KINDERGARTEN EXPERIENCES
Visiting Highway Patrolman
1. Major concept: All jobs contribute to society.
2. What curriculum areas were incorporated into the experience? How?
a. Language-listening and discussion skills
b. Health and safety-discussion of bike safety
c. Social studies-learning about jobs society creates
3. Objectives to be met:
a. To show how the father of one of the students in the class earns his living, and to demonstrate, through contact, that what he does is important not only to his family and society, but to himself
b. To show the children how this kind of job helps people obey laws
c. To help students become aware of how they can participate in personal safety, bike safety, etc.
d. Children to name one skill a patrolman must have for his job
4. Preparation required (steps or discussions leading into experience):
a. Contacted father, highway patrolman, and explained what the purpose of this visit to the class would be, and scheduled a time.
b. Had continuing discussion with the class of the importance of all jobs to our society, and stimulation of children's curiosity to find out about more jobs.
5. Describe the experience:
Child introduced her father, a highway patrolman, and told the class what she liked best about his job (his hat). He talked about his uniform, duties, and education, and discussed bike safety with the class by reading from a pamphlet he had brought. He then took out small groups to touch, feel, and hear (siren) and answer their questions about his equipment.
6. Resource people used:
a. Officer from highway patrol
b. Career education specialist
7. What other concepts were incorporated into the experience?
a. Increased self-knowledge and knowledge of the world of work
b. Learning education requirements
Visiting the Dentist
1. Major concept: All jobs contribute to a society.
2. What curriculum areas were incorporated into the experience? How?
a. Question and discussion skills-talking with the dentist
b. Cutting and manual manipulation skills-making a book
c. Language-role-playing techniques
d. Dental health-tooth care and brushing, proper diet, snack foods vs. growing foods
3. Objectives to be met:
a. Name one reason they would like to be a dentist, and one reason they would not.
b. Learn dentist's reasons for becoming a dentist.
c. Better understand reasons for tooth care.
d. Reduce fear of going to the dentist.
e. Name three foods which cause decay.
f. Name three foods which are healthful.
4. Preparation required (steps or discussions leading into experience) (the teacher prepared the class through discussion and films):
a. "White Teeth, Bright Teeth" "Visiting the Dentist"
b. Book-text from American Dental Association workbook, brush and toothpaste
c. Large-size samples of dentures and magic toothbrush, toy dental unit for role-playing
5. Describe the experience:
Dentist and his assistant visited the class, arriving with two bags-one which had all the foods which could cause cavities, the other carrying healthful growing foods. They gave the children the opportunity to select from the bags and discuss their choices. Dentist talked about his job, and his assistant about hers. They also gave out pamphlets. One week later, four children visited dentist's office to bring a book the class had constructed. He talked to them, explaining the work he was doing on a patient. Then his assistant showed the students the rest of the office and demonstrated the equipment, allowing the children to handle and manipulate the utensils.
6. Resource people used:
a. Women's dental auxiliary puppet show
b. Dental assistant
c. Dentist
7. What other concepts were incorporated into the experience?
a. Increased self-awareness and knowledge of the world of work
b. Learning of training required for the job
c. Being aware of the contribution of the job to society
d. Naming things they like and do not like about the job
FIRST GRADE EXPERIENCES
Pottery Lab
1. Major concept: It is important to learn about one's self and to learn about the world of work.
2. What curriculum areas were incorporated into the experience? How?
a. Question formulation and listening skills
b. Language-construction of a story chart about what they saw
c. Math-instructor telling of the importance of math in making up the glazes and doing the firing, and giving examples of math problem for the class to solve
3. Objectives to be met:
a. Through visual and tactile senses-experience pottery making on a larger scale (subject matter objective).
b. Name (from experience this time) two ways pottery is made (occupational information objective).
c. Tell about facilities needed (kiln) for its completion (occupational information objective).
d. From watching-tell about how pottery is thrown (concept objective and subject matter objective).
4. Preparation required (steps or discussion leading into experience):
a. This experience was planned in conjunction with the experience of making small pots, in class.
b. Class discussed purpose of pottery class at junior college-as a leisure-time activity and observing difference in hand and wheel method of construction.
c. Teacher made arrangements for first grade to visit an advanced class.
5. Describe the experience:
The class visited the junior college advanced pottery class and had an opportunity to see pottery being thrown and mistakes being made, and to ask questions of the junior college students. They saw clay and pots at different stages of construction and were allowed to handle the clay and bisque pots. Their own teacher-to give them an idea of throwing on a wheel-guided a few children's hands in that experience. He explained the function of the kilns and told how pots are glazed and fired.
6. Resource people used: Junior college pottery instructor
7. What other concept or concepts were incorporated into the experience? Identify pottery as an occupation or leisure-time activity in which the person has had experience and in which he might do well and enjoy.
Visiting Father with Tools
1. Major concept: It is important to learn about one's self and to learn about the world of work.
2. What curriculum areas were incorporated into the experience? How?
a. Dexterity skills-working with hands
b. Spelling-new spelling words from names and uses of tools
3. Objectives to be met:
a. Name five different tools used in construction.
b. Describe two tools and how they are used.
c. Have the opportunity to explore the use of tools, with guidance.
4. Preparation required (steps or discussions leading into experience) :
a. This experience is part of the series to expand awareness of self and world of work.
b. Different types of dwellings and their construction were discussed as a unit in history and geography. In conjunction, the class discussed what types of tools are used in construction.
c. The principal visited the class with a blueprint of the school to show the students the importance of plans in relation to construction.
5. Describe the experience:
A father of one of the students visited the class with his selection of tools to explain and demonstrate their uses. The teacher had on hand various sizes and shapes of scrap wood with which the children were allowed to experiment, using the various tools: hammer, saw, screws, drill, screwdriver, measuring tape, and level.
6. Resource people used: Carpenter
7. What other concept or concepts were incorporated into the experience?
a. Developed self-awareness and increased knowledge of world of work.
b. Skills learned in school relate to those needed for a job.
SECOND GRADE EXPERIENCE
Dog Trainer-Visiting Parent
1. Major concept: Leisure-time activities contribute to personal satisfaction and sometimes develop into paying jobs.
2. What curriculum areas were incorporated into the experience? How?
a. Question and discussion skills
b. Writing and spelling-thank-you note
c. Math-counting, then adding up the different pets the woman had
3. Objectives to be met:
a. Name two reasons why people have hobbies.
b. Name two things an animal raiser/trainer should have for his hobbies-facilities, interest, money, time, etc.
c. Tell what you would like best about raising dogs.
d. Tell what you would like least about raising dogs.
4. Preparation required (steps or discussions leading into experience):
a. Class had visited a pet store as a previous experience.
b. Teacher discussed with class the types of hobbies and what can be gained through hobbies.
c. Children thought of questions they would ask.
d. Class discussed standards of conduct around visitor and animals.
e. Teacher and children made arrangements for a parent/trainer to come to class with animal.
5. Describe the experience:
Woman brought three of her dogs to class, each at a different stage of growth and training. She explained how the family became interested and started raising and showing dogs, beginning as a hobby and becoming a business. She also identified the types of dogs, their care, and the facilities necessary for such a hobby. She showed pictures and trophies from shows and the children asked questions.
6. Resource people used: Dog trainer
7. What other concept or concepts were incorporated into the experience?
a. It is important to like what you do.
b. Leisure-time activities contribute to personal satisfaction.
c. Personal satisfaction is important to career development.
8. Follow up:
Class discussed what they had learned, their own hobbies, and possible future ones, and wrote thank-you notes.
These illustrations are a few of 300 that were developed in one year's time in Sonoma County, California. They are documented here not as models, but as examples of how some teachers have merged the objectives of elementary and career education. Their intent is to stimulate teachers to create their own projects to teach. Teaching subject matter areas through career education make academic subjects more relevant.
