instittition utah state board for vocational education ... · utah state board for vocational...
TRANSCRIPT
ED 106 603
AUTHORTITLE
INSTITTITION
PUB DATENOTEAVAILABLE FROM
DOCUMENT RESUME
CE 003 775
Cottrell, Milford C., Ed.World of Work: Elementary School Career Education:Available Units.Utah State Board for Vocational Education, Salt LakeCity.7495p.; For related documents, see CE 003 776-8World of Work Office, Provo School District, P.O. Box949, Provo, Utah 84601 ($1.25 per unit); Part of thetext printed on colored paper may not reproduceclearly
EDRS PRICE MF-$0.76 HC-$4.43 PLUS POSTAGEDESCRIPTORS *Career Awareness; *Career Education; *Catalogs;
Elementary Education; Integrated Curriculum; LearningActivities; Resource Guides; *Resource Units;*Teacher Developed Materials
IDENTIFIERS *World of Work
ABSTRACTThe Utah World of Work Project focused on career
awareness for elementary children, with the objectives of assistingelementary children to become aware of themselves, their potential,the world about them, and how people function in the working world.The project personnel and teachers developed and field tested unitsof study which could be adopted into the existing curriculum. Eachunit contains sufficient lessons to cover the unit topic; each lessoncontains the maL'or concept to be taught, the objective to be reached,and suggested learning activities, with appropriate resources eitherincluded or suggested. The catalog provides a summary of content andsuggested activities for 92 units now available, organized by gradelevel and coordinated with appropriate curriculum areas and World ofWork Project objectives. These relationships are also presented inchart form, to assist teachers in the selection of units. The catalogsection is followed by an outline of a unit including a samplelesson. A list of project-developed materials for a World of WorkCareer Education Training Program for preservice and inserviceteachers is also included. (SA)
in exploration activities and (particularly during the last
two years) develop entry skills for placement in a post high
school training program or a specialized job. Ideally every
high school student would be placed on the job, in further
education, or in the home as a housewife.
A
I
9
12
411
41P
IIIIIIIP
----
---
,-vIO
1
&&
VD
MO
1.41
----H1
4..
IP'
1'
I1
WORLD OF WORK
A Career Education ProgramFunded by
Vocational Education DivisionThe Office of The Utah State
Superintendent of Public Instructionand by
Provo - Ogden - DavisLogan - Weber
School Districts
World of Work ProgramRay D. Warner, Ed.D.--Director
P 0 Box 949Provo, Utah 84601
1974
Compiled and Edited byMilford C. Cottrell, Ed.D.
TABLE OF CONTENTS
Page
Ordering World of Work Units 1
Career Education Training Program 2
Foreword 3
Career Education . . . ...... 6
World of Work Project . ..... .... . . 10
Unit Catalog 13
Scope and Sequence Chart 15
Homemakers 18
Parents' Work from "A" to "Z" 18
Our School Workers 19
The Five Senses . ....... . . ..... 19
The Dairy Farm ,
21
Hospital 21
House Builders 22
Our Friend the Policeman 22
News to Me 23
Simple Machines 23
Zoo Animals and Workers 24
What Am I Like' 24
The Egg Industry 25
Bicycle Laws and Safety 27
The Dentist 27
The Druggist 28
Concrete and Masonry 28
Fire Department 29
Food Services 29
Post Office Workers 30
Restaurants 30
Small Farmer ....... . . . . . . . . . 31
The Supermarket 31
Is It Good to Be Different? .32
Sounds All Around 32
Hotels and Motels 33
The Bakery 35
Big Machines 35
Community Workers 36
The Optometrist 36
Political Workers--City 37
Yet
What Things Do I Do Best? ., .
The Sheep Industry . . , ....The Telephone .
honey Industry .
The Garbagelnun . . . . .
Clothing . . . . .........Turkey, Industry . . ..... . .
,
Electricity and the Power PlantFood Services ..... .
Fruit' and Grain Farmers . . . . .
Iron and Steel . . . .
.
.
.
,.
.
.
.
,
.
.
.
. .
. .
.
.
.
w
Page
37
38
38
39
39
404043434444
The Nurse . . . J . 45
Nutrition . . . 45
Musical Instruments . . . . . 0 , . 46Political Workers. State and Cpunty . 46
Printing and Graphics . . . . . 0 , 47
Radio and Television 47
Railroads . . .. , s . 48
Surveyor 0 , 48
Transporca!jon , . . . . . . . 49
Water Usage and Conservation . . 49
Weather and Meteorology . . . 50
What Arc My Interests? 50
Veterinarian . . . . . 1 51
The Garment Factory . . . . . . 51
The Plumber . . . .... 52
The Jeweler . 52
Librarian . , . . 53
Manufacturing . , . . 53
Airlines . . .. 0 55
The Barber and the Beautician . . . . 55
Mining . . . . . . . 56
The Carpenter , . . . . , 56
Forest Services . . 57
The Beef Industry . . . . . . 57
The Mechanic . . 58
The Newspaper . . . , . . 58
Office Workers . . . ,. . 59
Political Workers--National . . , 59
The Orthodontist . . . . . 60
Service Station . . . . . . 60
Work through Art . . . , 61
Electronics . . . . . . '-1
Who Am .? 62
ii
From Barter to Banking , . . 0 J
Page
o,-er)
Weights and Measures . . . 63
Recreation . , , 63
The Architect . , , , . 65
The Bank . . 0 0 0 65
The Doctor . 0 . 66The Electrician . _ . 0 0 U . 66
Mechanics and Repair . , , 67
Law Enforcement . 67
The Salesman . e^ e OO 68
The Secretary . - l J 0 ' 68
Aerospace Industry . 69
How Am I Changing? . . 0 U 0 69
Photography -, , V V C V 0 70
Horticolzure -, J 70
Baby Sitting . . ,J: 0 0 71
The Morci:ian 71
A Unit Outline . . . . .72
A Sample Lesson . A J 73
Outline of Grade Level Units 4 , 77
World of Work Objectives . , . , . 81
Index , . . 84
/i
iii6 "f+
ORDERING
WORLD OF WORK UNITS
The World of Work Units as summarized in this bookletcan be ordered from the World of Work Office, Provo SchoolDistrict, P,0 Box 949, Provo, Utah 84601. Unit price is
$1.25 per copy. They may be ordered by code number or byunit title.
The code number was designed to aid in retrieval andconsists of two figures. The first denotes the grade level,and the second, the order in which the units were developed.For example, number 4-3 was the third unit developed for thefourth grade and K-2 was the second unit developed forkindergarten.
In no way should this number be interpreted to showa sequence for use of the units within the grade level.
There are no pre-requisite units within a grade; however,there are pre-requisite units between grades. Fifth gradestudents studying the Electronics unit (5-14) should havethe background from the fourth grade unit Electrical Power(4-1), and sixth grade students using The Electricianshould have studied both 4-1 and 5-14 in preceding years.Units listed as pre-requi3ites are not essential for students,but would be very helpful.
The grade level assigned to each unit is a recommenda-tion by the WOW staff. Each school may move these units toother grade levels as best fits their local situation.
World of Work Filmstrips and Tapes were developed toallow teachers to take students on a simulated field tripwhen such trips are not available. These may also be orderedfrom the World of Work Office at $7.00 for the strip and thetape.
1E .6
Career Education Training Pro ,.-am
A World of Work Career Education '!raining Program foipre-service and in-service teachers has been developed at CtahState University during the last two years: ails mateLiolconsists of seven slide-sound presentations and a book ofscripts and related career information. These slides Hid\ 1,C
purchased or borrowed from the World of Work Project. officc,,or from the Research Coordinating Unit at the State S;.:110o1Office.
The titles of these slide-sound strips arc
I. A Need for Career Education.
II. Introduction to Career Education as Ic Relatesto Vocational Education
III. Myths Related to Vocational Education
IV. Utah's World of Work Program in Calc,.L Ldn_ati,n
V. Goals and Objectives of Ucah's World of Work PFogiam
VI. Exploratory Experiences
VII. Career Education ImplementationHow to Do It
Other materials within the booklet thac are designedto aid in an in-service program are
VIII. Elements and Examples of a Successtul Cnit if Study
IX. Study Field Trip and Community involvement_
X. On Your Own Unit Writing
XI. Resources and supplementary ,I,Aterials--Bibliography for Grade K-6
In-service training may also be obtained by invitinga member of the World of Work staff r,) help district personncl
structure and conduct a training session f(n.' the bcnefit ofschool district personnel.
2
FOREWORD
The speed of change during recent decades has
created a necessity for continuous study of the school
curriculum if students of all ages are expected to under-
stand some basic facts about the world in which they will
spend their growing ani mature years. Certainly the
traditional curriculum of years past regarded AS a complete
course of study--but limited to reading, writing, and compu-
tation--is one that would do present-day students a great
injustice.
It has become the task of the school not only to
teach a given amount of factual material but, perhaps more
complex, to help each student understand himself in the fast
woving world into which he is to become a part. The school
must be concerned about a student's analysis of self in the
society of today and tomorrow. The accurate measurement of
attitudes toward self, toward others, and toward the world
of people remains more elusive than the measurement of
skills and achievement of educational facts, but is an
3
7
extremely important element of personality with which the
schools must have genuine concern.
The history of this nation clearly indicates that
many persons possess intelligence of high quality and have
excelled excellently in academic achievement but have failed
to understand and utilize their own individual powers for
their own welfare and for the society in which they have
lived.
The World of Work program is concerned deep'.y with
the way each student feels about himself and the self poten-
tial he possesses to be used in a constructive way.
It is believed the world of work program largely is
the spinal cord of the social studies curriculum. The social
studies is and must be concerned about people There are
social groups or societies in the animal and insect world.
Sheep and ants are such examples, their social values or
needs never change. The social studies in the schools
fundamentally are concerned about people--not people,
particularly, in the abstract, buc people as performers.
The many things people dc, and why they do as they
do or fail to do is answered in the World of Work program.
People work for different reasons. Some work only to have
a "job" that provides an income with which to pay the cost
744
of food, clothing, shelter, and some recreation in our
society. Others work for the sheer joy of a physical or
mental activity. Still others work C.,r the satisfaction
to self and to others by providing a service or meeting a
need for some one or some group.
Within these recent decades science and technology
have changed greatly the work patterns of people. During
earlier years of this century most people lived in small
rural communities or on farms. All adults and all children
tended to do the same kind of work in order to survive The
family was self sufficient as an economic unit. It not only
raised its own food but likewise it tended to meet all other
needs of this very rural society. Science and technology
then began the great quest for various kinds of power
machinery. The search of science has not only relieved the
race from the single vocation of a rural self-suppoLcing
drudgery but has divided and divided again and again the
kinds of work that people currently do. Science continues
to explore and discover, and engineering technologists end-
lessly use the discoveries and new truth made available by
science to once more divide and redivide the work that people
do in our working world.
CAREER EDUCATION
Career education is a relatively new term attached
to a concept held by some educational leaders of the past.
It is not a new term applied to vocational education. Voca-
tional education is a part of career education but career
education goes beyond vocational education to encompass the
entirety of the school curriculum.
When the number of school dropouts is added to the
number of college dropouts and the number of high school
graduates who are unqualified ror full time employment and
have not the academic skills, desire, or plan to enroll in
college; the number is staggering (about 2.5 million each
year) and comprises about 80 percent of those leaving formal
schooling each year.
Society has conceptually developed a dichotomized
society--those who go to college and those who do not. A
large segment of society looks upon those who do not go to
college as being socially less acceptable than those who do.
In the face of what the future has to offer, society must
change its view.
According to the 1970-1971 edition of the Occupa-
tional Outlook Handbook, during the decades of the 70's
society can expect:
1. The number of professional and technicalworkers will increase by half.
2. Eighty percent or more of all jobs will requirefewer than four years of college.
3. Half or more of the total work force will bewhite collar.
4. Seven out of every ten workers will be inservice jobs.
5. There will be strong demand for such thingsas computer operation, engineers, medicalspecialists, and industrial educationteachers.
6. More than 40 million new workers will enterthe work force.
7. There will be a need for 31,000 engineeringand industrial technicians each year.
8. There will be jobs for about 15,300 newdraftsmen each year.
9. A need for about 20,000 new craftsmen inmetal machine occupations each year.
10. It is estimated that there will be a needfor about 23,000 welders each year.
11. The next ten years will see a need forabout 20,000 new plumbers each year.
State training schools are preparing only half
enough technically trained people to fill the job openings.
7
Others are filled by job seekers with no special training or
skills. At any given time of the year there are a suffi-
cient number of job openings to employ those listed as
unemployed. The problem is that the unemployed do not have
the skills and/or desire to meet: the job entry requirements
of the listed job openings.
The main purpose of Career Education is to prepareall students for successful and rewarding lives byimproving their basis for occupational choice, byfacilitating their acquisitions of occupational skills,by enhancing their educational achievements, by makingeducation more meaningful and relevant to their aspira-tions, and by increasing the real choices they haveamong the many different occupations and training
avenues open to them.Career Education embraces all occupations and
professions ari'i can include individuals of all ageswhether in or out of school.
--Worthington, Assoc. Com. USOE
One of the four models which the U S.O.E, has pro-
moted is the school-based model. This program is a part of
the curriculum of all grades and subject matter areas.
Children in the elementary grades participate in an aware-
ness program where they become aware of themselves, the
world about them, and a selected number of the occupations
and professions. Junior high school students are exposed
to occupational clusters and are expected to explore, some-
what in depth, three or four of the occupational clusters
which most appeal to chem. High school students continue
8
11
in exploration activities and (particularly during the last
two years) develop entry skills for placement in a post high
school training program or a specialized job. Ideally every
high school student would be placed on the job, in further
education, or in the home as a housewife.
CS
9
12
1
WORLD OF WORK
The Utah World of Work Project was first funded in
1971. Its objectives were to assist elementary children
become aware of themselves, their potential, the world about
them, and how people function in the working world. This
program has followed the general pattern which suggests that
elementary children be taught awareness, leaving exploration
and training for the secondary schools.
In order to accomplish the accepted responsibilities,
project personnel in the World of Work Project along with
district personnel were organized into task forces for the
development of units of study which could be adopted into
the existing curriculum. Career education is not viewed as
an add-on to the curriculum but rather as an integral part
of the total curriculum. One of the primary functions of
Career Education is to make the total curriculum relevant to
the goals, needs, and perceptions of the students.
As units were developed they were field tested.
Feedback from the teachers was sought, and units were
revised accordingly. Those participating in the projects
have continued to write and revise units until a total of
10
13
eighty units have been written and field tested. Units
exist for use in most subject matter areas and at all grade
levels.
As the writers began writing a particular unit, they
identified the subject matter and grade level where they
thought the unit would be most appropriate. It is realized,
however, that teachers, facilities, and school districts
differ and that a unit appropriate to a given grade for a
particular teacher in his or her assignment might be more
appropriate at another grade level in a different school or
district. The units have been written so they can be
adapted to different grade levels.
Each unit is written with sufficient lessons to
cover the unit topic. Each lesson contains the major
concept to be taught, the objective, and sufficient learning
experiences to achieve the objective. Resource materials
are included where practical, and where it is impractical
the source from which materials can be obtained is given.
An outline of a unit including a sample lesson is included
in this publication. (See page 72 .)
11
14
The World of Work program is a carefully designed
segment of the curriculum intended to help students of all
ages develop a wholesome opinion of self and an attitude
that enables each person to understand the economics of the
society in which one lives and to more wisely choose a
vocation through which he, too, can become a benefactor to
others.
12
15
UNIT CATALOG
It is suggested that the teacher obtain a unit farenough in advance to order :Urns and filmstrips, arrangefieldtrips and convenient times for resource people to visitclass, and ootain other materials mentioned for use in eachunit
It is also expected chat teachers use their own creativ-ity and perception as they work with these units. Things canbe added to or deleted from the units without negating thebasic concepts presented Thus, no attempt has been made toestimate how much classroom time a unit might require, This
is highly flexible
When using the chart below, it will be necessary to referto page 80 for the list of WOW objectives. These objectivesare our lined to correspond with the coding in the WOW objectivecolumn b. low
te.
cct co
cla M'..,4
-i
:4 qn..
cl% 0Ecl)
Ear - $-4
b0 al ,.1 f--1
al $4 7 0 .-1 i-iP. L C.) 3 P4 .t..
Homemakers 18 K S S. T S-C,WParents' Work from "A" to
"Z" 18 K S S IVa S-C X
Our School Workers 19 K S,S IVb S-C XThe Five Senses 19 K S. Ib S-C S-C XThe Dairy Farm 21 1 H. Ivf S-C S-C X
Hospital 21 i H IVf R-W X
House Builders 22 1 S.S Ie S-C S-C X
Our Friend the Policeman 22 1 S.S, Tr S-W S-C XNews to Me 23 1 S S. Ie S-C X
Simple Machines 23 1 S Ie S-C S-C X
Zoo Animals and Workers 24 1 S IVc S-W X
What Am I Like? 24 1 Ia S-C S-C X
13
1G
Q./
WCu
thM
!tC'
z
O
O
The Egg Industry 25 1 S lib
Bicycle Laws and Safety 27 2 SS
The DEntist 27 2 H Lila
The Druggist 28 2 H IVfConcrete and Masonry 28 2 S IVe
Fire DPpartment 29 2 SS IIIb
Food Scrvicts 29 2 SS IVf
Post Office W-,rkers 30 2 LA IVfRescaulants 30 2 SS IiIa
Smal! Fatmtr 31 2 SS IITa
The Supermark t 31 2 M IVe
Is It G.,cd ti Be Difft-rent? 32 2 to
Sounds All Around 32 2 S IVfHotel:, and M,)tels 33 2 SS IVf
The Bakery 35 3 H IIlb
Big Mac.hinis 35 3 S IIIHCommunity IN.,,kf-rs 36 3 SS Ilia
The OpL,metriit 36 3 H IfPolitical Workers- -City 37 3 SS Ig.
IIIc
What Things Do I Do Best? 37 3 Tb,i
Sheep Industry 38 3 SS lc
The Telephone 38 3 LA Ilia
Honey Indust y 39 3 S Ic
The GarhagLman 39 3 H Ic
Clothing 40 3 SS Ili, ,h
Turkey Industry 40 3 SS Lila
Electricity and thePower Plant 43 4 S IVf
Food Services 43 r PEE IVc.g
Fruit and Grain Farmers 44 4 SS IIIA
Iron and Steel 44 4 SS VAThe Nurse 45 4 H IVh
Nutrition 45 4 H If
Musical Instruments 46 4 A IId
Political Workers, Stateand County 46 4 Si Inf.
13a
17
a
U)
S-C S-C XS-C S-C XS-C S-C XR-C XS-C XS-C S-C XSC S-C XS-C,W S-C XS-C S-C XS-C R-C XS-C S-C XS-C S-C X
S-C XS-C X
R-C,WS-C S-C X
XX
S-C R-CS-C R-C XS-C S-C XS-C S-C XR-C S-C
R-C R-C XS-C S-C X
X
XS-C S-C X
XX
S-C R-C XS-C X
S-C X
S-C S,R-C X
ODcti
(3.4
ctl5-4
L
ct
a,
<
$-4
C.)
T 5
0303
Printing and Graphics 47 4 FA
Radio and Television 47 4 S
Railroads 48 4 SS
Surveyor 48 4 M Ik
Transpurtar.ion 49 4 SS IVc
Water Usage and Conservation 49 4 S IIIc
Weather and Meteorology 50 4 S IVf
What Are Mv Interests? 'ITT 4 Ii
Veterinarian 51 4 S IVc
The Garment Patory 51 4 SS IIIh
The Plumber 52 4 S IVf
The JewFler 52 4 S IIig
Librarian 53 4 LA IVf
Manufacturing 53 4 SS III6
Airlines 55 SS IVh
The Barber and theBeautician 55 5 H If
Mining 56 5 S IIIg
The Carpenter 56 5 M IIIg
Forest Services 57 5 S II Le
The Beef Industry 57 5 H IIIe
The Mechanic 58 5 S IVf
The Newspaper 58 5 LA Ik
Office Workers 59 5 LA IVe
Political Workers -- National 59 5 SS
The Orthodontist 60 5 S IVc
Service Station 60 5 SS IVc
Work through Art 61 5 FA
Electronics 61 5 S
Who Am I? 62 '.5 Ia,i
From Barter to Banking 62 5 M IVf
Weights and Measures 63 5 M IIIc
Recreation 63 5 H IVh
The Architect 64 5 M IVg
The Bank 64 5 M I
The Doctor 66 6 H IVh
The Electrician 66 6 S IVc
14
1.8
S-C X
S-C S-C XX
SC S-C XS-C X
R-C R-C XS-C X
S-C S-C
S-C,W X
S XR -C.W X
S-C XR-C S-C X
S-CS-C
S-LS-C
S-c
S-C
S-C
S-C
XS-C X
XR-C XS-C X
XXXX
S XX
S-C XXX
S-C XS-C X
XXX
S-C XX
A.., ; , .1, ' Repair 67 6 S IVf XLlw Ei.Jorcement 67 6 SS Ig R-C R-C XThe Snlesman 68 6 SS XThe Secretary 68 6 LA IVc XAerospace Industry 69 6 S IVf S-C X
How Am I Changing? 69, 6 Ib S-C XPhotography 70 6 S IIh S-W X
Horticulture 70 6 S IVe,f S-C S-C X
Baby Sitting 71 6 H IkThe Mortician 71 6 H IVf X
*Curr. Area: S S- Social StudiesS ScienceH HealthL.A. Language ArtsM MathP.E. Physical EducationA Arts and Crafts
**Films and Filmstrips:S SuggestedR RequiredC CommercialW World of Work
14a
19
WO
RLD
OF
WO
RK
--
OB
JEC
TIV
ES
AN
D U
NIT
S
Car
eer
Edu
catio
n --
Kin
derg
arte
n th
roug
h S
ixth
One
I Oth
er u
nits
that
dev
elop
the
conc
ept
on a
noth
er g
rade
leve
l ide
ntifi
ed b
ynu
mbe
r on
ly
GR
AD
E
TO
DE
VE
LOP
SE
LF-A
WA
RE
NE
SS
AN
D S
OC
IAL
SK
ILLS
, SU
CH
AS
: PO
SIT
IVE
AT
TIT
UD
ES
, AR
EA
LIS
TIC
SE
LF-C
ON
CE
PT
, AN
DA
RE
SP
EC
T M
R O
TH
ER
S.
TO
BE
AW
AR
E O
F T
HE
DE
CIS
ION
MA
KIN
G P
RO
CE
SS
TH
AT
AF
FE
CT
S M
E A
ND
OT
HE
RS
.
TO
DE
VE
LOP
AN
AW
AR
EN
ES
ST
HA
T W
OR
K E
ST
AB
LIS
HE
SS
OC
IAL
AN
D E
CO
NO
MIC
VA
LUE
S.
TO
DE
VE
LOP
AN
AW
AR
EN
ES
ST
HA
T T
HE
RE
AR
E A
WID
EV
AR
IET
Y O
f CA
RE
ER
S IN
OU
R S
OC
IET
Y.
TO
DE
VE
LOP
AN
AW
AR
EN
ES
ST
HA
T W
OR
KE
RS
PE
RF
OR
MT
HE
IR L
AB
OR
S F
OR
PU
NY
RE
AS
ON
S.
.
KIN
DE
RG
AR
TE
N
SE
LF A
ND
HO
ME
To
resp
ect a
nd a
ccep
t mys
elf
and
the
cont
ribut
ions
that
Im
ake
in m
y ho
me,
cla
ss, a
ndco
mm
unity
.O
ur S
choo
l Wor
kers
The
Fiv
e S
ense
s
To
lear
n th
at I
have
five
sens
es to
hel
p m
e le
arn
and
com
mun
icat
e.T
he F
ive
Sen
ses
To
lear
n to
mak
e fr
iend
s; to
be
cour
teou
s, h
ones
t, an
d co
nsid
-er
ate. T
he F
ive
Sen
ses
Hom
emak
ers
aT
o le
arn
to m
ake
deci
sion
sth
at h
elp
mot
her,
fath
er,
brot
hers
, sis
ters
, and
frie
nds.
The
Fis
e S
ense
s
To
lear
n th
at th
e sc
hool
s ne
edm
any
wor
kers
to a
ccom
plis
hth
eir
purp
oses
.O
ur S
choo
l Wor
kers
To
lear
n th
at e
ach
care
erha
s its
ow
n pa
rtic
ular
adva
ntag
es a
nd d
isad
vant
eges
.M
y P
aren
t's W
ork
Fro
m A
-Z
Hom
emak
ers
To
lear
n th
at p
aren
ts h
ave
man
y ki
nds
of jo
bs.
My
Par
ent's
Wor
k F
rom
A-Z
To
lear
n th
at th
ere
are
man
yki
nds
of lo
bs in
our
sch
ool.
Our
Sch
ool W
orke
rsM
y P
aren
t's M
ark
Fro
m A
-2
Hom
emak
ers
FIR
ST
FA
MIL
Y A
ND
HO
NE
To
lear
n th
at I
need
to g
ain
know
ledg
e an
d de
velo
p sk
ills
to p
erio
rm c
erta
in ta
sks
Inm
y ho
me,
sch
ool,
and
com
-m
unity
.O
ur S
choo
l Wor
kers
Our
Frie
nd T
he P
olic
eman
*Uni
ts N
o. 2
-6, 3
- ?
. 4-2
,5-
4, 5
-11,
6-2
.
To
lear
n w
hat I
om
lib,
Wha
t Am
I Li
ke?
New
s T
o M
elio
useb
uild
ers
To
cons
ider
wha
t kin
d of
aw
orke
r I w
ould
like
b b
e.W
hat A
m I
Like
?O
ur F
riss!
The
Pol
icem
enN
ews
To
fee
To
lear
n th
at w
orke
rs d
epen
dup
on o
ne b
othe
r.O
ur F
riend
The
Pol
icem
en'W
ats
No.
K-2
, 24,
24,
3-1
,3-
9, 4
4, 4
-14,
5-4
, 5-7
. 64.
The
'Miry
Far
mlle
spite
l Wor
kers
Hou
sinu
lkew
sN
ews
To
Me
Sim
ple
Mec
hine
sZ
oo W
orke
rs
The
Egg
Indu
stry
To
lear
n th
at li
ly te
ther
, my
ambe
r. e
nd m
y br
othe
rs,
sist
ers.
end
I ar
e w
orke
rsin
the
hom
e.W
hat A
m I
Like
?T
he D
airy
For
mH
ospi
tal W
srlo
ws
lious
ebul
lder
sO
ur F
riend
The
Pol
icem
enN
ews
To
Me
Sim
ple
Mac
hine
sbe
Wor
kers
The
ta In
dust
ry
To
achi
eve
scen
es*
Mill
ite,
that
is, a
impb
b te
ed, s
helte
r,an
d M
atin
g,T
he D
airy
Fer
oU
nits
No.
K2,
K-3
. 2-3
,2-
4, 2
4, 2
10.
The
Dei
ry F
orm
Hen
an W
orke
rslio
usin
uild
ers
Our
Frie
nd T
he P
olic
eman
New
s T
o N
a
Sim
ple
Mac
hine
sZ
oo W
orke
rsT
he E
gg In
dust
ry
WO
RLD
OF
WO
RK
OB
JEC
TIV
ES
AN
D U
NIT
S a
ge 2
1I
NE
IGH
BO
RH
OO
D
SE
CO
ND
NE
IGH
BO
RH
OO
DA
ND
CO
MM
UN
ITY
To
resp
ect h
ie c
ontr
ibut
ions
mad
e by
all
indi
vidu
als.
The
Fire
Dep
artm
ent
the
Sm
all F
orm
erT
he S
uper
mar
ket
The
Den
tist
The
Dru
ggis
tP
ost O
ffice
Wor
kers
-uni
ts N
o. K
-2, K
-3,
1-7,
2-9
, 3-5
, 3-9
, 3-1
0, 4
-14,
6-2,
6-6
.T
o le
arn
that
no
two
peop
le o
reex
actly
alik
e.Is
It G
oad
To
Be
Diff
eren
t?
To
lear
n to
sho
w r
espe
ct a
ndco
nsid
erat
ion
for
othe
rs a
ndth
eir
prop
erty
.Is
It G
ood
To
Be
Diff
eren
t?S
ound
s A
ll A
roun
dH
otel
s 4
Mot
els
To
Wor
n th
at th
ere
Is a
relo
tions
hio
betw
een
the
supp
lyof
wor
kers
and
the
dem
and
for
them
.Is
It G
ood
To
Be
Diff
eren
t?C
oncr
ete
4 M
ason
ryS
ound
s A
ll A
roun
d
1.T
o le
arn
that
wor
k de
velo
psre
spon
sibl
e ci
tizen
ship
.T
he D
entis
tT
he D
rugg
ist
The
Sm
all F
orm
er-U
nits
No.
K-2
, K-3
. 3-7
. I-I
.4-
14, 5
-10.
512
, 6-3
, 6-6
.
Bic
ycle
Lea
s c
Saf
ety
Foo
l Ser
vice
sR
esta
uran
tsS
uper
mar
ket
Sou
nds
All
Aro
und
Hot
els
s M
otel
s
To
law
n th
at th
ere
are
man
yA
s in
the
com
mun
ity.
The
Fire
Dep
ortm
ent
The
Sm
all F
arm
erT
he S
uper
mar
ket
Res
taur
ant W
orke
rsT
he D
entis
tT
ne D
rugg
ist
Pos
t Offi
ce W
orke
rsU
nits
No.
I-I,
1-4,
1.7
, 1-9
,3-
3, 3
-7. 5
-5. 6
-6
Sou
nds
All
Aro
und
Con
cret
e 6
Mas
onry
Bic
ycle
Low
s 6
Saf
ety
Res
taur
ants
Sup
erm
arke
tJa
tels
6 M
otel
s
To
cont
ribut
e ec
onom
ical
ly a
ndso
cial
ly to
the
soci
ety
in w
hich
they
live
The
Fire
Dep
ortm
ent
The
Sm
all f
arm
erT
he S
uper
mar
ket
Res
taur
ant W
orke
rsT
he D
entis
tT
he D
rugg
ist
Pos
t Offi
ce W
orke
rsU
nits
No.
K -
3,-9
, 3-5
,3-
7. 4
-14,
5-k
), 6
-2.
Sou
nds
All
Aro
und
Con
cret
e 6
Mas
onry
Fee
l Ser
vice
sR
esta
uran
tsS
up/r
anci
dH
otel
s s
Mot
els
TH
IRD
CIT
IES
To
lear
n w
hich
thin
gs I
dobe
st a
nd w
hich
thin
gs I
con
deve
lop.
Wha
t Thi
n1-
Do
I Oa
flext
7
To
lear
n th
at I
affe
ct o
ther
san
d ot
hers
affe
ct m
eW
hat T
hing
s D
o I D
o B
est?
The
Gor
booe
man
Com
plex
Mac
hine
s
To
lear
n th
at m
ay p
aren
ts c
onhe
lp m
e m
ake
deci
sion
s.W
hat T
hugs
Do
I Do
Bes
t?
To
iden
tify
the
basi
c st
eps
inth
e de
cisi
on m
akin
g pr
oces
s-id
entif
ying
and
ana
lyzi
ng th
epr
oule
m, d
eter
min
ing
poss
ible
solu
tions
, exp
erim
entin
g. e
valu
-at
ing,
and
mol
ting
need
edch
ange
s.T
he T
elep
hone
Pol
itica
l Wor
kers
City
Uni
t No.
4-14
, 5-2
.
The
Gar
boge
mon
The
Bak
ery
To
lean
that
wor
kers
and
The
publ
ic b
enef
it w
hen
wor
kers
give
on
hone
st d
ay's
wor
k fo
ron
hon
est d
ay's
pay
.
To
unde
rsta
nd a
nd s
uppo
rtso
cial
and
eco
nom
ic to
ws
wni
ch g
over
n an
d be
nefit
soci
ety. Pol
itica
l Wor
kers
,- C
ityU
nits
No.
K-2
, 2-3
, 3.5
, 4-8
,4-
21, 5
-1, 5
-10,
6-2
, 6-6
.
The
Nar
yT
he S
heep
Indu
stry
Coa
sts
Mac
hine
sT
he O
ptom
etris
tT
he T
urke
y In
dust
ry
To
ampe
re s
imila
ritie
s of
Voc
alca
reer
s to
car
eers
in g
ener
al.
To
Mor
n M
at th
ere
are
clus
ters
or lo
mill
es o
f rel
ated
occ
upat
ions
.P
oliti
cal W
orke
rs -
- C
ityU
nits
No.
1-4
, 2-3
, 2-4
, 3-9
,4.
5, .
-l$, 6
-3, 6
-6.
To
uorn
that
ther
e or
e m
any
wor
kers
in th
e la
rger
citi
es.
Han
ey In
dust
ryIn
a B
aker
yC
ompt
es M
achi
nes
The
Opt
omet
rist
The
Tur
key
Indu
stry
To
prov
ide
them
selv
es w
ithec
onom
ic m
eans
for
deve
lopi
ngta
lent
s. p
ursu
ing
educ
atio
nal
and
recr
eatio
nal g
oals
, and
usin
g le
isur
e tim
e w
isel
y.T
he O
ptom
etris
tT
he B
aker
yT
he T
.*u
nits
NO
.Per
, K-3
, 2-3
,3-
9, 4
.5, 4
1-0,
4-2
1, 5
-2, 5
-5,
frA
e G
area
wer
non
The
Bak
ery
The
Opt
omet
rist
The
Tur
key
Indu
stry
The
Clo
thin
g In
dust
ry
FO
UR
TH
CO
UN
TY
AN
DS
TA
TE
To
resp
ect t
he p
rope
rty
ofin
divi
dual
s, b
usin
esse
s, a
ndth
e pu
blic
. suc
h os
: pan
ts,
licen
ses,
teal
s, m
achi
nes,
and
build
ings
.P
oliti
cal W
orke
rs -
- S
tate
And
Cou
nty
Wat
er U
sage
And
Con
serv
atio
n'U
nits
No.
K -
), 2
-11.
3-1
0, 4
-20,
4.21
, 5, 6
-6.
To
lear
n th
at h
obbi
es in
dica
tepo
ssib
le c
aree
r ch
oice
s, a
nJin
dica
te li
kes
and
disl
ikes
.W
hat A
re M
y In
tere
sts?
To
lear
n th
at it
is im
port
ant
to c
omm
unic
ate
wel
l.
Wha
t Are
My
Inte
rest
s?T
he P
lum
ber
To
begi
n lo
look
at m
y st
reng
ths
and
wea
knes
ses,
inte
rest
s,ta
lent
s.so
that
I co
n m
ake
real
istic
prog
ress
and
cho
ices
.W
hat A
re M
y In
tere
sts?
To
lear
n th
e im
port
ance
of
o he
alth
y m
ini a
nd b
ody.
Nut
ritio
nF
ruit
and
Gro
in F
arm
ers
The
Nur
seR
oilro
tas
The
Plu
eite
er
To
lear
n th
at m
en n
ee. l
e be
wer
e of
the
ovei
lialll
ty a
tna
tura
l res
ourc
es a
nd w
ort(
toco
nser
ve th
em.
Wat
er U
sap
And
Cen
serw
Nen
'Uni
ts N
o.1-
1, 5
-5.
To
lear
n th
at w
orke
rs M
ust b
eca
refu
l and
acc
urat
e in
thei
rw
ork. R
adio
c T
etim
isiti
nT
he S
urve
yor
Prin
tings
Gra
phic
sT
he N
urse
Nut
ritio
nT
he V
derin
erle
nT
he C
loth
ing
Indu
stry
Men
ulec
turim
jT
he G
erm
an. F
act r
y
To
be a
we
that
the
wor
ker
func
-tio
ns w
ith o
ne o
r m
ore
of th
e M
-A
W,"
pew
it an
imal
s, M
onis
. dat
e,pr
oduc
ts, s
ervi
ces,
or
idea
s.W
hat A
re M
y In
tere
sts?
Wat
er U
m"
And
Con
serv
atio
nW
eath
er A
nd in
eleo
reliw
The
Nur
seF
ool S
ervi
ces
Trir
tspe
ristio
nP
eitc
el W
orke
rsS
iele
. And
The
Vel
yine
rien
Cou
nty
'Uni
ts N
or. K
-21-
1,24
, 2-S
, 241
, 3-1
, 4*
4-11
,
Tor
hor
n *M
I "sa
ws
ors
ness
elin
iM h
ew. c
omew
illy,
cou
nt/.
MI M
t.M
IMI W
ows
-- C
ity, S
lob
AM
Coo
t_ o
d M
OO
To
gain
sat
isfa
ctio
n to
r a
als
web
i do
ne.
Rai
lroad
sW
eath
er A
nd S
elso
rolo
yiT
M N
urse
Foo
d S
ervi
ces
Tra
nspo
rtat
ion
liMts
No.
K-2
, IT
. 3-1
, 44,
4-11
, 4-2
1, 5
-4, 5
-8, 6
4.
Prin
tings
&si
ftsE
lect
roni
csM
usic
al In
stru
men
tsF
9110
Ser
vice
sF
ruits
Gro
in F
flret
ers
1111
1111
118S
Tre
nspe
rtel
ien
Mei
elW
alif
The
num
ber
WO
RLD
Of
01IN
CIN
ES
AN
D U
NIT
S D
ees
31
FIF
TH
UN
ITE
D S
TA
TE
Ssf
ifi T
HE
AM
ER
ICA
N
CIV
ILIZ
AT
ION
To
lear
n th
at I
om s
omeb
ody
spec
i41.
Who
Am
I?
To
Wor
n th
at m
y w
ork
habi
ts.
in s
choo
l and
out
Of s
choo
l.or
e im
port
ant n
ow a
nd in
the
futu
re.
Who
Am
I?
TO
be
mor
e th
at th
ere
are
both
wai
tive
and
nega
tive
influ
ence
s.P
oliti
cal W
orke
rs -
Nat
iona
l*U
nits
No.
3-T
, 4-1
, 444
,5-
5. 5
-8, 6
-6.
Offi
ce W
orke
rsT
he A
irlin
e In
dust
ryT
he O
rtho
dont
ist
To
lear
n P
M in
the
sort
. of
nark
. spe
cial
rol
es a
re M
eted
by th
e m
od s
cien
ces.
the
soci
alsc
ienc
es. t
he a
rts
end
hu-
mam
bas.
and
the
Isch
nolo
wof
com
mun
icat
ion.
Hon
Am
I C
hang
ing?
To
begi
n to
det
erm
ine
my
need
s, m
ints
. and
luxu
ries.
Offi
ce W
orke
rsT
he A
irlin
e In
dust
ryT
he O
rtha
ketis
tT
he S
ervi
ce S
lebe
nW
eigh
ts e
Mea
sure
s
To
Mor
n th
at th
e A
mer
ktri
del,
Urb
an w
W e
cono
my/
ere
hig
hly
spec
ializ
ed.
Who
Am
I?
To
Mor
n th
at s
ock
cont
ribut
es lo
the
unifi
catio
n of
the
nobo
n.P
oliti
cal W
orke
rs -
Not
ion.
'
To
loan
that
men
use
raw
mol
erio
ts lo
mak
e fin
ishe
dpr
cduc
ts.
To
Law
n m
at m
en u
se th
eas
sem
bly
line
met
hod
and
mai
mW
I:Wow
in th
e pr
oduc
tion
proc
ess.
The
Ber
ber
s T
he il
eoul
idan
Fro
m B
eier
b Ig
nitin
gT
he k
W In
dust
ryMining
To
lain
that
sob
s m
ay c
on-
Onu
s. c
hew
. dis
apP
kw. o
f be
crea
ted. Pol
itica
l Wor
kers
- N
atio
nal
The
Ser
vice
Sta
tion
fore
st S
ervi
ces
The
Mec
honK
TC
arpe
nter
he unds
No.
K-3
, 1-1
. 2-6
.3-
7,41
). 5
-5. 6
-5.
The
fled
Indu
stry
Offi
ce W
orke
rsT
he k
not s
fhe
Sea
utic
ion
The
Airl
ine
Iniu
stry
For
est S
ervi
ces
The
Mec
honk
The
New
spap
erO
rtha
iont
isi
Ele
ctric
al P
ower
Min
ing
To
prov
ide
the
rare
st a
nd h
isfa
mily
etth
the
thin
gs le
yne
ed a
s th
ey p
rogr
ess
thro
ugh
hie.
The
Bee
f Ind
ustr
yT
he C
arpe
nter
The
Mec
hani
cF
ores
t Ser
vice
sT
he S
ervi
ce S
tOei
On
unit
No.
K -
2
use
of le
isur
e tim
e.R
ecre
atio
nT
he B
arbe
r %
the
beau
ticia
nfo
rest
Ser
vice
sT
he M
echa
nic
The
New
spap
erT
he S
ervi
ce S
tatio
nE
lect
rical
Pow
erw
eigh
ts I
Mea
sure
sM
inin
g
SIX
TH
MA
N IN
HIS
WO
RLD
EN
VIR
ON
ME
NT
A
To
lear
n th
at d
igni
ty a
nd s
ods-
fodi
on e
re to
be
gain
ed th
roug
hho
nest
sor
e,te
m A
m I
Cha
ngin
g?
I am
crin
ging
, bei
ng n
ObI
lwiM
ilby
som
e th
ings
, and
mat
urin
g.H
ow A
m I
Cha
ngin
g?
To
lear
n th
at =
met
ing
resp
on-
sibi
lity
for
iwy
actio
ns is
impo
rtan
t in
my
rbet
ions
hip
with
oth
ers.
The
San
kT
he N
ewsp
aper
Lea
Enf
orce
men
t'U
nits
No.
3-T
, 5-I
0.
Bat
ry-S
ittin
g
To
lear
n th
at I
will
ben
efit
by u
ngge
ssen
ging
our
eco
nom
y/.
To
Mor
n th
at id
ols
ore
impO
rdin
i.H
ow A
m I
Chi
min
g?T
he D
ecei
tT
he S
ecre
tory
Aer
ospa
ce In
dust
ryT
he k
brild
res
eatr
i-Si O
ng
To
beco
me
wer
e 04
the
tow
of
sup*
and
dem
ob' e
nd h
aw it
may
effe
ct o
ur li
ves.
The
Ban
k
To
torn
that
Offe
rer*
kin
ds o
fO
M e
lect
thei
r ba
st s
cone
mk.
erel
rec
reet
iono
l life
.P
ollik
el W
orke
rs -
City
TM
Opt
omet
rist
The
Wea
ryT
:.. T
elep
hone
'uni
ts N
or K
-2. 2
-6.2
-0,
3-44
5, 5
5. S
i, 54
, 6-3
,fr
ifT
he'A
rchl
eme
The
fife
reci
en
FT
War
iliT
ti
To
On
prid
e en
d di
gnity
from
thei
r m
irkLe
e E
nfor
cem
ent
The
New
spee
r*W
its N
o. K
-2, I
-4, 2
-6, 3
-5.
Hor
ticul
ture
The
Doc
tor
The
Ele
ctrk
ion
The
Sec
reto
ryA
eres
pece
Indu
stry
The
Wee
nier
The
libr
icie
nP
holV
IIKIY
To
lear
n th
at th
e di
ffere
nt k
inds
of o
ccup
atio
ns r
equi
re d
iffer
ent
limos
of p
repa
ratio
n,:o
re E
nfor
cem
ent
The
San
kT
he N
ewsp
oWT
ne 0
000,
Uni
ts M
n. K
-2, 2
-11,
3 -
10.
e-14
, 5-5
, 5-4
1, 6
-3, 6
-2.
To
lear
n th
at w
ort I
s ,e
orlil
lielli
e.H
ow A
m I
Cha
ngin
g?T
he S
ecre
lery
AM
PS
= In
dust
ryT
he C
arpe
nter
Die
Mer
iden
Pel
dellm
Ort
WiN
eD O
f WO
KIS
Wed
le N
orth
P.O
. Doe
file
ffeek
UN
A
Kindergarten
23
HOMEMAKERS K-1
SUMMARY: Children discuss a variety of jobs and thenfocus on the homemaker and how important this job is. Theystudy the tools, responsibilities and long hours involved inbeing a successful homemaker, talk about homemakers who arenot mothers, and look for ways family members can aid thehomemaker.
S'JGGFSTED ACTIVITIES: Students compile a book about home-makers from WOW worksheets and their own drawings andmagazine cut outs. They visit a homemaker "on the job,"use a clock to discuss different things homemakers dothroughout the day and give two puppet plays.
PARENTS' WORK FROM "A" TO "Z" K-2
SUMMARY: This unit is a basic introduction to the "World ofWork" program. The students discuss the importance of theirparents' work and are introduced to different workers in thecommunity. They.are encouraged to do their share of the workat home. The process of earning and spending money isexperienced. The class learns the importance of good manners,grooming, and language when applying for a job.
SUGGESTED ACTIVITIES: A scroll movie is made. Each child'sparent is invited to visit school and discuss his work. Thechildren help write original poems which are compiled intobooklet form. A WOW flannelboard story, "Fetch and Carry,"is presented. The students make stick puppets and partici-pate in a "School Yard Clean-up."
18
24/ f)
OUR SCHOOL WORKERS K-3
SUMMARY, Children meet with and discuss the responsibilitiesof the principal, secretary, custodian. school lunch workers,nurse, teacher, librarian and vulunteer workers in their ownschool. They also discuss hou the boys and girls can begood school helpers.
SUGGESTED ACTIVITIES icudencs role play the secretaryanswering the phone; visit the lunchroom as a meal is beingprepared; create and sing verses to "Here We Go 'Round theMulberry Bush;" and record height, weight and health habitsand role play being safety guards.
THE 5E-NcES K-4
SUMMARY: The students learn to appreciate the value oftheir eyes, ears, nose, t.inguE, tht sense of touch, and howthey assist in the learning process, The effct of the fivesenses upon job occupations is analyzed. The studentsbecome familiar with jobs that deal direly with one of thefive senses. This unit also includes several lessons ondecision making and goal selec-ion.
SUGGESTED ACTIVITIES A teacher of the blind visits classand discusses her work. The students participate in severalscientific experiments related to sound. They develop arhythm band and Examine the braille alphabet, The studentscreate with play-dough and fingerpaints. They take theP.T.C. chemical test for taste and participate in a tastingparty. A behavior modification chart is made by each child.
19
26
THE DAIRY FARM 1-1
SUMMARY: The students learn about the dairy farmer,veterinarian, sanitation worker, milk truck driver, dairyprocessing plant and delivery milkman, and the work they doin bringing milk from the farm to the family.
SUGGESTED ACTIVITIES: A mother is invited to bring herbaby to school and feed him breakfast. A fieldtrip is takento a dairy farm. The conversation between the farmer andstudents is recorded. The students draw a mural of a dairyfarm. Resource people are invited to visit class. Thestudents make small milk trucks. They participate in adairy foods tasting party and make their own ice cream.
HOSPITAL 1-2
N$,
UMMARY: The hospital is shown as a "city within itself"where many workers function together for the good of thepatients. These workers include administrative andmaintenance personnel as well as doctors and nurses.Special sections highlight the dietician, volunteers,technicians and physical therapist.
SUGGESTED ACTIVITIES: Students are involved in preparingwell balanced meals using basic food charts, and in settinga table properly. They look at blood samples through amicroscope, do posture exercises, and visit variousdepartments of a hospital to better understand certainjobs.
21
28
HOUSE BUILDERS 1-3
SUMMARY: The students study different types of houses.They discuss why houses are necessary and how the buildingindustry helps the community. The class is introduced tothe industrial arcs room and becomes acquainted with shoprules and procedures. The work of an architect, contractor,big machine operator, concrete finisher, carpenter, plumber,electrician, painter, and brickmason is studied. Thestudents become acquainted with simple carpentry tools.
SUGGESTED ACTIVITIES: Plans are made to construct a replicaof a house. The class takes a tour of an industrial artsroom. Resource people are invited to class. Students studyold blueprints and draw their own houseplans. A fieldtripis taken to a site where a house is being built. The classmakes a concrete form and mixes their own concrete. Thestudents experiment with some simple carpentry tools. Adisplay of plumbers' pipes and pipe fittings is prepared.
OUR FRIEND THE POLICEMAN 1-4
UMMARY! The students study the different ways a policemanhelps to make our community a safe place in which to live.The five kinds of traffic signs are shown and explained.The students discuss the importance of identificationinformation when in trouble. They learn how to recognizea policeman's uniform.
SUGGESTED ACTIVITIES: The children help write a policemanskit and make puppets. They color traffic signs and make atraffic signal box of their own. The class makes a map oftheir neighborhood and places signs and signals in appropri-ate places to insure safety. Each student fills out anidentification sheet and learns how to call the policestation. The class visits a police station and observes thedifferent people at work.
22
29
NEWS TO ME 1-5
SUMMARY: The various sections of a newspaper help peopleknow about things that happen all over the world. Theresponsibilities, advantages, and disadvantages of beinga newspaper boy are studied. The difference between acorner newsboy and a delivery route newsboy are discussed.The duties of a newspaper distributor and circulationmanager are explored.
SUGGESTED ACTIVITIES: The students cut out differentnewspaper articles and categorize them into appropriatesections. The flannelboard story, "Don Larson," ispresented. A newsboy visits class and discusses his work.The students play a newspaper "Charades" game. The classprints their own newspaper and sells it to other schoolmembers.
SIMPLE MACHINES 1-6
SUMMARY. Students look at many simple machines to see howthey help us do work, and which ones are used at school, athome, and in various occupations. The lever, wheel, gear,inclined plane, screw, wedge and pulley are examined byexperimentation to see how they work, and determine theirsources of energy.
SUGGESTED ACTIVITIES: Students prepare a bulletin boardshowing how wheels are used for fun and how they help dowork. They do various tasks with and without machines tocompare the difference in ease and speed. Instructions aregiven for making a model wagon and for using a pulley tomake an elevator in a playhouse.
23
30/31
ZOO ANIMALS AND WORKERS 1-7
SUMMARY. The zoo unit recognizes that there are very fewzoo workers in the state, but (1) because units on zoos andzoo animals are commonly taught in the primary grades and(2) because zoo workers develop or have work attitudes thatare common to many jobs, this WOW unit will be beneficial tostudents in the primary grades. Topics of special interestin the unit include: (1) purpose and description of a zoo;(2) workers at zoos such as directors, curators, keepers,foremen, commissarians, and veterinarians; (3) worker atti-tudes; (4) obtaining zoo animals; (5) zoo animals; (6) pro-viding zoo animals with a proper environment; (7) providingzoo animals with proper food; (8) part time and summer workat a zoo; and (9) financial responsibilities of keeping azoo.
SUGGESTED ACTIVITIES: The students build zoo displays andmake animal drawings The WOW filmstrip, "A Trip to HogleZoo," accompanies the unit.
WHAT AM I LIKE? 1-8
SUMMARY: The purpose of this unit is to instill within eachstudent the knowledge that he is a worthwhile individualwith the potential of becoming a productive member ofsociety. The students investigate themselves as individuals,how they grow and change, how they are different from others,and how they are important individuals. Their relationshipto family and friends is analyzed. The importance of schooltraining is discussed.
SUGGESTED ACTIVITIES. Each student brings a picture of h!.sfamily to class. Dances and songs from other countries aretaught. Each child makes a time-line of the importantevents in his life. The class participates in a "Make aNew Friend" day.
24
t12
THE ECC ;NDUSTRY 1-9
SUMMARY: The students discover how chickens are produced onfarms or in hatcheries. They learn to associate the termshen, rooster, chick, pullet, cockerel, brood and flock withthe prc?er type of chickens. Different breeds of chickensare identified. The various parts of an egg are examined.The class discusses types of food and other items that areproduced by chickens. The children are made aware of themany workers who depend upon the egg business for their work.
SUGGESTED ACTIVITIES: Arrangements are made to visit ahatchery or an egg farm. The class hatches some eggs intheir own incubator. A reading center, with focus on eggsand chickens, is created. The students examine a real eggand learn how a new baby chick grows and develops. Theclass prepares a simple breakfast They dye and decorateEaster eggs.
25
2
BinCLE LAWS AND SAFETY 2-1
SUMMARY: Students learn the safety of following rules andtraffic signs, keeping their bicycles in good repair and notshowing off. They find out hots co buy the proper bike andhow to keep it. They see the part that bicycle dealers andrepairmen and policemen play in bicycle safety.
SUGGESTED ACTIVITIES: Organizing a bicycle field day,conducting safety inspections and devising traffic testshelp students insure bicycle safety. They also participatein choosing safe routes for travel and various games andworksheets using traffic signals, signs and rules.
THE DENTIST 2-2
SUMMARY: The students become acquainted with the dentist,iris assistants, and their jobs. They learn how our teethaffect our appearance, speech and digestion. The differ-ence between primary and secondary teeth is discussed. Thestudents learn the function of incisors, cuspids and molars.The proper brushing procedure is demonstrated. The class isshown the process of tooth decay.
SUGGESTED ACTIVITIES: "..he class visits a dental office.They observe teeth of different animals, X-rays of teeth,and models of teeth. They learn how to make their own toothpowder and practice brushing their teeth correctly. Theflannelboard story, "Lacti," is told. A classroom "bunnyparty" is prepared and enjoyed.
27
Pr)
THE DRUGGIST 2-3
SUMMARY: The students learn that the druggist preparesmedicine prescribed by a doctor. The special language ofa pharmacist is discussed and a prescription label isexamined. The students are encouraged to make sure thedrugs in their home are stord safely. They become familiarwith the commodities in a drug store. The class discussesthe different job opportunities in a pharmacy. The job ofa pharmacist today is compared to an apothecary of the past.
SUGGESTED ACTIVITIES: The students complete a worksheetthat illustrates the special language of a druggist. Theymake a display of different types of prescription labels.Empty drug store containers are collected and grouped intheir proper categories. The flannelboard story, "Phil thePharmacist," is presented. The class visits a pharmacy.They have an experience with the process of decision-makingor scientific discovery.
CONCRETE AND MASONRY 2-4
SUMMARY: Students learn how concrete is made, why bricksare good building material, that mortar is used to join them,and the different types of bonds used in building with brick.They examine the jobs of a mason, a hod carrier, a batch man,and a finisher.
SUGGESTED ACTIVITIES: Flannel board story of the Three Pigsis presented with a new angle, the class visits with a mason,hod carrier, batch man and finisher to see what each does,the special tools they use, and the knowledge and skill theymust have.
itrow;;I28
FIRE DEPARTMENT 2-5
SUMMARY: Children learG about the jobs of Chief, Marshall,Drivers, Electricians and others who work for the firedepartment. They study their duties and how they preparefor their jobs as well as the building, clothes and equip-ment that help them fight fires. Children also cooperatein a fire safety program of their own.
SUGGESTED ACTIVITIES: Children visit a fire station andinterview a fireman. They make their own fire hats,pantomime different jobs a fireman does, and practice howto phone in a fire report. They also check their own homesfor fire hazards.
FOOD SERVICES 2-6
SUMMARY: This study includes many jobs available in bakeshops, commercial bakeries, grocery stores, dairies anddairy processing plants. There are four sections that maybe taught individually.
SUGGESTED ACTIVITIES: Visits are planned to each placestudied. Instructions are given for baking bread; buildinga grocery store; operating a lemonade stand; buying, pre-paring and serving a lunch; organizing a food tasting club;and making butter and ice cream.
29
:s7
POST OFFICE WORKERS 2-7
jh '
t-=
SU RY: A brief lesson is introduced on communication.The students are exposed to different types of mail service.They follow a letter from sender tc receiver and becomeacquainted with the various postal jobs. The differentparts of an addressed envelope are examined. First class,second class, and special delivery mail is discussed.
SUGGESTED ACTIVITIES: The students address several lettersthemselves. A fieldtrip is planned for a post office. Thestudents make a display of different kinds of mail. A classpost office is organized. A postal resource person visitsthe classroom.
RESTAURANTS 2-8
. AA restaurant is a business establishment thatserves meals to the public. The students study the dutiesand responsibilities of the dietitian, hostess, waitress,cook, busboy and dishwasher, and realize their dependenceupon one another for the overall operation of the restaurant.
SUGGESTED ACT:VITIES- The class visits a restaurant beforeserving hours. They make a picture dictionary. A record iskept by each student of his daily food intake. The studentspractice setting a proper table and folding napkins. Eachstudent makes a cook's hat. The class plans and operates an"In-Class Restaurant "
30
:18
SMALL FARMER 2-9
SUMMARY: Students study farmers of small garden, grain andanimal farms. They learn about the tools and machinerythey need and the many people who help each one with hisjob--grocers, truckers, harvesters, prJcessers, breeders,veterinarians, etc.
SUGGESTED ACTIVITIES: Students construct a model farm,plant and raise seeds, create mosaic pictures using variousseeds, and make vegetable puppets. They also grind wheatto flour, make bread, make popcorn balls, and play animalbingo. Several resource persons are recommended for thedifferent jobs studied.
THE SUPERMARKET 2-10
SUMMARY: The students learn that supermarkets areconvenient places to shop for food. The duties of asupermarket cashier, stock clerk, meat cutter, andmanager are discussed. Different cuts of meat areshown and discussed. The students discover how super-market helpers all work together.
SUGGESTED ACTIVITIES: A miniature supermarket is madeand operated by the class. They have an opportunity towork with a cash register. They make their own playmoney and practice making change. The class plans askit on the importance of following directions. Eachstudent makes a sign to advertise his favorite food.A fieldtrip is taken to a supermarket.
IS IT GOOD TO BE DIFFERENT? 2-11
SUMMARY: This unit will help the student feel he is animportant and unique individual. The student will discoverhow he is like other children his age, how he is differentfrom them, that he can be of assistance to others, and thathe needs to continually improve himself. The importance ofhaving a good relationship with family and friends isstressed.
SUGGESTED ACTIVITIES: Each student makes a life-size pictureof himself. Fingerprints and footprints are made of eachchild. The students research the origin of their surnameand make psychedelic name designs. A scroll movie is m, le
about friends. The class participates in role playingdramatizations.
SOUNDS ALL AROUND 2-12
SUMMARY: Differeni: concepts of sound are studied andrelated to specific occupations that are involved withsound production, detection and control. The studentsbecome familiar with the job of a sound truck operator,sonar receiver, musician, radio disc jockey, audio engineerand audiologist.
SUGGESTED ACTIVITIES: The class examines a loud speaker.The story of the "Titanic" is read, and the students discusshow sound waves could have prevented this great shipwreck.Arrangements are made to visit a radio station. The classprepares their own 15 minute radio program They experimentwith musical instruments and microphones. An audiologisttests the students' hearing and explains hearing problems.
HOTELS AND MOTELS 2-13
SUMMARY The students become acquainted with a commercialhotel, residential hotel, resort hotel and a motel as placeswhere travelers can find food and lodging. The work of hoteland motel managers, clerks, housekeepers, engineers, book-keepers, and hotel elevator operators, doormen and bellcaptains is studied. The students also learn to appreciatethe services of hotel restaurant workers in providing foodfor the guests,
SUGGESTED ACTIVITIES: The students make a picture dictionaryand create an interest center. They role play some of theduties of hotel personnel. A fieldtrip is taken to a hoteland motel. The class participates in a miniature restaurant.
33
41
42
THE BAKERY 3-1
SUMMARY: This unit provides an overall exposure to thebaker and his business. The steps involved in the process-ing of grain to bread are explained. The large-scale bakeryindustry is compared to home baking. The importance of goodadvertising is discussed. The students are exposed to thedifferent types of jobs in a bakery. They make purchasingdecisions as related to amount of money and different typesof bakery items. The class experiences the profit-makingaspect of the bakery business. They discuss borrowing moneyand paying expenses.
SUGGESTED ACTIVITIES: The students assist in the breadmaking process. They advertise for a class doughnut sale.A fieldtrip is planned to an in-store bakery. Cookies arebaked and decorated for family members. The studentsestablish and operate a school "bake shop" and keep afinancial record.
BIG MACHINES 3-2
SUMMARY: Work is done when effort overcomes resistance andmoves something. Machines make work easier for us. Thestudents discuss different energy sources. Six simplemachines (lever, inclined plane, wedge, screw, wheel,pulley) are studied. People who use these machines in theirwork are identified. Compound machines are a combination ofsimple machines. The relationship between friction andeffort is discovered. The students discuss the importanceof machine safety.
SUGGESTED ACTIVITIES: Students solve problems related tothe number of foot-pounds of work done. They make a collec-tion of models that move by battery power, or as a tightlywound spring uncoils. Some simple scientific experimentsare conducted. Different compound machines are examined.A fieldtrip is taken to a building construction site. Theclass creates an exhibit demonstrating the effects offriction.
35
43
COMMUNITY WORKERS 3-3
SUMMARY: This unit is written to introduce students to manyof their community workers and acquaint them with the jobsdone by these people. The work of those serving in thedepartment of parks and recreation, streets and roads, waterand sewer, electrical services, and fire and police areoutlined. Throughout this unit the idea is stressed thatpeople in a community depend upon one another for differentgoods and services.
SUGGESTED ACTIVITIES: Suggested activities include visitsfrom various city workers, including the mayor or citymanager, fireman, and perhaps the head of the Park andRecreation Dept Visits could be made to various facilitiessuch as the fire station and the local sewage treatment plant.In the fireman section, students make a study of fire hazardsand ways of putting out fires; and similar studies are madein ocher sections,
THE OPTOMETRIST 3-4
SUMMARY: This unit begins with a basic introduction to theeye and how we see. The students become familiar with thework of an optometrist They learn that he examines the eye,measures any defect, and prescribes glasses, contact lenses,or vistal exercises to correct the defect
SUGGESTED ACTIVITIES: Class committees do research on eachpart of the eye. A model eye is made. The snellen eye testis administered. The students examine eyeglasses, contactlenses, and participate in eye exercises. They visit anoptometrist and observe him at work. New styles of eyeglassframes are created from copper wire. The WOW skit, "Dr.Dussel," is presented.
2,6
44
POLITICAL WORKERS--CITY 3-5
SUMMARY: This unit shows why rules and laws are important,who makes and enforces them in a city (elected and appointedofficials) and how these people are paid (taxes). Differenttypes and areas of city government are examined, as are thevoting process and the services that local governmentsprovide for their citizens.
SUGGESTED ACTIVITIES' Students visit with city officials,hold a classroom election and make posters which demonstratelaws and rules they feel are important. They use a "govern-ment" structure to solve classroom problems, and a "court"to handle offenders, They chart their own type of citygovernment and the services it provides.
MATERIALS NEEDED: SRA Our Working World (2nd and 3rd grade)books, records, and filmstrips.
WHAT THINGS DO I DO BEST? 3-6
SUMMARY: This unit has been developed to help studentsrealize that career seleLtion should be related to one'spersonal interests, strengths and weaknesses. The studentsbecome familiar with sources that identify characteristicsand requirements of various kinds of occupations, and recog-nize that a good career choice will contribute to theirpersonal happiness. Steps in the decision-making processare outlined. The importance of deciding early on a tenta-tive career is discussed. The students learn to appreciatethe "freedom of choice" that is enjoyed in the United States.
SUGGESTED ACTDiTIES. The students observe facial expres-sions and moods as different feelings are discussed. Theyrole play some typical family life situations. Classmembers are invitA to share their hobbies, collections oractivities of interest. Each student identifies one areaof personal weakness and outlines a plan for self-improvement.Booklets are made which illustrate various occupations. Eachchild makes a tentative choice of a job cluster.
37
45
THE SHEEP INDUSTRY 3-7
SUMMARY: The rancher raises sheep for food, clothing, andbreeding purposes. The responsibilities of a modern sheep-herder and a buyer on the sheep market are studied. Theprocess of shearing sheep is explained. The students learnabout the various diseases that afflict sheep and how aveterinarian cures them.
SUGGESTED ACTIVITIES: A fieldtrip is taken to a sheep ranchand wool processing center: An orphan lamb is brought toclass for the children to feed and observe. The students doresearch on important breeds of sheep. They design and drawtheir own sheep brands. A "Shepherd's Skillet Stew" iscooked in class. The children observe a sheep shearer atwork and examine samples of raw wool. A mock sheep auctionis staged in the classroom.
THE TELEPHONE 3-8
SUMMARY: There are many telephone jobs that require goodcommunication skills. The students study the skill and jobresponsibilities of a telephone operator, lineman, installer,directory staff, service representative and frameman.
SUGGESTED ACTIVITIES: Plans are made to visit the telephonecompany. Using a telezonia kit, the students practicecommunication skills when making phone calls. A tin cantelephone is made. The class compiles a telephone directory.They create and record an original song. Role play activi-ties are suggested.
38
46
HONEY INDUSTRY 3-9
SUMMARY? This unit features the honeybee--its body parts,its special language, its habits and characteristics withinits own cooperative social structure, and the three types ofhoney bees and their special functions. It also highlightsthe apiarist (beekeeper), his special clothes and equipmentand the proceWng of honey from bees to breakfast tables.
SUGGESTED ACTIVITIES; Activities include making an insectcage, catching and studying bees, and visiting a honey farm.Instructions are given for moisture croam (using beeswax)and peanut butter-honey cookies. Ideas are given forbulletin boards and displays, and a crossword puzzle isincluded.
MATERIALS NEEDED: Disney's True Life Adventures--"TheHoneybee° (film). It is suggested that it be presentedduring warm weather seasons in order to carry out theactivities suggested and see a honey farm in operation.
THE GARBAGEMAN 3-10
SUMMARY: Everyday living creates waste materials. Thestudents learn that litter is unsightly, wasteful, andcarries bacteria that grow and cause disease. The classlearns to appreciate the service provided by the garbageman.The special equipment and clothing of the garbageman arestudied The students explore various methods of disposingof garbage
SUGGESTED ACTIVITIES: The class tours the neighborhood ongarbage day and observes the amount of trash to be collected.The 1968 garbage strike in New York is discussed. Each
student makes his own waste basket. in school custodiandiscusses litter problems in the school. The class partici-pates in a litter clean-up activity in the community.Bacteria cultures are grown. A fieldtrip is taken to thecity maintenance department and the city dump.
39
47
CLOTHING 3-11
SUMMARY: The students discuss how animals provide clothingfor man. They study the process and workers involved in theproduction of wool, silk, rayon, cotton, linen and rubber.The job responsibilities of a fabric scientist, seamstress,retailer, wholesaler, designer, fabric cutter, and clothingmill worker are examined.
SUGGESTED ACTIVITIES! A display of various kinds of animalfurs, leather and hides is prepared. The students partici-pate in washing, carding, and spinning wool yarn. Theycomplete a weaving activity and a leather project. Eachstudent designs his own fabric pattern, makes a small pincushion, and sews on a sewing machine. The class learns the"Virginia Reel." A class clothing store is created. Afieldtrip is taken to a wholesale warehouse. Each studentties and dyes a square of sheet and designs a wardrobe fora movie star or T.V. personality.
TURKEY INDUSTRY 3-12
SUMMARY. The students become acquainted with the work ofthe farmer, veterinarian, meat packer and retailer in theturkey industry. The process of raising a turkey from ayoung poult to a full-grown Tom is outlined. The studentsbecome familiar with the different tasks involved in operat-ing a turkey farm.
SUGGESTED ACTIVITIES: A display is arranged of itemsassociated with the turkey industry. Several mini-fieldtripsare outlined. A table-top turkey farm is constructed. 16
veterinarian visits class and discusses his work. The stu-dents examine the different parts of a turkey and a turkeyegg. They make hot turkey salad and write letters to aturkey advertising agency.
40
48
A
i
lq/50
ELECTRICITY AND THE POWER PLANT 4-1
SUMMARY: The students study the composition of atoms anddiscover how they create electricity. Static and currentelectricity are discussed, and the difference between abattery and a generator is studied. The students becomeacquainted with the duties and responsibilities of thepower plant operator and the stationary fireman in anelectrical power plant.
SUGGESTED ACTIVITIES: The students participate in manyscientific experiments related to atoms and electricity.They set up a complete electrical circuit, and make anelectromagnet. A fieldtrip is taken to an electricalpower plant.
FOOD SERVICES 4-2
SUMMARY: The students become acquainted with some of theresponsibilities and qualifications of grocery store workers,dairy farm and processing plant workers, restaurant and take-home establishment workers, and bakery workers. The foodservices of today are compared with those of pioneer times.
SUGGESTED ACTIVITIES: A fieldtrip is taken to a grocerystore items and prepare a balanced meal within the class-room A reading corner, centered around the dairy industry,is prepared by the class. The students experience the profit-making aspect of business and the effect of good advertising,by preparing and selling different food items to the school.Each student compiles a recipe file.
43
Si
FRrIl INDUSTR) /
SUMMARY: The students examine Utah's major fruit crops--apples, cherries, and peaches. The food value of fruit isdiscussed and its various uses are listed. The steps inprocessing fruit are outlined. The students study how afruit farmer plants, waters, prunes acid sprays trees inhis orchard. They become acquainted with different jobs inthe fruit industry
SUGGESTED ACTIVITIES. A fieldtrip is taken to a nursery,orchard, and packing plant. Several cooking activities areplanned. The students also participate in role playingsituations creative vriting experiences and art activities.
IRON AND STEEL 4-4
SUMMARY, The iron and steel industry in Utah is tracedthrough the history of the state. The old iron works westof Cedar City is investigated and its importance to Utahpioneer economics is presented. The open pit mine at CedarCity and The Pellet operation at Lander, Wyoming, provideiron ore for Geneva Steel Co. The jobs in the steel millsplus chose in steel fabrication are discussed. Students'parents are used as resource for this unit.
SUGGESTED ACTIVITIES: Field trips are planned to the steelcompany open pit mine and fabrication companies. Recommendedfilmstrips and tapes are num&rous and can be used in lieu offield trips. The WOW filmstrip "Iron and Steel" has beenespecially prepared for use with this unit.
44
52
THE NURSE 4-5
SUMMARY: The registered nurse and licensed practical nursecare for the sick, help them get well, and teach people howto protect themselves from illness and disease. The qualifi-cations cf a good nurse are discussed. The duties andpreparations of a registered nurse are compared with thoseof a licensed practical nurse. The class learns that aprivate-duty nurse is employed by the patient. The earlyhistory of nursing, and the lives of famous nurses arestudied.
SUGGESTED ACTIVITIES: The students work a "Nurse's Qualifi-cati(70Tiiiiie. They collect pictures and newspaper clip-pings of nurses performing their duties. Several studentsvisit a hospital and record their interview with a regis-tered nurse. A public health nurse is invited to visit theclass and explain her duties, demonstrate some first-aidechniques, and explain the use of the stethoscope.
NUTRITION 4-6
i).-rtALIVARY: Students learn why good nutrition is important,what a balanced diet is, and what the basic food groups are.The: study the different nutrients and how they are used,anti learn about the diges*.ive tract and its processes. Jobsstudied in connection with this unit are dietitian, foodscientist, and home economist.
SUGGESTED ACTIVITIES: Students observe rats on two types ofdiets and test foods for different nutrients. They prepareand taste foods from each basic group, measure each other'sheight and weight, plan balanced meals and play a specialgame of chutes and ladders that reviews nutrition.
45
53
MUSICAL INSTRUMENTS 4-7
SUMMARY: Musical instruments were first made by primitiveman. The students become acquainted with the five majorgroups of musical instruments. They learn haw to make somesimple musical instruments of their own. The class discoversthat when instruments are played together, they make apleasing sound. The role of the musical conductor isdiscussed. Proper orchestra formation is studied, and thestudents experience the satisfaction of performing for anaudience.
SUGGESTED ACTIVITIES: A resource musician is invited tovisit class and demonstrate haw to play different instruments.Each student makes a musical instrument. (Directions areincluded in the unit.) A recording is made of the studentsplaying in a class orchestra. The class prepares aperformance for other school members. They attend a concert.
POLITICAL WORKERS 4-8STATE AND COUNTY
SUMMARY: The students become familiar with the 29 countiesin Utah. The duties and qualifications of a county commis-sioner, clerk, auditor, assessor, treasurer, recorder,sheriff, surveyor and attorney are discussed. Utah is oneof fifty parts of the United States and has a government,territory, boundaries and people. The students becomefamiliar with the responsibilities of the governor, stateauditor, treasurer, secretary or state, and attorney general.They become acquainted with the different people in the statelegislature and judicial branch of government. The dutiesand functions of the state board of education are studied.
SUGGESTED ACTIVITIES: The class visits a county courthouse.A county commissioner visits class as a resource person. Thestudents learn Utah's state song. Arrangements are made forthe class to sit in on an actual session of the state legis-lature.
46
PRINTING AND GRAPHICS 4-9
SUMMARY: Printing is a means of transferring ink impressionsfrom a press plate to paper, The history of printing isexplained, and the four major methods of printing are dis-cussed. The class studies different jobs that are involvedin the printing process. The four graphic arts are explained.
SUGGESTED ArTnIIIES: The class does research on the letter-press, lithography, intaglio and silk screen. A fieldtrip isplanned to different businesses that use the printing process.Each student sketches a picture and makes a finished layoutsheet. He also completes a printing project of his choice.
RADIO AND TELEVISION 4-10
SUMMARY- This unit discusses the basic theory behind theoperation of radios and television sets.
SUGGESTED ACTIVITIES: The class makes a crystal radio,visits a radio and television repair shop, and interviewsrepair and maintenance workers.
4/
55
RAILROADS 4-11
SUMMARY: This unit acquaints the students with the railroadsystem and the changes that hive transpired since the 1800's.The students become familiar with the different railroad jobs,and study the duties and responsibilities of the railroadconductor, engineer, brakeman, switchman, firefflan, porter,stewardess and chef,
SUGGESTED ACTIVITIES: The students take a trip by train toa railroad depot. They visit Promontory Point, PioneerMemorial Museum, and Pioneer Village. Each student makesa train car and a conductor's hat. The class participatesin a practice fire drill. Each student assists in preparinga balanced meal
SURVEYOR 4-12
SUMMARY: Students learn why surveys are important, whattypes of surveys there are, and how important neatness andaccuracy are in this job. They learn of a surveyor'sresponsibilities, areas of his work (in the field, officework, checking instruments), and of others in a surveyor'sparty (instrumentman, chainman, rodman)
SUGGESTED ACTIVITIES: Students do math problems connectedwith surveying, make their own instruments, and carry outa survey on the school grounds.
48
TRANSPORTATION 4-13
SUMMARY. There are many ways to travel. The class studieshow the bus driver, truck driver, and taxi cab driver provideimportant transportation services. They become aware of theeffect transportation has on the economy.
SUGGESTED ACTIVITIES: A fieldtrip is planned for a busterminal, taxi terminal and truck terminal. The studentschart a logical bus route and prepare a taxi log. Theylearn how to estimate the cost of a taxi trip. The classstudies different kinds of trucks and how they are used.
, -,41716;:s.WATER USAGE AND CONSERVATION 4-14
SUMMARY: The students study different characteristics andusages of water and several principles of water conservation.The responsibilities of a conservationist, reservoir worker,dam worker, snow surveyor and irrigation worker are explained.The main steps in water purification are outlined, and thepurpose of sewage disposal and treatment plants is stressed.
SUGGESTED ACTIVITIES: The students demonstrate three charac-teristics of water. They visit a watershed. Several experi-
ments are conducted. A chart is made illustrating the usesof culinary and industrial water. The class obtains randomsamples of drinking water and observes them under a micro-scope.
49 5- 7/r-stsi
WEATHER AND METEOROLOGY 4-15
SUMMARY: This unit acquaints the students with the work ofa meteorologist. Tney learn the difference between weatherand climate Various forms of precipitation are studied.The students learn how to identify at least four character-istics of air. Wind belts, weather fronts, weather maps andforecasts are also discussed The students are introducedto different weather instruments.
SUGGESTED ACTIVITIES: The students conduct various weatherexperiments. A meteorologist visits class as a resourceperson. Each student makes a record of wind speed anddirection for seven consecutive days. Weather maps areread, and the students make some of their own weather
ruments.
WHAT ARE MY INTERESTS? 4-16
RY: This self awareness unit helps the student realizethat he can use his own personal traits and characteristicsto benefit others. In order to accomplish worthwhile thingshe must set goals and continually try to improve himself.The importance of getting along with others is discussed.The student learns the necessity of adjusting to change.
SUGGESTED ACTIVITIES: Each student makes an "I Like Me"badge. The students practice being positive with oneanother. Each week a different child is featured on a"Star of the Week" bulletin board A shadow portrait ismade of each student, and their voices are recorded on atape recorder. A "Know-Each-Other" day is planned.
50
n9
VETERINARIAN 4-17
SUMMARY, Students learn of the veterinarian's responsibili-ties, the qualities he should possess, and I-Jome of the equip-ment he needs. They learn how to tell if an animal is illand some basic first aid skills for pets They find out whatis proper nutrition, housing, exercise and grooming for dogs,cats and horses.
SUGGESTED ACTIVITIES: Students examine different pet foodsand compare their contents. They feed two rats differentdiets and chart their growth. They build a proper dog house,bathe and brush a dog, do creative writing, and participatein a pet show.
THE GARMENT FACTORY 4-18
SUMMARY: People wear different kinds of clothing. Thestudents learn how clothes progress from the fabric mill,to the manufacturer, to wholesaler, and to retailer. Thedifferent skills and job requirements of the fashiondesigner, pattern maker, machinist, finisher, factorypresser, and inspector are studied. The class learns howto care for their clothing.
SUGGESTED ACTIVITIES: The students present a fashion show.A three-dimensional factory is made from a shoe box. Newstyles of clothing are designed by the students. They havean experience in cutting out pattern pieces. Each studenthas an opportunity to operate a sewing machine and pressopen seams. A race is conducted to emphasize the differencebetween assembly-line production and doing it all yourself.Where possible, a fieldtrip is taken to a garment factory.
51GO
THE PLUMBER 4-19
SUMMARY: This unit explores the things in a home whichrequire the skills of a plumber to install or repair. It
explains a plumber's tools, pipes, fittings and a completefaucet and how it works. Information is also given on aplumber's apprenticeship and how to do some emergencyrepairs at home.
SUGGESTED ACTIVITIES: Students are asked to display tools,pipes, and fittings and to explore their uses. They takeapart old faucets to see how they work.
THE JEWELER 4-20
SUMMARY. This unit discusses briefly the history of jewelry.The students study different types of stones and learn howa jeweler designs and makes jewelry. The duties, qualifica-tions, and responsibilities of a retail jeweler and repairmanare examined.
SUGGESTED ACTIVITIES: The students create jewelry designs,and they make one item of jewelry. A fieldtrip is taken toa jewelry shop. The class plays a "What's My Line" game.Students become acquainted with lapidary equipment whereavailable within the school, or a field trip is arrangedfor students to visit a lapidary.
52
Gl.
LIBRARIAN 4-21
SUMMARY: This unit shows the librarian as a person involvedin serving others through sharing books. It discusses hermany roles including processing books, reference, circulation,promoting good reading, and teaching skills and correctlibrary usage. The students learn how a library is organized,how books are created, how they can help preserve them, andhow to locate materials and information for themselves.
SUGGESTED ACTIVITIES: Phone books are used to provide experi-ence in alphabetizing and in locating things. Many work-sheets teach use of shelf order, Dewey Decimal system, andthe card catalog. Where a library is available, researchand location activities are given, and students are encour-aged to be library helpers. They are given many differentways to share books they have read.
SPECIAL MATERIALS: WOW Filmstrip: "What Is a Librarian?"
MANUFACTURING 4-22
SUMMARY: Pioneers made all of their needed items at home.Different Utah manufacturing firms and their products arestudied. The class discovers that most manufacturing usesnatural resources and is done by machines. The effect ofdefense activities on Utah economy is discussed. Theimportance of good advertising is studied.
SUGGESTED ACTIVITIES: The class participates in a pioneerday where different groups of students make butter, bread,soap, tie quilts, pull taffy, etc. Using a telephone direc-tory, the students locate all the fabric and apparelindustries in their locality. A fieldtrip is taken to afood processing plant and a brick kiln. The students learnhow to knit. A resource person visits class and demonstratesleather tooling. The class makes a scrapbook which illus-trates different industries in Utah.
53
ca
AIRLINES 5-1
SUMMARY: This unit examines the preparation and duties ofpilot, copilot, dispatcher and flight engineer for theirresponsibilities in the safe transportation of goods andpassengers. It explores the flight crew's dependence oneach other, their instruments and the controllers. The
flight attendant's job is discussed as a service occupationas are the others who help keep the airport running smoothly.Students have an opportunity to learn about people and eventsin the development of aviation, the parts of a plane and howthey work, and the variety of jobs available in the field offlying.
SUGGESTED ACTIVITIES: Two games demonstrate the flightcrew's dependence on the directions of others. Several areasare outlined for individual research and reporting. Studentsare encouraged to achieve new goals by earning "wings" indifferent fields.
THE BARBER AND THE BEAUTICIAN 5-2
SUMMARY: The effect of good health and grooming on appear-ance is analyzed. The students discuss proper care of skin,hair, hands and feet. The duties and special requirementsof a barber and beautician are outlined, and the businessaspect of their work is studied.
SUGGESTED ACTIVITIES: The students participate in a "GoodPosture Parade," and a jogging campaign. They make homemadedeodorant. A barber and beautician visit class and demon-strate proper brushing, shampooing and blow drying techniques.The students prepare a personal grooming journal. A beautyor barber shop is established and operated as a classproject.
55
64
MINING 5-3
SUMMARY: This unit discusses Utah's mining industry. Thestudents become familiar with Utah's major mineral deposits,and learn to appreciate their value. The development andcontributions of Utah's copper, iron, coal, salt, uranium,natural gas and oil industries are examined.
SUGGESTED ACTIVITIES. The students locate major mineraldeposits on a mineral map of Utah. Samples of differentminerals are displayed. A trip is taken to the KennecottCopper Mine and Morton Salt Company. The students makeplaques using copper tooling.
THE CARPENTER 5-4
SUMMARY! The students study the different kinds of wood andnails used by a carpenter. The class becomes familiar withdifferent carpenter skills and tools. They gain appreciationfor the work of a carpenter.
SU'IGESTED ACTIVITIES: A collection of carpenter tools andnails is assembled. A carpenter demonstrates the use of histools. A nail pounding contest is conducted. Each studentcompletes a project using the tools and skills of a carpenter.The instructions for three different projects are includedin the unit.
56
65
FORESF SERVICES 5-5
SUMMARY: Responsible citizens respect and care for personal,family, community and federal resources. The students becomefamiliar with Utah's nine national forests and their resources.They discuss the main responsibilities of forest serviceworkers and their interest in multiple-use management offorest lands, to assure continuous yields of forage, recrea-tional activities, timber, water, and wildlife. The basic
steps in the development of a mature forest are outlined.
SUGGESTED ACTIVITIES. The class participates in a community
clean-up campaign. They send for information on UtahNational Forests. Fhe different parts of a tree trunk are
examined. Reports are prepared on different wildlife inUtah's National Forests. A forest ranger visits class as a
resource person.
THE BEEF INDUSTRY 5-6
SUMMARY: This unit introduces the students to the differentaspects of the beef industry. They discuss the raising ofbeef, treating of illness, processing of meat, and the sell-
ing of major cuts of beef. Me responsibilities of therancher, veterinarian, auctioneer, packer, and butcher are
studied.
SUGGESTED ACTIVITIES: Fieldtrips are arranged for a feedlot,stockyard auction, packing plant and butcher shop The stu-
dents draw a mural of a cattle ranch and make a tabletopranch. A small calf is brought to school for the class to
observe. The students design their own cattle brands and
make an item out of leather. They conduct a mock auction,make homemade soap, and cook some sloppy joe hamburgers.
1HE 1ECHANIC 5-7
SUMMARY: Gas engines are vital to modern civilization andare kept in operating condi:ion by mechanics. The studentslearn how to identify .?(.) Lnginc parts and 22 common mechanictools. They discovol hod tuo-cycle, four-cycle, V.8, diesel,and rotary engines operate. the students are introduced todifferent mechanical-vocational jobs.
SUGGESTED ACTPITIES Studeqts collect pictures of motor-using vehicles. ':hev identify the different parts of a lawn-mower motor. A Mazda rotary engine is examined The studentsdraw picture,: of motor-dri-en cars and airplanes, etc. Theclass visit::: a T.?chahic. dr ,.ork.
THE NEWSPAPER 5-8
SUMMARY This unit introduces the students to the dutiesand responsibilities of the newspaper editor, rewrite man,reporter. corrector, photographer, cartoonist, and paper boy.The students define news and discuss its importance to acommunity. l'hev become familiar with the purposes of anewspaper and analyze the characteristics of a news story,cartoon, sports st_ory, editorial page and fey pure story.
SUGGESTED ACTI'IrIE'-,; The students write a news story, edita feature story, comet a news story. draw a cartoon, andmake a crossword puzzle. They staff and operate a classnewspaper. Commercial newspapers are checked for errors.The students iecaLe and c1/(its major news stories in severalissues of a newspaper.
OFI t,RKERS 5-9
SUMMARY. The cla,=s bcortts familiar with the differentcategories (4 offi..c cork. They aro introduced to thepurchasing, man...f,Itttein. developing and dealing aspectof office papt-r w. i k, Fhe job lesponsibilities of severaloffice uotkecs art listed. fhe history and development ofoffice t)i-1, are 1:,LeClv oerlmed.
SUCC,ESTFD AcrivirlE,. ;:evc,101 WOW Worksheets are used witheach lesion. A fi 'dtrip is taken to a business office.The students pati.ipace in office work activities. (Theseare outlined in derail in r'ne WOW unit "Secretary." e. copy
of this unit will n-od to be (.1)aincd
PO!,ITICA1 WORKERSNATIONAL 5-10
SI2MNARY: heins c,ith an introduction to theUnited Scales (.onstituci )n, Bill of Rights, and Declarationof Independence. the students become acquainted with thetremendous potter and responsibilities of the President ofthe l'nited Scates, lie study the legislative branch ofgovernment, the process of making laws, and the structureand authority of the Supreme Court, The rights and responsi-bilit.ieq tach c'itizen of the U S ar.i. discussed. The
students di,,cevet qualities and characteristics that arecommon to most great leaders.
SUGGESTED ACTIVITIES. The students write a classroom consti-tution and i:scablish a government to help with daily class-room functions. They research a famous election, the struc-ture of the President's cabinet, and the construction of theWhite House. Several students make the i esident's flag.A display on Washington D C. is prepared.
'59
THE ORTHODONTIST 5-11
SUMMARY: An orthodontist is a dentist who is trained todiagnose and treat abnormal teeth alrangements. He uses anorthodontic appliance (bands. archwires, rubber bands andheadgear) The students are introduced to occlusionsand malocclusions. They discuss good dental health habitsDental-related careers are also introduced,
SUGGESTED ACTIVITIES: The students make posters, writelimericks or slogans, and make orthodontic appliance safetycharts. They research different dental careers.
SERVICE STATION 5-12
SUMMARY: This unit acquaints the students with the dutiesand responsibilities of the service attendant as he servicesautomobiles, sells and installs parts and accessories, anddoes maintenance and repair work.. Propel tool use and safetyis discussed.
SUGGESTED ACTIVITIES: The students become familiar withmaintenance and repair services. The class takes a tour toa gasoline station.
70
W0i:K AR 5-13
SUMMARY: The students' appre..11 for-art kill be stimu-lated by studying some of the 2re,,t_ :.asters their lives,their works, and their techniques, The students will exploremany art mediums and disco\er use in occupational fieldsand for the enjoyment of leisu,-e
SUGGESTED ACTIVITIES: The studt,lc.; research artists and theirworks, and visit museums or art_ s:-,,AY in the area. They trydifferent mediums of art expl-ession th the help of community-esource people.
ELECT0:,:iC.; 5-14
SUMMARY: This unit dist.ussti electron theory and
how the science of electrnic,,,, '1,1s "le-en used in the home,
industry, science and space, Spccial emphasis is placed oncommunication through ele:=011i1-=
SUGGESTED ACTIVIiIES: The a simple telegraphand telephone. A fieldtrip ta.--,en '0 an electrical powerplant and an electronic ,upp.
71
WHO AM I? 5-15
SUMMARY: This self awareness unit is written to help eachstudent understand himself, his goals, feelings, handicaps,and talents, and to teach him how to interact with hisfamily, friends and teachers. The student is introduced tomany different jobs, and studies them in relationship to hisown personality.
SUGGESTED ACTIVITIES: Each student prepares a weeklyschedule for the care of his bedroom. The students partici-pate in a panel discussion. They discover likes and dislikesof family members. Groups of children solve problems usingthe scientific steps of problem-solving. They participatein a "Who Owns It" quiz and a "What's My Line?" game.
FROM BARTER TO BANKING 5-16
SUMMARY: Barter is the exchange of one product or servicefor that of another. The students discuss why barter isn'tused today, and how money is utilized as a medium of exchange.The duties, responsibilities and opportunities of differentbank employees are studied. The students analyze the func-tions of a checking account and a savings account. Thepurpose of a safe deposit box is discussed.
SUGGESTED ACTIVITIES: The students participate in a bartertrading party. They compare dates on old coins and examinepaper currency The class plays an inflation game. A groupof students interview officials of a local bank. The stu-dents label the different parts of a check and practicewriting several of their own
6272
WEIGH: AND MEASURES 5-17
SUMMARY: The students discuss the history of measurementsand weights and become familia' with -he metric system.They study a variety of jobs that involve the use ofmeasurements. The establishment, regulation and inspectionof United States Standards of Weights and Measures is inves-tigated. The duties of the Utah State Commissioner ofAgriculture, his inspectors and the city sealer of weightsand measures are outlined..
SPECIAL ACTIVITIES: Small groups of students make a timeline chart showing important dates and events regarding theearly history of weights and measures in the United States.The students locate an offic'ial Utah State weights andmeasures seal of approval., The check newspaper ads forlabeling information and compare prices of similar commodi-ties produced by differenl_ c'mpanies.
*Special books must be obtained in order to teach this unit.
R EC FAT!. ON 5-18
SUMMARY: All people need some foll of recreation. Peoplespend their leisure time: in slf-improvement activities orin helping others, The st,)dnts become acquainted with thepurpose of physical activitic, add sports in a fitnessprogram, The qualificati, preparation and responsibili-ties of differen, recre2tion 1 aders are discussed.
SUGGESTED ACTIVITIES: Tht: 00 research on the earlyhistory of physical education, phsiLal education in theUnited States, and career, isifal education. The classparticipates in several actf,-itis from the President'sPhysical Fitness Program, A.! nsive outline of games,
and arts and crafts activities, it, included at the end of
the unit for student invi,lve-9Lnt,
93
,
74
THE ARCHITECT 6-1
SUMMARY! An architect designs and draws plans for buildings,and supervises their construction. The students becomefamiliar with the duties, responsibilities and qualificationsof an architect. They also explore his use of new materialsprovided by industry.
SUGGESTED ACTIVITIES: The students discuss, draw, researchacid construct to find out about architecture and man-madeenvironment.
BANKING 6-2
SUMMARY: This unit discusses the purpose of banks and out-lines a savings program, checking account, loans and safetydeposits. The different bank employees are listed, and theirjob qualifications and responsibilities are discussed. Thestudents study stocks, inflation, stabilization and cicse out.
SUGGESTED ACTIVITIES: The students establish and operate aclass bank. They make individual wallets. A white elephantauction is conducted. A fieldtrip to a bank or stock brokeris arranged. The students experience working with imaginarystocks, and discover the effect of inflation and depressionoa wages and prices.
65
73
HE DOCTOR 6-3
SUMMARY The human body is compared to a "supermachine."The students learn why our bodies need regular rest,physical exercise and balanced meals. They discover howmany years of schooling and how much money is involved in
preparing CO become a doctor The three tasks of a doctor--diagnosis, treatment and prevention--are discussed
SUGGESTED ACrIviTIF3: rh students are involved in researchstud:, A medical doctor visits class and discusses his joband its requirements, The students grow mold similar topenicillin. research various types of drugs, study famousmedical researchers, and prepare reports on different typesof disease:,..
PH ELECTRICIAN 6-4
SUMMARY This unit introduces the students to electricity,the indispensable role it plays in our lives, and outlineselectrical safety rules. The duties and responsibilities ofa meterman. lineman, electrical engineer, and electrician
are studied The students also discuss electrical equipment,symbols, an electrical hiring system, and simple circuits
SLTGUES1ED ACTIVITIES. The students perform experiments andresearch the use of conductors and insulators They examinean electrical meter, fuse, switch and receptacle. Pictures
are collected of different things that use electricity. Afieldtrip is taken to an electrical power plant
N1ECHANICS AND REPAIR 6-5
SUMMARY'. This unit is related to The Mechanic a unit whichwas prepared for fifth grade science The Mechanic unit shouldbe a prerequisite to Mechanics and Repair so students arefamiliar with the internal combustion engine. Students will
be exposed to repair by replacing parts, welding, prefabrica-tion, painting, e.c
SPECIAL AC-I'D/Lc:ES. Group tours are arranged for students tovisit a garage, a steel fabrications company, and a weldingshop. A special presentation is arranged through the districtHigh School Vocational Agri '-:ulture Department in farmmechanics and repair.
LAW ENFORCEMENT 6-6
SUMMARY. The scudenrs discuss laws and why they arenecessary. The% outline charactristics of a good citizen.The reFponsihilities ,tid qualifications of a policeman are
studied The ciudenrs become familiar with the organiza-tional chart of a city and county police department. They
discuss criminal acts and apprehension of a suspect The
respcnsibilizies of a lustice of the Peace are outlined, andthe purpose of trial by jury is explained
SUGGESTED ACTIV;FLES The' students do research on policedepartments and interview an administrative police officer,A lawyer visits class and discusses his work as it relates
tr, jury trials The class participates in a mock trial.
67
THE SALESMAN 6-7
SUMMARY: The students become aware of the many types ofselling careers The effect of selling and advertising uponour economic system is discussed. The duties, responsibili-ties, training and qualifications of a salesman are outlined.The class studies the various reasons people have for buyingitems, and the different types of customers are analyzed.
SUGGESTED ACTIVITIES: A fieldcrip is taken to a retailstore. Each student tries to sell a certain object to theclass. He prepares a sales presentation about his product.The students compare and study various store displays.
THE SECRETARY 6-8
SUMMARY- The students explore the various types of secre-tarial job:, They discuss the many responsibilities andpersonal qualifications of a good secretary. Characteris-tics of a proper letter are outlined, and a telegram form isstudied. Telephone courtesy is discussed.
SUGGESTED ACTIVITIES' Each student completes a job agendaform Using a grooming evaluation sheet, each studentevaluates his own grooming habits. The students writesentences or short poems in shorthand. A typewriter key-board is examined. Each student writes a letter using theelements cf good letter writing. The students preparepersonal resumes and complete job application forms.
68
AEROSPACE INDUSTRY 6-9
SUMMARY: Students begin by di\iding into committees.. Each
committee studies, and reports back to the class, informationon a particular part of the history of function of the flightindustry (e.g., history of flying, commercial flying, privateflying, early space flying, and skylab). All reports have
emphasis on the worker and his function. The scientific
principles of flight are discussed,
SUGGESTED ACTIVITIES: Each student is asked to blow on apiece of flat paper to determine if the paper lifts when air
passes over or under it. Students build paper airplanes andhave a contest to see whose stays in the air the longest and
whose flys the farthest. A climax to the unit is where eachstudent constructs a working model rocket. On a selected day
the rockets are fired from the school playground. Plans for
measuring and recording the height of each flight are included
in the unit.
HOW AM I CHANGING? 6-10
SUMMARY: We need to show respect and be sensitive to the
needs of others. The students study the difference betweeninherited and learned characteristics. They set goals for
self-improvement. The importance of having quality friend-
ships is stressed. The students analyze change and how to
adjust successfully to charces, The value of making early
career choices is discussed.
SUGGESTED ACTIVITIES: Each student writes his autobiographyand does research on his ancestors. The students develop
their own time organization plan, Descriptive stories about
friends are written. The students rate their own friendship
attributes. They prepare talks on "How to Keep Friends."
Arrangements are made for students to exchange letters with
pen pals from another school. They role play the parts of an
employer and future employee.
6999
PHOT0,PAPHY 6-11
SUMMARY. The students investigate different kinds ofphotography. They study the various parts of a camera andlearn how to operate it correctly. The composition of filmis analyzed he class discusses how photographic printsare made from neativs They learn that a photographermust be trained to take good pictures. Principles of goodphotographic lighting ale practiced.
S'.:CGESTED AUI\ITIES. A photographer is invited to visitclass and demonstrate the developing process:, Each studentassists in dec ioping some film, A fieldtrip is taken to aphow ,hop: ;:hc scodonts create pictures, using the rulesof gond photographic composition, Working in teams of two,the students eAperiment with lighting effects, Each studenttakes qomo 'pictures, develops the film in class, prints thenegative, and analzes his own work.
4OPTICULTI2RK 6-12
SUMMARY, Fht, students become familiar with horticulturecareer opportunit.ifs. They, learn how a botanist classifiesplants. They discover that plants need light, air, heat,water, pAnwrals and soil The job responsibilities of anurseryman and florist are investigated. The class studiesplant hybridization They discover how plants are used forfood,
SUGGESTED AC:fVIIIES Using a magnifying lens, the studentsexamine plants and learn the difference between monocotyle-dons and dicotleu Is. The make a collection of cones andneedles from varil conifer plant-;; The class dissects aflower and counts , rings on a tree stump. Severalexperiments ale conuucted. The students make a terrariumand visit greenhouse. A florist visits class and demon-strates flower arranging. ['he students trace a given menuback to ,,;rt...q1 plcints
80
BABY SITTING 6-13
SUMMARY: It is important that a baby sitter be familiarwith the family, and understand the expectations the parentshave regarding the care of their children. The studentsdiscuss how to handle their financial negotiations with tact,They learn how,to fold diapers, diaper a baby, dress, feed,and handle a child. Instructions are given for treatingminor bumps, burns, and cuts. The class discusses diftererv:ways to entertain children.
SUGGESTED ACTIVITIES: Each student composes his own"Babysitter's Pledge." The srudents practice foldingdiapers, diapering a doll, dressing a doll, and burpinga doll. First-aid kits are made. Each student preparesa flannelboard story and a file of games, finger plays,
stories, and songs to use when baby sitting. A "sitter's
kit" of play materials is assembled by each student.
THE MORTICIAN 6-14
SUMMARY: This unit helps the student realize that death isa natural consequence of birth. The students becomefamiliar with the mortuary business, the services renderedby a mortician, the vault company, monument company, andthe cemetery business manager Customs and traditions thataccompany death and burial are discussed.
SUGGESTED ACTIVITIES: The class takes a tour of a localmortuary, a vault company and a cemetery. Each studentwrites his personal history, L will, and examines someobituary notices. A mock fum_ral is conducted in the class.The students research ancient and modern funeral customs.
71 81
uNir JUTLINE
Each teaching unit has been prepared by a classroomteacher and includes suggested activities that are pertinentto the particular grade level Each is correlated with theelementary curriculum by placing it in the subject area wherethe teaching of ,areer concepts is most pertinent. Nothingis taken from the curriculum and very little is added--justthose ideas that promote good teaching.
Each unit contains:
I. ObjectivesA. Policy objectivesB, Curricular objectivesC. Instructional objectives
II, Assignment byA. Elementary curriculum areaB. World of Work career clusters
III-. Teaching activitiesA. Learning experiences for childrenB. Classroom activitiesC. Field tripsD Resource peopleE Hands on experiences
IV.. Suggested resources including addressesof supplier:. for.A BouksB FilmstripsC TapesD. TransparenciesE, Fil7SF.
C Etc.
It is suggested that these units be only an outline forteachers. If a teacher chooses to follow each activity aswritten, the progran. will be minimal Teacher creativity andimagination is urged in order Co improve the learning experi-ences for childre-,
72
82
Conservation & Agri. Bus.
Cluster
CONCEPT:
01
Lex.
The Beef Industry
Area of Study
Many peopl, are needed to bring beef from the ranch tothe family.
OBJECTIVE: The child will be able to list the major workers involvedin the beef industry and their primary responsibility.(Rancher, veterinarian, auctioneer, packer, and butcher.1
WHAT I NEED WHAT I DO
Shoe box, paper, glue,scissors, etc.
WOW Worksheets: FromRanch to Roast. 01 01.People Who Produce ASteak. 01 02.
I. Prepare a "beef box." Children can sub-mit quest!ons they desire 'o be answered,items or actitities they desire to pursueduring the unit, suggestions, etc.
Prepare bulletin hoards using the includecharts. Label them:
Crayons, manila paper, 3
stapler.
a. "From Ranch to Roast"
b. "People Who Produce a Steak"
(These small drawings could easily beenlarged on the opaque projector forthe bulletin hoards.)
Have the children make a manila folder.:They will illustrate the front to repre.sent any aspect of the beef industry theychooso The sides of the folder shouldbe stilted. The completed folder couldthen be taped up in the room and serveas a file for the child's papers duringthe unit.
4. Discuss the children's experiences withcattle.
A. How many children have been on aranch?
h, Who has seen beef cattle'
Lf. What was the ranch
73 83
PageUI
Lex.
WHAT I NEED
WOW Worksheet: FromRanch to Roast. 01 01.
WOW Worksheet: Live-stock L-toguage, 01 03.
KHAT I DO
S. Discuss briefly what people are involvedin getting cattle from the ranch to thehome. Give each child a copy of thesheet entitled "From Ranch to Roast,."Point out to the children the variousworkers who will be studied during thisunit. Ask the children what the variousworkers do in the production of beef,This should be brief and serve as anoverview.
6. Construct a., interest corner. Some itemsto be included are
a., syringe
b. bolus (cow pill) and bolus gun andplunger
c. a piece of leather
d. branding iron
e. beef heart
f, cow bell
g, ear tags and stapler
7. Prepare a ditto copy of the sheet entitled "Livestock Language" for each child.Allow the children sufficient time tostudy the vocabulary and then quiz themChildren could be divided into teams,etc. This could he filed in their folder
8, Show SVE Cilmstrip 211-3 "How We Get MeatIt shows how animals are raised for meat,how meat is proc..2ssed, etc. Shows howstores obtain fresh meat. Stresses im-portance of meat in North American diet,(S2 frames, 71 min.)
show SVF, filmstrip 203-4 "The Storyof%teat," Ranches, stockyard, processing--variou cuts.. Helps promote understand-,ing of the meat industry and encouragefurther reading.;
11,
!rem Ranch to Roast
cal!. t.:1-; Rohl (-In i Utah rads.liothei (or months and ite
t1t prohahl, :ye,: no other t.d.Luis!
!t :tickled
!t takesto s;tin-
7
,ear :al.: so'dto an Idaho iarmer 11 Inv fat t en n12,In the I eed lot , cor and izh -"rote u! feed,add extra nounds .0 d c\tro flavor to bee'.
3
Aftei sed1 )t .
hoh --,teer. h i!'to
.--ered the
4.b.
'31:\ in out T eat.1-1.1. in-. -(-.1n-tr.o-, ut - hid-z ;mae o-fers':ind the 1,j il-t i II, ,:ot th: .!?' I"! I I rill-:4tef.`1" : 1.1,):1 ht 11\ j ihi,!War .
5e
At the p:ici n -:'heel nri *hc hr it:heef tyd!of d
h iprnen t .
'hey: t,c
'I'M,'10 111 'f) I
0
NI I('ti it -: r
t't".'"; !! I h. to 11W,
11.111! ' 1,1 " '10`,11('
85
trots T.Ce r
t o Ron t ,. n t
inc. owner 1;." .4 rr)okl,.-N leat maT' t t'branch house t-o 'nuv 1..-ter!prices and ma I it f the "1:InvIselected 3 kniarter
9
Ir. the the quarter,teu "teattier irrani.led the heel
1th the pork,1
"Or N.tczr !.7
86
Cut
and ?:iinhurger. Fliecuts in hic disnIa%Iamb and veitt_
WW1 or WRK
(Apr i
I1q
74
The attached list of teachintt unit, are those that have hee
recommended hv the World of hork stall
for
a m
iniv
anprogram in career education for clementaiv school students.
rhe\ are identified hv a numher, ,!rade Ictel, curriultwi
area, and cluster; other information concerning the nnit:, is also
I;ICh unit will contain the leaming ohiective,
which become the scope and sequence foi
the. IVhctarV
\I IUnit need not he tawht at each grade level; three
OF rOlir units chosen 1W the- teAcher, eat.
year %\ould protide student-: %,ith the e\perience,
needed to meet the ohiecties,
pritt.
the
is
pcl cop v, hlllih coters printim: cost,.
Please older Milt
hlth dIs011et purchase
order.
World or hulk Prowtt, Provo '-;chool 16-0110,
pro,, HtNII
8160],
1111L ()
KI\PFRI;\R1IN
(NrcA or Study- Self 6 Home)
K1
Homemakers
K-2
Parents' Work Irom
K-"i
Our School Workt
K-4
lbe Five Senses
FIRS'
(rea or Stndv- lAmliv
to -Y
Home)
CHItIZIC111.11\1
Social Studio,
Social Studies
Social Studies
C1.
1111
I.
Food, Health ;1 kyle
Communit
yt :
olla
in in
1 t
v
11
the DNIFV Larl
Health
ronservat ion
i1 _ '
1j
:1-..'1,:.
1-.2
Hospit 11
Ile,
' It h
1:(1
0(1,
Ilealth i1
HU
M('
I..;
I in
t ISC
Rili
kb
I..
SO,-
I;I
ISt
Milk
.powci
!II
i lc
rt1V
CC
1-1
our Friond ihe Policeman
social Stndie,
Commun i 1 v
.1
I5
Nc%s 10 \le.
tiocial Studio,,,
Distrihntke
1-6
Si..1,:1,' lachines
'' Se ience
hwer ;1
1 acre. \
1- 7
..loo An i ma I
sF,
Worke rs
Sc
ienc
cC
omm
it i t
v1-8
What Am I
Like?
1-9
The Egv, Industry
Science
Conservation 6 litri.
lin,.
SECOND
(Area of Studv--Neighhorhood r, Coimmutitvl
2 -1
Bicycle Laws 6 Safety
Social Studies
Power 6 Energy
2- 2
The Dentist
Health
Food, Health 6 Home
2-3
The Druggitt
Health
Food, Health
Home
2-4
Concrete & Masonry
Science
Industrial
2-5
Fire Department
Social Studies
Community
2-6
Food Services
Social Studies
Distributive
SFC0ND
ITLL OF UNIT
(Area or StudyNeighborhood 1,
(`mirminity cont
)
Post Office Workers
CHRRICULHM AREA
Eawluage Arts
CLUSTER
Ommunitv
2-8
Restaurants
Social Studies
Distributive
-9)
The Small Farmer
Social Studies
Conservation 4 Agri.
lius.
2-1n
The Supe nua 1 ket
'qath
Distlibutive
2-11
Is
It Good Io
Dirferent
2-12
Sounds ,All
Nr( Hind
once
Power
Inergy
!-1.3
Hotels
VI%lore s
So%
i l l
` . 1
ti 0
.Distributive
THIRD
(Area
of Stud% -Cities)
3-1
Bakery
Ilea th
Disttibutive
3-2
Bio. Mach Ines
`4(.. once
Power I,
I nerPv
3-
Comm i t y Workers
Sot:
iComm
I t%
3 -4
The
Optometrist
Health
Food, Health h Hulk,
3 -S
Pol it ica 1
horkers -CI tv
Social studies
Commity
3 -6
What lb ngs Do
IIke Bes
3--
the Sheep Indust r-
Social studio;
Conservation
Bus.
3- 8
llte
re lephone
knigtme 'Arts
Communications
1-9
Hone>
Indust ry
Scienct
conservation
Nui
riPa
is.
3- 10
lhe C rha VeMN n
Health
OmInunitv
3-11
Clothing
SOcial Atudi(-4
Food, Health
Home
3- 12
Tit rke Indust 1-%
Science
COnservation t, Agti,
Bus.
FOURill
1-1
4-2
4-3
(Area of Study
Count\
VI State)
Electricity and the Power Plant
Food Services
Fruit Farmers
Scienk
Health
Social Studies
Industrial
Food, Health VI Homo
Conservation F1 Agri. Bus,
4-4
Iron 4 Steel
Scienco
Power fi Energy
4-5
The Nurse
Health
Frxxl, Health Fi Home
4-6
Nutrition
Health
Food, Health & Home
4-7
Musical Instruments
Fine Arts 6 Crafts
Commit!' i t y
4-8
Political Wnrers--State 6 County
Social Studies
Commtin
i t V
4-9
Printing 4 Graphics
Fine Arts 4 Crafts
Industrial
4-10
Radio F1
Television
Language Arts
Communications
4-11
Rail..-on'
Social Studies
Distributive
4-12
Surveyor
Math
Industrial
4-13
Transportation
Social Studies
Distributive
4-14
Water Usage & Conservation
Science
Conservation 4 Agri. Rus.
1111
1 01
MI
1
FOU
RT
HL
Nrc
aSt
ud\ -
Col
\-6
stat
e co
nt
4-15
Wea
thei
y `1
et,.o
rolo
,..v
1-16
Wliat
\re
\iv1-
1-ke
teri
r Ir
ian
1-1g
rho
Gar
men
t la,
tor\
1 1
flit
Plum
hei,
120
1111
_.1
cht.
It r
1-21
Lilw
iria
n1-
22\tu
n' r
turt
CII
RR
IC11
1,11
\1 N
IZIA
ticI
1 C
Sk.ie
nce
st ti
dSI
..Wilk I
1.;1
1111
1:11
1tt
so,
i1
"t1
i o';
('1,1
151'
I.1?
Con
,,erv
at io
n 6
lot i
,B
us,
1 oo
d,
1!ea
lt 11
!low
(In
div,
t via
l11
1.11
1,.tr
ial
Di-
st I
ihut
Ike
CflmM111111\
1101
v-1i
-in!
111
Ill
( lr
e:i o
f St
uds
Ihi
tea
Stat
es 6
I he
Nm
eric
an t'
i \i
1i
';it i
on)
51
\ i r
l ine
-1'to
e H
I st
udio
-,Po
wei
6I
lied'
%D
ealt
h5-
'('h
e B
arhe
r 6
1 he
hca
ut ;
c l a
nro
od,
1 le
n l t
h 6
lo
t-i
i
5;
N1
i n i
ii!_'
,t%
ocia
l Stu
dio.
:In
dir4
t t H
I5-
41h
e C
arpe
nter
klat
hIn
du-s
t x1:
11
S-S
fore
st s
ell'
i i t.--;
'',C I 011CL.
I im,c1 V:i I 'lull
61"
,i
,,,lia
r-.
5-I
tT
he R
eel I
ndir
-tr\
1 le
alth
Con
soi %
-at i
on 6
\ "I
1.liu
,,5-
-T
hi M
echa
nic
Scie
nce'
Pow
eiri
I ne
re,
5-8
Ilic
New
spap
erL
angu
age
Nil
:om
mui
licat
loll.
5 -9
itlf
ice
tin I
lse
r,1,
:mtti
Lio
e1
rt -
z:o
nion
) i t
%
5- 1
(1Po
l i t
i c a
I1,
:ol k
er, -
- \,:
it i (
ma
1,ti
oc i
al'It
iikl
i f
-4oi
lman
' i t
%
5-1
i('h
e O
rth,
,lont
i -t
Ilea
lt h
loud
, !le
a lt
11',
!lim
a
5-12
Set%
ice
S,a
t ion
Sc ic
il('o
n-of
n!
ion
:,'0
,1i :
t;ii
.
5-1
:trod
\ Ihr
oo'h
Nrt
IIn
c`N
rtD
i -st
i 'h
ut i
\ eSt'
.1
r i
I1
7,-14
Lloctronnt:-
rtmi
,:,
I .1LtP
5-1S
hlio
Nn
1::
5-16
From
Ha
rtel
to k
an1.
' i n
o,M
a t h
1)1
st r
i hu
t I \
e
GC
S-1-
Weight,:
and
Me.
1sue
.4M
nth
Indu
strI
alL
.:5-
18R
ecre
at to
ilPhysical Ithication
loth!, Health
..
llomc
SIX
Ill
(:tr
ea o
f ,S
tud
-N1a
n 6
111,
Wor
ld I
nv i
roni
nent
6-1
l'he
Arc
hite
ctfi
ne r
t.-%
:1('r
afts
flid
u-%
tria
l6-
2B
anki
ngM
ath
Dis
trib
utiv
e6-
3T
he D
octo
rHealth
Food, Health 1,
Hom
e
6-4
The
Ele
ctri
cian
Science
Pow
er r
,I
nerg
y6-
5M
echa
nics
F4
Rep
a i r
Sc ,i o
nce
Pow
er 6
1 ne
no
6-6
Law
Enf
orce
men
tSocial Studies
Comimmi t v
1.1
III
OF
S I
XI
Nre
a of
stu
dy1:
111
;1III
-, W
orld
I nv
roni
.k.n
t col
a .
Si
fhe
I ls;
111;
111
6'-7
O S
1110
t :11
6-9
Ae
1 0'
;1)1
02Ill
tlltl'
CI N
it 1(
111,
11\1
NItl
..\('1
.11S
11 It
I.mitt
irip,
.1.
.111
1' 1
1:11
't'
L;t
01-.
4 ri
hot r
ye,
min
III
1 t
flicl
.:I
1Il
e
(1-
111
11
(j
()-
11
1110
1 1)
1; 1
' :11
)11'
'ilk
I11
1d11
1I
1.11
()--
1101
'tti
ll iv
titie
ntt
C,o
n1
1.1
11
0)I1
\ "1
1,11
-13
Rah
' -S
it t m
y;I
ii1
( 1
4)
( 1
: I1
t11
1141
"Ii-
6- I
IIla
s \li
,t t !
chin
IIe.1
It11
.1 1
1'11
1111
11 1
t
Ii
11,-
;to
he
.*()
( ie
kit
yd tt
i it t
itp.
irtt
IIlw
,t 1
i11,
And
(.!J
oe-,
ta 1
:111
1e,
per
11.1
I.r1c
Ii I
111-
,t rip
Itt'
I.11a
v )
I lor
ieni
ke r
I low
eilu
i ker
-,
110-
T1r
:11 t
hill
\IIt\
Hit
lel,
ph, (
ilk
NI I
11)(
11it
i(11
pho
n(
I11
(1 ir
kin
Ith
1.11
1.1
11
1)11
.1r
1 ks
ildi
I It
11.1
1.1t
I,
l'(,1
1.,,I
.,.11
1
tct
1
IR,
,it
`.11
1.,)
1:11
)11
1I
I1
P.to
i1.
110
1' 1
110.
112.
11'
0111
1\\tl
i'v:,v
ostI
tvi't
111-
I;1
1.11
01'
11l'I
ld 1
V1.
11I h
e \e
t\ -;
;(.1
1K.
t'4
.10
R01
1011
1)()
n(.
((r(
)sl'h
e,;1
1;1
I (:
Ittil
tSt
i )1
l
liteV
C le
I aW
St.;
Sare
t-V
Rie
vcIe
Sa
retV
The
Bak
ery
Ye
01 d
e R
ake
Sho
ppe
Pos
t Offi
ce W
orke
rsF
rom
MY
Hou
se T
o Y
our
Hou
se
N W
ord
11)(
(t i
tS
ecre
t .1
r le
1,,Ii)R1 1) 01 1,.01:1: '1:(11'.
THE WORLD OF WORK AND RECANONSHIP TO IT
1 . TO DEVELOP A POSITIVE AND REAI'lIC SELF CONCEPT AND ARESPECT FOR OTHERS.
a. o respect and accept and f.he contributions thatI make in my home. class. and zommunicy
b To learn that I need t gain kn'Jw,ledge and develop skillsto perform certain tasks in my home, school, and community.
To respect the contribut-ions made by all individuals.
d To learn which things I ought o de first for the good of
myself and others,
e. To learn how mush Lime, if' -L, and money is necessary toachieve a given task
f. To identify the basic ,,Lops in rile decision-making process:
identifying and analyzing lilt_ p:'thlum, determining possiblesolutions, experimenting, ,va:uating, and making needed
changes
g , Io understand and st.npo:A s-Lii1 and economic laws which
govern and benefit SJCir_A,
h To respect the propert- , in i ijaals, businesses. andthe public
To be aware of My 0.011 .if'OknCtiSCS,
j, To be aware that thcrc p:, i Livt_' and negative
influences
k. To learn th- t acreptiu- For my actions IS
important in my rulati,,ns : r
91
0
2. TO DEVELOP AN AWARENESS THAT WORKERS PERFORM THEIR LABORS FORMANY REASONS
4
a. To achievy e,knomic stability, that is, adequate food,shelter, and clothing,
b. To concribute economically and socially to the society inwhich they live
c. To provide themselves with economic means for developingtalents, pursuing educational and recreational goals, andusing leisure time wisely
d. To gain satisfaction for a job well done.
e. To provi the worker rind his family with the things theyneed us they progress through life
f. Tc gain pride and dignity from their work.
3. TO DEVELOP AN AWARENESS THAT WORK ESTABLISHES SOCIALAND ECONOMIC VALUES
a. To learn that workers depend upon one another
b. To learn that work enables prTic Lc become economic andsocV supporters of the community
c To lNrn that work develops responsible citizenship
d. To learn that people organize their lives around their work.
To learn that men can conserve natural resources.
f To learn th;,t work contributes to the unification ofthe nation..
g To learn that men use raw materials to m9ke finishedproducts.
h. To learn that men use the assembly line metfriod and modern
technology in the production process.
i To become aware of the law of supply and demand and how itmay affect our lives
82 92
4. TO DEVELOP AN AWARENESS THAT 1-1FRF ARE A WIDE VARIETY OFJOBS IN OUR SOCIETY.
a To learn that parents have many kinds of jobs
b, To learn that there are many kinds of jobs in our school.
c. To Learn that there are many jabs in the community,
d. To identify similarities of local careers to careersin general.
e. to learn that there are clusters or families of relatedoccupations.
f. To be aware that the worker functions with one or more ofthe following: people, data, products, services or ideas.
g. To learn that jobs may continue, change, disappear orbe created.
h. To learn that the different kinds of occupations requiredifferent kinds of preparation,
(3 3
93
INDEX
Ac'ospa: t, Industrv, 69 Hotels and Motels, 33
Airline;, 55 House Builders, 22Arehitck:c, Phe, 65 How Am I Changing?, 69flab\ Sitting 71 Index, 83
Baker, ThL , 35 Iron and Steel , 44
65 Is It Good to Be Different,
.at',21 and he itauti1/4.ian, 55 32
Bu:rcr to Fiom, 62 Jeweler, The, 52
is i Inclusc 57 Law Enforcement, 67T,,11- and .1-;afetv, 27 librarian, 53
Manufacturing, 53
n T,atnin:2, -le(hanik,:s and Repair, 67
Pr:l.zram. Mining, 56'arrenLet, -he, 56 N,,-Likian, The, 71
Clothin4, 40 Musical Instruments, 46r:Jmmunin' Workcrs, J6 News co Me, 23ConcleLe anu .Tasonly, 28 Newspaper, The, 58Dairy Farm, Fhe, 21 Nurse, The, 45
fhL 27 Nurrition, 457nc, 66 Office Workers, 59
Dru_y_;i-,t, The, 23 Optometrist, The, 36
t'g Incltsrr The, 25 Ordering World of Workihe, 66 Units, 1
Flo(tricicv and the Orthodontist, The, 60
Power 1' 1a6L. 43 Our Friend the Policeman, 22
Elef.tioni(s, 61 Our School Workers, 19
Fire T)epart^,nt, 29 Outline of Grade Level,
Ef-2 c 'The, 19 Units, 77(4, 9), )9 Parents' Work from "A" to
Fo,;(j 4), 43 18
1'01 es Ser 37 Photography, 70
Port-c.yd, Plumber, The, 52
i'rui . ;+1(i (,tain Political Workers, City, 37
39 Political Workers,
Garent Fact,,1%, The, 51 National, 59
Home:-.n1 'Politica Workers, State
Hon(2. [ndu,,trv, 39 and County, 46
H'fCiLulLULC', 7U Post Office Workers, 30Ptinting and Graphics, 47
84
Radio and Television, 47Railroads, 48Rereation. 63Restaurants. 30Salesman, The, 68Sample Lesson, A, 73Scope and SequenceChart , 15
Secretary, The, 63Service Station, 60Sheep Industry, The. 38Simple Machines, 23Small Farmer, 31Sounds All Around, 32Supermarket, The, 31Surveyor, 38Telephone, The, 38
85
fla.lsportation, 49Thrkev Industry, 40;'nit Catal,-g, 13
nit Out A, 72',:e:erinarian, 51
Watfr rsage and Conseiva-49
WzythL! and Meteorology, 50.tnd ns.Jsures,
What Am I Like?, 24What Are My Interests?, 50What Things Do I Do Best?, 37Who Am I?, 62Work through Art , 61
Wot ld (4. Work Objectives, 81World Work Project, 10Zoo Animals and Workers, 24
95