostess.
7.
Each student is to interview
at least two other
parents and discuss somethinginteresting that
he learned during theinterview.
8.
Write thank you letters to
all who participated
in making the Career Breakfast
a success.
.1.1
1.n
rII
, 7r.
&se
-
77
the
1.
language Arts
-a. Proper sentence
structure in
com
posi
ninvitations' and thank
you letters
Ib. Coxrect procedure
followed in making
introdUctions
c. Oral expression
2.
Art -
Proper design selected
for occupation...
eye-
catching and colorful
1.
Parents
2.
Magazines
3.
Career pictures
14.
Equipment used in various
15.
Trade magazines
6.
Camera
7.
Tape recorder
8.
Career books
Note:
This idea was adapted
from the Davenport Career
Education guide.
Awareness
Thr
ough
interviewing parents, the
youngsters can
recognise that personal
satisfaction maycome from
work, and also hemay be aware of the feelings of
peer and adults
A.1
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k
es:
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,k
The student will become knowledgeable of
the occupations available innewspaper work.
",71
4018
,...
ova.
.
4...
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1111
11.
111
1.R
ead
and
disc
uss
abou
tnewspaper parts in
of Our Lanituage Today
-.
2.
Display various newspapers (local, state,
3.
Guest speaker from The Muscatine Journal.
Write down occupations available at
the
Muscatine Journal.
Chapter
national)
4.
Filmstrips available through The Des Moines
Re4ster and Tribune, EducationalServices
Department, Des Moines, Iowa
50304
(100 per school day)
5.
Students print their own paper luting language
text as a guideline.
Share this newspaper with
5th grade classes in other schools.
Divide into committees according tonewspaper
sections and individual interests:
Interviews (telephone and
visi
ts)
Writing of the items
Cut and paste the format
Xerox and print
.011
1114
0..4
0.--
00...
--40
-.4,
-
Social Studies
-Awareness of the impor-
tance of man commmnioat
with one another.
5
Language Arts
-Letter writing; creative
writing; reporting,
interviewing; proof-
reading
3.
Math -
Cost, profit and loss
Spelling -
Importance of accurate
spelling
6.
Field trip choices:
(List all occupations observed
Knott Printers
The Muscatine Journal
Kent and GPC
TWERNMIEJEVA
Write Thank-you lette
01 1
.,"'"
.r
Manual for Our
Today - 5
Cha
pter
4
Free Material available
from the Dee roknes
Register ,and Tribune
Supplement to
am
-Starting Points Poster
Number 5 January
1973
for Creative Teaching
Stibscription, Department
1255 Portland Place
Boulder, Colorado
80320
Occupations to be observed:
Commercial artist
Printer
Audio-7ismal technician
Photographer
Typist
Press operator
Mail room clerk, Ad Clerk
Typesetter, Accountant
Writers
Editors
Receptionist
111.
1111
1111
10.1
.-ft.
1.11
1111
11m
.M.
student will becomeaware of the different
Saccested Grw:Lk:
kind
s of
fis
hing
and
theimportance of the
commercial fishermen.
-40.
04, ~
om. "
wpm
.-er
.-.
411M
MIN
IMM
nr-.
A.
--
Iine
be
. 3_
Research fishing andfishing industry.
2.
Displays aboutcommercial fishing-
Newspaper clippings
Models
Charts
Equipment
Books and magazines
3.
Film.
4.
Filmstrip
5.
Discuss areas of the
world where commercial
fishing is done andlocate themon a map.
......
111.
=11
.1
6.
Collect labels fromcanned fish anddisplay
them.
Encourage students to
locate the
cities where theprocessing wah done.
Is it near
a commercial fishingarea?
7.
Recognize that peoplechange occupationsand that
work hours affect
life styles.
8. Writtenand oral reports.
9.Make a notebook.
10.
Invite a localcommercial fishermanto visit the
class and discuss
types of filth,
fishing equip-
ment, sales,
packagirig.
-
81
1111
1.1
1110
1.11
Tal
-.1.
.1.1
11.1
.
Re
Social Studies
-As a part of world
commercial fishing
2.
Language Arts-
Communication skills,
creative writing,
letter writing
3.
Math -
Graphs, equipment
costs,
c8st of processing
4.
Geography-
Map study,
areas of
commercial fishing,
conservation
History-
Row fishing has
increased andcontribute
to the economy
Spelling-
Vocabularynecessary to
understanding
Filmstrip
- SVE -
Canada - Fishermanof
Nova Scotia
Encyclopedia
.Books from Ara
IX:
639 PActure
k of 715bArtes
Brooks, A.
C63
F Salt .ter
r Haig-
Brown /1389.
639 sweat of
tp,e Sea, Bushot
Buehow 11436
F Macy Pearl,
OlDell,#14728
639
!roc
cal
Fresbwate_r
j Mist #1885r2
839.
3T
roni
calMiarine
Azaaa, Cox #19179
F Cook InletDecision,
Pedersen
M14
87F Pico )3ravo
- fipark Runts,
Brown #18932
Free Comic Book- Ricky and
Debbie in Sardineland
Marine SardineCouncil
15 GroveStreet
Augusta, Maine
(Available inclassroom
quantities)
L.
Film- 03078 Southern New
England Region
- Industries
.111
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TV
Pro
gram
- C
hann
el 1
2M
an a
nd th
e W
orld
- W
est
"Can
ada
- O
ur N
eigh
-bo
re in
the
Atla
ntic
Prov
ince
s"
Man
and
the
Wor
ld -
Eas
t"N
orth
sea
Isla
nder
s""S
eaco
ast P
eopl
e""N
orw
egta
n Fj
ord"
"Dee
p Se
a T
raw
ler"
3.
14.
Vis
it an
air
port
.
5.
will
lear
n w
hat o
bsar
e
avai
labl
e in
the
stud
y of
the
ve21
.11.
eram
eteo
rolo
gy).
Suggested Grade L.:11,--&.
doom
. ,...
..
Res
earc
h M
eteo
rolo
gy-
Met
eoro
logy
at w
ork
Car
eers
in M
eteo
rolo
gy
A ta
lk b
y a
pilo
t abo
utth
e w
eath
er (
coul
d ha
vepi
lot c
all a
FA
A f
light
serv
ice
for
wea
ther
brie
fing
)
A ta
lk b
y a
farm
er a
bout
his
wor
k an
d th
e w
eath
er.
Lis
ten
to a
tape
of
a ca
ll to
FA
A f
light
ser
vice
stat
ion
for
a pi
lot w
eath
erbr
iefi
ng f
or a
cro
ssco
untr
y fl
ight
. Res
ourc
e M
ater
ial
Imegwatitm
the
CU
rri"
:1:1
L".
.
Soci
al S
tudi
es-
a. M
aps
skill
sb.
Ser
vice
to =
Adm
it
.L
angu
age
Art
s-
a. C
reat
ive
wri
ting
repo
rts
- or
al a
ndw
ritte
n`
Spel
ling
-a.
Voc
abul
ary
need
ed
A.=
.A
IIMO
N..=
Re
301.
1:C
i30
'jai :
3
629.
'13
Joel
s St
ory
of th
eA
irpo
rt, S
mith
367.7 I
Kno
wan
.Air
plan
efilo
t. St
aulk
353.
81 U
.S. D
ept.
of A
Ari
cultu
re,
Ter
rell
551.
6 L
et's
Go
To
a W
eath
er S
tatio
n
3.
Are
a IX
. Boo
ks;
1250
7 Po
dend
orf
551.
59T
rue
llook
of
Wea
ther
Pper
imen
te14
054
Stam
ber
551.
5 B
reat
hof
;if°
1714
17 F
crad
Yke
551
.W
ealb
er,
d X
eath
er ,F
orec
astI
ng
(#3.
Con
tinue
d)17
951
Sidn
ey 6
30.6
9 ,A
stri
cul-
ture
. For
estr
y, a
nd O
cean
-og
re.,
c3.
167.
14 P
oole
629
.13
Bal
loon
s=
MA
I17
337
Goo
dall
629.
13 U
p, U
P.tn
. a B
allo
on14
016
Hyd
e 12
9.4
Nen
peh
ind
the
Ast
rona
uts
-aM
valL
..--v
amm
e
solre
aser
mm
wm
4101
6.1M
63
-als
ibm
emE
NIO
NW
RO
MP
lani
a
11/1
1...1
Enc
yclo
pedi
a
.B
ooks
in o
ur s
choo
ls-
551.
5 pa
n. ti
eW
eath
erm
an,.
Bar
r55
1.59
_T
onat
ilum
elsk
e tr
Ls.
Bar
r62
9.3
1. B
ook
of S
atel
lites
&E
lva,
Bra
ude
629.
3 It
an B
ehin
d th
eA
.str
o-na
ts. H
yde
629.
13 T
omm
y le
arns
to F
ly,
Lew
elle
n62
9.13
Tru
e_33
ook
ofA
irpo
rts
And
Air
plan
es, L
evel
len
629.
133
Man
mad
et3
ate1
lites
xC
lean
tie
4irl
, Lew
is62
9.13
3 Sp
ace
Stat
ions
Ley
629.133 space Pilots,
Poig
ree
Polg
reen
629.
133
Bal
loon
°11
.3f1
U44
,Po
ole
371.
4 C
aree
rs W
itha
Tel
evis
i,T
elev
isio
n. S
tatio
n, R
ay62
9.4
Into
Spa
ce W
iith
the
Ast
rona
uts,
Sch
arff
361.
7 W
hat D
oes
an A
irlin
eC
rew
ika,
, RaY n-
- -
811379 Viler.
551.
59First Book of
Wea
ther
11795 Gallant 551.6EiaorimRtheWeather
2!
124)
0}Tannehill 5949 All About theWeather
5i
12871 Bonsall
551.
59Hpw &Way Wbnder. Book of
Weather
g13732 Gibson. 551.59 About Our
Wea
ther
1373
7Hoffman
331.
7About Helpers
WAo Work at Ni
1379
9Wolfe
551.
59Let's Go To a Weather Station
1741
7 Fo
rsdy
ke 5
51.5
Wea
ther
and
Wea
ther
1774
9 55
1.5
Wat
ch f
or th
e C
loud
s19298 Berger 71.6 Rational WeatherService
12116 Stambler 629.44Orbiting Stattons
19175 Coombs 629.44 fikl4bs
1187
8 B
ranl
ey 6
29.4
-B
ook
of S
atel
lites
For
You
1611
3 Sa
eek
358.
41 T
his
IsC
ave
Xen
nedY
1814
9 C
arlis
le 6
29.4
Abo
utSa
telli
tes
.111
101.
1
waw
m*.
=o!
...-
-- .
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,...m
h..+
41Resource Materials
4.Contact a
mem
berof the Experimental Aircraft
Association
in M
usca
tine.
Call the airport for
the president's name.
5.Contact the Moline Quad CitiesAirport
b.T
rans
pare
ncy
Mas
ters
:A
rea
IX73
37 -
Ear
th S
cien
ce -
Wea
ther
7335
- W
eath
er
Evaltlat::cn:
84
Sucr!eoteri
ava
..MIII
M.,
On tape -
Con
tact
Car
eer
Edu
catio
n D
irec
tor
Adm
inis
trat
ion
Off
ice.
Are
a U
film
s04054 Inconstant Air 3.0.
0326
3 W
hat M
akes
Clo
uds
I.J.
S.04
009
Ear
th, I
ts A
tmos
pher
e01
4138
Clo
uds
0326
3 W
hat M
akes
Clo
uds
0326
4 W
hat M
akes
the
Win
d B
low
0302
4 W
ind
and
Wha
t It D
oes
0302
5 T
herm
omet
ers
and
How
The
y04
525
Wea
ther
- A
ir I
n A
ctio
n-
0452
4 W
eath
er -
Air
In
Act
ion
-
at th
e
Wor
kPr
essu
re -
Hum
idity
%I
Tem
pera
ture
- W
ind
II
1rStM;t1 ',I :c
LJVC8:
2
The student will learn -how our city
government
functions, and how city ,officials are selected.
.111
0011
1.11
110.
0!),
Sagget;t6 Gra& D,:,-..°4?.1
The class will interview the
mayor and the
alderman from the ward to find out their
jobs and
how they get them.
Awareness:
To make decisions about kinds ofquestions to
ask.
To realize the necessity of these
jobs.
To understand local
government.
To cause the
child to realize What he would want to know
about a job of this type.
2.
Select three or four class members to attend
council meeting with teacher.
Report back
to class.
3.
Conduct a mock council meeting.
Discuss important
local issues.
Eva.1r.at-ica:
85
.
IritegTatic-n
the
.Social Studies -
The study of government
.Language Arts -
Formulating good
questions to ask.
Conducting interviews
4011
1.14
1011
0.10
11I
al14
0111
1110
Student prepared list of
questions
.The people to be interviewed
Recorder or video tape to
preserve interview for
biture reference.
API
P.^,
- .-
.
irz.
.4...
......
.,-
:_jaw ittiAlmt
v a s
tate
lakes
laws.
4111
.1.1
4/4.
...n.
......
1.--
N01
...=
6.-4
11.0
1.+
.1.1
6
yity
os "
may
...m
...11
1.m
orpr
og
4.-A
n.
Bfl ggesterl Grade 11.vel
,111
1110
111r
.101
11IN
.-1.
0
The learner is to find how the
state of Iowa gets
its laws, and to make comparisons
and contrasts to
the Federal Government's systemof lawmaking.
Awareness:
The learner will becomeaware of the likenesses
and differences in state andfederal government.
He will developan appreciation of the democratic
system of government. He
can see how democracy
plays an important part in
his everyday life.
By seeing how laws
can be made, the child can
realize what he can do about the
law.
86
Ihtegratictl into the
C-ar:eik:11-91
This will fit into the
unit that deals with the
establishment of the U.S.
government under.the
Constitution. Also it
will tie into the study
of the state of Iowa,
as
we study the regions of
the U.S.
Language Arts-
Letter
wri
ting
to obtain
information from
a sa
mba
of the state legislature
RE:7,07.1-n;e
1.The U.S. Constitution
2.
The State Constitution. of
Iowa
3.
Books of Iowa history
4.
Newspapers, magazines
5.
Representative Richard Drake
Representative David Stanley
Senator Bill Rabedeaux
Herschel Plater (Wilton)
Kenneth Donnelly Nest
Liberty )
AN
I1
)e
_Tbi
L a
tuds
tuta
dalia
ara_
Ala
dLib
t.191
--aS
AA
JIM
EA
ppe
Cou
rt Justide=
- ,-
0-
......
. ... 1
,al
lso.
....m
-Suggpated Grn.cle Lc.vel
Answer the questions
Where does the U.S.
Supreme Court fit into our system of Government
and what do the justices of the
Supreme Court do?
Awareness:
The checks and balances
study indicates the
importance of interdependence
among the people.
L/.-
--a-
7- 87
.1._:1..L1
the
kILL
. -This can be worked into
the Social Studies unit
dealing with the
Constitution and the
foundations of our U.S.
government.
mm
omm
omm
o:-
.The U.S. Constitution
Newspaper and magazine
articles that mention the
Supreme Court and its
decisions for a student
bulletin board.
hooks that deal with the
necessary qualifications
and the salaries cf the
justices.
TV and radio news from
broadcasts.
;1-
ek9
tth3ob of
.___csm_riaor of the
state of Iowa.
aom
poot
aa.
......
...0.
11=
11.1
111
Rav
e th
e cl
ass
mak
eacomparison between the
job of Governor ofa state and the Presidentof
the United States.
Awareness%
The learner will
come to see the likenessesand
differences in twooccupations involving public
service. He will be
able to compare his
abilities
to those of two peoplein public serviceby
fulfilling the activitylisted above.
2.
Two or three studentscould be selected to
accompany the Director ofCareer Educationon
one of his monthly tripsto Des Moines.
The
object of the tripcould be to tapean
interview with theGovernor (or one of his
aides) aboutthe job of Governor.
88
aat-
.0.-
-1
ir.:o the
This
activ
ity w
illfit
into the Social Studies
units that deal withthe
establishment of the
system of governmeant,
bo
federal and state.
It
oould also be incorpora
into the unit Which
contains the
stud
yof
Iowa.
PcJclux.le
Student-made bulletin board
of clipiings,
articles,
picture, etc. shoving
What the Governor ofIowa
does.
Listening to news broad,-
casts on radio and
television
for references
to the
Governor's work
Library resourcescontaining
references to IowaState
government.
.,.3:
___Mle_irtgdent will learn that the ob of U.S.
Senator includes.
4'4,
C
0.4 I 14
0111
.111
001M
1117
0.0.
1.
Discuss the question:
"What does a U.S
ae
Senator do?"
P2'
Collect pictures andclippings to illustrate
U.S. Senators at work.
3.
Bead and discuss fact books
telling about
qualifications and pay for the job.
4.
Listen to television andradio broadcasts
that refer to the U.S. Senate.
Discuss.
Awareness:
Observe the collectedpictures and clippings
for characteristics of the
job of "U.S. Senators.
1.1!ItegTa_icli into the
L,Iscesteel Srade
1111
1. ..
1.11
1111
01.
4111
1.N
10.1
0.11
1111
..lal
w
Zwavzt.t=1
89
1.
This activity will fit
into the Social Studies
unit
on o
ur I
I.S.
Goverment.
...1.
11
.Newspaper and magazines
.Fact -books
-
Television and radio
broadcasts that refer to
the U.S. Senate.
can
,_7)))1k_rtladent will learn whata member of the
U.S. Congress does.
Sufzegtrei
,10
10.
sals
..../r
ree.
....w
w +
0.1
1.1.
1r...
.1.0
e
am
sic
.The class prepared to
answer the question:
"What
is the job of a U.S.
Congressman?"
Awareness:
The 5th grader learnsbow our country's laws
are made. He learns what hecan do to change
the laws.
Be learns his responsibilitiesas
a citizen.
.411
.111
,ap
F. -
l sor
- ^s
e
90
A11
.111
0111
01IM
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i;
This will fit into the
unit dealing with the
establishment of our
democratic government
under the V.S. Consti-
tution.
111
Re,. auxa,,
1r
1Studentmade bulletin
board of clippings,
articles and pictures
relating to the work of
Congress.
Books and materials that
detail the necessary
qualifications for the job.
Television news broadcasts
watched at home (radio also)
to note references to
the
work of U.S. Representatives.
.011
,-=
1111
1001
110.
0110
.111
1111
1Wlim
,
Co)
8
The student will learn about
the office of
the U.S. President.
gurgested Gradr...
5.-
sr
1.The class prepareda bulletin board to Show
ft
what the President of
theU.S. does.
Aw
are
aess
:The 5th grader recognizedthat the
runn
ingof
oar country is an important job.
The 5th
grader became aware of his
own attributes as
compared to those of the Presidentof the
U.S
.
91
.In the Social Studies uni 1.
deal
ing
with
the
estab-
lishment of the Consti-
tution various public
service jobs are mentions
The President of the U.S.
is a logical one to work
on.
Bulletin board made by
students with clippings
from newspapers showing
things that the President
does.
2.
Encyclopedias that give the
qualifications necessary
for the job.
Watching news to see and
listen for references to
the
President.
M.-
-t_
gi 4 2
1,What is involved in the
occupation of welding?
.11.74
1, 2.
welder.
1114
1..~~~.~.
....7
7.1.
,Suggeated Grade 1,.=vc.,1
11
Assign the problem as a committeereport.
Formulate questions touse in interviewing
a welder.
Awareness:
Child learns theimportance of the job by
determining the responsibilitiesa worker has.
"WM
.* -
.At;
-7.
- a
--
-...
111.
1111
wn
+m
ar11
111,
intes-zac_
1.
Social Studies -
Ways
of m
akin
ga
living
Language Arts -
Report writing and
report giving.
Use of
inte
rvie
wte
chni
ques
011.
4111
1114
MIN
MI.
0101
=11
1..p
- A
O
Library materials
Career- Speaker
(Check with the Director
of Career Education,
phone 263-7223)
...--am
MI 1.
a=2t
Aw
aren
ess:
hn
To show theinterdependence of various kinds of
workers, by workingtogether in role-playing
situation.
N a
The student realises the
of the
laborer's job.
Suggestea qraie L.vel
AM
MIII
IP11
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MIU
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111.
0111
1.1.
01...
..1.7
.1
Explore the jobs of laborerthrough role-playing
in a construction
job.
2.
Invite a local laborer
to speak to the class
about his work.
Ev-11.1;:en:
93
iD:o the
Social Studies -
To learn about jobs
people do and how the
jobs are interdependent.
Pe :1)12-3,1
Teacher or student-created
problem in constructing a
build
ing
orbridge.
.Check
with
the Director of
Car
eer
Edu
catio
n fo
rsuggestions about a
speaker.
11/..
4110
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.111
111.
1101
0111
01
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IMIN
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SA
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.:
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dant
..342
1_ 2
mba
ut/b
a421
2.iron and steel worker.
.1Mm
.:CAge 3te
CLC.% el
41.11milymwm..100..
-
1.
Visit a constru.ction site.
Evaluate the visit by disaussion.
the-
,
Social Studies -
Erector Set
Ways of making a living
'2.
language Arts -
Awareness:
Communication skills
Working with materials
16
a.
Construct a building framework
ime
b.
Construct a bridge framework
Al.
914
.Career visit
E 1
111
2.
3.
14.
t:.:
alau
lant
_bsg
souu
taak
w_c
it th
e di
ffer
turt
work roles in a
quam-y4....
3uce.eati-A
5,1
11.
Following;a quarry trip, the class discusses
the
jobs that are availableand connected. witha
quarry.
a.
Experts to dynamite
b.
Testing water
0.
Identifying soil samples
d.
Recording shockwaves
Save students
prepare a bulletin board.
Examine rock samples.
Learn local geologicalhistory.
95
.....+
. t11.
7:
Sdcial Studies
-Learn about different
layers of rooks,
proces-
.sing and geological his-
', tory.
Language Arts
-
Communicate with rock
clubs of other cities.
Arts & Crafts
-Construct display of
rocks collected and
identify.
A.=
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MI.I
IIM.M
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111.
1.11
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/1"
illaw
fted
Visit gravel pits
-Collect rocks
.Have a member of rock
club talk
Use current bookson
minerals and rocks
,4-
a
imm_rtancmachinietsmanufac
alcere:stefl Gra67,,,
Vii,
mm
oom
inim
ignm
omm
edin
-
-mlk
-...
..11.
Have a machinist
come and tell what he does
on the job.
Creative writing:
"A day in the life ofa
machinist"
Wits thank you letters
to career speaker
2.
Teacher or students researchother jobs in
manufacturing and Share theinformation.
Discuss the part of the
machinist in production.
Machinist must:
a.
Painstakingly finish parts whena mistake
of 110,000 of an inch wouldruin the part
b.
Focus attentionon every detail
0.
Follow a formula and
specifications exactly
d.
Make something come out
exactly right
14.
Visit local machine shops anddiscuss together
in class.
S.
Discuss lifestyle, interestand bobbies ofa
factory worker.
......
..44
4:
4810
11.a
r
96
the
oftw
ooro
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4111
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Ros
ello
nIIM
MIII
MM
IIMIN
INIS
Social Studies
-Manufacturing
',language Arts-
Creativ, writing, Thank
you letters, reporting
(oral and written)
Rescylr:le
Career speaker:
Friends, neighbors,
relatives, local people
in manufacturing
Inquire at Bchmarje ToolCo.
.011
.101
11
.....1
-11
1111
1ini
mow
..
8
The student will becomeaware of...SAL/AI._
Control
and
how
indu
stri
esuse it.
......
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11..
ft,
1.
Listen to career
speaker
and
with
his
or h
erhelp, develop a vocabulary list ofterms
am
iiuse
d in
Qua
lity
Con
trol
wor
k.
IGa.
Rec
ogni
ze d
iffe
renc
es in
0
001,
1111
1111
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...
1.
Learning
2.
Management
3.
Operation
I.
Inspection
b.Fe
el im
port
ance
of
each
wor
ker
doin
g hi
sjo
b.
97
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ally
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4111
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+.1
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Na-
-0*
Soci
al S
tudi
es -
App
reci
atio
n of
are
asin
manufacturing
Language Arts -
Vocabulary summarization
awad
Val
Mm
al...
Car
eer
spea
ker:
Jinx
Co.
Hon
Ind
ustr
ies
Ban
da&
Ken
t Fee
dsM
usca
tine
12,,,
,r1
Mul
les
Gro
cery
Hah
n B
roth
ers
IL::
will bee
awar
e_patimportance
SI-44:gr:sted Graft
of Q1al_itz.
Con
trol
and
assembly line in manufacturing.
ow*
Tour a local assembly line.
2.
The manufacture ofsquares
a.
Materials:
paper, pencil, ruler,
scissors, and paper punch
b.
Manufacturing standards:
1.
Make 3k" square
2.
Draw diagonals in the
square
3.
Make an "o" *inch fromeach corner
on the diagonal
4.
Punch a hole where the diagonals
cross
ED
5.
The squares should be neatly
stacked
Ein piles of four
c.
Procedure:
Divide class intogroups of 5 or
6.
Instructions on the board:
"The team
with the largest quantity of thebeet
quality will be the winner."
1.
Students get 5 minute trialrun
2.
They work out an assembly line
3.
Foreman night help Lianas,
output
4.
Students are given time to discuss
problems and how to solve them
5.
Students are given 10 minutes
to
manufacture squares (Have
a tape
recorder going)
6.
At end of 10 minutes, list
output of
each group
7.
Students act as
own quality controller
8.
Compare results
of th
egroups
e.!
Z it/
41.1
.e
7.1-
4-
1"L
I1.
... .
-
Social Studies-
1.
Arewstime
a. Importance of good
April 23, 1973
work and doing one's
March 5, 1973
part
b. Importance of working
together for a
desired outcome
9.
Discuss importance
of b
oth
quantity and quality
(Quality shouldcome first or the product won't sell)
d.
Play tape made during the
10 m
inut
ework period
and discuss:
1.
Boredom on the job
2.
Need for quality control
3.
Dissatisfaction witha job
4.
Fatig
ue o
na
job
;The student will becomeaware of the
salesman's role inmanufacturing.
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M.
MV
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...1.
1.0
10.m
mm
ee.m
m.
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OM
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11M
OM
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AY
MM
IMA
,
Have one or more salesmenas guest speakers,
then discuss;
a.
Importance of the salesmanin manufacturing
b.
Qualifications ofa salesman
c.
.Benefits in beinga salesman
Write a flealespitchn fora product, then
give it orally.
3.
Compile a list of adjectivesa salesman
might use.
(w2rainstormingn
works well
with this activity)
4.
Work in groups and write
salesman vertically
on paper.
Students list words which
they
associate with salesman.
&le:
8 - smile
A - available
L - look for buyers
S - eager to sell
1:-....6gra
IC.:
Socgaatied
Social Studies
-
Interdependence
of M
u-featuring jobs
Language Arts-
Creative writing,
listin
g ad
ject
ives
,w
ord
activ
ity
5.
If possible, secure order
forms
used
by salesman.
If not, make some for the
students to fill out
( Importance of
filli
ng in
forms
accu
rate
ly).
6.
Students prepare interviewquestions to use in
interviewing.
7.
Use interview questions
ina skit (role - playing)
AM
.P.M
.M=
MM
MIM
IMm
...am
-.1
....-
m.
99
Allm
mlO
MIM
M.A
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11,
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11=
11M
aIM
IM
ma*
mm
ailm
oo
Rcmal,252.2.71]..ert,1:-.
Career speakers
Tr.
-
8 at In
....notjEtydent will becomeaware of working in
SaFgetf,c1 Gre.de Mk,-1
wee
r 4couys3. ozjanizing information andreporting to the clasp.
../IS
Ms-
War
p ...
-.11
4 -
-1.
Researdh in groups historyof industrialization-
Undicrafts
and
man
ufac
turi
ng iu
hol
mb. /Worn day trends inmanufacturing watches
computer assisted automation
c.
Contrast beginning manufacturingwith
modern day manufacturing
1.
building
2.
hours
3.
workers and their roles
L.
kinds of jobs
5.
skills and techniques
6.
supp
ly a
nddemand
2.
Organize and report informationto class
(students might outlinetheir research and
use the outline as a guide in talking
tothe
class)
3.
Compile a list of jobs inMuscatine area from
"want ads".
4,
Compile a list of things
man
ufac
ture
d in
Mus
catin
e.A
lpha
betiz
eand categorize them.
5.
Rave a bulletin, boarddisplay of
new
spap
er a
ndmagazine articles aboutmanufacturing.
6.
Write letters to industriesin Muscatine requesting
information about kinds of
jobs available.
1111
,M
r' m
ow.-
+Iv
vv.
dbal
iVap
}a,
100
71.1
.17r
i : -
.!...
..:::
.
2.
Social Studies
-Working together
2.
.111
1.10
-.11
1110
1..
Language Arts
-Research (skimming)
Outlining
Reporting
from
outline
Musiness letter
wri
ting
Use
of
tele
phon
e di
reot
oC
ateg
oris
ing
Alp
habe
tizin
gD
iscu
ssio
ns
;4'
7.
1.
Encyclopedias
.41.
111.
11..M
.110
1M11
.F11
1111
1,11
1111
.
2.
Social Studies Text
3.
Car
d C
atal
ogue
in:
Scho
ol L
ibra
ryC
ity L
ibra
ry
4.
Newspapers
The Muscatine Journal
Times Democrat
5.
16.
Telephone Directory
Muscatine Chamber of Commerce
P.M. Musser Library
7.
Use panel discussionsas a means
of r
epor
ting
to
the class.
.mill
,...
.....1
1a_s
tuda
ntai
laJa
mm
uudu
m_J
ILIM
_Im
mte
as!
._91JagattLW_of the botanist mho
studies and classifies them.
1111
*.+
11*
.111
10...
+1.
......
...
a f
-
1.
Visit a greenhouse.
9-01
1/11
....1
11.1
110
.11
2.
Have a botanist visit class.
Students can
interview and observe equipment.
3.
Research importance of plants
in present science
text and other science textsand discuss together
in class. (Man's dependence
upon his environment
for survival)
5.
Examine plant cells under
a microscope.
Terms;
cell wall, chlorophyll,
stomata
Discuss qualities needed for plantgrowth and
have plants growing in classroom.
(seeds, soil
types, water, light, containers)
Show films showing a botanistat work.
(observation of leaves,
roots, flowers)
7.
Discuss other jobs related tobotany career.
(horticulturist,
agriculturist, forester)
1111
_11
11, 201
:ic:.
1111
,.....
.- m
aw,
w,1
10h;
aMov
- 0-
Language Arts-
'-Tbank you letters to
greenhouse and speaker
Local Greenhouses:
Miner & Sons
Kranz Flower Shop &
Greenhouse
Ban. Brother Farm Shop
UnderVeer Park (Davenport)
Speaker from Floral Arts
Club, Greenhouse operator
3.
Slides
4.
Microscope
Cover slips
6.
Stain
?.
Plants
8.
Area IX films
oft
arra
min
...11
110"
1.11
8
The student will become
amaz
e of
mor
ay n
eede
dSuageatcd Graiie
for
mod
ern
day
livin
g an
d im
port
ance
of
mat
hem
atic
al s
kills
,.71
0111
.04
4010
11.
31
1.
Rave students keepa list of parantos monthly
at
food receipts.
%la 0
2.L
ist v
ario
us u
ses
ofincome per month.
3.
Have students figure outhow muchapproximatt4y
is spent
per
mon
th in
their family.
4.
Have class arrive atan average amountper
expenditure.
Make.a record of this.
S.
Using a hypothetical situation, (for
a faultily
income of #10,000per year) have students
arrive at a familybudget.
...-
Math -
Estimation
Computing
Addition
Subtraction
Multiplication
Division
Averages
5
Rt:zotace
1.
Parents' monthlyreceipts
2.
Mat
htext book
OW
NIO
NO
11.
The student will become
aware of de jia in modern
,
day merchandizing.
mom
......
.,
Burgestcd
Aft
24ue
l.-pa
lMe.
W.0
4,22
1201
211~
0112
.2/..
212/
12.2
11.2
2..
isC
1.
Bring record covers, boxes andpackages
of products to class and talkabout designs
and What makes them
interesting.
2.
Choose a record anddesign a cover.
3.
Choose a product and designa package for it.
Procedure:
Work out design in pencil
Make lettering anddesign work well together
IP&
Finish with paint orcrayon (color)
4111
112.
2 a
cill
4.Discuss finished coversconsidering attractiveness
and ability to sellproduct.
5.Discuss other careers of this
type.
C132rL'1
'L a
lt
Art -
Design, lettering,
neatness
.222
2211
1112
1.22
01..2
2 -4
12.2
022.
2.=
2,22
1222
.
Rt.:source
1.
Record Covers
2.
Boxes and packages of
different products
-
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- -
-411
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21.2
6fts
..021
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if, 1
, lb
103
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eet
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ce
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twor
nerr
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conn
allm
ill
'4 1
BEST COPY AVAILABLE 112
'fie
stud
ent w
ill b
ecom
eaw
are
of th
e
vari
ety
of d
iffe
rent
jobs
.SU
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ll cc
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woO
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ao.,4
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;wt.
;.a..
1.L
ook
in th
e ye
llow
page
s of
the
phon
e bo
ok.
a.Fi
nd jo
bs y
ou d
id n
ot k
now
of
befo
re.
b.W
hat k
ind
of jo
bs s
eem
moa
tnu
mer
ous?
106
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1.16
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The students will developan awareness of
jobsinshipping.
0.0.
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low
"p.
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.6*
41=
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0111
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0..-
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1101
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_
1.
Discussion of shipping and relatedoccupations.
a. b.
C.
d.
e.
e.
Loaders
Ship Crew
Panama Canal (lock operators,
ship drivers)
Customs officials
Overseers of foremen
Fee collector
2.
Make a bulletin boardillustrating shipping
occupations.
AIM
O N
W, 1
.a,a
/1.±
.....1
1M.
.
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6
Social Stadion -
The discussion of the
Latin American Countries
could expand into ehipp
and the people involved.,
since maz i. of
ourproduc
are shipped from South
America.
.1K
*A
.*,..
..
107
RE
...eltr.:A
World Book -p. 99
Are
a IX
boo
ks -
1371
8Uhe, About
Can
to R
aps
1239
9Scharff), Row and Wkly
Wonder Book ofpips
145
Carter, True Book of
Adam /and Seaports
11096 Zaffo,
Big
/loo
k of
Boats
1 12 SamMtroard., Mk Virst
Seggraphr of
the
_Pan
ama
Can
al15618 Latham, Charges
Film
s -
0300
5 Pa
nam
a C
anal
-G
atew
ay T
o T
he W
orld
-,O
r O
n. *
.- ..
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1110
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stu.derit jdajairelop
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_.,42..f_the,expieth an
tprp
luat
io p
_of
_nar
tate
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ft...N
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....
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-ft-
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--
"1,1
Ift
1.
Social Studies
-1.
Booklet - free
Study of Inca Indians
"Peter Pan
Tel
ls A
nAbout
Peanuts"
from
2.
Science -
"ChanAng and Preserving
Derby Foods, Inc.
Our Environment"
115 West Jackson Blvd.
Chicago, Ill.
60604
2.
World Book Encyclopedia
p. 190, 197
--
-ft f
tv N
......
... -
......
N.
......
......
......
.11.
......
......
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...ft
......
..,...
......
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......
......
/..../
......
......
......
. ....
1.
Read the booklet.
List all occupations
related to peanut buttermanufacturing.,
2.
Compare the material inthe booklet with the
material in the World BookEncyclopedia on
George Washington Carver.
3.
Encourage students to plant
peanuts in their
own gardens
a.
Record the plant growth
b.' Bring some peanuts
to class and roast
them in cafeteriaovens
108
I
___Itwetud0P141kunasratAngLAIIAtmany different
ocoupatlionsareimolved in tbeproductionofone product.
011
won
aM00
*or
n.
1.
Study the Chocolate Chart and havechildren
depict the many occupations behindthe
production of chocolate.
Possible occupational
a.
Tree planter
b.
A person who removes pods from
tree
c.
A person who transportscocoa beans to factory
d.
Machine operators
e.
Sani
tatio
nworker to keep machines and
working
area
sclean.
f.
Sugar cane plantation workers
g.
Dairy farmers
h.
Milk transporters
i.
Safety engineer
j.
Foreman
This activity could be used as
bulle
tinboard display
by labeling where each occupation would
belong, on
the chart.
9.Have students compute howmany days it takes to
make a box of
Her
shey
candy bare.
The free
materials give the needed facts to figure
out
the above problem and severalother math
problems.
+W
irlw
alaM
a-
41.,s
10.
/, 4=
0. O
m.
M.In
nIN
OIV
Irltegac:. Li.° th'.
Soci
al S
tudi
es-
Uni
t on
eith
er th
eA
ztec
s. o
f M
exic
o.
Math -
Addition, subtraction,
multiplication and
division skills
109
1114
1011
1
S12.
1 ,1
".2
.Fr
ee m
ater
ial
-H
ersh
ey's
Edu
catio
nal C
hart
from
:
Hershey Foods Corp.
Her
shey
Cho
cola
te &
con
fec-
tiona
ry D
ivis
ion
Her
shey
, Pen
ne17
033
.Area IX film-
03437
Dai
ry F
arm
ToDoor
."^0
.1,
11 8
1.
Students selectan item to produce.
Dues
.71E
may need to be collected to cover the
cost.
VE
.Tbs_Atudent_will-oin..4..batter.xxideratanding
Draducings....ealiarica
,-
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I2.
Students will volunteerfor production
activities for whichthey are suited.
a.
Designers determine size,
coloring,
decorations, packaging, etc. ofproduct.
b.
Procurers must list materials
needed and
find where they
can be purchased for the
best prices.
c.
Manufacturers
measure, out, stencil,
decorate and trimproduct to conform to
design.
(Include inspection anda
foreman)
d.
Accountant will determinethe selling
price which will result inprofits for the
class.
e.
Salesmen must decide
on sales technique
to be used.
Door to door in theneigh-
borhood, school bazaar, afterschool sale,
sales representatives to call
on ..kaoh room.
f.
Advertiser
.1
gJ.
.1_
1.
Money can be collected
and profit will be
distributed at the end
of the activity.
Class
may wish to earn money
needed to begin the
production.
2.
Math -
determine costs,
selling price and help
with design.
3.
Art -
Advertising techniques,
product.design
L.
English -
Sales techniques and
writing advertisements
5.
social. Studies -
All pupils were involved
In a phase of the
activity for which he
was most suited.
Resource materials should
include teacher andprinci-
pale who helpcarry out the
product.
2.
Math teachersmay help with
determining price, costs
or with design.
3.
Art teachersmay help with
design, manufacturing
techniques or advertising.
lII
11.
1111
1..
I..*
...
. - -
_......2beAstudente will: became aware of4obs
related to electricity.
.111
/./.
41, .
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. 1.1
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..
.111
111!
.4,
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4....
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on.,.
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nosa
mm
anno
w..
y- -°
`..m
.M.1
011.
....
M...
......
./.
1.
Cut out picturesconcerning jobs related to
electricity
a.
TV repairman
b.
Appliance repairman
a.
Lineman
d.
Electrician
e.
Electrical engineer
f.
Telegram operator
g.
Telegraph attendant
2.
Select one ofyour pictures.
Identify the
occupation.
Answer the followingquestions
in complete sentences.
a.
Where would thisperson work?
b.
What kind of tools doeshe use?
c.
What kind of hat would he
wear?
d.
What kind of clothes wouldhe wear?
e.W
hat d
ange
rs w
ould
he
face
whi
le d
oing
his job?
f.
What kind of education
is required?
3.Perform various
electricity experiments.
4.
Tour a local electriccompany or power plant.
5.
View films and
filmstrips.
6.
Use remaining
pict
ures
from acitivity 2 and
make a
bulle
tinboard collage ofpictures.
111
E88 - Batteries and
Bulbs II
mm
Aim
moo
rd...
.11
,111
1.1
Retiource Sate5Lals
7.
Films -
03032 Electricity and.
Row it Is Made
03033
Safe
ty w
ith E
lect
rici
ty04036 Electricity-
Now
to Make a Circuit
03044 How to Produce
Electric Currect with
a *wet
w.
Old
mag
azin
es
Wor
ld. B
ook
Es
145
R:
227
Mus
catin
eMunicipal Power
Plant
Wire, nail, bulbs, switches,
batteries, sockets
Invite
an e
lect
rica
lengineer
Hooks
am=
an,A
ll A
bout
of Electricity
1130 Epstein, First Book
11306
Free
man
,Story of
ri
1131
Pod
ndo
rf, T
rue
Boo
kof
isan
dillpotztoily
1177
4 B
ilbay
rtBliparlsents
with
)11
1aot
rioi
t311775 leravolo, Junior
121
2 M
orga
n,D
AB
EL
Aita
Can Do With Electricity
12875
Not
kinv
&nu
m:U
MW
onde
r am
* of
Slec
trlo
pty
IPO
PIM
ME
MO
., Z
!This student
kill.
Rain a betterunderstapftirm
of the work ofan architect.
f1.
...1.
1111
hopo
w-
-11-
*..1
1.
.10
PP
*-1
0.11
011.
...-
-1H
imm
omill
iMM
O.
.110
0110
11. .
0,1.
. wy.
VIM
.*, .
.4.
,Ii .1
1/ II
MI
1.41
0.11
8...
Alli
e*M
RA
lly -
. -M
. .4
4.*
0. .
.r
.., .
! i9111.
Draw a house planyou would like to live
in.
1.
Drawing plans to scale,
22
design
11'2.
Look at house plans fordifferent kinds of
houses to find bow theyare drawn and what
should be included.
3.
Ask an architect to
come in and speak on
drawing plans or takea field trip to visit
an architect.
r--
/-
11 N
Draw a simple house planwith not more than
five or six rooms.
Draw to scale and tryto
keep sizes correct.
Ask a building contractorto come in to share
a,set of house plans anddiscuss the possibilities
and problems that mould
be encountered in
building different types ofhouses.
112
....1
1111
1.11
.
7fr:
n."'
_711
7:A
1.
House plan examples
2.
Building contractor
3.
Architect
4. Books from AreaIL -
16859 Baker, A:
Kent to _Ble
twat
Ber
ger.
, Pro
m S
tone
srapers
12
9Bobbin, 1....mIAL
Wonder Book ofBuildinK
- .
amill
ftsIr
-001
1011
M.IN
NO
OM
III
The
atu
deltt
of th
e_ jo
b of
a .p
hoto
. n*s
T...
--...
.4-
....
.-.
1.1.
0p-
--.
amge
e. -
1111
800.
100
~ r
-,..
...sm
....
.1.1
0111
1...
e.1/
o-
4**
Hav
e st
uden
ts e
xam
ine
phot
ogra
phs
from
mag
azin
es.
Est
ablis
h ca
tego
ries
for
the
pict
ures
they
sel
ect.
Poss
ible
cat
egor
ies
coul
d. b
e po
rtra
its, h
uman
inte
rest
pic
ture
s,fa
shio
ns, n
ews
scen
es.
2.H
ave
stud
ents
wri
teor
pre
sent
rep
orts
on
phot
ogra
pher
s su
ch a
s G
ordo
n Pa
rks,
Ern
stH
aas,
Irvi
ng P
enn,
Edw
ard.
Ste
iche
n,H
enry
Car
tier
-B
reas
on, a
nd R
icha
rd A
vedo
n.
3.H
ave
stud
ents
take
pict
ures
in c
ateg
orie
ssu
ch a
s be
autif
ul,
ugly
, inv
isib
le, s
how
act
ion,
show
pea
cefu
lnes
s, e
to.
11.
Inte
rvie
w a
loca
lph
otog
raph
er.
alni
r,0
aft 7
-
-111
1/...
10. -
111,
111
Mill
M11
1114
.411
111=
m.
113
". :C
.-
..-A
._.
441N
41.1
.001
.
Into
New
Wor
lds
1."E
xplo
rer
With
a C
amer
a"an
d. "
The
Cam
ere.
Fina
llyC
licks
"2.
I
Mag
azin
es f
rom
hom
e or
old
mag
azin
es f
rom
off
ices
Wor
ld B
ook
Enc
yclo
pedi
a
3.C
hild
ren
coul
d us
eow
nca
mer
as if
ava
ilabl
e
4.B
ooks
-13
116
Hok
e,nr
st B
ook
ofo 3
Rav
es,
1ra2
aBus
ch,
Wal
k In
tile
:re l .10
Ham
an, G
o do
nPa
rka,
;Zac
k Ph
oto:
crul
ler
and
Film
NA
ME
The
atu
dsnt
a w
ill b
ein
trod
ma
to -
0.PP
Qrt
uniti
es
Ult.
Itib
rari
&A
we
fiel
d._
Discussion of different kinds oflibraries.
Discussion of the physical
setti
ng o
fthe
local library and school
library.
I
6
._a
m..
.111
liani
vaaa
ts F
or T
oday
-1.
Chapter
92.
2.
Art
Draw maps of the physical
setti
ng o
fthe
library (school & city).
4.
Dis
cuss
and
com
pare
thee
Lib
rary
of
Con
gres
san
d D
ewey
Dec
imal
for
ma
ofcl
assi
fyin
g.5.
Discuss and compare personal,
chin
ch,and
special libraries (special libraries,
owned
bycompanies or government agencies),
book
mobile libraries, college
and
univ
ersi
tylibraries.
6. CSe student suggestionsto design a bulletin
board
of li
brar
y-re
late
doccupations.
a.
Acquisitions
i.
Children's
b.
Book selection
services
0.
Book
proc
essi
ngj.
Adult services
(shelving, stamping,)
d.Se
arch
ing
e.C
atal
ogin
g an
dcl
assi
fica
tion
f.
Reference work
g.
Circulation
h.Y
oung
adu
lt se
rvic
es
Visit the library
Are
a IX
Boo
ks-
1466
2 B
usby
, ita
t Doe
sA
1474
7 M
ott,
ankld.ren's
book on how to Use Books
Alms -
00
Find
ing
Info
rmat
ion
0406
9 L
ibra
ries
Are
For
Shar
ing
0446
2 St
ory
ofa
Boo
k03
012
Lib
rary
-1
Plac
eFor
Dis
cove
ry
asl1
1111
%
8
student
a.topt the
jok_
of a
radio actor and effective sound effects.
Am
.41
.411
1611
1111
101,
4111
0..-
vo.
1.
Use a tape recorder.
Have students try to
imitate the voices of old people
and babies,
people with accents, people in
special
vocations such as telephoneoperators or a
police dispatcher.
2 Practice creating sounds and
taping them.
a.
talking with the nose held closed
b.
speaking through clothor paper
c.
ticking clock for a time bomb
d.
crinkle cellophane 61, from mike
to
simulate fire
e.
shake a partly opened umbrellaup and
ddown to simulate a bird flying
f.
crunch a piece of balsa wood in fiat
near microphone to simulate breaking
down a door.
g.
trickle grains of rice ontoa sheet of
canvas stretched to simulate rain
h.
beat two leafy twigs together to
simulate chase through underbrush
3.
After children have ititially taped
their
sound effects, let them listen tothem and
then do it again to improve them.
4.
Let children write a radio plakil
cast it, and
5.
produce it.
Time could also be spent discussing
it.
Time could also be spent discussingall the
Sobs related to the final andtotal production.
:^Z
!:1_
1''
t:1,
1.R
eadi
ng -
Lea
rnin
g M
agaz
ine
Into
New
Wor
lds
"The
larc
h 19
M P
. 56
8tox
7 M
achi
ne"
.2.
Language-
creative
wri
ting,
punc
tuat
ion
115
Visit the local radio
station.
110.
1.1.
......
=11
.111
111,
AsM
islim
a.0
1411
1.
_....
lbe_
rtw
leut
t_vi
aLlta
nutts
kip1
)gi
rk4B
-11
0.
4.10
.....-
41...
010.
..wm
a.-
--.
P..o
r,
1.
Study the current job market inyour area.
Have children readhelp wanted ads in
local newspapers.
Compare pay scales and
qualifications.
2.
Interview a personnel officerfrom a local
business or industry.
Discuss
pay scales
and qualifications.
116
mop
e. -
.- -
-.0
0.11
w.
Mat
h -
Stud
y su
ch th
ings
as
per week and pay per hour2.
and then figureweekly
wages. Work out such
things as time and one-
half.
'
Social Studies -
Compare Sob opportunities
in United States withLatin
America.
a. Why are there more job;
available inU.S. than
inLatin. America?
b. What jobs are avail-
able in U.S. that
aren't available in
Latin America
Spelling -
vocibular words pertinent
to the admay be learned
41.
os.r
ni*
L2.
ii2:i
Loc
alne
wsp
aper
s
Personnel officer from
local business or
employment office.
Arm
yaw
,...
...w
ww
w..n
ewel
l.".
aelt
awareness.. Tip_atudent will develop.an
awareness of his interests.
121
woo
.
113
at
Make a bulletin board. entitled
"As I Am"
I.
Science -
"Continuations of Life"
a.
Divide
your bulletin board into as many
small parts asyou have students.
Partition it off withnarrow strips of
constructionpaper.
Let each child then
choose one part.
b.
Instruct the children tobring in
materials and objects that
represent
their interests.
Mount these on the
part chosen.
C
ill
An alternative would be to have students
also include items which
they associate
with former interests.
Caption the board,
"How I've Grown"
11
4
1
8
The student will learn to understand the
career of an astronomer and to perform some
.m...
..
-./.
.. 4,
--
I.
Have an astronomer visit class.
2.
Visit a planetarium.
3.
Discuss relationship of star color to
star
temperature.
(ie., red
- coolest, blu-white -
hottest, yellow
-middle)
Introduce the idea of a spectroscope in the
star's composition.
4.Make a constellarium.
5.
Locate somebody locally who has access toa
telescope.
Have a "star gazing" session with
a select group of interested students.
6.
Discuss sunspots and their effectupon our weaher.
7.
Discuss the use of astronomy insea navigation
and air navigation.
8.
Discuss "revolution", "rotation" and
"time
regulation".
9.
Compare personalities with astrological
descriptions.
0,-
----
a.Sa
o.
-
118
1
rsFM
SScience Prograt
Unit 3
1.
of the duties of this career.
0.11
1or
4.W
-ae
rnw
lo-
le--
-*.
AN
1111
0,-
0-,1
1101
11...
.11.
..Mbr
Resource Materials
Area IX brioks
11258 Crosby, Junior
Seism Book of Stars
3.126o Freeman,
n With,
trono
n263 Schneider, las
Among
the
Stars
11264 White, All
pout
the fitars
11758 Guillot, AatronQ
13602 Gallant, ABC's of
Astronomy
13826 Wolfe, AiatIp Cc. To
t
7 Amory 11414LWA
091890,14tions
18193 Clarke, Agni a
mir
boneker. Astronomer and
Acientist
I.m11
111M
ME
M.
Astronomer (college
professor)
2Auguatana College Planetarium
3.
Text Book
4.
Heath -
ierkcer....Tjakt
Torgh...i_owrro
5.
Cardboard box (5"x8"x14")
a. line box With aluminum
b. tape down lid
c. out a bole large enough
to insert a flathlight
end of the box.
in one
Make the other endan
open end by removing the
side.
d. out a slot through the
lid near the open end.
insert patterns of
constellations into slot
make constellation
patterns from black card-
board sheets.
g. insert punchnd card, turn
on flashlight, and direct
beam to ceiling ofa dark
es
f.
8
1.
The student will _ep.in
better .understangpg_.
of archeology.
4444
444.
444.
, -.4
44.4
44.4
44.4
.
Role play the career of
an archeologist.
Study the three main Latin Americancivilizations
stressing their cultural contributionsin
science, music, astronomy,
architecture,
math, art, etc.
2.
Have students make
own artifacts and hide them.
Have another class find theartifacts according
to a diagram.
After studying theartifacts
they found, the class will
figure out the
contributions of this civilization.
...
-- 4
.vm
.. n101
100.
*
1.
-...1
11.-
.10+
1.
2.
3.
141,
01.1
11W
.;-1C
Cr
e
Davenport Museum
Davenport Archeological
Society
Books -
10708 White, Jost
wor
lds.
-,41
,..01
1111
0.11
....m
Social Studies -
Unit on the Aztecs,
Incas, and Mayas
10709 Jessup, Wondertql
Worki of Aropeology
10710 White,
161.14bolit
1 .11 Suggs, Modern
Discoyeries n Aratology
f I
81.
at
2.
Students can do researchon eye delects and
diseases.
(Nearsightedness and farsightedness)
*.11
-
_The
stu
dent
deve
lop_
alxy
tter
unde
rsta
ndin
gof the career ofoptometry and parts of the humaneye.
-- -
.'. -
- ..
. .. .
^ -
- --
- -
11, a
"...
- -
-.4
.. ...
.WO
.01-
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Vv.
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.-
. -,..
--...
a...0
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,...
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.-*-
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..._.
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e.. 4
440,
401
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.....
o.11
1 -
/.1.1
10. -
....
- ...
... W
.*.-
......
..,..w
ay-.
.. ...
InV
ie. 4
1110
1.1.
0.*-
.....
..,..
...A
m ..
...
/
Have an optometristcome to class.
Students
couldcompose interview questions before
the visit.
3.Perform experimentson reflection and
refraction of light.
Why do we see colors?
How does light travel?
Why is it hard to
spear a fish?
Reflect light froma mirror's surface, examine
light passing through a bandlens, put a
finger behind a glass ofwater, put a pencil
in a glass ofwater, use a periscope and
explain where it could be usedand why, etc.
4.Ubserve pupil dilationand constriction
by having students look at
each other's
eyes,
first with thelight on the then with
lights off.
5.Discuss different
types of lens dealing
with
eye correction (concave,
convex, double concave,
etc.)
6.Observe and collect
transparent, translucent and
opaque objects.
120
STEM
ESS Science
Program Unit 1
1.
Optometrist
2.
World BookEncyclopedia
3.
STEK - ESS,Science Series
4.tig
gesE
2241
L12
15.
Beath transparencies
6.
Show convex andconcave
lens, if possible.
Area IX films
-
03309 Your Etres
0304
1 H
owto Mend Light
03042 Light and
Col
or03
027
Lig
ht a
nd W
hat i
tD
oes
Books -
14731 Elgin,POLApost
tie,
NY
*12920 Bighlard,
How
Aft
Boo
kof Illtht and Color
137
Ericsson, Alga
GYL8P00 -410F q21'011
1447
7Sands, WhY %ammo?
-.-
The
stu
dent
411
. Ept
ia_a
naw
aren
ess
of.th
e,.
cost
a of
fam
illy
livin
cand
his
rol
e in
. the
fam
ily
1.P
lann
ing
a "m
ake-
belie
ve"
fam
ily.
)1.
knis
b
tk)
Mat
h
;
""rf
aa{Z
.P.a
--A
roul
awra
.ow
es -
.0,4
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APPENDIX
122
129
Student Activity 1
Plan a make-believe family. How many will be in your family? Decidewhat career you will have and how much money your job 141.11 earn per year.
Now you plan how you can or must spend your money. Think abouttheme questions before you fill out the following worksheet.
a) What kind of home will you live in? Will you be buying itor will you be renting?
b) Now much money will you spend for food, clothing, recreation,and savings per month?
c) How many cars will your family have?
d) How much money would be spent annually on medical and dentalbills? Monthly?
) What kinds of insurance will your family have?
f) What kinds of taxes will you have to pay and how much?
g) Now much money will you allow for repairs?
h) What Airniturs and appliances will you have in your home andhove much will they cost?
A): Row much money will each member of the family need for clothes?.
123
130
NameYour Make-believe FamilyWorksheet page 1
Occwation Annual Income
Spouse's Occupation Incox
Amountar Income Taxes per year
Total number in family
Ewa
Number of rooms Ago
If buying: cost of home
Monthly payment on mortgage
Amount of property taxes per year
If renting: Monthly rent
33uZrirlg....... Renting.-
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Number of ears
Amount spent on car payments per month
Amount spent on gas per month
Cost of car insurance per year
Cost of license per year
Amount spent for food per week per month
Amount spent per year for: Medical bills
Dental bills
Medical insurance
Life insurance
124
131
Worksheet page 2
List the prices of furniture and the appliances that you have in your
home. Use a catalogue to help you figure the cost of each one. Row
will you plan to pay for these if you can't afford to pay cash for
them? How long will they last before they will have to be replaced?
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Coat of appliances per month
Worksheet page 3
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List the recreation equipment you will have and the cost of each item.Use a catalogue to determine cost.
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Clothiv
Amount spent on clothing for you
Amount spent on clothing for your spouse
Amount spent on child 1
Amount spent on child 2
Amount spent on child 3
(Hint: In estimating amount for clothing, use the catalogues to help youdetermine cost.)
Kinds of savings
Amount of savings
126
. 133
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Worksheet page 4
Summarise your work
What are your total yearly expenses?
Vila is your total yearly income?
How do the two compare?
billet are your monthly expenses for each
Some
Cars
Food
Medical
Insurance
Taxes
Some Furnishings
Recreation
Clothing
Savings
12 7
1 134
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Hints to the teacher:
Let the child try this activity first without much teacher help.
Have catalogues from Sears, Wards, etc. available. Also new and
used ear ads from the local paper.
After the children get going on this project, resource people could
be invited to visit the classroom to give advice for such things as
taxes, insurance costs, and financing matters.
Notice that some costs are monthly and mom are yearly.
Statistics show that people should obligate no more than * of their
income to housing expenses.
135
128
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SUPPLEMENTAL MATERIALS
The following pages contain letter forms, field trip guides,
interview tips, bulletin board suggestions, and other activities
which may help you implement self- awareness and career awareness.
Prease let us know of additional activities you find effective.
To:
GUEST SPEAKER GULDELINES
Thank you for consenting to come to School on
at - P.M.). You will be(Day and date)
speaking;to grade students in Room No.No. (Grade)(Grade)
We would expect that your presentation would last approximately
minutes.
One of the major goals in our school is to help students become
more aware of the many careers that they must understand before
choosing their life's work. The purpose for this visit ie
,M=MISENNINEMIMMOo
Attached to this letter is a list of suggestions which may help
you plan the visit. Please do not feel that you must follow all of
the suggestions or that you must confine your presentation to what
is suggested.
Thank you for giving of your valuable time to help our youngsters
learn more about careers. If you have any questions, feel free to call
me at(Phone no.)
Attachment
131
Cordially,
, Teacher
BEST COPY AVAILABLESPEAKER SUGGESTIONS
When you visit with elementary students you may like to plan yourpresentation so that the following questions will be emphasized.
1. Your Job
Exactly what do you do?What training or education was required?What school subjects would be valuable on this job?What tools do you use?What are the joys and problems of your job?What dangers exist in your work?Do you work with other people? Who?What is the future outlook of your career?Explain terms of your trade that seem simple to you but
which may be unfamiliar to others.
Some Successful Questions are"Do you ever wonder who.... ?""What do you think would happen if there were no....r"What do you think you must do if you want to be a ...?""How do you think I help boys and girls and other people?""What I want you to do is...""When would you want (or need) a ....?""Where do you suppose... ?""How do you think it would feel to be ... ?""Why do you think we need.... r
3. If possible try to use one or more.of the following aids to illustrateyour presentation.
Slides. Pictures. Tools. Work clothes (uniforms, etc. )
Printed materials
4. The elementary student responds better to an informal presentationwith the presenter using simple vocabulary.
132
139
To:
FIELD TRIP GUIDELINES
Thank you for consenting to let us come visit you on(Day and date)
- P.M.) and we should
(A.M. - P.M.). Our
grade students and
Our expected arrival time is
be ready to leave your location
group will consist of(Grade)
adults.
One of the major goals in our school is to help students become
more aware of the many careers that they must understand before
choosing their life's work. The purpose for this visit is
17.3"--
Attached to this letter is a list of suggestions which may help
you plan the visit.
Thank you for giving of your valuable time to help our youngsters
learn more about careers. If you have any questions, feel free to call
me at(Phone no.)
Cordially,
, Teacher
BEST COPY AVAILABLE FIELD TRIP SUGGESTIONS
When you have elementary students visit your business or industryyou may like to take the following items into consideration.
1. Your Business and Industry. What service or product is your company involved with?. What are all the different careers involved in your company?. How is your company's product or service used by people?. What impact/contribution does your company's service or
product have in the community?. What are the important criteria your company uses in hiring
people (attendance, skill, physical and mental, attitude, etc.)?. What is your company's future?
2. Some Field Trip Considerations. Don't plan a lot of walking by students.. Make sure students can see what you would like them too
(safety windows to high, etc.).. Show them a variety of careers.. Show them your service or product as it starts and finishes.. If possible involve several students in some operation of your
company.
3. Some Successful Questions You May Ask:. "What do you think would happen if there were no (service or product)?". "How do you think a service or product helps boys and girls and otherpeople?". "When would you want (or need) a (service or product)?". "Why do you think we need (service or product)?"
4. The elementary student responds better to an informal presentationwith the presenter using simple vocabulary.
1314
141
111 BEST COPY AVAILABLEWorker Interview Questions
II. Job Title
A. What do you do on this job?
II. Future employment prospects:
A. What demand is there for this job?
B. What training do you need for this job?
III. What qualifications must you have for this job?
A. Agr
B. Skills requiredC. Other physical requirements
IV. What are your feelings about this job?
111A. What do you like about it?
IB. What do you dislike about it?
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1111
V. How is the work environment?
A. Is it clean? Noisy?B. Do you work alone or with others?
C. Is your job dangerous?
135
142
RFTIATED CAREER GAMES
- Panel Game. Choose 5 or 6 members of class to make upthe panel. Another student assumes the role of a particular worker. Thepanel questions the "Contestant" and tries to determine his occupation.
To Tell the Teti, - Variation of television rase having three contestantsonly one of which is "telling the truth". The class must ask general probingquestions in search of the correct person. A time limit could be establishedduring the questioning of each contestant. One student will assume the roleof a career that he has researched and the other two contestants ehould try-to fool the class as best they can.
WYlo. What Or erect - The categories "Who", "What", and "Where" arewritten on the board. Three contestants are chosen. Each contestant isallowed a total of fifty points to bid. He can wager fifty or any lesseramount under one of the three categories. For example, Contestant #1 writes"Who" for forty on his paper, Contestant #2 writes"Who" for fifty, andContestant #3 writes "What" for 20. Contestant #3 has a chance to answerthe "What" question and Contestant #2 wins the "Who" question with thehighest bid. Missed questions result in loss of the points bid. When aplayer reaches zero points he is out of the game and a new contestant ischosen to replace him.
,Password - Have four students come to the front and pair them off. Eachpair then Should be given one card with a career term on it. Only one personin each pair gets to see the word and he must then, in turn, give hispartner a one word clue from which the term is guessed. If this persondoesn't guess the word, then the other pair has a chance at the term. Apoint system determines the winner.
Twenty Questions - One student is selected to think of a specific career.The class is allotted a total of twenty questions to recognize the career.Answers must only be yes or no.
career Chain - One pupil starts with a career word, such as Carpenter.The next pupil must say the first word (Carpenter) and then give a relatedword. For instance, he Lint say, "Carpenter, hammer." The next pupilmust repeat the given words in order and give another related word. Hemight say, "Carpenter, hamrer, nail." The ga.we continues as such.
.X0-112112tol- "I'm thinking of a person who works for the governmentof pu lie transportation. He spends most of the time in the air." Thechild that gives the right answer becomes the leaier.
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Select three EILlyes. First contestant selects a number under the jobcategory of his :1!oice. The teacher then gives the answer to the question.(i.e. student chceqes "eu'olic .,orvice $30". 'Teacher gives answer "ro:iceman".)The student must, in ten seconds, provide the question which the teacher hasjust answered to win the $30. (i.e. "Who directs traffic?") If the studentmisses, the other two contestants are given an opportunity to answer. Thefirst contestant must forfeit the $30 or go "in the hole*. The contestantwho makes the last correct answer is allowed to select the category andamount for the next question. Teacher should allow five to ten minutes foreach game. Student with the most money at the end of the game wins.
Occupational Squares Chooee nine people to represent nine differentcareers. They each sit in a Tic Tac Toe position and represent theircareer. Divide the remaining classmates into two groups (X and 0). Thefirst person on Team X asks a "yes" or "no" question to any square. Afterthe response, To 0 asks. a question. Each team consecutively ask questionsuntil one team thinks they know the occupation. Then they may take theirturn to ask "Are you a ?" If they guess the occupation correctly,they get the square. If they miss, their opponents get the square.
Thumper - Each child and teacher is given an occupation. Everyone thumpson desk or floor - leader starts - "What's the name of the game?" - Responce -"Thumper" - Question."How do you play?" - Responce - "You thump." The leaderstates his occupation and states someone else's. That person must state hisown occupation then someone else's. If the child misses, he must stateeverything he knows about the occupation. That child then becomes leader.
Clue - Make picture cards of equipment related to special careers.(example: picture of a hammer) Hold up a clue card. Each student thenguesses the related career.
144
137
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Liv rtwils match wozker to tools on a "Concentration
otaTational Oral) B41 - Pupil draws a job card and must act it out orexplain duties involvod.
Alnhabetical Occunations - V.in letter cards. Pupils must give anAoccupation which begins with the letter drawn.
This Is Your Life - Have a pupil choose a career and have another pupiltell about his classmate's life.
Commercial Games
Stocks and Bonds - Parker Bros.Careers - Parker Bros.Dices - Parker Bros.
Life - Milton BradleyMonopoly - Parker Bros.
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Objectives: Students will he able
-Use the Inquiry proces, as one technique for obtaining dataabout occupations.
Statement:
Materials:
-Exhibit a change in skills of communication by improvingtheir data collection and application.
-Peform questioning strategies to create new data aboutoccupationsaheir traits. respotsibilities and tools.
-List the tTpes of que:,tions that will give them large conceptscontrasted with those OW will give them specific facts.
-Listen. analyze and then respen6 to created questions.
This activity can be adapted to any grade level. The processof the activity is the major focus and should be carried outat least, three times a week. As students become moreskillful, try colors, concepts, words that define concepts,tools, behaviors, feelings, etc.
I felt pen3; 3 x cards
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20 min. Explain the rules of the simulation
Rules: You may ask questions
You may ask only 3 questions per person
If a person has Identified their card then you take It off of theirhack and put it on front of them
Questions can be answered with only yes or no
Place cards on backs of every one In the room end then allowthem to ask their questions. If anyone identifies their occupationthey Ff to conninue to answer questions for the others.
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BEST COPY AVAILABLE
min. Aftet minutes stop the activitA.acid have them placetheir cards on the front and then hAvt. Clem, group themselvesaccording to services perfortv-d. :lave each groupdefine why they have grouped th(!trisolv,.!s in particular group.
10 min. Discuss the large concept of how and why we group thingssuch as occupations, services, people, society, etc.
5 min. Finalize lesson by answering questions the students may haveon how to ask questions to get data for new questions. Preparethem for the session the next day.
Day 2-3-4-5
60 min. Continue to use various occupations until students havedeveloped some sort of sophistaication in questioning strategy.
Be rare to use the same strategy as in.Day One.
Flave the students develop and hand in their jobs they have found,that are different, for the next days cards.
Day 6
60 min. Implement the student cards. Use the same strategy as InDay One.
Day 7
lniate new concepts and dimensions of the game. Try behattiozsor people traits.
Comment:MmIN.1
Sometimes we should treat the program and not the child. The childis a product of the program, This approach should be used in a non-authoritarian manner. Structuring students natural questioning strategytoo much creates un-natural communication. Children should have theopportunity to develop freely with personal guidance from the teacher.There should he no condition to right or, wrong but should he considereda fact of human fraility.
Developed byJohn DaviesSpecialist, Career AwarenessState Board of Education
1 8
Objective:
DR AW !) r; \BEST COPY AVAILABLE
Communication through drawing
_Materials:
Construction paper (several sheets)PencilsList of Tools, Products or jobs
Procedure:
(11.1rIcs I -6
1. Arrange the students in groups of five, havirg them sit on the floorin a circle.
2. Place one pencil and some paper in the center of each circle.
3. Number the students 14 each circle from 1 to 3. Seat yourself asfar away from the circles of students as you can.
4. When the signal is given, the first student from each circle comes to you,he is to come without pencil or paper.
5. Tell each one the name of the first item on the list.
6. Each student returns to his respective circle, takes the pencil in the centerand draws (without talking) the item until someone in the circle correctlyidentifies it.
7. The second person in the circle comes to you and tells you what the grouphas determined the drawing is.
8. You then give that student a new tool, product or job to draw.
9. A sample list of items or objects follows:
wrench plywoodpoliceman 2 x 4bread loggerscrewdriver chain sawwaitress log truckcan axedoctor wedge
Generate a list of about twenty items.
10. Remind the stunts .ha' if they yell out what is being drawn, otherswill hear.
175IS
A B C GameDate: February 15, 1974 Grade Level
4-6
Concept: Developing an understanding that jobs have titles, products, and awork station, require tools and exhibit certain traits.
Objectives:
Statement:
Suggestion:
Materials:
The student will be able to:
- List i.10 occupations of a school or those viewed on a fieldtrip
-Identify at least one tool for each occupation listed- Distinguish and write at least one trait. observed in theoccupations listed
- Describe at least one product produced by each occupationlisted
This activity was planned for a total classroom working in pairs orgroups. The activity could be used with primary children if preliminarywork is done.
If this activity is used with primary children, it might be advisableto allow 6th year students to record the primary children's observation.
AMC Summary Sheetpencilwriting board4 large pieces of butcher paper4 felt pens
Activity: Day One;
Distribute inventory sheet and make the following assignments "In teams,you are to go around the building and record on your inventory sheet the jobsyou observe. Each job should be placed in the correct alphabetical order.A product, tool, and trait should be entered in the correct alphabetical box.The product, tool, and trait do not have to be ,placed directly across fromthe job observed."
Note: Be sure to set time limits for this part of the exercise.
,Day_
The teams of students should enter their findings on sheets of butcher paper.Each individual sheet of butcher paper should have one of the followingheadings: job, product, tool or trait. The students should enter all oftheir data regardless of duplication.
The class should appoint a team of students to eliminate duplication andto prepare a new data sheet.
119..Y free:
Identify one occupation from the job data sheet. Mark the items of the listsof the other sheets that occur in identified job. Then choose another joband repeat the process. Do this for at least 5 jobs.
176
183
-2-
Questions to ask after going through the above process:
-Row many of the jobs utilize the same tools?-How maw of the jobs produce the same product?-How many of the jobs demonstrate the same observable traits?
Zv Four:
Review the previous day's discussion. Carry on an open-ended discussionby utilizing the following questions:
- If jobs are different, what makes them different?- If jobs are similar, what makes them similar?-Is work enjoyable?-What is the difference between a job and work?
Note: Value clarification assumes we all have ideas and notions aboutconcepts and words. It would be exciting to allow the students the opportunityto break into small groups to clarify their definitions of job, work,traits, product, etc. It may be advant,..geous to have a definition of termsSheet that the class develops by the process of consensus.
&y Fives
Instruct the students to get into pairs and develop a set of 3-5 questionsto use when interviewing a school worker.
agrilixt
Allow students to arrange interviews with selected school personnel.
riggf Seven, EightA_gne. Etc.:
Conduct the interviews and allow students to discuss their information withother groups. Try arranging for interviews of,businessmen in the immediatecommunity.
Comment: The degree of spontaneity of the children will determine the amountof learning that is taking place. The focus on specific identified areas ofspontaneity of children will provide teaohera with insights to developing thecurriculum for the next day of school.
Developed byJohn Daviesfl,gecialist, Career Awareness
State Department of Education
177
1 Ei4
ABC INv ENToR Y
Name
PRODUCT TOOL TRAITS
C
:eF
H
I
iM
N
0
R
W _
X
Y
2 1
178
185
BEST COPY AVAILABLE
INsTReurlov. IF,Mi',.`IsES
Use heavy or tiUse different for c -cr:a Ito
Number each pit..copieces for the Jo
Lc,rrerg are t-ro
t: 1 ;-(1t.zit of
T,;,14,, J,I. ;30:1 .%11 7k.1" t . :21%.' %;,!t.41 WOUld g3t2: A
It L.; MOST timprs)RTA:\'1 that the ir (ei:?:e 7 i"by 101" is suggc .1r v,ords,A pieces t '; tu ctivelopero etc.
When players an: b ick is theirenvelope accordion, r the inter,
So sure NO CO:.1:1.11TIS cnvelope.
You may want to piTrjocr and lottL, or bothfiides of the ?.t iJc no :fiffcrtnce, 7:,r)(1. e:1:1) piece
iuinibercd gc.1 IL 1.!:k7.110 ; c
quaxe!..; go toge.A....-
179186
S grftwo,
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180
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t
to.
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AVAILABLE
tSS
?AOPII,
111.10111111...... . n .* ...ma a**
BEST COPY AVAILABLE
n . 11.
dif.1.11,6411 1
182
189
4% A
anal'
BEST COPY AVAILABLE
183
190
s(.0
eP/4`. 44) / a.
BEST COPY AVAILABLE
184
191 -
Objective: Thx.. , 4-nt,artic.4r2i!` art' ',izi,
Outcomes: Studeuts
BEST COPY AVAILABLE
4 "*1 ;Ur to which traits ot
-Gain additior, VA '.`tir-Develop all.; It 4,1
-Begin to eliirit,-Become a,.,4r4 of pr....
(10 min.) Phase one.
OP 1 c.
, ,fr.petx1.3.1/1(..!
Be sure to only read the list and do rot trirerpret ag.i meanings for the children.The directions are num'oer0 e.o !ist: of traits I have provided. Dothis activity by yourself. Stutict's lint rc.:1 look like thiri
spor:. smart
,fitly
coorior,#(174:,
(10 min. ) Phase twn'
Tel! rho cu ticlier u find one other tiicy would like to share their list.Let them iheim4eive,4 off 161.1t*Al. ":01f are allowing 5eytinuip; for (.aci) of titer, fc OXpLiiI ;!'e :.Non,t for Their ranking.
(10 min.) Phase three:
Instruct stliciofti cc* get into groilv, !-,f They have the task of appointingrecordc,r oriv(oier ( 'nee nroarJt selection should occur
rather tivti -tico;)el.ing otr or havitIf,,t- it.,4;itor composed groups. By consensus,each gi'oup 17 To ,one itit Lt ! C.?. the trains. When agreementhas rt.t.11 i't iT; 1-,.-10.114: can *.i)e graph on the board.
185
192
Groups
BEST coy astABLE
1 2 .3 4 c
4 4 A R
1 1.) 4 4
2 3 I I 2
3 2 2 .7 .1
5 7 5 6 7
6 5 7 5 67 6 6 2 3
Phase Four
(60 min.) This part of the activity can probably le done the next day. Allow eachgroup to explain the reason for their ranhng. Then carry out an openclass discussion about fix; suniturities and differences of groups.
NOTE: Be sure to tell yourself 100 tir 'r night before starting this last. phase,"I will 'iv: pass judgment or 1 t ?alltes on the students detisions ordiscussims."t
186
193
..07-% 'Xi I Sf
1; minutes
BEST Can ANULARE
INSTRUCTIONS: you ?e 1 mtmiTr ,,pace cchpaulpd torendezvous with a mother Oip (;. .1Hr, /i',1^trl corric' -! -!unr. nUe tomechanical difficulties, however, ru- wag ccr,...t '0 pt a spot some200 miles from the rendezvous point. the equipmentaboard was damaged and, since surviva1 4ne,ls on rcachinq the mother ship,the most critical items available must b9 chosen for the 200 mile trip. Beloware listed the 15 items Ir.,ft intact and undalaoed after landing. Your task isto rank order them in terms of their importance for ynqr crew in allowing themto reach the rendezvous point. Plane the number 1. 'Iv 'rm moct important item,the number 2 by the second ro.t rhrough number 15, theleast important. You have cf the exercise
..11111
de ea II
B
Parachutc
Portab/e Nii*
iwn a; rp7ih,m
Onp case dol,0r4ted Pet milk
Twr 100 if. *r.nks of oxynen
StellAe the monnIF r.onztollation)
Life raft
:nirp7s!:
5 rolinnc. pl
;1Ars
Fir07 kit- -,Intlirinq needles
Solr.o04pro.4 ;" re.civF!v.tlani,mitter
187
194
EXERCIA CcciJP
30 minutes
BEST Copy AVAILABLE
INSTRUCTIONS: This Is an exercise it group decision- soaking. Your groupis to employ the method of Group Concensus in reaching its decision. Thismeans that the prediction for each of the 15 survival items must be agreedupon by each group member before it becomes a part of the group decision.C3ncensus is difficult to reach. Therefore, not every ranking will meet witheveryone's complete approval. Try, as a group, to make each ranking one withwhich all group members can at least partially agree. Here are some guides touse in reaching concensus:
1. Avoid "conflict- reducing'' techniques such as majority vote, averaging,or trading, in reaching your decisior.
2. View differences of opinion as helpful rather than as a hinderancein decision-making.
.1111.1
PON of matches
Food concentrate.
50 feet of nylon rope
Parachute silk
Portable heating unit
Two .45 calibre pistols
One case dehydrated Pet milk
Two 100 lb. tanks of oxygen
Stellar map (of the ,moon's constellation)
1.ife raft
Magnetic compass
5 gallons of water
Signal flares
First aid kit containing injection needles
Solar-powered FM receiver-transmitter
188
195
. NASA., EXERCISE AfiSWEr:
RATIONALE:
No oxygen
Can live quite awhile without food
For travel over rough terrain
Carrying
Lighted side of moon is hot
Some use for propulsion
Needs H2O to work
No air on moon
Needed for navigation
Some value for shelter or carrying
Moon's magnetic field is differentfrom earth's
You can't live long without this
No oxygen
First aid kit might be needed butneedles are useless
Communication
CORRECT NUM6FR
BEST COPY AVAILABLE
15 11(1 Df ,Nitches
4 Food concentrate
6 SO fe2t of nylon rope
8 Parachute silk
/3 Pt-1.4.We heating unit
1 '%( (:alibre pistols
12 One case dehydrated Pet milk
Two 100 lb. tanks of oxygen
3 stellar map (of moon's constellation)
0 Life raft
1
14 Magnetic compass
5 gallons of water
10 Signal flares
24.11111.1
7
189
First aid kit containing injectionneedles
5 Solar-powered FM receiver- transmitter
196
Thescoring.
1.
NASA EXERCISE DIRECTION SNELL FOR SCORING BEsrr.
group recorder will assume the responsibility fcr directing theIndividuals will:
Score the net difference between their answers and the correctanswers. For example, if the answer was 9, and the correct answerwas 12, the net difference is 3. Three becomes the score for that
particular item.
Total these scores for an individual score.
3. Next total all individual scores and divide by the number of partici-pants to arrive at an average individual score.
4. Score the net difference between group worksheet answers and thecorrect answers.
Total these scores for a group score.
6. Compare the average individual score with the group score.
0-20 Excellent20-30 Good30-40 Average40-50 Fairover 50 Poor
197
190
PB1NTED RESOURCES
and Media
Note to Teachers:
The items on the following pages were listedby our library aides as career education resourceswe now have in our media centers.
The list may not include all career educationmaterials presently available, and no evaluation hasbeen made to determine the relative merit of thesepublications.
These materials are listed so you may be awareof materials presently available. You are encouragedto review these materials and comment to the Directorof Career Education on their usefulness.
Many of these items are also available in theMusser Public Library. The staff there has beenespecially helpful in assisting with the promotionof career education. We encourage you to enlisttheir services in our educational teamwork.
191
198
4/5/74
CARER EDUCATION BOOKS IN MEDT.A. CENTERS
RU
TH
RTITLE
PUBLISH
COPYRIGHT
DATE
SCHOOL AVADILABlUTY*
......-
--.
Acheson
353
Our Federal Government, how itworks
Dodd -Mead
1958
Gr,J, 14 Ma, PL
corn
Adai
791.5
7M-
it -i
n-a-
-'d
ay'
Pupp
etsfor beginners
Day
1964
L,
Mo,
PL
4Adkin's
690
How a house happens
Walker
1971
Ma, Mo, PL
$ 3
.
Alevarez
320
Politics in America
1971
M4
awmcOR
Alexander
307.2
lkots and ships from A to Z
Rand
1961
Mo
li
Allee
664.8
The frozen foodsplant
Melmont
1955
Cr, PL
imm
6.16
Allen
796.32
1=Oketball
Sterling
1968
Mo
CID American Heritage
629.4
=m.ricans inspace
Harper Row
1965
LAmes
741
o k,
draw draw
Doubleday
1962
14 PL
Andersen
778.5
f
.,,- your own animated movies
Little Brown
1970
L, Mo, PL
Arm
363.2
U.
policeman
Dutton
1969
Ga
Ashley
371.4
101 summer jobs
Grosset
1970
F, Mo, PL, C, G, J,
L, Ma, Mc, W
Animov
629.403
kto ofapace
Walker
1969
J, Mo, OL
Baker
:,,,ricats first trained.nurse
Baker
Mo
Banks
641.3
ow we get our dairy food
Benefic
1964
Ma
*Colorado - C, Franklin.-F, Garfield - Ga, Grant - Gr, Jefferson
- J, Lincoln - L, Madison - Ma,
McKinley - Mc, Montpelier -Mo, Malberry - MU, Washington -
Musser Public Library - PL
Y32
4/5n4
CAREER =CATION BOOKS IN ILIA CENT=
-AU
TH
OR
=m
uM
UE
RT
ITL
EM
IME
=C
OPY
RIG
HT
RA
TE
SCH
OO
L A
vAnd
omas
r*
Bar
ansk
i39
1M
ask
mak
ing
Dav
is19
54L
toB
arr
651
Bus
y of
fice
, bus
y pe
ople
Whi
tman
& C
o.19
68G
r, P
LM
Bar
r551.5
Dan
the
wea
ther
man
Whi
tman
1958
-,L
, W, P
L8
Bar
r793.7
Ent
erta
inin
g w
ith n
umbe
r tr
icks
McG
raw
1971
L
507.
2M
ore
rese
arch
idea
s fo
ryo
ung
scie
ntis
tM
cGra
w19
58V a
L, P
LB
arr
383
Mr.
Zip
and
the
US
Mai
lW
hitm
an1964
P, L
, PL
MB
arr
)50
7.2
Res
earc
h id
eas
for
youn
g sc
ient
ist
McG
raw
19s.
L)B
arr
551.59
Wha
t will
the
wea
ther
be?
You
ng R
eade
rs P
r19
71G
a, P
LB
arr
364.
12Y
oung
sci
entis
t and
the
polic
edept.
McG
raw
Hill
1967
Mu.
Bar
r79
6Y
oung
sci
entis
t and
spo
rts
McG
raw
1962
L, P
LB
artle
tt02
0B
ook
to b
egin
on
libra
ries
Hol
d1964
No
Bat
e62
4W
ho b
uilt
the
brid
geSc
ribn
ere
1954
L
Bat
e62
7bu
ilt th
e da
mSc
ribn
ers
1958
Na,
PL
Bat
e62
5.7
Who
bui
lt th
e hi
ghw
ayJr
. Lite
rary
Gui
de &
Scr
ibne
1953
Mo
*Col
orad
o-
C, F
rank
lin -
P. G
arfi
eld
- G
a, G
rant
- ar
t Jef
fers
on -
.1, L
inco
ln_
Lt M
adis
on-
Ma,
McK
inle
y -
Mc,
Mon
tpel
ier
- N
o, M
ulbe
rry
- M
u, W
ashi
ngto
n -
Mus
ser
Publ
ic li
brar
y-
PL
193
4/5/
74C
AR
= E
VO
CA
TIO
N B
OO
KS
IN =
IA C
I:H
MS
AM
RT
ITL
EPU
BL
ISIB
ER
CO
PYR
IGH
TD
AT
ESC
HO
OL
AV
AL
LA
BIL
ITI*
Baumann
Bau
man
n
Bea
ms
aftim
Beim
Bgn
son
erga
uat
~Ber
gaus
t
Bergaust
Beg
ere
Ber
k
'Nat
han
Bat
hers
Bin
der
Blo
ck
913.03
913.335
363.
2
E E 387.
2
551.4
359
797.23
720.9
792
E 630
523
623.
8
Caves of the great hunters
In the land of=
Cal
ling
oar
24 P
rank
Cou
nty
gara
ge
Dan
ny a
nd th
e do
g do
ctor
Ship
.
Oceanographers in action
Marine corps
in a
ctio
n
Skin divers in action
From stones to skyscrapers
How
to h
ave
a sh
ow
Whe
nI
grow
up
Perh
aps
I'll b
e a
farm
er
.Bid
dle
ofas
tron
omy
teal
boo
ks a
bout
ship
s
...-
.
, .
. :.
Pant
heon
Pant
heon
Mes
sner
Morrow
Mor
row
Gro
sset
t-D
unla
p
Putnam
Putnam
Dodd
Wat
ts
Gro
sset
t
Ala
ddin
Bas
ic B
ook
Gar
den
City
1962
1969
1972
1952
1950
1971
1968
1965
1965
1960
1957
1965
1950
1964
1953
L, P
LMta ..-
1L
8N
a, P
Lm
i.
Ga,
PL
aG
a, P
LE R
Gr
L Ma
F L L, M
o, P
L
Ga,
Mo
F, G
a, L
, Ma,
PL
L J, P
L
*Col
orad
o -C, Franklin - 25, Garfield - Ga, Grant -Gr, Jefferson
J, Lincoln - L, Madison - Ma,
McKinley - Mb, Montpelier - Mo, Mulberry
Washington -If,
Mus
ser
Publ
icLibrary -
FL
194
4/04
CAREIER EDUCATION
BO
OK
S IN
MEDIA
CE
ET
EIS
LU
TSO
B......-
FAR
TITLE
PUBLISHER
COPYRIGHT
DATE
SCHOOL AVAILABILITY*
Boardman
387.5
Carrying cargo (Merchant Marine)
Nelson
1968
Gee
Bro lian
690.86
I know a house builder
Putnam
1968
Ma
IBran ley
Bewley
629.4
523.01
A book of astronauts for you
Book of outer space for you
Crowell
Crowell
1963
1970
J, L, Mo, 11u,
PL13 aa
Mo
Inc
Branley
629.4
A book of satellites for you
Crowell
1971
J, L, PL
EBraude
659.1
Andy learns about advertisiAg
TS Denison
1967
Gr
Braude
368.3
Bruce learns about life insurance
TS Denison
1967
Gr
rude
Pic.
Jeff learns about the FBI
TS Denison
1968
Gr
Klima&
Pic.
Richard learns about railroading
TS Denison
1969
Gr
Breetveld
362.7
Getting to
know
United Nations Crusade
Coward-McCann
1961
Ma, Mo, PL
Brennan
920
Adventures in courage, the akymasters
from tallonist to first spaceman
Reilly-Lee
1968
Gr
Brewster
614.6
The first book of firemen
.Watts
1951
Ma, PI.
Bridges
636.
089
Zoo
doc
tor
Mor
row
1957
14 W
Brindze
347.
9AU about courts and law
Random
1961
11, PL
Bronowski
54Biography of an atom
Harper
1965
Mo
*Colorado
- C, Franklin
F, Garfield- Ca, Grant - Gr, Jefferson - J, Lincoln - L, Madison
- Ma,
McKinley - Mc, Montpelier- Mo, Mulberry - Mu, Washington - W
Mueser Public Library-
PL195
4/04
CA1DER MX/CATION BOOKS
DiMEDIA CINZERS
TITLE
ply
COPYRIGHT
DATE
SCHOOL AVAILABILITY*
.....--
Brooks
665.5
Picture took of oil
Day Co.
1965
Grp PL
Buchheimer
617
Let's go to a dentist
IPutnam
1959
Ga, Gr, J, Ma, P1 En
Buchheimer
027.62
Let's go to the library
Putnam
1957
Gr
E3
,
Ddchheimer
383
Let's go to a post office
Putnam
1964
Gr, L, P1
8Buchheimer
641.6
Let's take a trip toa bakery
Putnam
1956
Gr, Ma,
W,PL 24 wm
Buchheimer
6114.8
let's take a trip to the
fire house
Putnam
1956
Ma
lirucknall
385
Trains
Grossett-Dunlap
1970
Gr
F;
Clhzrleight
625.2
Let's ride in the caboose
Follet
1969
Gr
Barton
790
Real book about treasurehunting
Carden City
1953
1, P1
Butkus
796.33
Inside defensive football
Deanery
1971
1Butler
629.2
Let's go to an automobile
factory
Putnam
1961
Gr, 14 Ma, W, P1
Caldin
629.13
Test pilot
Dutton
1961
1Cain
656
Story of americantransportation
Fideler
1959
Gr, P1
Calder
610.9
The wonderful world ofmedicine
Doubleday
1969
J, HO, PL
Carlson
792
Act it out
Abington
1956
1, Mo, FL
*Colorado
C, Franklin
- F,Garfield- Ga, Grant - Gr, Jefferson - J, Lincoln
- L, Madison - Ma,
McKinley - Mc, Montpelier -14o,Mulberry
Mu, Washington- W, Musser Public Library-
PL196
4/5/
74C
AR
EE
REDUCATION BOOKS IN MEDIA CENTERS
-AUTHOR
MEM
NUMBER'
TITLE
PV2L1SHER
COPYRIGHT
DATE
SCH
OO
L A
VA
ILA
BIL
ITY
*
Chamberlain
523
Planet, stars, and space
Creative Educ
1962
L
Chace
623.88
About the captain of a ship
Melmont
1959
ii),
PL
Chace
Chace
387
629.132
About the captain of a ship
About the pilot of a plane
Melmont
Melmont
1958
1959
C
um
C, P
Lac a
Chapon
384
News travels
.Whitman
1967
J, PL
g;
Chapin
614
Clean streets, clean water, clear air
Whitman
1970
Ma, Mo,
PL
grhapin
637
Dairyman Don
Whitman
1968
Ma, PL
04Chapin
363.2
Squad oar 55
--
1966
Ma, PL
Chapin
380.5
Wings
and*eels
Whitman
1967
L, PL
Chester
624
Let's go build a suspension bridge
Putn
am1966
Ma, Mo
Cochrane
628.4
Let's go to a sanitation department
Putna
1965
Gal Gr,J,L,Ma,Mc,Mo
IW
VPL
Colby
358.407
Airforce academy
Coward-McCann
1962
J, Mb,
1,1
Colby
359.7
Annapolis
Coward-McCann
11964
J,
Mo
Colby
629.45
Astronauts in training
Coward-McCann
1969
Gr,
L
Colby
629.4
Beyond the moon
Coward-McCann
1971
L
*Colorado - C, Franklin- 111, Garfield - Gat Grant - Cr, Jefferson
- J, Lincoln - L, Madison
McKinley - Mc, Montpelier -IMO,Mulberry -Mu, Washington
Moser Public Library- PL
197
V5
/T4
CATCWR EDUCATION BOOKS IN ?MIA CENTERS
DEWEr
NUMBER
TITLE
S
PUBLISHER
COPYRIGHT
DOE
SCHOOLAVAILABILITI*
Colby
353.2
Fish and wildlife (The story of the
work of the MS Wildlife Service)
Comard-McCann
1955
Ga
10,
ii
Colby
358.4
North American Air Defense Command
Coward-McCann
1969
Ma
Colby
387.7
Jets of the world
Coward-McCann
1952
L, PL
:1
sa
vic
Colby
353.2
Secret Service
Coward- McCann
1966
1a
Colby
387.2
Ships of commerce
Coward-McCann
1963
1,
iColby
355.5
Survival (armed forces)
Coward- McCann
1965
1
Colby
690
Tear down to build up
Basting
1960
1
j Collier
614.8
A visit to the firehouse
Norton, WW
1966
F, J, 1, Ma, PL
Colman
791.43
Making movies, to feature student films'
'World
1969
1
Colonius
629.13
At the airport
Melmont
1953
II, PL
Colonius
664.7
At the bakery
Melmont
1967
J, L
Colonius
627
At the harbor
Melmont
1953
Is, PL
Colonius
020
At the library
Melmont
1954
Mc, PL
Colonius
383
At the post office
Melmont
1967
Gal J, 14 Mc, Mu, P1
Compton
359.9
What does a coast guardsman do?
Dodd-Mead
1968
Ga
*Colorado
- C, Franklin - F, Garfield- Ga, Grant - Gr, Jefferson - J, Lincoln
- 1, Madison - Mal
McKinley- Mb, Montpelier - Mb, Mulberry
Mu, Washington
Musser Public Library
P1
198
4/5/
74CAB=
CATION BOOKS IN MEDIA CENTERS
DEWEY
NUMBER
TITLE
PUBLISHER
COPYRIGHT
DATE
.
SCHOOL AVAILABILITY*
Cooke
665.5
Behind the scenes at an oil field
Dodd
1959
Gr, L, PL
Ea
Cooke
796.7
Racing care that made histdrY
Putnam
1960
LEU
Coombs
796.7
Auto racing
Morrow
1971
Mo
8Coombs
796.7
Drag racing
Morrow
1970
L, Mo, PL
2ft
ZE
Coombs
629.133
Sabre jet ace
Wheeler
1959
L, PL
ffl
.Corbett
621.366
What makes tv work?
Little
1965
Jg;
Cosgrove
387.2
America sails the seas
Houghton
1962
LMc
-0 osgrovw
gtCoy
362.1
610.9
Your hospital, a modern miracle
Doctors and what they do
Dodd Mead
Watts
1962
1956
F, Ca, Gr, J, L, Ma
Ga
.
Coy
362.1
First book of hospitals
Watts
1964
Crosetti
796.357
Frank Crosetti's secrets of base-
running and infield play
Putnam
1966
L, PL
Curren
624
The world builds the bridge
Harvey
1970
L
Davidow
743
Let's draw animals
Grosset
1960
14 PL
Davis
371.4
Careers in a bank
Lerner
1973
Mc, PL
Davis
371.4
Careers in baseball
Lerner
1973
Mc, PL
*Colorado - C, Franklin- F, Garfield - Ga, Grant - Gr, Jefferson
- J, Lincoln - L, Madison - Ma,
McKinley - Mc, Montpelier- Mo, Mulberry - Mu, Washington - W, Maser Public Library
199
CA
RE
ER
ED
UC
AT
/ON
BO
OK
S IN
Ma' I
A C
EN
TIM
S
AR
MO
RT
ITL
EPO
BL
ISE
ER
CO
PYR
IGH
TD
AT
ESC
HO
OL
AvA
nasn
avvi
Dav
is371.4
Careers in medical center
Lerner
1973
Mb
Dav
is37
1.4
Car
eers
in p
rint
ing
Ler
ner
1973
Mc,
PL
CC
P
Dav
is37
1.4
Car
eers
with
a te
leph
one
co.
Ler
ner
1973
Vi
Mc,
PI
'4D
ean
381.4
Car
eers
with
an
airl
ine
Ler
ner
1973
Mc
Dea
n371.4
Car
eers
in a
dep
artm
ent s
tore
Ler
ner
.19
73M
aM
c, P
LD
ean
676
Abo
ut p
aper
Mel
mon
t19
68Is
, PL
iiiD
ean
551.4
Men
und
er th
e se
aH
arve
y H
ouse
1972
Is, M
oD
ietz
1'14 =
610.
9A
ll ab
out g
reat
med
ical
disc
over
ies
Ran
dom
1960
J, P
L4
Dill
on3S
2A
bout
pol
icem
enca
ldro
ns19
57C
Dill
on35
2A
bout
pol
icem
enM
elm
ont
1967
PID
i Val
entin
745.
503
Prac
tical
enc
yclo
pedi
a of
cra
fts
Ster
ling
1970
II
Ebe
rie
610.
9M
oder
n m
edic
al d
isco
veri
esC
row
ell
1968
J, M
oE
berl
e64
1.6
Bae
ketf
ull,
the
stor
y of
foo
dC
row
ell
1946
Gr,
PL
Ega
n62
9.13
3Sp
ace
for
ever
yone
Ran
d19
61J,
PL
Elti
ng79
6.3
Firs
t boo
k of
bas
ebal
lW
atts
1950
L, P
LE
lting
670
The
lolly
pop
fact
ory
and
lot o
fot
hers
Dou
bled
ay19
46M
c FL
*Col
orad
o-
C, F
rank
lin -
Fp
Gar
fiel
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Gra
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Gr,
Jef
fers
on -
J, L
inco
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L, M
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Mus
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P120
0
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UC
AT
ION
BO
OR
S IN
ME
DIA
CE
NT
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S
TITLE
PUBLISHER
COPYRIGHT
DAZE
SCHOOL AVAILABILITY*
Elti
ng353
We are the government
Doubleday
1945
MA, PL
Engle
629.13
Paradhates.
Putnam
1972
MI No
co
gi
EPsteia
341,13
The United Rations (first book of)
1959
Mal PL
El
Epstein
Epstein
355
920
Real book about spies
Stories of champions-Baseball Bail of
Garden City
1953
J, L,
PL4 nu mr,
at
Fame
Garrard PUbl.
1965
Gr
Erdoes
780.9
Musicians around the world
McGraw Rill
1967
Gr
F;
mEricsson
617.7
About glasses for Gladys
Melmont
1962
Ma, PL
Penton
523.3
The moon foryoung explorers
Day
1963
LAU
Finlayson
796.357
Champions at bat
Garrard Publ.
1970
Gr
Fisher
685
Shoemakers
Watts
1967
Gr, LI PL
Fisher
341.13
You and the
Uni
ted
States
--
1947
Ma
Floethe
637
The farmer and his cows
Scribner's
1957
Ma
Floethe
1634.9
The story of lumber
Scribner's
1962
Gr
Francis
614.8
Here comes the fire engine
Fideler
1950
Na
Freeman
629.44
Space base
Watts
1972
L'
4
*Colorado - C, Franklin
- F, Garfield - Ga, Grant - Gr, Jefferson
J, Lincoln - 1., Madison - Ma,
McKinley - Mc, Montpelier
- M
o,Mulberry - Mu, Washington -
WsMusser Public Library
PL
201
W5/74
AUTHOR
CAREER =CATION BOOKS
III
MIA
.CENTERS
Freeman
Freeman
Friskey
Froman
Fuchs
Gallant
Cates
Gel
man
CO
Glanzman
Glubok
Gollwitzer
Goodspeed
Goodspeed
Goodspeed
Goodwin
621.
3
796.357
389
500
61.48
523.4
333 7
920
629.45
913.03
7I1
637
657.87
690
629.4
3 4
Story of electricity
Basic baseball
strategy
About measurement
Wanteds
amateur scientists
:What makes a nuclearpower plant work
imploring Mars
True book of conservation
Young baseball champions
Man
in apace to themoon
Art and archaeology
Joy of drawing
Let's go to a dairy
Let's go to a
supermarket
Let's go watcha 'building go up
All about rockets andspace
1961
1965
1965
3.963
1971-72
1968
1959
1966
3.970
1966
1961
1957
1958
1956
1964
*Colorado - C, Franklin - F, Garfield- Ga, Grant - Gr, Jefferson - J, Lincoln -
L, Madison - Ma,
McKinley - Mc, Montpelier - Mo,
Mulberry - Nu, Washington -
WMusser Public Library- PL
202
J, P
L
Mo
No L, P
L
Mo
PL
J, N
a, P
L
Ma
Imo
L, PL
L L Mo
4/5/
74
Gou
gh
Gra
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Granberg
Grater
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reen
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Gre
ene
WI
Gre
ene
0G
reen
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Gre
ene
Gre
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920
641.
3
E 736.
9
636.089
917.8
672
610
625.2
355.3
CA
RE
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MC
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= B
OO
KS
Di M
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=
TIT
LE
PUB
LIS
HE
R00
FIR
IGIN
DA
TE
SCHOOL AVAILABILITY*
Boy
hood
: of
grea
tco
mpo
sers
The
gre
at A
mer
ican
shm
ingc
art
John
ny w
ants
to b
e a
polic
eman
Mak
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in p
aper
Ani
mal
doc
tors
:w
hat d
o th
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o?
Cow
boys
:w
hat d
o th
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o?
Let
tsgo
to
a st
eel m
illDoctors
and
nurs
es:
wha
t do
they
do?
Rai
lroa
d en
gine
ers
and
airp
lane
pilo
tsSo
ldie
rs a
nd s
ailo
rs:
wha
t do
they
do
Wai
ck, I
nc.
Sim
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chus
ter
Ala
ddin
Tap
ling
er
Har
per
Har
per-
Row
Putn
am
Har
per-
Row
Har
per-
Row
Har
per-
Row
1960
1969
1951
1961
1967
1972
1961
1963
1964
1963
Gr,
PL
Na
Gal
PL
L L, P
L
Ma L, M
a, N
o
C 0, P
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Ma,
PL
*Colorado - C,
Fran
klin
-11, Garfield - Gap Grant - Gr, Jefferson
- J,
Lin
coln
- L
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ison
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a,M
cKin
ley
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c, M
ontp
elie
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u, W
ashi
ngto
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Mus
ser
Publ
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PL
203
CA
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R E
DU
CA
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IN
MIA
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.EFI
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S
DE
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DA
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4118
110.
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Gre
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352
383
387.7
636.
089
621.
386
644
792.
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796.357
646.
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629.
28
694
622
917.
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637
617.6
Wha
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they
do-
polic
emen
and
fir
emen
Whe
re d
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a le
tter
go?
I w
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o be
:ai
rpla
ne h
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ss
anim
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octo
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-
arch
itect
bake
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ballet dancer
:
baseball player
beau
ty o
pera
tor
bus
driv
er
carpenter
coal miner
cow
boy
dair
y fa
rmer
dentist
Har
per
Har
vey
Children Press
it P " n n 0 " " n if II II
1962
1966
1960
1956
119
69
1956
1959
1961
1969
1957
1959
1957
1960
1957
1960
L, P
L03
II, P
LM --
I
Ga,
J, N
a, M
c, M
u,W
, PL
2aC
lic
L, M
ua
Ma,
PL
R
MU
, PL
G, M
a, K
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L, M
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F,CR,JIMaIPle,Mu.,W,PL
F, PL
Ga,
Gr,
Ma,
Mu,
W,P
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FIG
arl,M
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u,W
PL
Ga,
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,PL
Ga,
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,P1
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Was
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Mus
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publ
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PL
204
4/5/
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Gre
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610
doct
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Pres
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58F,
Ga,
Grv
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630
farm
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It1959
FIG
a,J1
1.7a
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352
fire
men
"19
59C
,Ca,
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,PL
s-1
"639
fisherman
11
1957
.61-
6
C,P
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si4 a
"63
4.9
fore
ster
11
1969
L, M
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,PL
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1119
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1959
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,PL
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111958
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ellib
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610.
73nu
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111957
C,F
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11634
orange grower
is
1956
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ft62
9.13
2pi
lot
11
1957
C,F
,Flu
.,11,
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352
polic
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n19
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r,J,
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,ii,
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"383
post
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it19
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*Col
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- Ma,
McK
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Mon
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u, W
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Mus
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Publ
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205
4151
74CAREEa EDUCATION BOOZS INMEDIA CENTERS*
AUTHOR
mwEr
NUMBER
PUBLISHER
COM:BIGHT
MATE
SCHOOL AVAILAKLITT*
Greene
Baker
Greene
n Baker
Greene
n Baker
pl
ttGreene
low
" n " n Gruenburg
Hamilton
Hammond
Hastings
625.7
658.85
507.2
651
629.28
629.4
658.87
388
371.3
621.386
625
629.28
590.74
641
627
387.1
383
road-builder
sales clerk
scientist
secretary
service station attendent
space pilot
storekeeper
taxi driver
teacher
telephone operator
train engineer
truck driver
zoo-keeper
Your breakfast and the peoplewho made
Let's go to a dam
Let's go to a harbor
About postmen
Childrens Pre
" " " " 'n n n If " II " is
tDoubleday
Putnam
Putnam
Melmont
s1958
1969
1961
1969
1972
1961
1958
1969
1969
1968
1956
1958
1957
1954
1963
1959
1957
Mu,PL
1.4 Mc
Ga,J,Ma,Mc,Mu,W,PL
14 Ma
PR
23
Mc
8C,Ma, PL
21.
acae
AbA4 PL
ii
LA;
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Mu, PL
F, Ga.,44MaAu,W, PL
Ga, Gr,J,MalMulW,PL
Cra,J,Ma,Mc,Mu.,W,PL
Ma, PL
L L C, Mu, Pig
*Colorado
C, Franklin- F, Garfield - Ga, Grant
-Jefferson
- J, Lincoln - L, Madison- Ma,
McGinley
- Mc, Mbpagelier - Mb, Mblberry- Mu, Washington -- W, Musser Public Library
PL
415/
74CAREER EDUCATION BOOKS IN MEDIA CENTERS
AR
AB
DEFY
NUMBER
TITLE
FDPLtSHii
COPYRIGHT
BATE
SCHOOL AVAILABILITY*
.., Hathway
910.9
Maps and map making
-.
L, PL
Hawkinson
741
Collect, print, paint from nature
Whitman
1963
L, PL
trjar 4
Hawkinson
741
IMore to collect, print, paint from
j8
nature
Whitman
1964
L, PL
..4
21.
Hawkinson
751.4
I
Paint a rainbow
Whitman
1970
Lflic
Befflefinger
635.089
At the pet hospital
Melmont
1964
Na
E RBefflefinger
352
Firemen
Melmont
1957
C, Mu, PL
Heintze
523.1
Search among the stars
Van Nostrand
1966
L
Hellman
II
527
Navigation:
land, sea and sky
Prentice Hall
1966
L, PL
IHerbert
507.2
Mr. Wizard experiments foryoung
scientists
Doubleday
1959
la
Heuroid
383
I know a postman
Putnam
1967
L
Hirshberg
920
Basketball's greatest stars
Putnam
1963
Cr
Hirshberg
921
Henry Aaron.
Putnam
1969
Gr
Hoffman
331.7
About friendly helpers for health -safe
Melmont
1954
Gr, PL
Hoffman
331.83
About helpers who work at nit
Melmont
1963
C
MIN
NO
......
AIN
IMIP
awsl
r **
ON
O .1
.101
1~O
NIM
INK
AW
*Colorado - C, Franklin- F, Garfield - Ga, Grant - Gr, Jefferson -J, Lincoln - L, Madison - Ma,
McKinley - Mc, Montpelier - AO,Mulberry - Mul Washington -11, Moser Public Library
PL
207
4/5/
74CAREER EDUCATION BOOKS IR MILCERT=
DEWEY
NUMBER
.
TITLE
PDBLI
COPYRIGHT
DATE
SCHOOL AVAILABILITY*
-.
Hoffman
HoffWan
BbffWan
Hoffman
Hunt
Huntington
Hatchinson
We ::
Pear
Iritani
wins
Jackson
Jackson
Jackson
372.1
600
600
646
359.9
387.5
629.133
629.4
353.2
630
664
523.8
796.7
796.357
796.33
About school helpers
More friendly helpers
Our friendly helpers
Sew easy
Story of US Marines
Cargoes
Space travel
.
Men behind the astronauts
What does a secret service agent do?
Ten big farms
I know a barber
Beginnimg:knowledge book of stars
and constellations
Cars against the clock
How to play better baseball
How to play better football
4.........................,
Melmont
Melmont
Melmont
Dutton
Random
Doubleday
Max
ton
Dodd
Dodd-Mead
Knopf
Putnam
Crowell
Whack, Inc.
Crowell
Crowell
1955
- 1954
1956
1951
1964
1958
1965
1962
1958
1969
1969
1971
1963
1972
C, PL
11, PL
om
Eg
....4
L, PL
2L, PL
4 Be
3, L, Mo, PL
Be
L, PL
5 ;117
J, PL
14 PL
W Ma
Ga
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l It, PI,
"Colorado
C, Franklin - 7, Garfield- Ga, Grant - Gr, Jefferson - .L Lincoln
- LI Madison -
McKinley - Mb, Montpelier -Mo, Mulberry
Ma., Whehington
Musser Public Library - PL
208
4/5/
74CAREER EDUCATION BOOKS I/1 MEDIACENTERS
COPYRIGHT
ADMOR
TITLE
PUBLISHER
BATE
SCHOOL AVAILABEL721*
Jacobs
770
You and your camera
Lothrop
1971
L, PL
Johnson
353.03
The cabinet
Marrow
1966
Pp L
, PL
Johnson
745.54
Papier-mache
McKay
1968
L, Mo
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1962
The presidency
Morrow
1962
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Better water Skiing for boys
Dodd
L, PL
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Jubelier
617
About Jack's dental check-up
Nelmont
1959
Ma, Mot PL
Judson
331.7
People Who come to
our house
Hand-McNally
1940
C
Judson
331.7
People who work in the country
- in
the city
Rand-McNally
1943
C, NO
Jupo
641
The sweetest storyever told
Starling
1956
Gr, PL
Kay
610.73
The first book ofnurses
Watts
1968
F , Ga
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507.2
Let's experiment
Grosset
1968
LKelby
629.136
Airport builder, The
Addison-Wesley
1973
Mo
Kinsler
510.78
Computers:
machines with a memory
Hawthorn
1968
LKlagsbrun
020
Read about the librarian
Watts, F.
1970
Ga, Mu, W
Klagsbrun
628
Rea
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1970
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1962
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352
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1964
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1967
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1967
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1965
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1961
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1942
Ma,
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1970
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385
629.133
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778.5
Men
atwork in new england
Men at work in the south
Men at work on the west coast
Tommy learns to fly
True book of airports and airplanes
You and american life line
You and space travel
You and transportation
Clean the air]
Man
made satellites
Man
inspace
Space pilots
Space stations
Great american race drivers
Children as film makers
1967
1969
1968
1965
1956
1952
2952
1965
1965
1957
1959
1957
1958
1970
1970
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Ma,
McKinley
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PL
211
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1957
1959
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1962
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1956
Gr,
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1972
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1963
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1960
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1966
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1966
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1957
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1969
1961
1965
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1970
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1958
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212
415/
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AUTHOR
Mines
Mines
Milgram
Milgram
CAREER EDUCATION BOOKS IN MEDIA CENTERS
TITLE
PUBLISIIECR
COPYRIGHT
DATE
SCHOOL AVAILABILITY*
353.5
Story of FBI
796.35
Baseball
507.2
AMC science experiments
507.2
Adventure, with: a. ball, a straw,
a string
Milgram
507.2
Milgram
:Miner
380
True book of communications
.1/liner
383
True book of our post office and its
helpers
CDMiner
352
True book of policemen and firemen
Moore
710
Architecture
Morgan
797.5
Model airplane racing
Mil-holland
793.8
Magic of the world
Munch
629.4
What is a rocket
McCabe
384
How communication helps us
McCall
687
How we get our clothing
Grosset
1965
Grosset
1967
Crowell -Colliqr
1970
Dutton
1965-67
Mutton
1968
Childrens
1960
Childrens
1955
Childrens
1954
Watts
1961
Lippircott
1972
Scribner
1965
Benefic
1961
Benefic Press
1964
Benefic
1961
Mo
4 aft
L, Mb
r.4
Mo
J, PL
L, PL
C, Ga, Gr, J, L, Ma,
W, PL
Mo L L J, PL
Ma
Ma
*Colorado - C, Franklin- F, Garfield - Ga, Grant - Gr, Jefferson
- J, Lincoln - L, Madison
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Mo, Mulberry- Mu, Washington - W p Musser Public Library - PL
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McC
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625
Men
on
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Cbildrens
1960
If, PL
McC
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Let's go to a court
Putnam
1961
Gr, J, Na, PL
McG
over
n79
1.3
If y
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with
the
circ
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1972
L, PL
McGuire
309.2
jThe Peace Corps
kindlers of the spark
Macmillian Co.
1967
Ma,
Was
n=
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Neville
629.
13A
viat
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dict
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or b
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& g
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McG
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1944
J, P
L6
New
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520
Space book for young people
McGraw
1968
L, P
L-N
eim
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386
About
cam
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Bel
mon
t1964
L
to Newman
b3
352
About the people who run the city
Melmont
Ga, J,
Ma,
Mc,
PL
0N
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354.71
Royal Canadian mounted police
Random
1953
L, PL
Norling
630
Pogo's farm adventure (soil)
Holt
1948
LI
PLN
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629.2
Pogo's truck ride
Holt
1954
L, PL
Notkin
507.2
How
andwhy begirsaing science
Gro
sset
1960
Ll PL
Paradis
332.6
The bulls and the bears
Hawthorne
1967
J, PL
Parish
746.9
Costumes to make
Mac
mill
ian
1970
L, Mot PL
Perkins
676
Let's go
to a
pap
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Putn
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L
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- F, Garfield - Ga, Grant - Gr, Jefferson
- J, Lincoln - L, Madison - Na,
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Mus
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Publ
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PL
415/74
CAREER EDUCATION BOOKS IN MEDIA CENTERS
COPYRIGHT
AUTHOR
TITLE
PUBLISHER
DATE
0,1"
al
SCHOOL AVALLO1LTIT*
Philips
Phleger
Pinney
Polgreen
Poole
Poole
Posell
Provus
Provus
Bachlis
Radlauer
Radlauer
Radlauer
RaY
RaY
388.3
551.4
910.9
629.133
629.133
627
656
380.5
387.2
359.9
525
301.3
621.48
371.4
371.4
About the driver of a bus
You will live under the sea
Quest for the unknown (explorers of
today)
Space pilots
Balloons fly high
Diving for science
True book of transportation
How we travel on land
How we travel on water
Story of the US Coast Guard
About four seasons and five
senses
What is a community
About atomic power for people
Careers in computers
Careers in football.
Melmont
1959
C, PL
BegixinerBks
1966
L, PL
Lippincott
1965
L, PL
Guild Press
1957
W
McGraw
1961
L
McG
raw
1955
L
Childrens Press
1957
Gr, PL
Benefic
1962
L
Benefic
1962
L
Random
1961
L
Melmont
1960
. Mo
Elk Grove
1967
Mo
Melmont
J, PL
Lerner
1973
Mc, PL
Lerner
1973
Mc, PL
*Colorado - C, Franklin- F, Garfield - Ga, grant
Gr, Jefferson
- J, Lincoln - L, Madison - Ma,
McKinley - Mc, Montpelier- Mo, Mulberry -
Mu,
Was
hing
ton
- W
Mus
ser
Publ
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ibra
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PL21
5
4/51
714
CAM= EDUCATION BOOKS IN MEDIA CENTERS
TITLE
ME
M=
COPYRIGHT
DATE
SCHOOL AVAILABILITY*
MIER
Ray
796.9
Careers in hockey
Lerner
1973
Mb, PL
Ray
371.4
Careers with the police dept.
Lerner
1973
Mc, PL
Ray
371.4
Careers with a television station
Lerner
1973
Mc, PL
Ray
387.7
What does an airline crew do?
Dodd-Mead
1968
Ga, Mb
Reck
Reeder
380.5
355.7
Romance of transportation
The West Point story
Crowell
a1962
1956
Ma, PL
.Reynolds
353.5
The 711
Random
1954
PL
clBice
386.09
Chicago, part to the world
Follett
1969
Ma
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c3Richter
791.5
Fell's guide to hand puppets
Fell
1970
Bodale
635
Basic book of organic gardening
Rodale
1971
Mo
Rosenfield
332.4
Let's go to the mint
Putnam
1960
Grp J, AW4 W, PL
Ross
791.5
Hand puppets:
how to make and use t
Lathrop
1969
Rows
331.7
City workers
Watts
118/
1Ga
Rowland
362.1
Let's go to a hospital
Putnam
1968
Gap L
Rubicam
338
Men at work in the great plains states
Putnam
1968
Ma
Rubicam
338
Men at work in Hawaii
Putnam
1967
Gr, Ma
1111
1111
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11...
*Colorado
- C, Franklin. - F, Garfield- Ga, Grant - Gr, Jefferson - J, Lincoln.
L, Madison
- Ma,
McKinley
- Mc, Montpelier - Mo, Mulberry- Mu, Washington - If, Musser Public Library
PL
216
4/5/
74
AUTHOR
-71/
CAREER EMPUCATION BOOKS IN MEDIA CENTERS
COPYRIGHT
BATE
Ruden
Russell
Samachson
Samachson
Sasek
Sattlier
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t+3
gobSchima
Schloat
Schloat
Schneider
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796.7
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341.13
745.59
629.4
731.5
610.73
522
383
363.6
621.385
352
796.7
796.34
*Colorado
- C. Franklin -
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217
Men at speed
Friendly workers visit Larry
The faLulous world of opera
Good digging
This is the 'United States
Holiday gifts, favors, and decorations
that you can make
Into space with the astronauts
Make your own mobiles
I know a nurse
7.
Andy's wonderful teb;scope
Adventures of a letter
Let's look under the city
Your telephone and how it works
The city and it's people
Mini-bike racing
Tennis
1961
1960
1962
1960
1968
1971
1965
1965
1968
1958
1949
1952
1967
1972
1968
Garfield - Ga, Grant
- Gr, Jefferson - 3, Lincoln
L, Madison
- Na,
Mo,
Mulberry - Mu, Washington- W, MaserPublic Library- PL
SCHOOL AVAILABILITY*
Is Gr
Is L, PL
Ma
L, PL
Mu
L, PL
Gr
L, Mo
L, Mo, PL
Ma,Mo, PL
J, PL
Gr
Gr
4/5/
74
LUMP=
CAREER EDUCATIOB BOOM DI MEDIA CRUM
TITLE
Seidelman
Seidelman
Seidelman
Selz
Shannon
Shannon
Shapp
plrishapp
cri
Shary
Shay
Shay
Simon
Simpson
Siverzey
Skaar
738.1
738.5
745.54
629.133
64
687
363.2
621
387.7
384.55
690
617
384
507.2
636.1
Creating with clay
Creating mosaics
Creating with papier-mache
Flight in a jet
About food and where it comes from
About ready to wear clothes
Let's find out about policemen
Let's find out what electricity does
What happens when you travel by plane
What haypemtdata television station
What happens when you build a house
See the first star
About news and how it travels
Science dhows you how
A boy and his horse
COPYRIGHT
PUBLISHER
DOE
SCHOOL AVAILABILITY*
Crowell
1967
L, Mo
Crowell
1967
14 Mo
Crowell-Collar 1971
L, Mo
Grossett-Dunlap
1967
Gr
Melmont
1961
Ma, PL
Melmont
196].
N, Mc, PL
Watts
1962
Mbp Mbp PL
Watts, F.
1961
J, PL
Reilly & Lee
1968
Gr
Reilly
Reilly
1970
Ga
Whitman
1968
Ma, PL
Melmont
1960
Ma, Mo, PL
McGraw
1964
Scott
1958
J, PL
*Colorado - C, Franklin
- F, Garfield - Ga, Grant - Gr, Jefferson- J, Lincoln - L, Madison - Ma,
McKinley - 218Mc, Mbntpelier
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Maser
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4/5/
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.AC
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Smith
Smith
Smith
Soot
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Staulk
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Stevens
CM
Stoddard
Sullivan
Summerall
Tamarin
Taylor
Terrell
Ter
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Thompson
CA
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MIA
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641
641
629.13
338.979
591.5
362.7
387.7
629.2
621.388
920
796.33
628
629.133
353.81
353.84
610
Bill's story of the wholesale produce
market
Bob's story of the retail food market
Joe's story of the airport
Men
at work
in A
lask
a
Let's go to the zoo
Unice and the world
I know an airplane pilot
The trucks that haul by night
First book of ;elevision
Pro football greats pass to win
Kicking to win
Fire
figh
ting
in A
mer
ica
Jet planes work like this
US Dept
of A
gric
ultu
re
US Dept
of H
ealth
,Edw., and Welfare
About Miss Sue, thenurse
POL
ISH
ER
COPYRIGHT
DATE
SCHOOL AVAILABILITY*
Scribner
1951
Scribner
1951
J, L
Scribners
1951
Putnam
1967
Gr
Putnam
1959
Cr,
PL
Day,
John
Co.
1965
Ma
Putn
am1969
Crowell
1966
Ma
Watts
1955
J, PL
Garrard Publ.
1968
Cr
14 Icing
1968
Macmillian
1971
L,
PL
Phoe
nix
Hou
se1958
J,
PL
Dw
311,
81oa
n,Pi
ee
1966
J, L, Ma, PL
Due
ll,Sl
oan,
Pie
a1966
J,
PL
Malmont
11
*Colorado - C, Franklin- 7. Garfield - Gal grant - Gr, Jefferson
J, Lincoln
L, Madison - Ma,
McKinley - Mc, Montpelier- HO, Mulberry
Nu, Washington
W,Maser Public Library-
PL219
4/5/
74CAREER EDUCATION BOOKS IN MEDIA CENTERS
Thompson
Throne-burg
Torbert
Turley
Weiss
Weiss
Weiss
Wells
oka
Wells
West
610.73
629.4
33).7
796.35
783.3
551.4
745
629.133
629.132
1400
White
507.2
Whittlesey
Wilkinson
Williams
Williams
Williams
309.
2
332.1
352
352
Doctor John
Man on the _moon
Park rangers and game wardens
Bob Turley's pitching secrets
Ceramics
Man explores the sea
Collage and construction
What does an astronaut do?
What does a test pilot do?
Breaking the language 'barrier
Investigating science withs
rubber
band, nails
US Peace Corps
Melmont
1959
C,
ms,
IKnopf
1961
Ma, PL
.2Hastings IRMO
1968
G1.4
Putnam
1965
L3ft
il
oung -Scott
1964
L, PL
bri
Messner
1969
Young-Scott
1970
L
Dodd-Mead
1961
Ga,
Gr,
J,L
,Ma,
PL
Dodd
11969
L
Colima-McCann
1961
L
Add
ison
Coward. - McCann
Come to work with us in house construction
Sextant Systems
I knoifr a bank teller
Putnam
I kn
ow a
fir
eman
I kn
ow a
may
orPu
tnam
Putn
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1969-70
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1966
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1958
1958
Gr,
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1967
1967
1942
J, P
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1971
1967
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1962
1952
1958
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1
CAROM EDUCATION BOOBS IN MEDIA
cm=
(alo
aam
erl
Allen
BBabe Ruth
Putnam's Sons
1966
Gr
Alvin
BRalph J. Bunche, fighter for peace
Julian Messner
1962
Gr
Barton
BPatrick Henry, boy spokesman
Bobbs-Flerrill
196o
Gr, PL
Bontemps
BFrederick Doug Use-- slave fighter
New York
freeman
Alfred A. Knopf
1968
Gr
.Borland.
B.
Millis Wheatley, young colonial poet
Babb *-Merrill
1968
Gr
Bryant
BGeorge Gershwin
Bbbbs-Merrill
1965
Gr
1,4
Burchard
BBrooks Robinson, sports hero
Putnam's Sons
1972
Gr
Burnett
BEdward R.
?fur
row
sy6:124. newscaster
Bobby - Merrill
1969
Gr
.
Cavahanh
BAbe Lincoln, gets his.'chance
Rand McNally
1959
Gr
Clark
BRobert Peary,
oy of the north pole
Bobby- Merrill
1962
Gr, Mo
Cook
BFranklin D. Roosevelt-valiant leader
Putnam's Sons
1968
Gr
Colver
BThomas Jefferson, author of independen
e Garrard Publ.
1963
Comfort
BHerbert Hoover, boy engineer-presidentMbbbs.aerrill
1965
Gr, PL
D'Aulaire,
BAbraham Lincoln
Doubleday Co.
1957
Gr, Mo, PL
Daleiesh
BRide on the wind-Charles A. Lindbergh.
Scribners Sons
1956
Cr, PI
*Colorado
McKinley
C, Franklin - P, Garfield - Ga, Grant
- Gr, Jefferson - J, Lincoln - L, Madison - Ma,
- Mb, Montpelier
Mo, Mulberry - Mu, Washington -W ,MusserPUblic Library - PL
222
Y.. o
415/
74
.AIITEOR
DeGering
Dority
Fowler
Franchere
Frisbee
Garet
Graham
Guthridge
Bammontree
Hann
Henry
Henry
Rowe
Hudson
CAREER EVOCATION BOOKS Di 1
IA CENTERS
(BIOGRAPAY)
B B B B B B B B B B B B
I
Seeing Fingers, the story of Louis
Braille
McKay Co.
Porten the sailmaker, pioneer,
champio
of negro rite
Great mericans
Carl Sandburg, voice of thepeople
Jan F. Kennedy,
young statesman
Custer General
Clara Barton Red Crosspioneer
Tom Edison, boy inventor
Walt Disney,
young movie maker
Sandy Kofax, strikeout king
Andrew Carneigie,
young steelmaker
Robert Fulton, boy craftsman
Amelia Earbart
Night D. Eisenhower
01.
Band-McNa lly
Fideler Co.
Garrard Publ.
1952
Gr, PL
1968
Gr, Mo, PL
1960
Gr, Ply
1970
Gr
1964
Gr, PL
1944
Cr, Ply
1956
Gr, Mo, FL
1947
Gr, FL
1969
Gr, Mo
1967
Gr
1966
Gr, PL
1962
Gr, PL
1950
Gr, Mb
1970
Cr, Mb
Bobby -Merrill
3.Messner Inc.
Ablingdon Pre
Bobo
Bobbs-Merrill
PUInam's Sons
Bobbs-Merrill
Hobbs - Merrill
Bobbs-Merrill
Bobbs-Marrill
*Colorado - C, Franklin
- F, Garfield - Ca, Grant - Gr, Jefferson
J, Lincoln
L, Madison - Ma,
McKinley - Mc, Montpelier - Mo,
Mulberry # 141.14 Washington -
Dieser Public Library- PL
223
rn
*Rem
.."1
7116
-
4/5//4
CAREER EDUCATION BOOKS IN MEDIA CENTERS
Hudson, W.J.
Jacobs, H.R.
Judson, C.I.
Judson, C.I
Katx, M P
Knight, D.C.
3Latham, J.L.
013
Leeuw, J.
Long, Laura
Malkus, A. Sims
Mann, Peggy
Mum, Peggy
Mason, M.E.
Mason, M.E.
.410
.111
1.0.
1-...
. .
*Colorado
McKinley
B B B B B B B B B B B B
J.C. Penney-golden rule boy
Bobbs-Merrill
Famous american women athletes -
bowling-swimming-tennis-golf-skating-
akiine-track
Abraham Lincoln,
friend of the people
of thepeopll
Grace Kelly, movie star to princess
Robert Koch, father of bacteriology
Samuel F.B. MAse*, artist inventor
George Washington-leader
Edith Cavell, nurse, sky, heroine
Douglas MacArthur, young protector
The story of Winston Churchill
Amelia Earhart, first lady of flight
Clara Barton, battlefield nurse
Mark Twain, boy of old Missouri, poet
and author
William Penn, friendly boy
wilw
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Dodd-Mead
Wilcox- Follet
Coward-McCannj
Inc
Garrard. Publ.
Putnam Sons
Bobbs-Merrill
Grossett-
Coward-McCann
Coward-McCann
F. W
atts
,
Random House
Bobbs-ftrrill
. 111
11.1
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AN
.110
1111
, 411
40.1
0MA
NW
II.
1972
1964
1952
1951
1970
1961
1961
1968
1965
1957
1970
1969
1966
1961
4
C, Franklin - F, Garfield -
Ga, Grant - Gr, Jefferson - J, Lincoln
L, Madison - Ma,
Ma, Montpelier - Mo, Mulberry - Mu,
Washington - W
,Musser public Library
PL
224
Gr, No
Gr
Gr, PL
Gr, PL
Gr
Gr, PIA
Gr
Gr
Gr, PL
Gr, PL
Gr
Gr
Gr, PL
Gr, PL
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CA
RE
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D(J
CA
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N B
OO
KS
IN M
ED
IA C
EN
TE
RS
(BIO
CM
AIP
I)
AU
TH
OR
TIT
LE
PUB
LIS
HE
RC
OPY
RIG
HT
DA
TE
-M
ason
BY
oung
Aud
uban
, boy
nat
ural
ist
Bob
ber-
Mer
rill
19431
Mel
ick
BB
olle
y M
adis
on, f
irst
lady
, an
amer
icon
hero
ine
biog
raph
yPu
tnam
's S
ons
1970
Mill
ende
rB
Lou
is A
rmst
rong
,yo
ung
mus
ic m
aker
Bob
bs-M
erri
ll1972
Mye
rsB
Edw
ard
Bok
,yo
ung
edito
rB
obbs
-Mer
rill
1967
New
man
BE
thel
Bar
mvo
re g
irl a
ctre
ssB
obbs
-Mer
rill
1966
Nor
thB
Mar
k T
wai
n an
d th
e ri
ver
auth
orH
ough
ton
Mif
1961
1\1
Old
sB
Lyn
don
Bai
nes
0-ol
uaso
n, p
resi
dent
Putn
am's
Son
s1965
4
Old
sB
Ric
hard
Nix
on, l
awye
r an
dV
ice-
pres
it P
utna
ziel
s So
1970
Park
linB
And
rew
Jac
ioio
nipi
onee
r an
dpr
esid
ent
Gar
rard
Pub
l.19
62R
eede
rB
'Uly
sses
S. G
rant
, hor
sem
an &
fig
hter
Gar
rard
Pub
l.1964
Richards
BC
harl
es L
indb
erea
, avi
ator
Chi
ldre
n Pr
ess
1968
Rou
vera
lB
Harriet Beecher Stowe: woman crusade
Putn
am "
s S
ons
1968
Snow
BEli Whitney,
boymechanic
Bob
bs-M
erri
ll1962
Stev
enso
nB
Abe
Lin
coln
, fro
ntie
r bo
yB
obbs
-Mer
rill
1953
Stevenson
BB
enFrank? in
Hob
bs-
Mer
rill
1953
ain.
1111
1.11
0111
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4.4.
111.
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SCH
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BIL
ITY
*
Gr,
PL
Gr
Cr
Gr,
PL
Cr,
PL
Gr,
PI,
Gr,
PI,
Gr,
PL
Gr
Gr
Cr,
PL
Gr
Gr,
PL
Gr,
PL
Gr,
PI,
C,
Fran
klin
- P
, Gar
fiel
d -
Ga,
Gra
nt -
Gr,
Jef
fera
orJ,
Lin
coln
-L, Madison - Ma,
Mc,
Mon
tpel
ier
-Mo, Mulberry
Mu, Washington -
Musser Public Library - PL
225
-
4/5/74
AUTHOR
Stevenson
Stevenson
Stevenson
Stevenson
Thomas
Tottle
Van Riper
Van Riper
Van Riper
Van Riper
Wagoner
Ward
Warner
Weddle
Weddle
CARE= EDUCATION BOOKS IN MEDIA CENTERS
(BIOGRAPHY)
B B B B B B B B B B B
Booker T. WashingtonAmbitious Boy
Clara Barton, girl nurse
George Carver, boy scientist
George Washingtonboy leader
Dwight D. Eisenhowervgeneral,president
Ben Franklin, first great american
Babe Muth
Knute Rockne, young athlete
Lou Gehring, boy of the sandlots
Richard Byrd, b4; Who braved the
unknown
B B B
Jane Addams, little lame girl
Adlai Stevenson, young ambassador
Narcissaz Whitman, pioneer girl
Joel Chandler Harris, young stozytelle
Walter Chrysler, boy machinist
Bobbs-Merrill
Dobbs- Merrill
Dobbs-Mc-All
Dobbs - Merrill
Putnam's Sons
Houghton-Mifflin
Dobbs- Merrill
Bobbs -Merrill
Dobbs- Merrill
Dobbs- Merrill
Bobby - Merrill
Bobbs-Merrill
Dobbs- Merrill
Dobbs - Merrill
Bobby - Merrill
1950
Cr, PL
1962
Gr, PL
1944
Gr, PL
1953
Cr, PL
1969
Cr, PL
1958
Gr, PL
1959
Gr, PL
1959
Gr, PL
1959
Gr, PL
1958
Gr, PL
1962
Gr, PL
1967
Gr, PL
1959
Cr
1964
Gr, PL
1960
Gr, PL
*Colorado - i,, Franklin- F, Garfield - Ga, Grant - Cr, Jefferson - 0, Lincoln
- L, Madison - Ma,
McKinley - Mc,22M6ontpelier
Mop Mulberry- Mai Washington - WI Musser Public Library - PL
0/74
AU
TH
OR
Wei
l
Wel
l
Wei
r
Wild
er
Win
ders
Wis
e
Zeh
npfe
nnin
DE
WE
Y
CA
R=
ED
UC
AT
ION
BO
OK
S IN
=IA
. CIZ
ITE
RS
(BIO
GR
AB
IY)
CO
PYR
IGH
TD
AT
ESC
HO
OL
AV
AIL
AB
ILIT
Y*
B B B B B B B
1 i
Ele
anor
Roo
seve
lt, c
oura
geou
s gi
rl
John
Phi
lip S
ousa
mar
chin
g bo
y
Ben
jam
in F
rank
lin, p
rint
er a
nd p
atri
ot
On
the
Way
Hom
e, a
bout
an
auth
or
Har
riet
Tu.
bman
, fre
edom
gir
l
Cha
rles
Lin
dber
gh, a
viat
ion
pion
eer
Car
l San
dbur
g, p
oet a
nd p
atri
ot
Bob
bs-M
erri
ll
BobbsMerrill
Abingdon
Pres
s
Har
per
Row
Bobs Merrill
Putnam's Sons
TS Denison & Co
4.11
1.ar
o..
1965
Gr, PL
1959
Grp PL
1955
Gr, PL
1962
Gr, Mo, PL
1969
Gr
1970
Or
1963
Gr
*Col
orad
o -C, Franklin - P, Garfield - Gat
Gra
nt -
Gr,
Jef
fers
on -
J, L
inco
ln -
L, M
adis
on -
McKinley - MC, Montpelier - Mb, Mulberry - Mu, Washington -
WMaser Public Library
PL
227
0111
1 1.
...44
0111
VT
CAREER EDUCATION BOOKS IN MEDIA CENTERS
(AUDIO VISUAL MATFRIATIS)
Career Study Prints
School and school helpers
teaching pictures
r,
Home and community helpers
erteaching pictures
David C. Cooke
David C. Cooke
SP PIC
6The astronaut-training and equipment
iSVE
FS
73School helpers -
6filmstrips
McGraw Hill
SFS
The teacher -
The custodian
..
The safety patrol
-
The principal
,
The school-nurse
-
T!..3 cafeteria...worker
Our neighborhood workers - 9 filmstrip
Eye Gate
18
the baker
19
the dairyman
20
the shoemaker
21
the tailor
22
Our neighborhood laundry
23
tiro butcher
24
the banker
25
the watchmaker and jeweler
26
the fruit and vegetable store
WV
.
1957
1957 ..1
1011
17...
.011
0111
11
*Colorado - C, Franklin -
1",Garfield - Ga, Grant - Gr, Jefferson - J, Lincoln
L, Madison - Ma,
McKinley - Mb, Montpelier -
Mc,
Mulberry - Mu, Washington - W
228
F F F
Av.
4/5/74
AUTEOP.
- 41
.
CARER EDUCATION BOOM IN MEDIA CENTERS
(AUDIO VISUAL MATMIALS)
TITLE
PUBLISHER
COPYRIGHT
DATE
SCHOOL AVAILION=7*
1
sFs 46
1 About people who move and deliver
90 billion raindrops:
the US Mail
FS 111
Mail goes through
Food -
clot
hing
,and shelter 12 FS
How we get our food
1.
the story of milk
2.
the story of bread
3.
the story of fruits and vegetables
4.
the story of meat
How we get our clothing
1.
the story of cotton
2.
the story of wool
3.
the story of leather
4.
the story of rubber
How we get our shelter
1.
planning the home
2.
building the
foun
datio
n3.
building the shell of the home
4.
finishing the home
'Singer SV'E
*Colorado - C, Franklin- F, Garfield - Gal Grant - Gr, Jefferson
J, Lincoln
- L, Madison - Ma,
McXinley - Mb, No229 ntpelier
Nov Mulberry
Mu, Washington-
W
114.
;i511
714
AUTHOR
CABEER EDUCATION BOOKS IN MEDIA
CENTERS
(AUDIO VISUAL MATERIALS)
SCHOOL AVAILABIL111*
Moncura
Thorn
Root
1
SP 119
SP 120
SP 121
SP 122
SP 123
SP 124
SP 125
SP 126
SP 127
SP 128
SP 129
SP 130
Pictures
People who come to py house
Home and community helperstraining
pictures
Science Themes Teachingpictures
Police department helpers
Fire department helpers
Postal helpers
Dairy helpers
Supermarket helpers
Hospital helpers
A featly at work and play
School friends and helpers
Neieborbood friends and helpers
Keeping the city clean & beautiful
How people travel in the city
Moving goods for people in the city
Peo le in the neighborlood
Child's World
David C. Cooke
David C. Cooke
SIT
E
Childs World
1969
1964
Gr
1967
Gr
1965
Gr
1965
Gr
1965
Gr
1965
Gr
1965
Gr
1965
Gr
1966
Gr
1966
Gr
1966
Gr
1966
Gr
1966
Gr
1966
Gr
1969
Gr
*Colorado - C, Franklin- F, Garfield - Gap Grant -
Gr, Jefferson - J, Lincoln - L, Madison
- 1141.4
McKinley - Mb, MOntpelier
MD, Mulberry - MU, Washington
W230
,67.
0.10
011.
411.
a
4/5/74
CAREER EDUCATION BOOKS IN MEDIA
CENTERS
(AUDIO 'VISUAL MATERIALS)
.FOR ../...
..
avaioli
{ 372.8
791.7SFS,
SFS
SFS
13N
isI
SFS
TIT
LE
Working in US communities
guides group I
World of the circus
Working in the U.S. communitiesgroup
The newspaper in America
The evolution oremerican industry
enterprise, and welfare
The emierican political party system
People, places, products
90 billion raindrops
Record 921
Sir presidents speak
-profile of
the presidency
Childoraftseveral volumes pertain to
career education
Tpolaylg cassette encyclopedia
PIE
FBL
ISB
ER
SVE S
ITE
SVE
'EyeGate House
iFieldEdu.Publ.
Postal
iService
win
(Columbia Marcas
Reg.
Field Ent.Educ.
Troll
COPYRIGHT
DATE
SCHOOL AVAILABILITY*
Gr
Gr
Gr
Gr
1968
Gr
1971
Gr
1973
1972
1964
*Colorado
- C, Franklin - 11, Garfield
- Ga, Grant - Gr, Jefferson - J, Lincoln
- L, Madison - Ma,
McKinley
- Mb, Montpelier- Mb, Mulberry - Mu, Washington
W231
Gr
Gr
,
BEST COPY AVAILABLE
ADDITIONAL CAREER EDUCATION RESOURCES
The books, kits, guides, and other materials in this section havebeen reviewed by the Career Awareness Committee and are recommendedfor selection at the building level. No priority rankings were assignedso materials have been listed alphabetically by supplier's name.
The review process involved an extensive survey of materialsavailable to date. Items may have been ommitted from this section foreither of two reasons:
1. The committee did not obtain copies for evaluation(either because evaluation copies were unavailable orbecause we were not aware of the availability of materials).
2. Several commercially available units were rejected eitherbecause the committee felt that they were of little valueor because the materials were not in harmony with our careerawareness philosophy.
Ftxther information may be obtained about material selection by checkingwith a member of the career awareness committee or with the Directorof Career Education.
Each school is encouraged to select career awareness materialsfor their own media center. Through the courtesy of Central StateBank we will have one of the SRA "Focus on Self Development" kits forcirculation in the district. This kit is only one of several whichappealed to the committee. We're not promoting SRA. Arrangements willbe made with each building principal to schedule the kit at yourbuilding. As each of you has a chance to use the kit, a letter ofthanks would undoubtedly be appreciated by Central State Bank.
232
Children's Press1224 Van Buren StreetChicago, Ill.
"VIP Behind the Scene in Medical Work "(Grades 4-4)"1 Want to Be a Baseball Player" w/cassette (Grade 2)
Education Achievement Corporation
"The Valuing Approach to Career Education" (Sound filmstrips and books)"Facilitator's Guide""It t s Your Choice"
"You Are There""About Me Pile""Work Values Action""Your Ire On!"
"Getting What You Want"
(Grade level: 3-5) 1974 Cost: $491.85 per set
EMC180 East Sixth StreetSaint Paul, Minnesota
Career Development Kit for Primary Grades (Sound filmstrips, wallposters, spirit masters, cassette tapes)
"Hello World, Here I Come""Airlines Occupations""School Occupations""Toy Factory"
(Grade level: 2-3) 1974 Cost: $69.00 for set of 4 units
Encyclopedia Britannica Educational Corp.3712 Jarvis AvenueSkokie, Ill. 60076
Career Kits for Kids (6800K) (Six kits: sound filmstrips,worker's hat, teacher's guide, spirit masters)
"lusty, the Construction. Worker""Derry, the Letter Carrier""Freddy the Fireman"Maxi the Taxi Driver""Barney the Baker""Nellie the Nurse"
(Grade level: 3-4) 1974 Cost: $212.00
Guidance Associates41 Washington Ave.Pleasantville, N.Y. 10570
(Sound filmstrip sets for elementary students)$20.00
$42.50$42.50$4260$20.00$20.00
$45.50$45.50$45.50$45.50$45.50$45.50$21.50$21.50$21.50$21.50$21.50$21.50$17.00$21.50:
$21.50
$21.50
300 119 - OFF WE GO /AQUARIUM300 978 - BELONGING TO A GROUP300 937 - WED ARE YOU300 952 - EXPLORING YOUR PEELINGS300 176 - OFF WE GO, UTO PROVING GROUNDS300 176 - OFF WE GO /ORANGE GROVE300 851 - PEOPLE WHO GREAT ART300 695 - PEOPLE WHO BELT' OTHERS300 877 - PEOPLE WHO INFLUENCE OTHERS300 794 - PEOPLE WHO MAKE THLNIGS300 836 - PEOPLE WHO ORGANIZE FACTS300 596 - PEOPLE WHO WORK IN SCIENCE300 911 - GUESS WHO'S IN A GROUP320 893 - WHAT DO YOU EXPECT OF OTHERS320 919 - WHAT HAPPENS BETWEEN PEOPLE320 935 - WHO DO YOU THINK YOU .ARE?340 93,7 - YOU GOT MAD; ARE YOU GLAD?319 093 - BUT IS ISN'T YOURS319,335 - STRATEGY319 119 - THAT'S NO PAIR319 036 - TROUBLE WITH TRUTH319 051 - WHAT DO YOU DO ABOUT RULES?
McKnightDept. EBBox 854Bloomington, I11 61701
"A Highway. to Work and Play"
Units for each grade level 1-6 Cost: $1.00 per student
Random RouseDepartment 3-2201 East 50th StreetNew York, 10022
"Adventures in the World of Work"eadh)
"Who Puts the Light in the Bulb?""Who Puts the Print on the Page?""Who Pats the Ice in the Cream?""Who Puts the Blue in the Jeans?""Who Pats the Room in the Rouse ?""Who Puts the Groove in the Record?"
(Six sound-color filmstrips, 7 minutes
(Suggested grade level: 4-6) 1974 Cost: $79.95
Note: A teachers' guide showing the pictures and narration foreach of these filmstrips is available in the Career EducationDirector's Office
Science Research Associates259 East Erie StreetChicago, 111. 60611
Focus on Self Development
Stage One: Awareness (Grades K-2)cassettes; pictures, and guide
Stage Two: Responding (Grades 21cassettes, pictures, and guide
Stage Three: (Grades 4-6) (Kitcassettes, pictures, and guide)
235
Kit complete with filmstrips,$121.00
(Kit complete with filmstrips,$135.50
complete with filmstrips,$135.50
Planning
Category
Guidance
I
LONG RANGE PLAN FOR CAREER AWARENESS
Present
'A. Library resources available
at Area IX and our media
centers have been identified
in the awareness guide and
suggestions have been inclu-
ded for incorporating these
resources.
B. Teachers are primarily res-
ponsible for guidance.
A.
B.
1
Bread and Butterflies TV
series will provide a
teacher inservice session
followed by sessions for
students.
Muscatine-Scott staff will
by asked to work with
career education director
to assist teachers with
guidance responsibilities.
6
A. Selected commercially
produced material
selected by the class
room teacher will be
used to assist in
establishing guidance
activities in the
classroom
B. A search of TV and
other rest rces will
be continued
16
Continue
Articulation
)1
610.
411
A. EstablishmeLt of Awareness
Committee to plan scope and
sequence
B. Development of awareness
guide
C. Public Affairs Program on
Career Awareness (6-3-74)
A. Distribution of awareness
guide to al:. elementary
teachers, to each member of
the High. School Cabinet, Jr
High guidance staff, all
principals
B. Monthly Career Education
newsletter featuring
reports on career education
activities at all grade
levels
C. Share Career Awareness
slide-tape presentation
with NOB, service clubs,
Board of Education,
Advisory Council, and other
interested groups
D. Awareness committee will be
resource people at building
level and for special
meetings
E. Follow -up program on KWPC
F. Press release on Career
Awareness activities
A. Continue Newsletter
B. Update slide-tape
presentation and
continue to share
C. Awareness Committee
members will serve
as resource persons
Continue
0111
M11
11 Continue
Continue
236
Planning
107h
in74 77
...,,,k
Assessment
A. Assessment guide developed
B. Assessment plan formulated
.
A. self assessment using
Assessment guide (Fall)
B. Review guide, clarify or
revise as needed
C.
In -
dept
hassessment of
career awareness program
including input provided by
an out -of- district team
A. Review of Assessment
findings and update
of awareness plan
where advisable (Fall
B. Implement recommended
modifications to
awareness plan as
indicated by
assessment
to M 1.4 E3
..12
..c
2%
iimc
ae
ii P
Decision
ialcing
r 1
0;lo
A. Policy is established by
board of Education
B. Recommendations concerning
career awareness are
generated by:
1. Career Awareness Committee
2. Advisory Council
3. Parents, students, and
community groups
!. Faculty members
.
Advisory
Council
MO
IPA
PP
O O
NO
MP
.
A. Council organized h-
-74
B. Career Awareness Committee
A. Review, analysis, and re-
visions of Career Awareness
Plan
B. Review Assessment Data
collected in May 1975 and
recommended program
improvements
C. Assistance with implementa-
tion of Awareness plan pro-
vided by Awareness Committee
A. Review revised
Awareness plan
B. Seek out additional
community resources
A. Review, Analysi
and revision of
Career Awarenes
Plan
B. Review Assess-
went Data
Collected in Ma
1977 and recom-
mend program
improvements
1. Organized 4-
-74
2. Developed awareness guide
6-14-74
C. Awareness Committee activities
shared with council 5-
-714
members at the building
level
--
237
Planning
Cat
e.Present
16
Inter-
disciplinary
. Incorporation of awareness
activities in existing
curriculum as stated in
awareness guide.
Financial
Considerations
A. No budget for Career
Awareness
B. Career Education Director
serves as resource developer
A.
Incorporate Career Awareness
materials in Resource
centers (Library Budget)
B. Budget for 1175-76 school
year to permit purchase at
the building level of
items which relate to self
awareness and guidance
activities
Budget for careerawareness
visits to awareness visits
to awareness programs in
other communities and
career awareness workshops
(travel and sub teachers)
in 1975-76
D. Budget for consultant
or
team to demonstrate tech-
niques used in other
districts
C.
A. R..--pand materials in
resource centers
B. Expand resources in
each subjectarea so
occupational aware-
ness resources are
available in every
classroom
C. Budget for 1976-77
school year to provid
for expansion of self
awareness and guidanc
activities
D. Update financial
planning as indicate
by the May 1975
Career Awareness
Assessment
A.
a B.
Career Aware-
ness assessment
(May 1977)
1. Resource
materials to
be budgeted
for 1977-78
school year
2. Inservice
activities to
be budgeted
for 1977-78
In-service
A. System Career Educationin-
service was held 3-25-74
B. Career Awareness
Committee was
established to develop local
program and prepare a written
awareness guide
A.
B.
The Director of Career Edu-
A.
cation assisted by the Amare,
nese committee will review
career awareness guide with
all elementary teachers
B.
Grade level meetings will be
conducted to amplify
on use
of the guide and to
encour-
age development of additional
activities.
Update & expand
awareness activities
as indicated by asseds-
meat findings
Visit to model
programs
in other schools
(awareness committee
and selected teachers)
238
Planning
resent
1- 6
1976-
In-service
(cent)
Z. FUll program assessment will
identify additional inser-
vice needs
C. Bring in outside
consultant or tears to
demonstrate additional
awareness techniques
1
(2 half-day sessions)
ReSOUTt*S
......
_
II/
Pi
01
A. Inservice (3-25-74) identifies
various resources for teache
3. Musser Public Library has
nuierous books on career
awareness
C. A library list has been
developed to identify books
and other resources in the
vario'is buildings in this
district
D. Free materials have been
reviewed by the awareness
workshop committee and
selected items have been
included in theawareness
guide
A. Community survey to identify
business, industrial, and
individual resources
1. Personnel Assn.
2. Newspaper survey
3. Voluntary Action
14. Senior citizens
5. Chamber of Commerce
6. Advisory Council
7. Labor organizations
B. Expand media :enters to
include more career aware-
ness materials
C. A monthly career education
newsletter will be used to
announce newly discovered
resources
D. Alert teachers toresources
at Maser Public Library
A. Incorporate commer-
cially available self
awareness units as
selected by teachers
at the building level
B. Continue identifica-
tion of local
resources
r;'.
Uudate community
resource ruirie
,levsloned in IS.71
to 7
.4
-4
2*
m= a ii
Flo
239
CAREER EDUCATION ASSESSMENT GUIDE
Muscatine Comnmnity Schools
Muscatine, Iowa
6-19-74
240
Introduction
1
Cutcomes
1
Direction for Completing Profile
1
Faculty Responsibilities
2
Consulting Team Rezponsibilities
2
Career Education Assessment
Profile
3
Profile Assessment for each
area -
Awareness -
loratory- Preparation
4-...-
Area Profiles
5
r,
Long-Range Plan
6VA
Q0
Advisory Council
7
Curriculum
8
Individualized Instruction
9
CO
MM
ITS*
Inte
rdis
cipl
inar
y10
Work Experience
10
Guidance and Counseling
11
Youth Organizations
11
Articulation
12
In-Service
12
Financing
13
Resources, Facilities, and Equipment
13
School and Community Relations
114
Assessment
15
Administration
15
Glossary
17
* This guide is
a adaptation from:
Oregon Board of Education.
1971.
An assessment fora total career
education program.
Salem. 15 p.
2)4
AN ASSESSMENT FOR A TOTAL CAREER EDUCATPN PROGRAM
Introduction
This assessment has been developed to provide this
district a means of determining the status and
needs of
our career education program.
This assessment has been designed .to provide
an overview of key elements in
career education in a brief period of time.
Outcomes
4
The outcomes from using this document
should provide a district with;
--data to Drake decisions
--awareness of assessment and planning
--insielta into program development
--a realistic utilization of resources
--a team who will be aware of the need for assessment
and planning
--information about other program
concerns
--a system for continual program development
--an understanding of the process of assessment
--an insight to the occurring infusion of career educationconcepts
--improved communication among staffaLa administration regardine
career education
Directions for Completing Profile
Assigned assessments are on
a zero to five scale (see page 6), a rating of
zero indicating nonexistence and a
rating of five being ideal.
Each criteria within an element is assessed at
each instructional level,
awareness,
exploratory, and preparatory.
The ratings at each instructional level withinan element are summarized
by adding the assigned assessments
and dividing the awn by the number of criteria
within the element.
242
The summarized result is the value arrived
at for the element at each instructional level.
The values for each
element are then transferred 1:rom theelement assessment sheet to a profile sheet (seepage 4 ).
A district
profile can be developed by averaging
assessment ratings for each instructional level.
;,
Faculty Responsibilities
Teachers and administrators provide
an internal assessment of the career educationprogram.
Faculty members
record their responses onpages 6 through 16.
Thd information which will be placedon pages 3 through 5 will
be computed and entered at the central
district office.
This instrument is in no way connected with
the
evaluation of teacher performance,
so do not include your signature or other identifying marks.
Consulting Team Responsibilities
Cio;
A team of consultants will be asked biannually
to use this instrument and indicate theirimpressions of the
career education programs.
This team will be composed ofpersons who are not employed by the district.
The
team will be selected by the Director ofCareer Education, the Career Education Advisory
Council, and faculty
committees representing career
awareness, career exploration, and career development.
Membership on the
consulting team may include, but not be limitedto; teachers from other school districts,
career education
advisory council members,
career education directors from other districts, state department
consultants,
students, and college or university staffmembers.
Consulting team members record theirresponses on
pages 6 through 16.
213
Long-Range
Plan
Personnel
Advisory
Council
Organization
Articulation
In-Service
Financing
School
and
Com-
munity
Relations
Assessment
srion
aft.
/4747/1 7q4
Youth
Organizations
543210
= --,ifyizy1
`.-7
5 -
Resources,
4Facilities,
3and
2
Equipment
10
Long-Range
Plannirig
5..
14 -
3 -2 -
1 .
0
Indivi
vidualized
Instruction
54210
....--5-
h -Interdisci-
54Articulation
5-
44
5School and
4Personnel
3 -plinary
33
-Community
3
11
2 41-
21
21
--Relations
21
44
5-5
55
Advisory
it -Work
44
-h
Council
3-Experience
3In- service
3Assessment
32-
22
2
1-
11
1
0-
00
0
5-5
55
4:
Guidance
14
44
Curriculu4
3-and
3Financing
3Admir4Ft:.ation 3
2-
Counseling
22
2
1-
1i
1
0-
L.
L
2146
AN ASSESSMENT FOR A TOTAL CAREER EDUCATION PROGRAM
Awareness
K-6
Exploratory
7- 9
Prep
arat
ion
10-12
1.
ELEMENT - LONG-RANGE PLAN
Philosophy - Planning is a necessary endeavor
so that career.
education programs are implemented, upgraded, and properly
maintained.
Through planning an effort is made to determine
needs, set goals, dete -mine resources, and establish imple-
mentation procedures to meet the needs of students and
community.
.
Assessment Criteria
A.
A current long-range plan is being utilized.
51
32
1 0
54
32
10
54
32
10
B.
The long-range plan and school philosophy support
o n e another.
54
32
1 o
54
32
10
54
32
10
C.
Problems, needs, and objectives are identified.
54
32
1 0
54
32
10
54
32
10
?)
oil'
D.
Objectives reflect the needs of the students,
school, and community.
54
32
1 o
54
32
10
54
32
10
Mill
E.
Projected accomplishments with a timeline
are
evident.
54
32
1 o
54
32
10
54
32
10
F.
The plan is a joint effort of the board, admin-
istration, instructional staff and advisory personnel.
54
32
1 0
54
32
10
54
32
10
G.
The long-range plan is revised annually.
54
32
1 0
54
32
10
54
32
10
Assessment of Long-Range Plan
ELEMENT - PERSONNEL
Philosophy - The knowledge, abilities, and skills of the school's
staff directly affect the quality of the educationalprogram.
Continued
247
Awareness
K-6
Exploratory
Preparation
-12
Assessment Criteria
5 5 5 5 5
4 4 4 4 4
3 3 3 3 3
2 2 2 2 2
1 1 1 1 1
0 0 0 0 0
5 5 5 5 5
4 4 4 4 4
3 3 3 3 3
2 2 2 2 2
1 1 1 1 1
0 0a
0 0 0
5 5 5 5 5
4 4 4 4 4
3 3 3 3 3
2 2 2 2 2
1 1 1 1 1
0 0 0 0 0
A.
Staff members are properly trained to carry out their
functions in the career education program.
B.
Coordination and/or direction is provided for each part
of the career education program.
C.
The student-teacher ratio allows for quality education.
D.
Staff members have been prepared for their
program level.
E.
Staff members have been prepared to integrate
career
education into their instructional program.
Assessment of Personnel
.
3.ELEMENT - ADVISORY COUNCIL
- ADVISORY COMMITTEES
(Faculty Committeesare not assessed in this section)
Philosophy - Career programs need to reflect the occupational
--.---world and community needs.
Advisory groups are relied upon
to assist in planning and keeping programs current to the
requirei lents of the world of work.
In
cin
Assessment Criteria
Col
A.
An overall career education advisory council is
functioning.
54
32
10
54
32
10
54
32
10
B.
Committees for each vocational area
are functioning.
54
32
10
C.
Staff responsibility is designated for each advisory
committee.
54
32
10
54
32
10
54
32
10
D.
Teachers attend advisory meetings
as resource
persons and are welcome as observers.
54
32
10
54
32
10
5!
32
10
E.
Duties and responsibilities of advisory
groups are
outlined in writing andare being followed.
54
32
10
54
32
10
F.
Different levels of personnel from key occupations
are
represented in advisory groups.
54
32
10
54
32
10
54
32
10
G.
Broad community representation exists.
54
32
10
54
32
10
54
32
10
Assessment of Advisory Council
248
ELEMENT - CURRICULUM
Philoso2E - The curriculum should reflect the activities of
business and industry and allow each student to develop career
interests and abilities.
Assesedent Criteria
A.
Each career education program has a written philosophy.
B.
Each career prograw has a written course of study with
measurable expected student outcomes.
C.
Staff time is provided for planning and upgrading
career programs.
D.
Community resources are being utilized in instruction.
E.
District curriculum guides are utilized as a basis
for program articulation.
F.
Interdisciplinary activities are functioning between
career and basic-general education.
G.
Students are exposed to self in relation to work.
H.
Students are exposed to work in relation to the
community.
I.
Students are exposed to broad fa.ailies of
occupations.
J.
Learning experiences represent a cross-section of
the world of work.
K.
Students are allowed to observe workers and work
processes.
L.
Teachers are involved in planning career education
programs.
M.
Students are allowed to explore several preparation
areas.
N.
Students are allowed to experience work environment.
0.
Students are encouraged to select a broad career
preparation goal appropriate to their interests,
abilities, and aptitudes.
P.
Exploratory programs provide hands-on experience.
Q.
Effective and extensive use is made of business and
industry for exploration through selected work
experience and observation.
(Continued)
Awareness
Exploratory
Preparation
K -6
7-2
1D-12
5 4 3 2 1 0
5 4
5 4 3 2 1 0
5 4
5 4 3 2 1 0
5 4
5 4 3 2 1 0
5 4
5 4 3 2 1 0
5 4
5 4.3 2 1 0
5 4
5 4 3 2 1 0
5 4
5 4 3 2 1 0
5 4
5 4 3 2 1 0
5 4
5 4 3 2 1 0
5 4
5 4 3 2 1 o
5 4
5 4 3 2 1 0
5 4
5 4
5 4
5 4
5 4
5 4
3 3 3
2 2 2
1 o
1 0
1 o
32
10
32
10
32
10
32
1 o
32
1 0
32
10
32
10
32
10
32
10
32
10
32
10
32
10
32
10
32
10
5 4
5 4
5 4
514
5 4
5 4
5 4
5 4
5 4
5 4
5 4
5 4
5 4
5 4
5 4
5 4
5 4
3 3
2 2
1 o
1 0
32
10
32
10
32
10
32
10
32
1 o
32
1 0
32
10
32
10
32
1 o
32
10
32
10
32
10
32
10
32
10
32
10
Awareness
8-6
Exp
lora
tory
Preparation
1 -12
R.
The instructional program is based upon key occupations
and task analysis.
54
32
10
54
32
10
S.
Instruction is based upon commonalities in each
career education occupational cluster.
54
32
10
5143
210
54
32
10
T.
Programs meet reimbursement criteria.
54
32
10
U.
A current long-range plan is being implemented
in the district.
54
32
10
54
32
10
54
32
10
V,
At least 50 percent of the 11th and 12th grade students
are enrolled in preparation programs.
54
32
10
Assessment of Curriculum
FAAMENT - INDIVIDUALIZED INSTRUCTION
Philosophy - Instruction should be designed to allow each
student to achieve his career goal.
Resources, methodology,
and teachers' efforts need to be combined in
a setting flexible
enough to accommodate students with varied interest, abilities,
and attitudes.
.--.
21
trt
Assessment Criteria
A.
Instructors have been trained in individualized
instruction methods.
54
32
10
54
32
10
54
32
10
B.
An effective system is used to progress each student
individually.
54
32
10
54
32
10
54
32
10
C.
An effective method is used to monitor each student's
progress.
54
32
10
54
32
10
54
32
10
D. A variety of learning experiences are available
for each concept.
54
32
10
54
32
10
54
32
10
E.
Competency levels for each student have been identified
a n d are being utilized.
54
32
10
54
32
10
54
32
10
F.
Remedial and advanced learnings are available as needed.
54
32
10
54
32
10
54
32
10
Assessment of Individualized Instruction
250
Awareness
K-6
Exploratory
Preparation
10-12
6.
ELEMENT - INTERDISCIPLINARY
..
*.
Philosophy - A relationship should exist between all school
subjects taught as each relates to the career goals selected
by the student.
Each discipline plays a vital part in helping
the atulent achieve success in his career interest
area.
Assessment Criteria
A.
Specific areas uithin the curriculum have been identified
as one that could successfully be tFazght using an
interdisciplinary approach.
54
32
10
54
32
10
54
32
10
B.
The school administration and teaching staff implement
the interdisciplinary approach within the school.
54
32
10
54
32
10
54
32
10
Assessment of Interdisciplinary
7.ELEMENT - WORK EXPERIENCE
Philosophy - Students should have the opportunity to experience
work as a part of the educational
program in order to make
sound judgements and decisions about their personal goalsand to
obtain job skills.
Assessment Criteria
A.
A district policy and written gulikelines for work
experience is being utilized.
54
32
10
54
32
10
B.
Cooperative, general, and exploratory work
experience programs are functioning.
54
32
10
54
32
10
C.
Training stations are utilized in relationship to
the instructional program.
54
32
10
54
32
10
D.
Adequate coordination and supervision are provided for.
54
32
10
543
210
E.
Training plans are utilized for each training station.
54
32
10
54
32
10
.Assessment of Work Experience
251
Awareness
K-6
Exploratory
Prep
arat
ion
10-1
28.
ELEMENT
GUIDANCE AND COUNSELING
Philosophy - The guidance program assists each student tomature
in self-underatanding, self-responsibility,
decision-wadne
ability, development of values, and attainment
of the attitudes
and skills required for productive citizenship
in our society.
Assessment Criteria
A.
The district has a effective
career guidance program.
54
32
10
54
32
10
54
32
10
B.
Adequate guidance services
are available to assist each
student in assessing his personal interests,
aptitudes,
and abilities in making a
career choice.
54
32
10
54
32
10
54
32
10
C.
Effective counseling is available, especiallyat the
awareness level.
54
32
10
54
32
10
54
32
10
----
D.
There is a cooperative
appr
oach
bet
wee
nguidance and
.
counseling staff and teachers in application of
.
occupational guidance.
54
32
10
54
32
10
54
32
10
71E.
Adequate assistance is provided to each student
to help
CI
him take the "next step."
54
32
10
54
32
10
54
32
10
to,
F.
A functioning student follow-up
program exists.
G.
Staff members have been prepared in basic guidance
54
32
10
skills.
54
32
10
5 4
32 1 0
5 4
32 1 0
Assessment of Guidance and Counseling
1111
1111
1111
1111
19.
ELEMENT - YOUTH ORGANIZATIONS
Philosophy, - The function of youth organizationsshould center
upon
development of leadership qualities, cooperation,
citizen-
ship, and participation
in h
ome,
school, and commuity activities.
Assessment Criteria
A.
Appropriate youth organizations
are utilized in career
education programs.
54
32
10
54
32
10
B.
Adequate provisions are available for finanles, time,
and adult advisors.
54
32
10
54
32
10
C.
Youth Organizations are utilized in the
career education
program where
com
mon
goa
lsare sought.
54
32
10
54
32
10
Assessment of Youth Organizations
BE
ST C
OPY
AV
AIL
AB
LE
Awareness
E-6
Exploratory
Preparation
10-12
10.
ELEMENT - ARTICULATION
Philosophy - All career educationprograms should be designed
to complement one another
so that each student is able to
pursue his goals with little orno wasted time and effort
caused by gaps or repetition of
curriculum.
-.4
N..
.
k.
Assessment Criteria
A.
The district has a plannedprocedure for progression
of students through the
career education, program, K-12.
5 4 3 2 1 0
5 4 3 2 1 0
5 4 3 2 1 0
B.
The district has a plannedprocedure fortprogression
of students from high school topost-high school.
5 4 3 2 1 0
Assessment of Articulation
...
,
IIIIIIIIIIIIIIII.
11. K
m=
-]31-SKRVICE
Philosophy - The school staff'sknowledge, abilities, and skills
directly affect the quality of
the educational
program.
School
.,,,
boards and administrators
are responsible for understanding the
C)
competencies needed by the staffto operate an updated and
V quality program.
.
Assessment Criteria
A.
An ongoing career education
in-service program has been
established.
5 4 3 2 1 0
5 4 3 2 1 0
5 4 3 2 1 0
B.
Provisions of time and finances
have been made for staff
to attend state and professional
organization sponsored
in-service conferences.
5 4 3 2 1 0
5 4 3 2 1 0
5 4 3 2 1 0
C.
Provisions have been made for
appropriate consultant
help.
5 4 3 2 1 0
5 4 3 2 1 0
5 4 3 2 1 0
Assessment of In-Service
253
Awareness
K-6
Exploratory
7_ 0
Preparation
10-12
12.
ELEMENT - FINANCING
Philosophy - Adequate resources are required to
carry out a
quality career education program consistent with
the school
philosophy and objectives,
Assessment Criteria
A.
Operating budget supports needsam priorities as
established in the long-range plan.
54
32
10
5 4 3 2
10
54
32
10
B.
Administration, instructional staff, and
advisory
personnel operate as a team in developing
the budget.
54
32
10
5 It 3 2
10
54
32
10
C.
Personnel, facilities, supplies, equipment
and
supporting services are adequately
financed to carry
out the career education objectives.
A$
54
32
10
5 4 3 2
10
54
32
10
D.
Financial resources are adequate for
in-service and
"-r-
.curriculum development.
54
32
10
5 4 3 2
10
54
32
10
E.
Provisions for extended contracts
are provided where
1
r,Cn
needed.
F.
Financial resources are available for
transporting
students to community employment sites.
5 5
4 4
3 3
2 2
1 1
0 0
5 4 3 2
5 4 3 2
1 1
0 0
5 5
4 4
3 3
2 2
1 1
0 01"16
G.
Insurance is provided for students involvedin work
experiences and other community activities.
54
32
10
5 4 3 2
10
54
32
10
Assessment of Financing
13,
ELEMENT - RESOURCES, FACILITIES, ANDEQUIMEUT
Philosophy - The facility should provide
a learning
environment for diverse activities consistentwith career
goals.
Equipment and supportive
resources Should be up to
date and representative of the world of
work.
Assessment Criteria
A.
Facilities, equipment, and other resources
necessary to implement career education programs
have been identified.
54
32
10
5 4 3 2
10
543
210
B.
Existing facilities, equipment, and
resources are
adequate to carry out instructional objectives.
54
32
10
5 4 3 2
10
54
32
10
..
Cor
ecir
e
Awareness
K-6
EXploratory
Prepartion
10 -12
C.
Available facilities, equipment,
and resources are
being utilized to their
potential.
D.
Additional facilities, equipment,
and resources
necessary to implement the plannedcareer education
programs have been budgeted for.
E.
Facilities, equipment, and other
resources
available for "hands on"
experiences are compatible
with those in the world of
work.
F.
Advisory personnel
are available for consultingon
the selection of facilitiesand equipment.
5 5 5 5
4 14 4 4
3 3 3 3
2 2 2 2
1 1 1 1
0 0 0 0
5 5 5 5
4 4 4 4
3 3 3 3
2 2 2 2
1 1 1 1
0 0 0 0
5 5 5 5
14 4 4 4
3 3 3 3
2 2 2 2
1 1 1 1
0 0 0 0
Assessment of Resources,
Facilities, and
Equipment.
114. 4-
,
n Cr)
ILJ
ELEMENT - SCHOOL AND COMMUNITY
RELATIONS
Philosophy- Involvement of individuals and organizations
5 5 5
4 4 4
3 3 3
2 2 2
1 1 1
0 0 0
5 5 5
4 4 4
3 3 3
2 2 2
1 0
1 0
1 o
5 5 5
4 4 4
3 3 3
2 2 2
1 1 1
0 0 0
within the community
may
the effectiveness of the
career education program.
Assessment Criteria
A.
There is a functioning public
relations program
utilizing a variety of materials
and methods
B.
Community service is provided
through public use
of facilities, equipment,
and resources.
C.
Provisions are made to
express appreciation to
the community for its
support.
Assessment of School and
Community Relations
255
BE
ST C
OPY
AV
AIL
AB
LE
Awareness
K-6
Exploratory
7_ a
Preparation
10-12
15.
ELEMENT - ASSESSMENT
Philosophy - A career education program should have
a definite
plan for assessment.
Assessment should determine how well the
program is meeting the needs of the individual student, the
community, and the world of work.
Assessment Criteria
.
A.
A written plan to implement assessment of the
career
education programs has been developed.
54
32
1 0
54
32
10
54
32
10
B.
Instruments for the assessment are being utilized.
54
32
1 0
54
32
10
54
32
10
C.
The students, staff, and advisory members
are
involved in the assessment process.
54
32
1 0
54
32
10
54
32
10
D.
There are written provisions for assessment by
persons not employed by the district.'
54
32
1 0
54
32
10
54
32
10
E.
Evidence exists that the assessment results
are
being utilized for improving the career education
,
.
programs.
54
32
1 o
54
32
10
54
32
10
)
an
F.
A written policy exists to assess the
career education
competencies of teachers.
G.
The policy to assess the career education competencies
54
32
1 0
54
32
10
54
32
10
of teachers has been implemented.
54
32
1 0
54
32
10
54
32
10
Assessment of Assessment
16.
ELEMENT - ADMINISTRATION
Philosophy - Administrative leadership and commitment is
required to develop and maintain a quality
career education
program.
Assessment Criteria
A.
A person or persona have been identified and have
been give
the authority and responsibility of
administering the career education program.
54
32
1 0
54
32
10
54
32
10
B.
The board and key administrators have endorsed the
career education program.
54
32
1 0
54
32
10
54
32
10
ontinued
256
Awareness
-6
Exploratory
Preparation
10
-12
C.
Decision makers consider the advice and
recommendation
of advisory committees.
54
32
10
54
32
10
54
32
10
D.
Decision makers utilize the long-range plan
in
detevmining prio-ities and financing
career education
programs.
54
32
10
54
32
10
54
32
10
E.
Administrative structure andprocess allows for the
utilization of input and recommendations
of all staff
levels in dee lion making.
54
32
10
54
32
10
54
32
10
AssessmeAt cf Admini.stration
257
GLOSSARY
Advisory committee:
Assessment:
Career development tasks:
Career guidance:
Community resources, facilities,equipment:
Evaluation;
Individualized instruction:
Interdisciplinary:
Key occupation:
A group, usually from outside the field ofeducation with current and substantialknowledge of jobs and occupations, selectedto provide advice on technical matters forvarious career education programs.
A survey of the present condition of thetotal career education program.
Sequential steps necessary to insure eachstudent orderly progress toward a careergoal. twxamples of career developmenttasks: (a) developing a positive concept,(b) understanding the decision makingprocess, (c) acquiring knowledge and skillsin occupations and work settings.)
That process which affords each student theopportunity to complete his career develop-ment tasks.
Those human and physical assets within thecommunity that provide assistance to theschool in carrying out their educationalprograms.
A process within the system that measureswhether the predetermined objectives of thecareer education programs are being met.
A delivery system that allows each studentto acquire knowledge, skills, and abilitiesin keeping with predetermined objectiveswithout regard to a timeline.
Activities which involve two or moredisciplines that show the relationship andapplication of common competencies.
Occupations that are representative of thecommunity or segments of the labor force inrespect to numbers employed and requiredcompetencies.
Long-range plan:
Staff competencies:
Student outcomes:
Work-Experience:
BEST COPY AWLABLE
259
The career education developmental planthat is required by State law to be filedwith the State Department of Education. Itmust have been approved by the districtschool board prior to submittal to thisagency.
Knowledge, abilities, attitudes, and skillsneeded by the staff to operate a qualitycareer education program.
Pupil performance in terms of predeterminedobjectives.
Activities of a student learner in a workenvironment that are supervised jointlyby the school and the cooperating trainingagency.