Learning related to Academic and Career Guidance Content for Elementary Cycle Three (ACGC)
OCCUPATIONS OF PEOPLE IN HIS/HER COMMUNITY: DEVELOP A DESCRIPTION OF THE OCCUPATIONS OF PEOPLE IN HIS/HER COMMUNITY. Teacher’s Guide Working Document from: Nancy Battet Lester B. Pearson School Board 2017-2018
Occupations
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Property of Lester B. Pearson School Board Working Document Updated: October 2018
Table of Contents Page
1. ACGC Pedagogical Planning Synthesis 3
2. Preamble 4
3. Activating Prior Knowledge 5
4. What do you already know? Who do you know? 7
5. Interviews 9
6. Table #1:KWL Chart 12
7. Table #2:Interesting Occupations 13
8. Oral Presentation Checklist 14
9. Model Invitation for Guests 15
10. List of Books and Videos 16
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Property of Lester B. Pearson School Board Working Document Updated: October 2018
ACGC PEDAGOGICAL PLANNING SYNTHESIS Title: Occupations
Elementary Cycle Three (Year 2, Grade 6)
Student Need AXIS OF KNOWLEDGE
ACGC*
Address students questions about the occupations that exist in their community.
World of work OCCUPATIONS OF PEOPLE IN HIS/HER COMMUNITY: Develop a description of the occupations of people in his/her community.
PEDAGOGICAL APPROACH (approximately 4 hours) RESOURCES
Subject Specific Competencies: English Language Arts: To use language to communicate and learn. Preparation Phase: This learning situation will allow students to describe the occupations of people in the students’ community. Students will partake in classroom discussions. The teacher would touch upon different fields of interest and model the strategy “to describe.” The teacher will have the students call out various occupations. Then the teacher will ask the students to answer, in dyads and in small groups, the following questions: What is an occupation? Is being a volunteer an occupation? Yes or no? Why or why not? Is being a stay-at-home parent an occupation? Yes or no? Why or why not? The teacher will model the learning strategy “to develop.” Competency being developed: To use language to communicate and learn. Realization Phase: The teacher will ask the students to list the names of at least five people in their community with their occupations as well as their place of work. They will also use a table to name various occupations in different categories. Students will interview or research three people/occupations from their community. Prior to the interviews/research, they will complete one column of the KWL chart. They will indicate what they already know about each of the three occupations of the people/occupation they will interview/research. They will also indicate what they would like to learn about the occupations in the second column. The students would explain why they chose to interview/research their guests about their occupations. The students will formulate at least five of their own interview questions for their guests. After completing their interviews/research, they will complete the “L” part of the column. Following the interviews and or research, the students will present their acquired knowledge in an oral presentation. The competencies being developed: To use language to communicate and learn. Integration Phase: The students will have a reflection period to indicate what new information left an impression on them the most and why it left a mark on them. What did they learn about the people in their community and their occupations? What do they know now that they did not know before? How did they use the strategy “to develop”? Why do you think it is helpful, at this time in your life, to learn about the different occupations within your community? Competencies being developed: To use language to communicate and learn.
Student Booklet, Teacher ’s Guide
*Definition of the cognitive strategy: Develop means to reformulate or transform information so that its main characteristics are reflected and expressed in different ways (Ex. paraphrase, formulate examples, make analogies, summarize in own words)
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Property of Lester B. Pearson School Board Working Document Updated: October 2018
Preamble
This learning situation, OCCUPATIONS, may be done on its own as it covers the
content item: OCCUPATIONS OF PEOPLE IN HIS/HER COMMUNITY.
However, it may also be linked with the learning situation named “STUDENTS AT
WORK” which deals STUDENT DUTIES AND WORK METHODS“. “OCCUPATIONS”
may be done before the learning situation “STUDENTS AT WORK” as the students
will be able to make connections from the knowledge acquired in the previous learning
situation and use that knowledge to further their learning within the other content
item.
The learning situation entitled “OCCUPATIONS,” may be done after the learning
situation “Students at Work” as the students may be able to make connections from
the learning acquired in the learning situation and use that knowledge to further
their learning.
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Property of Lester B. Pearson School Board Working Document Updated: October 2018
Part One
Activating Prior Knowledge
Introduction/Preparation (Addressing Students’ Needs): What is the student
need?
Introduction (Think/Pair/Share)
The teacher will state that the questions she is asking will help them understand the
various occupations in the work place of people in their community. The students will
need to describe the occupations of people within their community.
As a starting point, the students draw a table and provide examples of the different
occupations of people within their community. The teacher will have the students
working together in teams to name various occupations as well as answer questions.
Occupations
Career Volunteer
Doctor Parent volunteer in
school
Plumber
Kids:
Caretaker
Students will be asked one question (see below) at a time. Students answer these
questions on sticky notes. (Activating/Retrieving previous knowledge) At first, the
students each think and write down answers in blue. Next, they pair up with a
classmate and they share their ideas. Then they go back to their sheet and they may
add to their previous response (in pencil). Finally, the teacher will ask them to share
their responses with the class. The students will be given time to reflect upon the
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Property of Lester B. Pearson School Board Working Document Updated: October 2018
classroom discussions. They may then go back to their original response and add to
it with a different colour (Acquired knowledge). Students will then reflect upon the
knowledge acquired. The teacher may compile their responses on the Smartboard.
The students may also post it on a poster on the wall in class as they may want to
refer to it at a later time.
Occupations
Questions: What is an occupation? Is being a volunteer an occupation? Why or why
not? Is being a stay-at-home parent an occupation? Why or why not? Name some
occupations and include some trades or vocations.
Occupation: “a person's usual or principal work or business, especially as a means of
earning a living; vocation” (http://www.dictionary.com/browse/occupation?s=t)
Modeling the strategy “to DEVELOP.”
(*At this point, the teacher may refer to the research the students did in the
learning situation entitled “Students at Work” which was related to the content item
dealing with STUDENT DUTIES AND WORK METHODS.)
The teacher may use school staff members’ occupations to develop descriptions of
an occupation. For example, the teacher may mention that the school secretary
works at the school. The teacher may indicate some of the responsibilities the
secretary has as well as some of the tasks. The teacher may also mention what
educational background the secretary has. The teacher may also invite the secretary
to discuss her occupation with the students. The teacher will also the students the
restate the steps taken when formulating a description. Afterwards, the teacher
will ask the students to use their own words to develop a description of the
secretary’s occupation. Once the students have described the secretary’s occupation
in their own words, the teacher will state that they have used the strategy « to
develop. »
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Property of Lester B. Pearson School Board Working Document Updated: October 2018
Part Two:
What do you already know? Who do you know?
The students name some people in his/her community and the occupations they have.
The students would also describe the tasks involved in these people’s occupations.
As mentioned previously, the school secretary can be named as an example, and a
description of some of the tasks the school secretary does on a daily function can
be stated. Then the teacher will ask the students to list the names of at least five
people in their community with their occupations as well as their place of work. In
order for students to describe the occupations of people within their community,
the students would work in dyads or triads when completing the table.
List the names of at least five people in your community, such as your family
members, friends, people in your school, area, local grocery store, etc. Write the
titles of their occupations and name where they work.
Names Occupations Where they work
List some tasks for each occupation: (This would be done for each of the five
occupations provided by the students)
Occupation Task
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After the students have completed the table above, the teacher will refer to the
table with various occupations. These activities will allow the students to see what
they already know about various occupations. (*This table may have been done in
another learning situation with the ACGC dealing with student roles and
responsibility names Students at Work.)
Name some occupations for each field of interest
Field of
Interest
Heath & Medicine Food
Services
Mechanics Fashion &
Design
Skilled
Trades
Arts, Culture,
and
Entertainment
Occupation Title
Name at
least one
duty in this
occupation
Duties
Occupation
Title
Name at
least one
duty in this
occupation
Duties
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Property of Lester B. Pearson School Board Working Document Updated: October 2018
Interviews:
Students will select three people in their community whom they would like to
interview. These guests will allow the students to enrich their knowledge about
occupations. They will have the opportunity to develop a description in their own
words about the different occupations of the people they interviewed. It is up to
the teacher’s discretion whether the guests are invited to the school where the
students can select which guests they would like to learn about, or if the students
can conduct their interviews on an individual basis as an assignment.
Before the students interview their three guests, they will complete, in point form,
one column of the KWL chart. The students will complete the “K” column in this part
of the activity. They will indicate what they already know about that occupation.
They will also indicate what they would like to learn about the occupations in the
second column which is the “W” column.
Students will formulate at least five of their own questions for the
guests/interviews. In grade six, the students are familiar with the process of
creating questions. They will need to use the “5W’s and the How” to formulate their
own questions (Who? What? Where? When? Why? How?) Then, the students will
provide their guest’s answers for each question asked.
After completing their interviews, they will complete the “L” part of the column.
What did they learn about the occupation? What do they know now that they did not
know before about this occupation? The students should use a different coloured
pen for each column.
Finally, the students will have a reflection period to indicate what new information
left the most significant impression on them and why it left a mark on them.
The students will then complete the table and answer the questions.
Guidelines for students:
Allow person being interviewed to introduce him/herself
Allow the person to state his/her title/job/profession
The person being interviewed must indicate his/her educational background
(Vocational Training, College, University, etc.)
Allow person being interviewed to summarize (1-2 minutes) what his/her daily
functions are
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Property of Lester B. Pearson School Board Working Document Updated: October 2018
If possible, allow person being interviewed to demonstrate how he/she uses
his/her tools in their workplace.
Sample Questions Students May ask:
Why did you choose this occupation?
What interests did you have? Did your interests change?
Do you enjoy your job/profession? Why?
How did what you learned in school prepare you for your job?
How did you get this job?
What advice do you have for me as an elementary student?
Who influenced your decision for this career?
What are some of the challenges you face in your profession?
What do you do at work in your job?
What is exciting about your profession?
How is being a student teaching me/getting me prepared for your job?
What essential skills do you use?
The students will present the information they acquired about the various
occupations in an oral presentation which may be done in dyads, small groups,
or to the entire class (see checklist for oral presentation).
Students would evaluate each other based on the checklist. They would be able
to give each other feedback after their presentation. The items in the checklist
should be discussed with the students. Students may write a description of one
of the occupations presented by their classmates.
At the end of the interviews/research, the students will develop descriptions for
two occupations from those they learned about.
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Property of Lester B. Pearson School Board Working Document Updated: October 2018
Note: The students may research occupations about which they would like to
learn more about. In another learning situation about student duties and work
methods entitled “Students at Work,” the students learned about occupations
and compared how their job as a student is similar/different to duties and work
methods observed in the world of work. They may use the information acquired
to add to their knowledge about occupations.
They will also reflect upon what they have heard. They will be given time to answer
the following suggested reflection questions:
1. After having interviewed your guests about their occupations, what new
information left the biggest impression on you? Why?
2. What did you learn about the people in your community and their
occupations?
3. What do you know now that you did not know before?
4. How did you use the strategy “to develop” when learning about occupations?
How was it helpful?
5. How do you think the strategy “to develop” will be useful in other subjects,
such as math?
6. Why do you think it is helpful, at this time in your life, to learn about the
different occupations within your community?
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Property of Lester B. Pearson School Board Working Document Updated: October 2018
Table #1
KWL Chart
What do I already
know?
What do I want to
know/learn?
What have I
learned?
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Property of Lester B. Pearson School Board Working Document Updated: October 2018
Table #2
Interesting Occupations
Complete the table with information you received from the people
you interviewed.
Occupation #1 Occupation #2 Occupation #3
Workplace
Occupation
Duties
Tasks
(Note: Essential Skills Used and Work Methods Used may be added in
another row if the other ACGC learning situation, “Students at Work,”
was completed)
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Property of Lester B. Pearson School Board Working Document Updated: October 2018
Checklist for Oral Component of Learning Situation
Observable Behaviours
Comments Yes No
Suggests ideas, insights/new direction
Builds on ideas
Uses and interprets non-verbal cues
Stays on topic
Uses precise vocabulary to provide key details
Reacts/responds respectfully with his/her peers
*It is suggested that students take part in the creating of the criteria which are included in the checklist.
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Property of Lester B. Pearson School Board Working Document Updated: October 2018
Note: Optional suggestion for teachers who would like to have a career fair or
a career day in their school.
Model Letter/Email for Guest Invitation
This year, the cycle three students are learning about occupations of people in their
community. We would like the students to develop descriptions the occupations of
people in their community. To help facilitate this learning outcome, we would like to
invite several people who currently work in different careers. We would be pleased
and honoured to have you as a guest in our class. Our Occupations Exploration Day
will take place on _______________________ at __________________
Elementary School from _____________ to _________________.
As a guest you would share some information about yourself and your occupation (for
approximately 15-20 minutes) with several small groups of students at a time. You
would introduce yourself, state your title/job/profession, state your educational
background (vocational training, college, university, etc.), summarize what your daily
functions are, demonstrate how you use your tools, and bring pictures/video/posters
of what you do in your job. We would encourage you to state how essential skills are
used within your profession/job, as well as state how elementary school helped you
attain and develop good work habits. (*This sentence may/may not be added
depending on the objective of your learning situation and the ACGC covered in class)
Using questions the students have prepared in advance, following your presentation,
the students would interview you about your occupation.
We are looking forward to meeting you and learning with you!
Please respond by: ____________________________________ to confirm your
presence.
Sincerely, _____________________________
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Property of Lester B. Pearson School Board Working Document Updated: October 2018
List of Books
This list is only a beginning. More titles may be added by perusing your school library, school
board’s library, public library, and the Internet.
Books:
Title Author
A Day in the Life of a Doctor Mary Bowman-Kruhm, Claudine G. Wirths
A Day in the Life of a Police Officer Mary Bowman-Kruhm, Claudine G. Wirths
A Day in the Life of a Firefighter Mary Bowman-Kruhm, Claudine G. Wirths
Career Day Anne Rockwell
Mom And Dad Go To Work! Alessandra Psacharopulo
Rosie Revere, Engineer Andrea Beaty
Construction Zone Hudson
Jobs On A Farm (world Of Farming) Nancy Dickmann
I Want To Be Affirmer Dan Liebman
Fashion Photographer (The Coolest Jobs on
the Planet)
Dallas Justin Rissman Rebecca
Videos
1) Learning about Jobs and Professions for Children Description: Lists different
professions/careers
https://www.youtube.com/watch?v=gaEOhA4W_7w&vl=en
https://alis.alberta.ca/tools-and-resources/videos/
2) Why study math? Description: Different careers that use math
http://www.teachertube.com/video/careers-in-mathematics-66533
http://mathbydesign.thinkport.org/videos/cakedesigner.html
http://mathbydesign.thinkport.org/videos/sculptor.html
3) Non-Traditional Career Paths Description: Character, work ethic, knowledge used
when working in a zoo and other environments.
http://www.teachertube.com/video/zoo-careers-239823
http://www.teachertube.com/video/cte-for-me-non-traditional-career-paths-119857
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