Learning related to Academic and Career Guidance Content for Elementary Cycle Three (ACGC)

OCCUPATIONS OF PEOPLE IN HIS/HER COMMUNITY: DEVELOP A DESCRIPTION OF THE OCCUPATIONS OF PEOPLE IN HIS/HER COMMUNITY. Teacher’s Guide Working Document from: Nancy Battet Lester B. Pearson School Board 2017-2018

Occupations

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Property of Lester B. Pearson School Board Working Document Updated: October 2018

Table of Contents Page

1. ACGC Pedagogical Planning Synthesis 3

2. Preamble 4

3. Activating Prior Knowledge 5

4. What do you already know? Who do you know? 7

5. Interviews 9

6. Table #1:KWL Chart 12

7. Table #2:Interesting Occupations 13

8. Oral Presentation Checklist 14

9. Model Invitation for Guests 15

10. List of Books and Videos 16

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Property of Lester B. Pearson School Board Working Document Updated: October 2018

ACGC PEDAGOGICAL PLANNING SYNTHESIS Title: Occupations

Elementary Cycle Three (Year 2, Grade 6)

Student Need AXIS OF KNOWLEDGE

ACGC*

Address students questions about the occupations that exist in their community.

World of work OCCUPATIONS OF PEOPLE IN HIS/HER COMMUNITY: Develop a description of the occupations of people in his/her community.

PEDAGOGICAL APPROACH (approximately 4 hours) RESOURCES

Subject Specific Competencies: English Language Arts: To use language to communicate and learn. Preparation Phase: This learning situation will allow students to describe the occupations of people in the students’ community. Students will partake in classroom discussions. The teacher would touch upon different fields of interest and model the strategy “to describe.” The teacher will have the students call out various occupations. Then the teacher will ask the students to answer, in dyads and in small groups, the following questions: What is an occupation? Is being a volunteer an occupation? Yes or no? Why or why not? Is being a stay-at-home parent an occupation? Yes or no? Why or why not? The teacher will model the learning strategy “to develop.” Competency being developed: To use language to communicate and learn. Realization Phase: The teacher will ask the students to list the names of at least five people in their community with their occupations as well as their place of work. They will also use a table to name various occupations in different categories. Students will interview or research three people/occupations from their community. Prior to the interviews/research, they will complete one column of the KWL chart. They will indicate what they already know about each of the three occupations of the people/occupation they will interview/research. They will also indicate what they would like to learn about the occupations in the second column. The students would explain why they chose to interview/research their guests about their occupations. The students will formulate at least five of their own interview questions for their guests. After completing their interviews/research, they will complete the “L” part of the column. Following the interviews and or research, the students will present their acquired knowledge in an oral presentation. The competencies being developed: To use language to communicate and learn. Integration Phase: The students will have a reflection period to indicate what new information left an impression on them the most and why it left a mark on them. What did they learn about the people in their community and their occupations? What do they know now that they did not know before? How did they use the strategy “to develop”? Why do you think it is helpful, at this time in your life, to learn about the different occupations within your community? Competencies being developed: To use language to communicate and learn.

Student Booklet, Teacher ’s Guide

*Definition of the cognitive strategy: Develop means to reformulate or transform information so that its main characteristics are reflected and expressed in different ways (Ex. paraphrase, formulate examples, make analogies, summarize in own words)

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Property of Lester B. Pearson School Board Working Document Updated: October 2018

Preamble

This learning situation, OCCUPATIONS, may be done on its own as it covers the

content item: OCCUPATIONS OF PEOPLE IN HIS/HER COMMUNITY.

However, it may also be linked with the learning situation named “STUDENTS AT

WORK” which deals STUDENT DUTIES AND WORK METHODS“. “OCCUPATIONS”

may be done before the learning situation “STUDENTS AT WORK” as the students

will be able to make connections from the knowledge acquired in the previous learning

situation and use that knowledge to further their learning within the other content

item.

The learning situation entitled “OCCUPATIONS,” may be done after the learning

situation “Students at Work” as the students may be able to make connections from

the learning acquired in the learning situation and use that knowledge to further

their learning.

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Property of Lester B. Pearson School Board Working Document Updated: October 2018

Part One

Activating Prior Knowledge

Introduction/Preparation (Addressing Students’ Needs): What is the student

need?

Introduction (Think/Pair/Share)

The teacher will state that the questions she is asking will help them understand the

various occupations in the work place of people in their community. The students will

need to describe the occupations of people within their community.

As a starting point, the students draw a table and provide examples of the different

occupations of people within their community. The teacher will have the students

working together in teams to name various occupations as well as answer questions.

Occupations

Career Volunteer

Doctor Parent volunteer in

school

Plumber

Kids:

Caretaker

Students will be asked one question (see below) at a time. Students answer these

questions on sticky notes. (Activating/Retrieving previous knowledge) At first, the

students each think and write down answers in blue. Next, they pair up with a

classmate and they share their ideas. Then they go back to their sheet and they may

add to their previous response (in pencil). Finally, the teacher will ask them to share

their responses with the class. The students will be given time to reflect upon the

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classroom discussions. They may then go back to their original response and add to

it with a different colour (Acquired knowledge). Students will then reflect upon the

knowledge acquired. The teacher may compile their responses on the Smartboard.

The students may also post it on a poster on the wall in class as they may want to

refer to it at a later time.

Occupations

Questions: What is an occupation? Is being a volunteer an occupation? Why or why

not? Is being a stay-at-home parent an occupation? Why or why not? Name some

occupations and include some trades or vocations.

Occupation: “a person's usual or principal work or business, especially as a means of

earning a living; vocation” (http://www.dictionary.com/browse/occupation?s=t)

Modeling the strategy “to DEVELOP.”

(*At this point, the teacher may refer to the research the students did in the

learning situation entitled “Students at Work” which was related to the content item

dealing with STUDENT DUTIES AND WORK METHODS.)

The teacher may use school staff members’ occupations to develop descriptions of

an occupation. For example, the teacher may mention that the school secretary

works at the school. The teacher may indicate some of the responsibilities the

secretary has as well as some of the tasks. The teacher may also mention what

educational background the secretary has. The teacher may also invite the secretary

to discuss her occupation with the students. The teacher will also the students the

restate the steps taken when formulating a description. Afterwards, the teacher

will ask the students to use their own words to develop a description of the

secretary’s occupation. Once the students have described the secretary’s occupation

in their own words, the teacher will state that they have used the strategy « to

develop. »

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Property of Lester B. Pearson School Board Working Document Updated: October 2018

Part Two:

What do you already know? Who do you know?

The students name some people in his/her community and the occupations they have.

The students would also describe the tasks involved in these people’s occupations.

As mentioned previously, the school secretary can be named as an example, and a

description of some of the tasks the school secretary does on a daily function can

be stated. Then the teacher will ask the students to list the names of at least five

people in their community with their occupations as well as their place of work. In

order for students to describe the occupations of people within their community,

the students would work in dyads or triads when completing the table.

List the names of at least five people in your community, such as your family

members, friends, people in your school, area, local grocery store, etc. Write the

titles of their occupations and name where they work.

Names Occupations Where they work

List some tasks for each occupation: (This would be done for each of the five

occupations provided by the students)

Occupation Task

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After the students have completed the table above, the teacher will refer to the

table with various occupations. These activities will allow the students to see what

they already know about various occupations. (*This table may have been done in

another learning situation with the ACGC dealing with student roles and

responsibility names Students at Work.)

Name some occupations for each field of interest

Field of

Interest

Heath & Medicine Food

Services

Mechanics Fashion &

Design

Skilled

Trades

Arts, Culture,

and

Entertainment

Occupation Title

Name at

least one

duty in this

occupation

Duties

Occupation

Title

Name at

least one

duty in this

occupation

Duties

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Property of Lester B. Pearson School Board Working Document Updated: October 2018

Interviews:

Students will select three people in their community whom they would like to

interview. These guests will allow the students to enrich their knowledge about

occupations. They will have the opportunity to develop a description in their own

words about the different occupations of the people they interviewed. It is up to

the teacher’s discretion whether the guests are invited to the school where the

students can select which guests they would like to learn about, or if the students

can conduct their interviews on an individual basis as an assignment.

Before the students interview their three guests, they will complete, in point form,

one column of the KWL chart. The students will complete the “K” column in this part

of the activity. They will indicate what they already know about that occupation.

They will also indicate what they would like to learn about the occupations in the

second column which is the “W” column.

Students will formulate at least five of their own questions for the

guests/interviews. In grade six, the students are familiar with the process of

creating questions. They will need to use the “5W’s and the How” to formulate their

own questions (Who? What? Where? When? Why? How?) Then, the students will

provide their guest’s answers for each question asked.

After completing their interviews, they will complete the “L” part of the column.

What did they learn about the occupation? What do they know now that they did not

know before about this occupation? The students should use a different coloured

pen for each column.

Finally, the students will have a reflection period to indicate what new information

left the most significant impression on them and why it left a mark on them.

The students will then complete the table and answer the questions.

Guidelines for students:

Allow person being interviewed to introduce him/herself

Allow the person to state his/her title/job/profession

The person being interviewed must indicate his/her educational background

(Vocational Training, College, University, etc.)

Allow person being interviewed to summarize (1-2 minutes) what his/her daily

functions are

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Property of Lester B. Pearson School Board Working Document Updated: October 2018

If possible, allow person being interviewed to demonstrate how he/she uses

his/her tools in their workplace.

Sample Questions Students May ask:

Why did you choose this occupation?

What interests did you have? Did your interests change?

Do you enjoy your job/profession? Why?

How did what you learned in school prepare you for your job?

How did you get this job?

What advice do you have for me as an elementary student?

Who influenced your decision for this career?

What are some of the challenges you face in your profession?

What do you do at work in your job?

What is exciting about your profession?

How is being a student teaching me/getting me prepared for your job?

What essential skills do you use?

The students will present the information they acquired about the various

occupations in an oral presentation which may be done in dyads, small groups,

or to the entire class (see checklist for oral presentation).

Students would evaluate each other based on the checklist. They would be able

to give each other feedback after their presentation. The items in the checklist

should be discussed with the students. Students may write a description of one

of the occupations presented by their classmates.

At the end of the interviews/research, the students will develop descriptions for

two occupations from those they learned about.

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Property of Lester B. Pearson School Board Working Document Updated: October 2018

Note: The students may research occupations about which they would like to

learn more about. In another learning situation about student duties and work

methods entitled “Students at Work,” the students learned about occupations

and compared how their job as a student is similar/different to duties and work

methods observed in the world of work. They may use the information acquired

to add to their knowledge about occupations.

They will also reflect upon what they have heard. They will be given time to answer

the following suggested reflection questions:

1. After having interviewed your guests about their occupations, what new

information left the biggest impression on you? Why?

2. What did you learn about the people in your community and their

occupations?

3. What do you know now that you did not know before?

4. How did you use the strategy “to develop” when learning about occupations?

How was it helpful?

5. How do you think the strategy “to develop” will be useful in other subjects,

such as math?

6. Why do you think it is helpful, at this time in your life, to learn about the

different occupations within your community?

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Property of Lester B. Pearson School Board Working Document Updated: October 2018

Table #1

KWL Chart

What do I already

know?

What do I want to

know/learn?

What have I

learned?

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Property of Lester B. Pearson School Board Working Document Updated: October 2018

Table #2

Interesting Occupations

Complete the table with information you received from the people

you interviewed.

Occupation #1 Occupation #2 Occupation #3

Workplace

Occupation

Duties

Tasks

(Note: Essential Skills Used and Work Methods Used may be added in

another row if the other ACGC learning situation, “Students at Work,”

was completed)

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Property of Lester B. Pearson School Board Working Document Updated: October 2018

Checklist for Oral Component of Learning Situation

Observable Behaviours

Comments Yes No

Suggests ideas, insights/new direction

Builds on ideas

Uses and interprets non-verbal cues

Stays on topic

Uses precise vocabulary to provide key details

Reacts/responds respectfully with his/her peers

*It is suggested that students take part in the creating of the criteria which are included in the checklist.

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Property of Lester B. Pearson School Board Working Document Updated: October 2018

Note: Optional suggestion for teachers who would like to have a career fair or

a career day in their school.

Model Letter/Email for Guest Invitation

This year, the cycle three students are learning about occupations of people in their

community. We would like the students to develop descriptions the occupations of

people in their community. To help facilitate this learning outcome, we would like to

invite several people who currently work in different careers. We would be pleased

and honoured to have you as a guest in our class. Our Occupations Exploration Day

will take place on _______________________ at __________________

Elementary School from _____________ to _________________.

As a guest you would share some information about yourself and your occupation (for

approximately 15-20 minutes) with several small groups of students at a time. You

would introduce yourself, state your title/job/profession, state your educational

background (vocational training, college, university, etc.), summarize what your daily

functions are, demonstrate how you use your tools, and bring pictures/video/posters

of what you do in your job. We would encourage you to state how essential skills are

used within your profession/job, as well as state how elementary school helped you

attain and develop good work habits. (*This sentence may/may not be added

depending on the objective of your learning situation and the ACGC covered in class)

Using questions the students have prepared in advance, following your presentation,

the students would interview you about your occupation.

We are looking forward to meeting you and learning with you!

Please respond by: ____________________________________ to confirm your

presence.

Sincerely, _____________________________

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Property of Lester B. Pearson School Board Working Document Updated: October 2018

List of Books

This list is only a beginning. More titles may be added by perusing your school library, school

board’s library, public library, and the Internet.

Books:

Title Author

A Day in the Life of a Doctor Mary Bowman-Kruhm, Claudine G. Wirths

A Day in the Life of a Police Officer Mary Bowman-Kruhm, Claudine G. Wirths

A Day in the Life of a Firefighter Mary Bowman-Kruhm, Claudine G. Wirths

Career Day Anne Rockwell

Mom And Dad Go To Work! Alessandra Psacharopulo

Rosie Revere, Engineer Andrea Beaty

Construction Zone Hudson

Jobs On A Farm (world Of Farming) Nancy Dickmann

I Want To Be Affirmer Dan Liebman

Fashion Photographer (The Coolest Jobs on

the Planet)

Dallas Justin Rissman Rebecca

Videos

1) Learning about Jobs and Professions for Children Description: Lists different

professions/careers

https://www.youtube.com/watch?v=gaEOhA4W_7w&vl=en

https://alis.alberta.ca/tools-and-resources/videos/

2) Why study math? Description: Different careers that use math

http://www.teachertube.com/video/careers-in-mathematics-66533

http://mathbydesign.thinkport.org/videos/cakedesigner.html

http://mathbydesign.thinkport.org/videos/sculptor.html

3) Non-Traditional Career Paths Description: Character, work ethic, knowledge used

when working in a zoo and other environments.

http://www.teachertube.com/video/zoo-careers-239823

http://www.teachertube.com/video/cte-for-me-non-traditional-career-paths-119857