Career Education Guide: (3-4)

DOCUMENT RESUME ED 130 009 AUTHOR TITLE INSTITUTION SPONS AGENCY PUB DATE CONTRACT NOTE EDRS PRICE DESCRIPTORS 08 CE 008 125 Peterson, Marla; And Others Career Education Guide: (3-4). Eastern Illinois Univ., Charleston. Center for Educational Studies, Bureau of Adult, Vocational, and Technical Education (DHEW/OE), Washington, D.C. 75 OEC-0-72-4626 523p.; For related documents see CE 008 124-126 MF-$1.0C HC-$27.45 Plus Postage. *Career Education; Curriculum; Curriculum Guides; Elementary Education; Elementary School Mathematics; Elementary School Science; *Fused Curriculum; Grade 3; Grade 4; Language Arts; *Lesson Plans; Occupational Information; Occupations; Social Studies; Teaching Guides; *Units of Study (Subject Fields); *Vocational Development ABSTRACT One of a series of guides developed under the K-6 Teacher and Counselor Competencies in Career Education Program, this guide contains a section for each of the Grades 3-4 levels (Third Experience Level and Fourth Experience Level), each encompassing the two career education componsnts: Subject Matter Areas (to reinforce science, language arts, math, and social studies concepts) and Career Development Areas (with both developmental and interacting dimensions). Each experience level ;*sction contains eight infusion strategies (teaching units which flIse career development and subject matter concepts) based on the career devslopmental dimensions: Coping behaviors (two strategies), decision making (two strategies), lifestyle (one strategy), and self developmtnt (three strategies). (Separate teaching units axe not included for the interacting dimensions; they are integrated into the suggested activities for the developmental dimensions). Each infusion strategy contains career development concepts, teacher goals, vocabulary, performance objectives, listings of subject matter concepts used, preplanning suggestions, student activities, student pages, references to related materials, and job descriptions of the occupations presented. Cross indexing is provided so that infusion strategies may be located by cccupational theme, subject matter topic, or career development area. (JT) ********************************************************************** * Documents acquired by ERIC include many informal unpublished * materials not available from other sources. ERIC makes every effort * * to obtain the best copy available. Nevertheless, items of marginal * * reproducibility are often encountered and this affects the quality * * of the microfiche and hardcopy reproductions ERIC makes ivailable * * via the ERIC Document Reproduction Service (EDRS). EDRS is not * responsible for the quality of the original document. Reproductions * * supplied by EDRS are the best that can be made from the original. *********************************************************************** CAREER EDUCATION GUIDE (3-4) by Marla Peterson Ann Jackson Carl Tausig Janet Sutherland T HIS Judith Barford C0PYBY GRANTED TO REPRODUCE BEEN PERMISSION R10HTEDAMATERIAL HA OPERATING INNATIONAL ORGANIZATIONS THE REPROAND WITH RETO ERIC FURTHER AGREEMENTS SYSTEM ERIC UNDER Of EDUCATiON COPYRIGHT THE Of THE STITUTE OUTSIDE aucTION PERMISSION OUIRES OWNER DEPARTMENT OF HEALTH. SO9CATION & WELFARE OF NATIONAL INSTITUTE EDUCATION HAS BEEN REPRO 11-flS DOCUMENT AS RECEIVED r ROM ORIGIN DUCE() EXACTLY OR ORGANIZATIONOPINIONS THE PERSON OF VIEW OR STING IT POINTS NECESSARILY R ERRE STATED DO NOTNATIONAL INSTITUTE OF SENT OFFICIAL oR POLICY EDUCATION POSITION U5 \ le) 'V 0* 4.)J 13 41 June 1974 Published pursuant to a grant by the Bureau of Adult, Vocational and Technical Education, U.S. Office of Education, Department of Health, Education, and Welfare. The opinions expressed herein do not necessarily reflect the position or policy of the Office of Education and no official endorsement by the Office of Education should be inferred. Contract 1 OEC-0-72-4626 ....) 4 This guide is one of a series of three K-6 guides: Career Education Guide (K-2) Career Education Guide (3-4) Career Education Guide (5-6) Cover design by Buzzard Laboratory School First Grade Students: Scott Jordan Becky Paris Karla Weidner Art by Marky Turrell Hinson and Phillip Settle Project Monitor, Elizabeth Simpson United States Office of Education © Eastern Illinois University 1975 Discrimination Prohibited-Title VI of the Civil Rights Act of 1964 states: "No person in the United States, shall, on the ground of race, color, or national' origin, be ex- cluded from participation in, be denied the benefits of, or be subjected to discrimioation under any program or activity receiving federal financial assistance." Therefore, the Enrichment of Teacher and Counselor .Competencies in Career Education Project, like all other programs or activities receiving financial assistance from the Department of Health, Education, and Welfare, must be operated in compliance with this law. Copyright for these mateilals is claimed only during the period of development, test, and evaluation and during the further period of commercial publication. For the status of copyright claim, contact either the copyright proprietor or the U.S. Office of Education. 3 CONTENTS Page National Advisory Committee Validation Task Force 6 Preface 7 Orientation To The Guide 9 THIRD EXPERIENCE LEVEL 25 Master Index of Infusion Strategy Contents-Third Experience LevelCouple, Cut, And Cooperate (Coping Behaviors) Places, Prices, And People (Coping Behaviors) Change For Fun With Recreation (Decision Making) Growing Great Green Goals (Decision Making) How Social Is Sewing? (Lifestyle) Life With Libraries (Self-Development) Coffee, Tea, Or Milk? (Self-Development) IIIFaster, Slower, Higher, Lower (Self-Development) 27 31 65 95 131 171 205 235 263 FOURTH EXPERIENCE LEVEL 291 Master Index of Infusion Strategy Contents-Fourth Experience Level Efficient Assistance (Coping Behaviors) Clear The Air (Coping Behaviors) What's News: Risks In Newspaper Reporting (Decision Making) Curiosity Created The Curator (Decision Making) Tellers Like It Is (Lifestyle) Space For Special People (Self-Development) Attendant Economics (Self-Development) Fish Fry Anyone? (Self-Development) APPENDICES . . 293 297 329 355 397 427 455 483 507 533 Appendix A - Career Development Major Concepts Appendix B - Developmental Dimensions-Scope and Sequence Appendix C - Interacting Dimensions-Scope and Sequence 4 3 535 536 538 NATIONAL ADVISORY COMMITTEE FRANK BURTNETT, Director, National Career Information Center, American Personnel and Guidance Association, Washington, D.C. DONNA CHILES, Past President, American Personnel and Guidance Association, Washington, D.C. RUPERT EVANS, Professor of Vocational and Technical Education, University of Illinois, Urbana, Illinois WINIFRED FRENCH, DuSable Career Education Project, Chicago Public Schools, Chicago, Illinois JOHN JAROLIMEK, Past President, National Council for the Social Studies, University of Washington; Seattle, Washington RONALD McCAGE, Coordinator, Research and Development Unit, Illinois Division of Vocational and Technical Education, Springfield, Illinois II) FERMAN B. MOODY, Pennsylvania Department of Education, Harrisburg, Pennsylvania ROMAN PUCINSKI, Author of The Courage to Change and Alderman, Chicago, Illinois 5 VALIDATION TASK FORCE LARRY BLASCH, IBM Corporation, Springfield, Illinois SANDY BOLL, Classroom Teacher, Sullivan Public Schools, Sullivan, Illinois FRANCES FALEN, Classroom Teacher, Bu:zard Laboratory School, Eastern Illinois University, Charleston, Illinois MARLYS HANSON, Career Education Project Director, Soccorro Public Scho.ols, Soccorro, New Mexico ROBERT JERVIS, Career Education Project Director, Anne Arundel County Schools, Annapolis, Maryland DOROTHY LAWSON, Career Education Project Director, Cumberland County Schools, Greenup, Illinois WILLIAM REYNOLDS, Coordinator, Professional and Curriculum Development Unit, Illinois Division of Vocational and Technical Education, Springfield, Illinois JOEL SMITH, Director, Cobb County Occupational and Development Program, Marietta, Georgia MICHAEL ZOCKLE, Director, Career Education Project, Warren Public Schools, Warren, Ohio 6 6 PREFACE Materials of the project stress parallels between the lives of children and the lives of all other humans. The process of decision making is learned through making decisions whether one is a child in school or an adult in a specific occupation. So too are other career development concepts learned. One learns coping behaviors by being able to cope with situations in the here and now. Children at school are involved in an occupation, that of "school child" just as an adult may be in the occupation of tailor or chemist. Visits were made to career education project sites, career edUcation curriculum guides and career development theory were reviewed, commercial materials were examined, and people in various occupations were interviewed. Out of all these activities emerged the eleven career development major concepts and the seventy-six subconcepts around which the Enrichment of Teacher and Counselor Competencies in Career Education materials are built. Certainly mor& career development concepts exist. However, some priorities had to be established. With the help of a validation task force the staff was able to reduce the concepts to a manageable number. Five zextbook series were reviewed and concepts commonly presented at each exper':vice level were identified for language arts, mathematics, science, and social sies. Once both career development and subject matter concepts were identified, teaching strategies were developed which infused the two types of concepts. Teaching-learning activities have to have a "jumping-off" point. The project staff has chosen to use occupations selected from the fifteen USOE clusters of occupations as the agent to bring together career development and subject matter concepts. It is the philosophy of the project staff that at the K-6 level, in general, it does not matter which occupations are chosen. In fact, occupations do not have to be used. However, occupations are highly motivational in nature and serve as an excellent means to help students acquire career development and subject matter processes and content. An honest attempt has been.made to avoid sex and minority group stereoIllustrations and text were reviewed by minority group members and representatives of womer4s groups. Some illustrations were redrawn and some text was rewritten. The authors invite all users who find any illustrations or wording that contain stereotyping to modify the materials. It was impossible for the staff to determine whether publications listed in the bibliographies contained stereotyping. The user should be a.krt to tois possibility and review all materials listed in the bibliographies. typing. Throughout the development of this guide, students and teachers at Buzzard Laboratory School offered suggestions for improvement of the materials. Many children's suggestions are incorporated into this publication. The vastness of the population for whom this publication is intended made it difficult to produce a document that would fit the needs of the entire population. Therefore, the staff expects that many adaptatif,ns will occur. This may be highly desirable because the professional clas.lroom teacher is very adept at adapting. --The Project Staff 7 ORIENTATION TO THE GUIDE Dear Teacher, You are about to be introduced to a promising innovation jn K-6 curriculum--career education. Put aside any pat ideas you may have. Career educatiOn isn't just learning about jobs. Career education isn't steering children into certain careers. Career education doesn't force children to ask, "What do I want to be?" You don't have to add a new Z7 class period called career education. You don't have to buy new materials. You don't have to change useful tea7hing methods. 8 9 INFUSION is the Master of Ceremonies for career education. Career education has two components. I. The Subject Matter Areas These are 6*,-2 building blocks of every K-6 curriculum. The activities in this guide will reinforce Science, Language Arts, Mathematics, and Social Studies concepts. II. . The Career Development Areas A. The Developmental Dimensions Understanding and skills in career development guarantee personal satisfaction and success in the several adult careers (parent, citizen, worker, etc.) which each child will assume as an adult. Understanding and skills in career development help children to know themselves. Areas such as Coping Behaviors, Decision Making, Lifestyle, and Self-Development have been labeled the developmental dimensions of career development. B. rhe Interacting Dimensions Children think of themselves as workers. They are interested in knowing, trying out, and comparing the characteristics of adult tasks. Children wonder, "What tools do you use? Can I do it? How long does it take you to learn your job? Are you ever in danger? Bored? Do you make enough money?" Areas such as Occupational Information, Educational Awareness, and Attitudes and Appreciations have been labeled the interacting dimensions of career development. When these components are INFUSED into a single teaching/learning activity, career education happens. 10 9 COPING BEHAVIORS C4SiOAlhwovo. LE SELF-DEVELOPMENT Concets. Subject matter concepts for the activities in this book were adapted from major textbook series. Concepts for the developmental dimensions of career development are identified by one to three major concepts. Each major concept has K-6 subconcepts sequenced by increasing detail and difficulty according to experience level. Concepts for the interacting dimensions of career development are more general and are the same at each experience level in this series. Teacher Goals The career concepts lend themselves to a spectrum of teaching activities beyond the scope of those offered in this book. Teacher goals are provided so that you may preview and scan the teachability of a concept lne teacher goals will alert you to many ways to reinforce career concepts throughout the school day. 10 11 Objectives You are correct if you assume that each career education activity alore than one objective. The activities have objectives from the tao career education components--subject matter and career development. There is a reasonable balance between the cognitive,-- affective,--- and psychomotor objectives. Objectives appear in the discussion of an activity like this. PPO means Pupil Performance Objective. Lifestyles within a community differ. . . compile a list of ways to find out names and addresses of ZocaZ nurseries. PPO Lifestyle Use the yellow pages of the telephone directory as one source for locating nurseries in the immediate area. The career concept toward which the objective was written is beside it in the left hand column. 11 12 Evaluation The evaluation'of pupil achievement after an infusion strategy (teaching unit.) has been completed must depend primarily upon the sensitivity and judgment of the classroom teacher. The intelligent selection of means of evaluation has a direct relPtionship to the actual learners involved and the local conditions. For example, the classroom teacher is the best qualified person to decide whether a certain ch..ld should demonstrate a Oen knowledge "orally" or "in writing." The same cOnsideration may be applied to the amount of knowledge or skill required. Rather than prescribe a posttest, the present materials suggest that the pupil performance obiectives for the infusion strategy activities be used as bases for the individual teacher's evaluation of pupil achievement. With these objec-ives and their corresponding activities as starting points, the teacher may decide to designate: A CERTAIN NUMBER OF REQUIRED ACTIVITIES TO BE PERFORMED BY ALL PUPILS; or, A CERTAIN NUMBER OF ACTIVITIES WHICH MAY BE TREATED AS ELECTIVES BY THE CHILDREN; or, A COMBINATION OF REQUIRED AND ELECTIVE ACTIVITIES; or, A WRITTEN, ORAL, OR PERFORMANCE TEST CONSTRUCTED ACCORDING TO THE CONTENT AND ACTIVITIES ACTUALLY EXPERIENCED BY THE CHILDREN. 12 13 ORGANIZATION OF THE GUIDE , You are probably very familiar with the content of the subject matter areas--mathematics, science, social studies, and language arts. However, career deveopment content may be new to you and you may need to become familiar with career development concepts. For this reason, within each grade or experience level the guide is organized around the developmental dimensionsCoping Behaviors, Decision Making, Lifestyle, and Sell-Development. Infusion strategies (teaching units) have been prepared which focus on a career development concept. In case you are wondering what happened to the other three of career development, you will recall that chey were called the dimensions interacting dimensions and they do just that--interact with the four developmental dimensions listed above. Separate teaching units have not been written for the interacting dimensions concepts. Interacting dimensions concepts have been integrated into the suggested activities for the developmental dimensions. Each experience level has been tabbed so that you can quickly find the experience level(s) that are appropriate for your students. Within each experience level you will find eight infusion strategies. The sion strategies follow the same pattern for experience levels: Coping Behaviors - 2 infusion strategies Decision Making -Lifestyle Self-Development - 2 infusion strategies - 1 infusion strategy 3 infusion strategies 14 This book is organized so that you can use it in different ways. INDEX is your key. The Suppose you wanted to teach about an occupation because it was of high interest in your geographic area or of special interest to the children. Choose an infusion strategy by occupational theme. Dimension Infusion Strategy OcOupation Activity Subject Matter Page CB Going Below Diver Why Dive? Describe, find similarities and differences LS Coming Attractions Theater Manager Alike and Different Describe, find similarities and differences At Your Service Deliveryman Try This One Categorizations SD Perhaps you wish to transform a math period into career education. your specific math topic and use that activity. MATHEMATICS (Facts and Operations) CB 1 Protect You Policeman It Has to Be Written Counting CB I Protect You Policeman Hely me Find It Cardinal numb.:,rs DM Things Look Different Pilot Listen to Ground Cortrol Cardinals to 15 I. Select Or maybe you feel your children need work in one of the career development areas. Choose activities from that section and teach them. What's the Ntmmber? Telephone Operator Long Distance Calling One-step problems Try It This Way Home Sprvice Representative More or Less One-step problems That's Living Nurseryman People or Plants One-step problems That's Living Nurseryman Gardens One-step problems Made to Measure Upholsterer Measured to Fit Solve number stories 1o 16 In this guide you will find teaching materials in the form of teaching units called infusion strategies. Each strategy contains the following: 1. 2. 3. 4. 5. 6. 7. .8. 9. 10. Career development concepts Teacher goals Vocabulary Performance objectives Listings of subject matter concepts used Preplanning suggestions Student activities Student pages (REACT pages) References to related materials Job descriptions of the occupations pre:3e..-ited Within each infusion strategy there are 3-5 teaching activities. selective. Choose those that fit you and your students. REACT Pages Student materials are offered for each activity in the form of Reinforcement Activity (REACT) pages. The REACT page is an activity supplement to be used at the discretion of the teacher. Directions for using the REACT pages are at the end of each activity. 17 Be Maybe it's time to start-You may now feel that you are ready to start using this guide. If so, you need not read the material below. However, if you need additional preview of guide contenes and additional suggestions for getting started, LET'S TAKE A WALK THROUGH THE GUIDES. IMAGINE YOU ARE A FIRST GRADE TEACHER who has decided to correlate some social studies concepts and career development concepts. The steps described below will assist you. IT IS IMPORTANT THAT YOU FOLLOW EACH STEP EXACTLY AND TURN TO EACH PAGE NUMBER GIVEN WHEN YOU ARE INSTRUCTED TO DO SO. 17 18 Using the Master Index of Infusion Strategy Content Step l Step 2 .Step 3 Turn to the master index at the back of this guide. Note the code at the top. Look for the heading titled First Experience Level. Under this level, note the titles of each column, then look.to the column titled "Subject Matter." Moving down the column, go through all four areas, language arts, mathematics, science, and social studies. Match the concepts which you see here with the subject matter concepts you are now. teaching. You may find that there are many concepts listed which you are now using or have used in your classroom. Let's say you have been working with the social studies concept "dependence upon others" and you find several strategies which deal with that concept such as "I Protect You" - Policeman, "Going Below" Diver, "All the World" - Actor, etc. Further suppose that there has been a current event focusing the attention of the children in your class on the policeman. Therefore, you decide to teach the "I Protect You" infusion strategy which presents the occupation of the policeman. You are now ready to find that strategy so that you can become familiar enough with it to begin your planning. The strategy begins on p. in the Coping Dimension Guide. You can determine in which guide the strategy is located by looking at the "Dimension" column. Master Index, Column in the Master Index Concept to be taught Using the Introductory Material in an Infusion Strategy, Using the Job Description, and Using the References to Related Materials A Word About Infusion Strategies-Infusion strategies are samples of how to infuse career development concepts and"subject matter concepts. Occupations serve as the vehicle to accomplish the infusion process. In all cases there is no attempt to steer children into specific occupational emphases. The intention, rather, is to provide a survey of a wide range of occupational areas from which an individual could begin to consider his own potentialities and to capitalize upon the excellent motivation that occupations can provide. Each infusion strategy contains threefive teaching activities. 1 9 Infusion Strategy Information Step 4 Step 5 Step 6 Examine the introductory page of the infusion strategy (page ). Note that the career development dimension is Coping Behaviors. (Perhaps you feel that you need more information about the Coping Behaviors Dimension. If so, turn to the beginning of the Coping Behaviors section (pages through ) and look over this material for background information.) Be sure to read the subconcept and major concept which are also found on this introductory page. Note that the occupation dealt with is the policeman and the occupational cluster is Public Services. If at this time, you want to know more about what a policeman does, turn to the end of the infusion strategy (page ) and read the job description, Police Officers. As you turn to the next page (page ), you will find Teacher Goals and a listing of the titles of the four activities presented in this infusion strategy. The next page shows the vocabulary list. Simply familiarize yourself with the information on these pages. InAsion strategy introductory page Job description Teacher goals Vocabulary If you were in the process of preparing to teach this infusion strategy, now would be a good time to look over the list of related materials found near the end of the strategy (page ) so that plans could be made for obtaining them. Related materials Using the Activities Which Involve the Children St.ep 7 Turn to the first strategy which is Here you find the which are for the activity in the infusion titled "Watch Out" (page performance objectives career development concepts. ). Performance objectives A word about perforMance objectives-Care has been taken to provide objectives at different levels of difficulty within cognitive, affective, and psychomotor domains. Step 8 Look at the listing of subject matter concepts used in this activity and the preplanning suggestions for the teacher (page ). 19 20 Performance objectives information Subject matter concepts Preplanning suggestions Step 9 The next few pages through contain the activities which involve the students. Each page is divided into two columns. In the left column, you find the dimension subconcepts and the names of the dimensions which are being used in these particular activities. (For more information about the three Interacting Dimensions, turn to pages through .) The right column gives a description of the activities which involve the children. The pupil performance objectives (PPO) are in italics and are followed by suggestions for infusing the dimension concept with class activities and the child's life. Student activities Using The REACT Pages Step 10 In the right column on page (at the end of the student activities), you find the teacher directions for using the REACT pages. Following the directions you find a code and the REACT page title. The corl,e used to identify the REACT page includes the initials of the career development dimension, experience level, and the number of the REACT page as it appears in si.!nuence. For example: CB/Level 1/1 "Safety First" Teacher directions for REACT pages REACT page code Coping. Behaviors/Level 1/REACT page 1 The same code also appears on the REACT pages (pages and ). A word about REACT pages-The.REACT pages are not intended for passive enjoyment. REACT pages ask children to do things that are based on a child's own individual interests and needs. REACT page information Examining Other Activities Step 11 Now turn to page . You will find a second activity titled "It Had To Be Written." This activity is the second of four activities written for this infusion strategy. You may examine this activity and the two following it in the same manner as you examined the first (Steps 8 through 11). 20 21 Other activities Using Other Strategies Step 12 Having looked at all four activities in the infusion strategy, you have completed your examination of an entire strategy. Once you understand the steps involved in using one strategy, you will find it easy to use any of the others. 21 22 Examination completed It's time to start-- The infusion strategies are by no means an exhaustive list of the ways that career education concepts can be infused with all subject matter concepts. Sample infusion strategies have been prepared to show how career concepts can be integrated with concepts in mathematics, ianguage arts, social studies, and science, However, the door is open for you to devise additional infusion strategies for subject matter concepts that are not included in the sample strategies. You'll understand how to develop some infusion strategies once you have tried several of the samples. The community is at your doorstep. Use it! Parents are available to assist. Invite them in! Hands-on materials can be obtained. Get them or make them! Infusion strategies remain to be devised. 22 23 Create some! MASTER INDEX OF IWUSION STRATEGY COVERTS CB - COPING BEHAVIORS LS - LIFESTYLE DM - DECISION MAKING SD - SELF-DEVELOPMENT Third Experience Level LANGUAGE ARTS Infusion Strategy (2.i.ZaiJa... Cicci.-10.1i= !EVILLY- ?!..4.112112.-lari= Brakeman Riddles with Railroad Words Uses of language Nouns and verbs Labeling and clazsifying Member of the Uses of language 41 75 ale. (Grammar and Usage) CB Couple. Cut. and Comerate Couple. Cut, and Cooperate ril Brakeman 34 . '' Model Freight Train Crew CB Placls, Prices. ina People Grain Elevator Operator Prices Go Uo and Down Spebols SO Coffee. Tea. or Milk? Waiter/Waitress Writing Orders Abbreviations 238 (Liitening and Speaking) CB Couple. Cut. and Cooperate Brakeman Member of the Model Freight Train Crew Giving and taking directions 41 CB Couole. Cut. and Cooperate Brakeman Anytime and Stress and feeling In sneech Skits 50 Often Awaii GB Places, Prices. and Peonle Grain Elenator Operator Large or Small. Always Tall Show and tell activities 88 om Change for run with Recreatinn Recreation Worker Let's Go Fly a Kite Noting and remembering details Giving and taking directions 111 Change frir fun with Recreation Recreation Worker Tell Me a Story Acting out stories Stress and feeling in speech 122 nM Growing Great Green Goals Forester Identifying Trees Giving and taking directions 141 LS Wow Social Is Sewing? Industrial Sewing Machine Onerator Oon't Lack a Good Back Acting out stories living and taking directions 174 Industrial Sewing Machine "ass Producinn Bean Bags Acting out stories 179 Industrial Sewing Machine Coerator How Do You Do It' Develooing discussion skills Interviewing 196 Librarian Owninn the Library Developing discussion skills Interviewing 208 DM el LS How Social IS Sewing? oerator LS how Social I; Sewing? SD Life with Libraries SD Life with Libraries Librarian Library Order Deselooing discussion skills 214 SD Coffee. Teo. or Milk' iiiiter/llaitresS Doing for Others Develooing discussion skills 250 ;woi Centuries of Pending fo- inform tipn 55 (Reading; C6 Cn4ile, n,t, ,ind r.-13nera.in CE1 Gm Pailroading :maces, Arioes, anl People Grain Elevator Oberato, Large Or Smali Always Tall Reading for info,matibn HS Yecreation Worker Let's Go fly a Seguence 11 ;reit r.reen 01,, rnre:tnr Plantinn a Tree Seloenre 134 'welt C:ree n,is Forester 'he Forest Community RecOgnizirti lualtfrini words 154 Indurtrial Sewing Machine nneratnr Unions Figurative language igi Life with Libraries Librarian Library nrder finding information Library skills 214 Life with librarios Librarian Picking and Choosing Library skills 221 COunir. Cit. an! Cogoerare Arake,an Riddles with Railroad Words Vocabulary building ..I4 Couble, Coto and Coonerar, 8ra.eman member of the iadel Freight Train Crew Using codes 41 Places, ;rices, ane Peocle Grain Elenator Operator A guying-Selling Grain Chain Vocabulary building gn Change for Fun witli brc,ratinn '...,,,I Yi W,w SKIM SO Brakeman SewIrn, Kite 'Writ.," Shill:I Cg CB Dimension Iniusion Strategy (1_ilatiort Activity sauett Matter Growing Great Green Goals Forester The Fornst Community Paragraphing 154 Faster, Slower, Higher, Lower Day Care Worker Rest Time Composition of short poems 274 Two Centuries pf Railroading Products 55 (Writing Skills Cont'd) DM SD Third Experience Level MATHEMATICS (Facts and Operations) CB Counle, Cut, and Cooperate Brakeman Places, Prices, and People Grain Eleator Doereor Round-About Weighing Subtraction facts Regrouping in subtraction PrOducts DM Change for Fun with Recreation Recreation Worker Swings And Things Addition and skeltraction of money 106 SD Life with Libraries Librarian Library Order Ordinals 214 SO Coffee, Tea, or Milk? laiter/Waitress Tinning Addition snd division of money Understanding of 1/5 245 Faster, Slower, Higher, LOwer Day Care Worker 9unt,,rs Are Reading simple cnarts 266 CS COuOle, CJt. and Cooperate Prateihan CR Places. Prices, and Peoole 'wain Elevaler oheratev .aster, Slower, ui7her, LOW:, 7,,V 'Mr." '400cr CB 6B (Figural) SD NeodPd (leaSurement) SD To.n Centuries !'au scale 55 pailraadion Pnl.nd.P,t,out 68 U:eilhi,1 71,e 26G Dulnilt, !Problem Solvin-,1 ' r1c,, An: ;'et:-.1 TS CO, Fun 77, Third Experience Level 1,4 T.TE !-; LJ'n; T .. ' rroT T ,:irt ; 'Tnr.r1 ToronT.T, ioonie 24 '111 PC Lo Dimension lalliallte--Ite occucatioa tLI.L'Ut ...._,L11....._4Subeatter LW. (Physics Cont'd/ DM Change for Fun with Recreation Recreation Worker Safe Cycling Machines move things. 116 LS How Social Is Sewing? Industrial Sewing Macnine °aerator Don't Lack a Forces ;pave things. 7?4 Industrial Sew- How Oo you Do it? Machines move things. Simple machines 196 LS How Social Is Sewing? Intl macSine Onerator Good Ink (Scientific Method) C8 Couple, Cut. and Cooperate Brakeman Two Centuries of Railroading FamUus scientists have made historic discoveries. CM Growing Great Green Goals Forester Planting a Tree Scientific knowledge accumulates 134 OM Growing Great Green Goals Forester Identifying Trees Describe, find similarities, differences 141 CM Growing Great Green Goals Forester Hardwoods ail Softwoods Describe. find similarities, differer:es 158 S5 Third Experier ce Level SOCIAL STUDIES (Economics) C8 Couple. Cut. and Co4nerate Brakeman Member of the Model Freight Train Crew DiviSion of labor 41 Cli places. Prices, and People Grain Clevetor Doerator Prices Go Up and Down Supply and demand 25 C8 Places. Prices. and People Grain Elevator Operator A Buying-Se11tng Grain Chain Interdependence of city and 80 C8 Places. Prices. and People Grain Elevator Ooerator Sing A Song oi Soybeans Production of goods Natural resources as bases DM Growing Great Green Goals Forester Planting a Tree Different uses of env ronment 134 Dm Growing Great Green Goals Forester Planning and Implementing Forest Conservation Different uses of envi...,ment 148 DM Growing Great Green Goals Forester Famous Peoole of Forests Different uses of environment 163 LS How Social Is Sewing? Industrial Sewing Machine Operator Mass Producing Bean Bags Di"ision of labor Eafning money 179 LS How Social Is Sewing, Industrial Sewinq Machine Onerator Garments for Good Will Needs and wadts 187 LS How Soosi Is Sewing? Industrial Sew. ing Machine Operator How Do Tou Do It? Production of goods 196 50 Coffne, Tea, or :.'111.T ,iaiter/Waitress TipPlill Earning money 245 Couple. Cut and Cooperata Br3kemAn T. Cpntories of Ra Iroadio0 Scale of miles S5 plues, Prices. And reonle r.-cr, Eleva. Large or Sm611. Always lail Towns and cities tor Operator 88 Change for Fun with Recreation Recreation Safe Cycling Special puroose main 116 Grnwing Great Green Goals Forester Planting a Tree Interaction of oeoole and environment influences the way needs ace met. 114 74 to.0.0ing reat nreeb t.nal Forester Planning and Implementing Forest Conservation Interaction between people and environment 148 12m Grovdng Great Green Goals Forester Hardwoods and Softwoods Special purpose Mad% 158 . rural 84 (Geograund CB Om Wrirkor Dimension Infusion Strategy Occupation Activity Subject Matter EP.Se (History) CB DM LS Couple, Cut, and Cooperate Brakeman Two Centuries of Railroading Great Americans in history Before and after relationships Growing Great Green Goals Forester Famous People of Forests Great Americans in history 163 How Social Is Sewing? Industrial se.p. Mass Producing Bean Bags Great Americans in hist,-y 179 Librarian Library Order Great Americans in history 214 Change for Fun with Recreation Recreation Worker Swings and Things Governments help people meet some needs. Change for Fun with Recreation Recreation Worker Safe Cycling LAWS regulate behavior. 116 Change for Fun with Recreation Recreation Worker Tell Me a Story Public servitns 122 L'fe with Libraries Librarian Owni^g the Lihrary Public cervices Schools (libraries) Supported 208 ing Macnine Operator SD Life with Libraries 55 (Political Science) DM Dm DM SD _- bv ta,ces SO Life with Libraries Librarian Library Order Rules regulate behavior. Couple. Cut. and Cooperate Brakeman ',ember of the Dependence upon others 41 C,u7le. Cut. and Cooperate Brakeman Values and purposes in behavior 50 Places. Prices. and Srain Peva- Peonle tor Operator A 5uviP4-Selling lAein Chain Community wants and needs Values and Purposes in behavior 80 Si', a Snnu of Soybeans Technololv Produces changes in ,O4S of livlqa. PA Com,,r, i ta wants and neerls 98 214 (SOclology-Anthropology) CB CB CB C3 P" "Odel Freight Train Crew AnytielY, and Often Avay Places. Prices. and Peoole Change for Fur w'tn Pecreation Recieat,on ,4relr EyerAtledA 'o-ml Charge for PecreatInn Oecreeinn Let's Te '1, a'to ith Yerbership in a group PecoorT,bilit, %rce.i, 'r hei,Alor Doreolence ph Otnrrl 111 ion,w,ln,t, wants and reel, 154 "Ail ,oln Cage PeOlrnIL.qi ,a,T cl 170 :A ntT fc, Aomrpnitv reeds A vir1ete 10,7 So.A will ,,,,,, 4,...,17 tee A iql ±rnon P7al, LS wow Cnbn0PC 'n per,tor LS 1-Ti0r..11 .1, :To'l 1T "n. 1.1,...-,il Sne- 'nirnA un,r, "c.racor !no iste'a' Snw- wpw '),s, Irn "achirn (eu _To lt' .ittP LOO,"1.1of teCnnolog, ecaPAAes Chanqrs ir ,a.T. oh 196 Ilvinn. :` Pc thr, 1.1,01 21-6 rolety, val.ec. Si ailr L,nrIrrrl r.0.11,1 irn .--AsIrg SC "-1.1 fAr Lltte,A !nl, CnIrOC!,, .171501 Va1AeT 227 0 le Pereneence An others 2713 per,: wIthin 1.0 ccm-urit, ?co "17,ral illLor, 'ilurr, "'nnne, ',1, Pier .0r,,, %,--rnr, Aro '..,,,.. %Onlr., 1,1 nne. PrpPrIpnr? On OLror. Crrnw,..,.'l want% 26E in-1,0,14,11 ChlriCLorrstiCS 7,perienrn On Otre. 1ng'7111a1 char,ttnr-.ticA 1t, «r1., 2 tj , :74 I COUPLE, CUT, AND COOPERATE [FITTi6EXPERIENCE LEVEg INFUSION STRATEGY CAREER DEVELOPMENT FOCUS: A contribution to group effort can be made by demonstrating ability to both compromise and exercise influence in achievement of group goals. OCCUPATIONAL FOCUS: Brakeman ACTIVITIES IN THIS INFUSION STRATEGY 1. Riddles with Railroad Words 2. Member of the Model Freight Train Crew 3. Anytime and Often Away--Railroad Working Conditions 4. Two Centuries of Railroading Teacher Goals Teacher goals of this strategy combine a Coping Behaviors Dimension subconcept with subconcepts from Attitudes and Appreciations, Career Information; and Educational Awareness, and subject matter concepts for the occupation of Railroad Brakeman. In this perspective the teacher's goals are to: Increase pupil information about how the brakeman contributes to the efforts of the train crew. Develop activities in which the children can learn how an occupational vocabulary helps a team of workers. Guide pupils in comparing ways the railroad men have cooperated and compromised with their personal coping behaviors. Structure these learning experiences so that they will be opportunities for pupils to experience positive results from individual and group cooperation. 32 to I , 33 , RIDDLES WITH RAILROAD WORDS 'Third Experience Level Activity Performance Objectives Coping Behaviors Dimension . . teZZ why groups of workers in an occwpation need speciaZ words. . . . teZZ why agreement on words heZps group efforts. Attitudes and Appreciations Dimension . . . teZZ what a brakeman does in his work. Career Information Dimension . . . . . define at least eight words from the vocabulary of a raiZroad brakeman. describe the work setting of the brakeman. Educational Awareness Dimension . identify Zearning the raiZroad vocabuLry as an occupationaZ skiZZ of the railroad brakeman. Subject Matter Concepts Language Arts Grammar and Usage Uses of language Nouns and verbs. Labeling and classifying Writing Skills Vocabulary building 30 34 N:eplanning Suggestions Materials for vocabulary word cards Chart for vocabulary terms Dictionary Encyclopedia Library books about railroads 31 35 RIDDLES WITH RAILROAD WORDS A contribution to group'effort can be made by demonstrating ability to both compromise and exercise influence in achievement of group goals. . tell why groups of workers in an occupation need special words. PPO Coping Behaviors For a few minutes engage the class in a riddle exchange using words from occupational vocabularies. Pupils who knew an occupational word can define it, describe it, and see whether classmates can guess the word. Give a few examples such as: Word Riddles I am a farmer. after plowing. with d. Answer Words I do this Starts disc I am a dentist. I do this to dig out tooth decay. drill I play baseball. If I hit the ball and get to first base, my hit is called a single I am a dry cleaner. I do this after I clean the clothes. press To conclude the introductory activity, ask the class why people often use special words in their jobs and how these words help them. Once Harpo Marx, who didn't know about card playing, was asked to cut the cards for the dealer. Harpo pulled out an ax and chopped the deck in half. What did Harpo need to know about.cutting cards? Knowledge and skills in subject matter areas are helpful in occupational competence. identify learning the railroad vocabulary as an occupational skill of the railroad brakeman. PPO Educat ional Awareness 32 36 define at least eight words from the vocabulary of a railroad brakeman. PPO . Occupations have their own vocabularies. Career Information 'Cr switch siding cut shove set out lading hopper air brake hose Display these.words on colorful cards. Tell the children that they are used in a mystery occupation and challenge them to guess the occupation. Guesses can be written on slips of paper and dropped in a box for the teacher to examine at a set time. If no one discovers that the words would be those used by a brakeman, add these words to the display list: coupling yard gondola cupola Children who think to go to the dictionary for help should be able to guess railroad worker if not specifically brakeman. Most occupations include common expectations such as punctuality, dependability, and avoidance of excessive absence. . teZZ what a brakeman does in his work. PPO . Attitudes and Appreciations . describe the work setting of the brakeman. PPO Occupations have their own work settings. Explain that a railroad crew is one example of an occupational group which uses their-own special words. The brakeman is the crew member who couples, cuts, rides in the cupola of the caboose, inspects iadiny and air brake hose and couplings, etc. By discussion or by pupil research, ask the pupils to find definitions for the railroads vocabulary words. Use encyclopedias under railroads, library books, or call a railroad man and ask him. Career Information .37 I Ask the children to make definition cards to go with the word cards. A matching game could be played using the two card sets. Ask the children how much word meanings help in understanding the work setting of the brakeman. What more is needed? The research should bring up several other railroad words which the children may want to add to their card sets. A contribution to group effort can be made by demonstrating ability to both compromise and exercise influence in achievement of group tell.02 agreement on words helps group efforts. PPO . . gols. Invite children to tell about times when they have heard groups using strange words. Examples might be by learning to understand baby talk, hearing a discussion in a parent's office, or hearing a foreign language. Coping Behaviors The REACT page is an opportunity to visually define several aspects of a brakeman's work. Children could draw additional picture definitions and use these along with the REACT.page as a third card set. Identifications for the REACT page are: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. switch tanker reefer cupola flatcar gondola hopper coupling air brake hose yard CB/Level 3/1 "Brakeman's Work" 34 38 BRAKEMAN'S WORK Directions: Look in railroad books to find the special names for what you see in these pictures. . 4. :15 REACT Page 39 CB/Level 3/1 \ 5. , 1/6 (------ 8- 36 REACT Page 40 CB/Level 3/1 I MEMBER OF THE MODEL FREIGHT TRAIN CREW 'Third Experience Level Activity [performance Objectives Coping Behaviors Dimension . . . . identify a personal compromise made in order to heZp buiZd and operate a model raiZroad. identify inspection of cars, Zoads, brakes, and couplings as a way the train crew cooperates with its machinery. Attitudetz and Appreciations Dimension . . . . . . name fbur ways the brakeman cooperates with the train crew. volunteer to heZp with the construction and/Or operation of a model railroad. Career Information Dimension . . . teZZ how couplings, air brakes, and switches meet the rail road's needs. Educational Awareness Dimension . . identify knowledge of railrold signals as necessary fbr the brakeman's work. Subject Matter Concepts Social Studies Economics Division of labor Sociology-Anthropology Dependence upon others Language Arts Listening and Speaking Giving and taking directions Writing Skills Using codes Grammar and Usage Uses of language 37 41 Preplanning Suggestions Model railroad or materials for making one (Small juice cans and string could be used.) Two pinch clothespins for each child Thumbtacks, paper clips, tape Tracks or long strips of paper for model railroad Sticks for signal post Whistle 38 42 .) MEMBER OF THE MODEL FREIGHT TRAIN CREW Most occupations include :ommon expectations, such as punctuality, dependability, and avoidance of excessive absence. name four ways the brakeman cooperates with the train crew. PPO . Attitudes and Appreciations The brakeman is a member of the train crew. He cooperates with the conductor, the engineer, other brakemen, and the yard master. The brakeman originally was the one to operate hand brakes on railroad cars. On today's trains he has many duties. In summary these are: coupling and uncoupling (cutting) cars connecting and releasing air brake hose between cars spotting cars for loading and unloading throwing hand switches securing cars set out, setting hand brakes inspecting lading to see that loads are secure inspecting brakes inspecting train under way from cupola of caboose The brakeman learns his work on student trips. He obeys the railroad Book of Rules, follows orders of the conductor, and usually belongs to a railroad union. Review this information with the children. Work involves the acceptance of responsibility for a task. Attitudes and Appreciations 43 . volunteer to help with the construction and/or operation of a model railroad. PPO A contribution to group effort can be made by demonst-ating ability to both compromise and exercise influence in achievement of group goals. . identify a perscnal compromise made in order to help build and operate a model railroad. PPO . Coping Behaviors Interest the children in setting up a model railroad so that they can simulate the work of the brakeman. If a working model is not available, forget about moving wheels and make your van string of cars out of frozen juice cans, cardboard; balsa blocks, etc Don't forget the caboose because this is where the brakeman rides. Have two or three stations with side tracks for picking up or setting out cars. Map out a simple railroad yard in cities at either end of the run. Suggest that the children make at least two model brakemen out of pinch clothespins. Put on a railroad hat, face, and thumbtack a cardboard arm for giving hand signals to the engineer. Often the brakeman has a white switch list in his hand. Children could volunteer as individuals or small groups for making or operating the cars, attaching the make-believe couplings and air brake hoses, mapping the track, making the brakemen. Throughout the activity emphasize contributions and compromises the pupils make for the sake of the class goal. Before beginning alert the children to the idea of compromise as a way to cooperate, not insisting upon one's own way. Occupations require the use of specific materials and equipment. tell how couplings, air brakes,-and switches meet the raiZroad's needs. PPO . Career Information . . During the operation of the model freight, have the brakeman signal the engineer for assembling the train. The cars are to Ibe arranged in order according to the station at which they are to be delivered. Make these arrangements using switches and side tracks. 44 A i 1 A contribution to group effort can be made by demonstrating ability to both compromise and exercise influence in achievement of group goals. Coping Behaviors identify inspection of cars, Zoads, brakes, and coupZings as a way the train crew cooperates with its machinery. PPO The brakeman will check,the couplings, loads, and air brake hoe on each car before starting. This is called "rolling the train." During the run he will inspect the train for "hot boxes" from hi post in the cupola of the caboose. If blue smoke comes from the "box" containing the ends of axles, the bearing may be worn, or the oil gone, and the car will have to be removed from the train until it can be repaired. Devise a simple system for coupling. Sturdy tabs at the ends of cars with a tack stuck through the tabs or paper clips would work. A string taped under each car with a tiny piece of masking tape at each end to attach it to the next car can be a make-believe air hose. Put a model hand brake wheel on each car. whistle post' Children can map the track on long papers along an imaginary 100-200 mile run. This is the standard size of a railroad district. On the track paper, mile posts should be drawn with numbers indicating the distance from the point of origin. Whistle posts can be drawn along the track before grade crossings. Jaw 11/ / omohl; tack or clip mile post string for air brake hose 45 4 At stations the brakeman will switch and uncouple (cut) boxcars and signal the engineer during the setting out of cars to be delivered at that station. Knowledge and skills in subject matter areas are helpful in occupational competence. . . identify knowledge of railroad signals as hecessary for the brakeman's work. PPO Educational Awareness The REACT page-teaches railroad signals. Introduce difficult vocabulary on the page. CB/Level 3/2 "Railroad Signals" Oiling the journal box 42 46 Use this pattern Ito make a boxcar. t This will be the inside. Color tile outside like a boxcar. Paste sides after cuttling and folding. : --31 . Cut Wheels. Cut curved lines only. Fold do". Cut Fo ld 4 A (ut 1 1 0P-zi Tj 1 1-1 1 0 1--, CI r... --->. -,E___ 1 I 4 3 47 RAILROAD SIGNALS Directions: Make a clothespin brakeman or use your own hand to learn to use these signals. HAND, FLAG, AND LAMP SIGNALS--Like "traffic cops," members of the train crew can signal to the engineer. go ahead back slow down put on air brakes stop - take off air brakes (over) 4 REACT Page 48 CB/Level 3/2 Directions: Use a toy whistle or your own voice,to learn these signals the engineer gives from the diesel horn. WHISTLE SIGNAL-5-4_1E1cl' ameans a short toot from the engine horn or whistle. Each VA means a long toot. Put on brakes. Stop. Take off brakes. Go ahead. Flagman go back and protect end of train. 0E2 EE ' Viki Flagman come back from west or south. ELI EA 12EI Flagman come back from east or north. A A Protect front of train. Answer to any signal without a code answer. fti When standing, back up. When running stop at next passenger station. Call for signals. WA rNA lifili ya Coming to highway grade crossing. Coming to station, junction, or railroad crossing. Coming to a meeting or waiting point for trains. A number of short toots is an alarm for persons or animals on the track. 4 REACT Page 49 CB/Level 3/2 ANYTIME AND OFTEN AWAY;-RAILROAD WORKING CONDITIONS 'Third Experience Level Activity Per;brmance Objectives Coping Behaviors Dimension , . name two personal comprordses the brakeman must often make. plan and participate in a skit showing cooperation and compromise. Attitudes and Appreciations Dimension . . . teZZ how ale family of a brakeman might adjust to his work. Career Information Dimension . . . describe the work setting of the brakeran. Subject Matter Concepts Social Studies Sociology-Anthropology Values and purposes in behavior Language Arts Listening and Speaking Stress and feeling in speech Skits Preplanning Suggestions Book of rules of behavior for railroadmen or-a similar book of rules for school behavior 4 50 ANYTIME AND OFTEN AWAY RAILROAD WORKING CONDITIONS A contribution to group effort can be made by demonstrating ability to both compromise and exercise idifluence in achievement of group' goals. . name two personal comprcmises the brakeman must often make.. PPO Coping Behaviors A brakeman must be on call 24 hours a day, seven days a week regardless of weather or holidays. He can never forget that he is. a member of the train crew. The brakeman must be on call because businesses and industries ship freight in different amounts at differmt times, depending upon needs, orders, etc. Sometimes an extra crew is necessary, sometimes not. Brakemen spend several years serving on "extra board." Extra board men are called first when additional crews are needed. Ask children to think about whether being on call would be troublesome. How would the brakeman contribute to the railroad's goals by always being ready to work? What other workers must be ready for duty at all times? How would this affect their families? Occupations have their own work settings. . describe the work setting of the brakeman. PPO . Career Information Being away from home three or four nights a week is another sacrifice the brakeman makes in support of railroading. Within their 100-200 mile districts, train crews spend several nights a week at the away-from-home terminal. Ask the children why a brakeman needs to make this compromise. What other workers are often away because of travel? A given work setting requires certain policies and procedures. tell how the family of a brakeman might adjust to his work. PPO . Attitudes and Appreciations 4 rl 51 . Ask children whose parents may be away.frequently. becautle of work how 'the family has adjusted to the schedule. The brakeman cooperates with the tra::1 crew by obeying the railroad Book of Rules and superior officers and by joining a railroad union. If you like, discuss these with the class in greater detail. A contribution to group effort can be made by demonstrating ability to both compromise and exercise influence in achievement of group goals. . pZan and participate in a skit showing cooperation and compromise. PPO . Remind the children that they too get along with others and with groups. Stimulate groups of children to plan little skits to show good ways to cooperate. They might be motivated with some of these ideas: Coping Behaviors WHAT-DO-YOU-DO-IF SKITS Your mother wants your new baby to share your room-The referee calls a foul and you think he doesn't like you-They are building a house on the lot where you always played ball-- you are at a friend's house for dinner and the food tastes awful-A little kid standing behind you can't see the parade-Your parents ask you to stay alone for a long time-The street lights and railroad crossing lights go out in a storm-Your club wants to take a trip that costs too much-- 52 A 5.2 The REACT page tells stories about how the railroads have cooperated and compromised. Children are asked to fill in the page in pictures or words telling ways they usually cooperate. Opening suggestions would be waiting a turn, not interrupting, or obeying rules. Ideas for what-doyou-do-if skits could be gathered from theMEACT pages. After children have given the REACT page some thoUgnt, encourage them to discuss together how cooperation makes them feel. Negative answers are often gaified. CB/Level 3/3 "Cooperate and Compromise" 49 53 COOPERATE AND COMPROMISE compromise Pkam-pra-miz/ to give up your own way to please someone or get something done together cooperate At5-4-()-rfft/ to work well with others WAYS THE RAILROADS COOPERATED AND COMPROMISED Trains and trucks work together to carry things. trailers ride "piggyback" on flat cars. Truck When people needed to sleep on trains, the railroads built sleeping cars. When people needed to eat on trains, the railroads built dining cars. When mail needed to be sorted on trains, the railroads built post office cars. When speed was needed, railroads planned express trains. WAYS I COOPERATE AND COMPROMISE Draw pictures or use words to tell about ways you get along with others. Use another paper if you need more room. 50 REACT Page 54 CB/Level 3/3 TWO CENTURIES OF RAILROADING 'Third Experience Level Activity Performance Objectives Coping Behaviors Dimension . . . . teZZ how automatic couplers helped the brakeman. tett why the number of brakemen has declined in recent years. Educational Awareness Dimension . . . teZZ how trains helped America grow. 'Subject Matter Concepts Social Studies History Before and after relationships Great Americans in history Geography Scale of miles Science Scientific Method Famous scientists have made historic discoveries. Mathematics Facts and Operations Products Measurement Map scale Language Arts Reading Reading for information Preplanning Suggestions Library books about trains Pictures of trains Encyclopedia Materials for making a time line Globe' or map of the world 51 55 TWO CENTURIES OF RAILROADING Learning is a lifelong process. . . tell how trains helped Anerica grow. PPO . Educational Awareness Provide the children with encyclopedias and library books with information about the history of railroading. Interest class members in cooperating to make a time line by drawing pictures of model engines, train-cars, events, maps of track, inventions in railroading, etc., on the United States outline provided. Put the date of the event illustrated on the bottom of the outline. The United States pattern is to emphasize the great work of railroads in U. S. history. Railroads were the first machines to tie the vast American wilderness together in a single transportation system. Arrange the drawings in a time line around your classroom walls. Here are some occasions to include. Find others. 1804 - Oliver Evans of Philadelphia builds the first.American railroad. 1830 - First steam locomotive, the Best Friend, put in service. 1830 - The Tom Thumb races a horse. 1837 - First steam engine whistle 1852 - First train reaches Chicago from the East. 1858 - First pullman sleeping cars 1869 - Driving of the Golden Sp.fl'e First transcontinental track r 56 1869 - Westinghouse air brakes patented. 1885 - Janney automatic coupler approved. 1900 - Casey Jones goes to the Promised Land. 1934 - First streamlined diesel train 1969 - Metroliner between New York and Washington, D. C. reaches 150 mph. A contribution to group effort can be made by demonstrating ability to both compromise and exercise influence in achievement of group goals. . . tell how automatic couplers heZped the brakeman. PPO Explain the significance of the invention of the Janney automatic coupler for the brakeman. In the early days of railroading, brakemen had to go between boxcars to pull the coupling pin. Fingers, hands, and arms were mutilated or torn off, unless brakemen and engineers were very careful. With Janney's invention, brakemen could set or release the coupling pin by standing beside, not between, the cars. Coping Behaviors The link-and-pin coupler The automatic coupler invented by Janney 53_ 57 Many other important discoveries improved the safety and efficiency of railroading. Children who have read about railroads will be able to report on some of these. Include folklore in your time line. Railroad history is told in lots of great stories and songs; such as "The Wabash Cannonball," "Casey Jones," "The Wreck of the Old 97," and "John Henry." A contribution to group effort can be made by demonstrating ability to both compromise and exercise influence in achievement of group . tell why the number of brakemen has declined in recent . . years. goals. Coping Behaviors PPO tn 1955 there were 103,000 brakemen employed in Class I line-haul railroads. in 1968 there were 74,000. Ask the children to think about reasons for this decline. In what other ways is freight transported in America today? How does the mechanization of railroad yards affect brakemen? Railroads compete with trucks, ships, planes, and pipelines. Their equipment is becoming more automatic. Do the children think railroads will continue to decline? What might cause railroad traffic to increase? The REACT page shows the routes of famous trains of the U. S. and the world. The children are asked to look at .these routes on a map or globe of the world and measure and multiply by the map scale to find their approximate lengths. CB/Level 3/4 "Great Train Routes" 5k 58 59 . Directions: GREAT TRAIN ROUTES Here are some famous.trains and the routes they followed. Find the routes on a globe or map of the world. Use the scal6 of miles to find about how long the routes are. .- irain Country Santa Fe Super Chief U.S. TransSiberian Railway Russia es Route Long Los Angeles Moscol.v Vladivostok . c hicaqo TwentiethCentury Limited U.S. New York Edinborci 0.....\ Flying Scotsman England Scotland _ London col4s The Orient Express REACT Page crosses Europe going southeast Istanbu( 56 60 CB/Level 3/4 RELATED MATERIALS About the Engineer of a Train (Book) S. Johnson. Childrens Press, 1224 W. Van Buren Street, Chicago, Illinois 60607, 1959. Beginning Responsibility: Being a:Good Sport (Film, Color, 11-min.) Coronet Instructional Films, Coronet Building, 65 E. South Water Street, Chicago, Illinois 60601, 1969. Peginning Responsibility: Being On Time (Film, Color, 11-min.) Coronet Instructional Films, Coronet Building, 65 E. SOuth Water Street, Chicago, Illinois 60601, 1969. Beginning Responsibility: Rules at School (Film, Color, 11-min.) Coronet Instructional Films, Coronet Building, 65 E. South Water Street, Chicago, Illinois 60601, 1964. 55 To Get Ready--Ripples Series (Video Tape, Color) Field Services, National Instructional Television, Box A, Bloomington, Indiana 47401. Freight Train, The (Film, Color or Black and White, 11-min.) Encyclopaedia Britannica Educational Films, Ivc. 425 North Michigan Avenue, Chicago, Illinois 60611, 1973 110 Getting Along With Others (Film, Color, 11-min.) Coronet Instructional Films, Coronet Building, 65 E. South Water Street, Chicago, Illinois 60601, 1965. Great Trains of the World (Book) Wyatt Blassingame. Random House, Inc., 457 Madison Avenue, New York, New York10022, 1953. How It Used To Be--Ripples Series (Video Tape, Color, 1411-min.) Field Services, National Instructional Television, 910 Elm Grove Road, Elm Grove, Wisconsin 53122. Let's Ride in the Caboose (Book) David Robert Burleigh. Follett Publishing Company, 1010 W. Vlashington Boulevard, Chicago, Illinois 60607, 1969. Passenger Train, The (Film, Color, 11-min.) Encyclopaedia Britannica Educational Films, Inc., 425 North Michigan Avenue, Chicago, Illinois 60611, 1973. Popeye and Transportation Careers (Comic Book) King Features Syndicate, 235 E. 45th Ftreet, New York, New York 10017, 1973. Railroad in Transportation, The (Filmstrip) Eye Gate House, 146-01 Archer Avenue, Jamaica, New York 11435, 1972. Trains: A First Film (Film, Color, 11-min.) Bailey Film Associates Educational Media, 2211 Michigan Avenue, Santa Monica, California 90404, 1971. 5 1/ 61 Values: Cooperation (FilmyColor, 11-min.) Bailey Film Associates Educational Media, 2211 Michigan Avenue, Santa Monica, California 90404. Voices of Men at Work (Multi-Media) Sydney M. LeRue and William T. LaRue. Leswing Communications, Inc., 750 Adrian Way, San Rafael, California 94903, 1972. 4 62 BRAKEMEN Brakemen work with the conductors as members of the train crews on freight and passenger trains and in railroad yards. One brakeman (or "flagman") generally is stationed in the rear of each freight and passenger train. His duties include seeing that the proper flags, warning lights, and other signals are displayed at the rear of the train to protect it while it is in motion and at stops. Most freight and passenger trains carry at least one other brakeman stationed in the front end of the train; his duties include setting out signals to protect the front of the train.at unexpected stops. Before a train leaves the station, the brakemen in the air brake equipment on the cars and see that tools and road service check other equipment are in their proper places. During a run, they make frequent visual inspections of :their train from positions at both the head and rear end of the train, looking for smoke, sparks or other indications of sticking brakes, overheated car bearings, or other equipment malfunctions. At stops during the run, they make "walking inspections" cf the cars in the train and, when necessary, couple and uncouple cars and air hose and assist the conductor in setting out and switching cars at industrial sidings. They are responsible for regulatim2 the air conditioning, lighting, and heating equipment in passenger cars. Brakemen in passenger service (also known as "trainmen") sometimes assist the conductor by collecting tickets and generally looking after the needs of the passengers. Yard brakemen (frequently called "switchmen" or "helpers") assist in putting together and breaking up trains by throwing switches, coupling and uncoupling freight and passenger cars, and applying or releasing handbrakes on cars to control car movement. Yard brakemen may advance to yard conductors; usually they stay in yard service throughout their railroad careers. On some roads, brakemen in road service may move from freight service to passenger work, usually considered more desirable because it is less strenuous than freight service and sometimes involves shorter working )ours. When they have acquired sufficient seniority, brakemen in road service may advance to conductors. Less frequently, they take positions as baggagemen. Conductor positions nearly always are filled by promoting brakemen who have qualified by passing written and oral examinations covering subjects such as signals, timetable, brake systems, and operating rules. Promotions are made according to seniority rules, and it may require 10 years or more for a brakeman to get his first assignment as_a conductor. Several thousand opportunities for new workers to obtain jobs as brakemen will develop through the 1970's, almost entirely as a result of retirements and deaths and because of promotions to conductor and transfers to other work. The number of brakemen employed by Class I line-haul railroads declined from about 103,000 in 1955 to 74,000 in 1968. During the early 1970's work in railroad yards is expected to become increasingly mechanized, using automatic car retarders, automatic switching, and other devices. These 59 63 developments are expected to result in a further decline in the employment of brakemen during this period. The number of cars in the train and the type of service in which he is employed determine the earnings of a freight brakeman. In 1968, brakemen in yard service had a 5-day, 40-hour basic workweek, and for work beyond this they were paid 11/2 times their regular hourly rates. In addition to their basic day's pay, brakemen in road, passenger, or freight service earned extra pay under certain conditions; for example, when they traveled more than 100 miles on a freight run or 150 miles on a passenger run. Like other members of train and engine crews, brakemen often are scheduled to work nights, weekends, and holidays. Brakemen who are on the extra board and have been employed by the railroad for only a short time have less steady work and lower earnings than men having regular assignments; and they also may work more irregular hours. Yard and freight brakemen face greater accident risks than most other railroad workers. Brakemen are represented by the United Transportation Union. Adapted from: Occupational Outlook Handbook, 1970-71 edition. U. S. Department ot Labor, Washington, O. C. pp. 753-754 GO 64 PLACES, PRI CES, AND PEOPLE THIRD EXPERIENCE LEVEL INFUSION STRATEGY CAREER DEVELOPMENT FOCUS: Performance requirements for job will vary with the work setting of the job. OCCUPATIONAL FOCUS: Grain Elevator Operator a ACTIVITIES IN THIS INFUSION STRATEGY 1. Round-About Weighing 2. Prices Go Up and Down 3. A Buying-Selling Grain Chain 4. Sing a Song of Soybeans 5. Large or Small, Always Tall I Al 4.:" -t A S-14 tr-44 ,iNfors ,wwft,pf,b ; At. 61 65 t I, 1:1.1.4., 11444 1%. I Teacher Goals Teacher goals of this strategy combine a Coping Behaviors Dimension subconcept with subconcepts from Attitudes and Appreciations, Career Information, and Educational Awareness, and subject matter concepts for the occupation of Grain Elevator Operator. In this perspective the teacher's goals are to: Increase the pupils' information about the use of mathematics at the grain elevator. Stimulate the pupils' interest in the influenc,, of price changes upon the grain elevator operator. Alert the pupils to workers other than the grain elevator oparator who also deal in grain and grair. products. Offer opportunities for pupils to explore and experience ways performance requirements wilich they encounter change according to work setting. 62 66 , 1*.:7*.:;.1!"c'; 63 67 ROUNDABOUT WEIGHING Third Experience Level Activity Performance Objectives . 1 Coping Behaviors Dimension identify weighing as a procedure necessary'at grain eZevators. . . teZZ why one grain eZevator operator may take more probes than another. Attitudes and Appreciations Dimention . discuss what the fdrmer expects from the grain eZevator operator and what he expects from the fdrmer. Career Information Dimension . identify a truck scaZe as standard equipment at a grain eZevator. . . . identify two work settings other than the grair eZevator which use a scale. Educational Awareness Dimension . . . . expZain net weight. . calculate net weights, Subject Matter Concepts Mathematics Measurement Weight Facts and Operations Subtraction facts Regrouping in subtraction Products 64 68 Preplanning Suggestions A scale--desk, bathroom, nurse's or any other kind which children can use Empty containers for weighing Objects to put in containeis , ROUND-ABOUT WEIGHING Occupations require the use of specific materials and equipment. . . identih a truck scale as standard equipment at a givin elevator. PPO . Career Information Every day farmers puil;up and park their tru:ks on a large street level platform outside grain elevator offices. The platform is really a large scale.' 'Inside, the weight of the truck loadek! 4ith grain is recorded on -0e scale's large dial. Knowledge and skills in subject matter areas are helpful in occupational competence. EA . . explain net weight. PPO Educational Awareness Ask children how the grain elevator manager could find out the weight of the load of grain without weighing the grain itself. Ask questions to help the children conclude that the loaded truck is weighed, then the unloaded truck is weighed. Weight of the grain to be sold or stored at the elevator is found by subtracting. The scale stamps and subtracts the large weights mechanically. Knowledge and skills in subject matter areas are helpful in occupational competence. . . calculate net weights. PPO Educational Awareness Borrow a home scale or one from the school nurse's office. Interest groups of children in finding net weights of loads of books, balls, etc., which they might bring to school in the morning. Desk contents could be sacked and weighed. Children may rotate in the role of "weigher." The weigher records the gross weight (person + load) on a paper and then the tare weight (person - load). He gives this to the person being weighed who may then subtract to find the net weight of his load. Vary this activity according to your needs and interests. 66 70 Performance requirements for job will vary with the work setting of the job. a identifV weighing as a procedure necessaxy at grain elevators. PPO . Coping Behaviors When'the truck loaded with grain is on the scale, the elevator manager has a sample of the grain taken with a probe. From the samOle he tests the grain for smut, garlic, moisture, or must. J Performance requirements for a job will vary with the work setting of the job. teZZ why one grain elevator operator may take more probes than another. PPO . . . Coping Behaviors Ask the children to consider why the probe is needed. Remind them that the price and weight of grain is dependent upon its quality. Ask them to think about why one grain elevator manager may want to take several probes from each load, while another manager may be satisfied with one. Work involves the acceptance of responsibility for a task. discuss what the'farmer expects from the grain elevator operator and what he expects from the farmer. PPO Attitudes and Appreciatio A3 Lead the children to conclude that the manager who knows and trusts his customers needs fewer probes. The class may like weighing mystery objects by the net weight method to demonstrateJ the need for probes. Occupations have their own work settings. identify too work settings either than the grain elevator which use a scale. PPO . Career Information . . Encourage groups of children to perform im?romptu skits of scenes from other work settings in which scales are used. Doctors' offices, zoos, grocery stores, and railroad yards could be dramatized. The audience can guess the work setting. 71 611 The REACT pages are mathematics exercises. One REACT page is to find net weight in numbers typical of the grain elevator using many places in subtraction. 'Regrouping is not necessary for this'exercise. The other REACT page leads to the idea of finding bushels per load by progressive multiplication. Call attention to division as the simple reciprocal. CB/Level 3/5 "Gross, Net, Tare" CB/Level 3/6 "How Many Bushels in a Truckload?" , GROSS, NEI TARE Gross is the weight of the truck loaded with.grain. Tare is the weight of the.empty truck. Subtract to find net weights of the loads of grain. 49380 lbs. GROSS 16200 lbs. TARE lbs. NET 27580 lbs. GROSS 10220 lbs. TARE lbs. NET 36240 lbs. GROSS 11110 lbs. TARE lbs. NET 32965 lbs. GROSS 10600 lbs. TARE lbs. NET 20490 lbs. GROSS 10300 lbs. TARE lbs. NET 37860 lbs. GROSS 17600 lbs. TARE lbs. NET 40590 lbs. GROSS 10480 lbs. TARE lbs. NET 29770 lbs. GROSS 12550 lbs. TARE lbs. NET 44600 lbs. GROSS 14500 lbs. TARE lbs. NET 25960 lbs. GROSS 10830 lbs. TARE lbs. NET 49560 lbs. GROSS 18020 lbs. TARE lbs. NET 33790 lbs. GROSS 10450 lbs. TARE lbs. NET 6 9 REACT Page 73 CB/Level 3/5 HOW MANY BUSHELS IN A TRUCKLOAD? Standard weight of wheat is 60 pounds a bushel, I 1 1 This truckload of grain weighs 3000 pounds. To find out how many bushels are in the truckload think: 1 bushel weighs 60 pounds. 2 bushels weigh ( 2 x 60) or 120 pounds. 5 bushels weigh ( 5 x 60) or pounds. 10 bushels weigh (10 x 60) or pounds. 20 bushels weigh (20 x 60) or pounds'. 30 bushels weigh (30 x 60) or pounds. 40 bushels weigh (40 x 60) or pounds. 50 bushels weigh (50 x 60) or pounds. This truckload of grain weighs 3000 pounds. How many bushels are in this truckload? If the grain elevator operator pays the farmer $3.00 foreach bushel, how much will the farmer earn with this truckload? 7 0 REACT Page 74 CB/Level 3/6 PRICES GO UP AND DOWN 4 Third Experience Level Activity Performance Objectives ] Coping Behaviors Dimension . . teZZ how the grain elevator operator's serOices would differ when prices were up. Attitudes and Appreciations Dimension . . . cxplain how the grain elevator operator is a buyer and a seZZer. construct a mechanical model of the Zaw of supply and demand. Career Information Dimension . . . identify changing prices as a risk for the grain elevator operator. Educational Awareness Dimension . . . state the Zaw of supply and demand. Fubject Matter Concepts Social Studies Economics Supply and demand Mathematics Problem Solving Estimating outcomes Language Arts Grammar and Usage Symbols Preplanning Suggestions Newspapers several weeks apart to show changes in price of the same items Pieces of cardboard for each child, string, scissors (Sr?. REACT page "The Law of Supply and Demand.") 75 7 PRICES GO UP AND DOWN A given work setting requires certain policies and procedures. . explain how the grain elevator operator is a buyer and a seller. PPO . Attitudes and Appreciations . Ask the children to tell about changes in prices which they have experienced, Who knows about a price that has gone up? Who knows about a price that has come down? Do-food prices go up and down? Ask the children whether they would expect the price of grain to go up and down. The grain elevator operator buys from farmers and sells to larger elevators or processors. Ask why he would need to know about price changes. Knowledge and skills in subject matter areas are helpful in occupational competence. state the Law of supply and demand. PPO . . Educational Awareness Explain that there is a law about prices called the law of supply and demand. When people want to buy something,this is called demand. How many things there are to sell is called supply. When demand goes up, people buy and supply goes down. If there is a low supply, prices go up because y. ople are willing to pay more for the item in demand. When there is a big supply of an item and not many want to buy it, prices go down in hopes that the item will sell. So the law of supply and demand is that when supply goes up prices go down,-aird when demand goes up prices go up, providing other conditions remain the same. Discuss the law of supply and demand using examples pertaining to the grain elevator such as corn and wheat. 72 76 Work involves the acceptance of responsibility for a task. . . construct a mechanical model of the laid of suppZy and demand. PPO Attitudes and Appreciations Intrt ..he children in constructing a ifichmical model of the law of supply ana demand. Each child will need the foliowing: Large piece of heavy poster paper or cardboard Eight reinforcers A slick piece of string six timea the width of the paper A sharp tool to push the string through the paper Drawing supplies Scissors Use the REACT page as a model from which to plan. First ask tne children to illustrate three background panels, one for demand, one for supply, and one for price3. The demand panel could show a lot of people. The supply panel could show grain products. The price panel could be a scale from bottom, $.10, to top, $2.00. Stitch the string behind at points shown. Mark stitching holes with reinforcers. Cut out a small plate, a loaf of bread, and a dollar sign. Tape these markers to the string in the center of the panels. Pulling the string at one end will show demand down, supply up, and prices down. Pulling the string at the other end will show demand up; supply down, and prices up. The individual worker determines which aspects of an occupation may be pleasant or unpleasant. . identih changing prices as a risk for the grain ae-. vator operator. PPO . Career Information 73 77 Performance requirements for a job will vary with the work setting of the job. . . teZZ how the grain elevator operator's services would differ when prices were up. PPO Coping Behaviors Using the grain elevator operator as an example, help the children to speculate about what he would do when grain prices were up. Would he buy? Sell? Store? Why? CD/Level 3/7 "The Law of Supply and Demand" 74 78 THE LAW OF SUPPLY AND DEMAND Use a piece of big strong paper to make this hodel. Put people in the demand column. Put grain products in the supply column. Put a money scale In the price column. Thread string as shown. Tape the dinner plate, the leaf of bread, and the $ sign to the string. Pull the ends of the string to see the mcdel work. Use the w.,rds UP ur pow& t. answer those questions: When demand goes down supply goes When demand goes down price goes Vir:len supply REACT Page goes down price goes CB/Level 3/7 A BUYING-SELLING GRAIN CHAIN Third Experience Level Activity A Performance Objectives Coping Behaviors Dimensiat . . . . . report on the different skills needed Iteir respective jobs as described by two different gin deaZers. draw a picture to show how the different work setting. samt: ,;(:,b may change in a Attitudes and Appreciation7, WTension . . . tell where the grain elevator from the farmer's field to you. -!:n the rout::. of grain name two work settings in addition to t4:e gpt,./1.elevator where grain is boughl, and sold. . Career Information Dimension . . . define terminal elevator, processor, and consumer. Subject Matter Concepts [Social S:udies Economics Interderndence of city and rural Sociology-Anthropology Community wants and needs Values and purposes in behavior Preplanning Slggestions Pictures of grain elevators Samples of grains 7 80 Language Arts Writing Skills Vocabulary building A :Buying-Selling Grain Chain This activity is meant to emphasize the long route of food from the field to our refrigerators and cupboards. Occupations have their own vocabularies. . define terminal elevator, processor, and consumer. PPO . Career InVormatior . . . teZZ Ohere the grain elevator fits in the route of grain from the farmer's fieZd 'Completion of worthwhile tasE has value for the worker and for society, to you. PPO Attitudes and Appreciations Start by asking a pupil volunteer to be the farmer. Then ask whether anyone knows to whom tie farmer sells his grain. Hopefully a pupil will think of the grain elevatco operator. This pupil will get up aril hold a hand of the "farmer." Proceod by asking whether anyone knows to whom the grain elevator operator sells his grain. If no one knows, explain tO. function of the large terminal grain Aevator and let a pupil join the chain in this role. Several encyclopedias have pictures of the terminal elevators in their grain elevator articles.- Who buys from the terminal grain elevator? A processor. These can be cereal companies, baking companies, feed companies, etc. Here many pupils could join the chain. Several children may fan out, keeping a hand on the terminal elevator operator. Next, ask who buys from the processors. Again many answers are possible. Grocery stores and lots of other retail businesses sell grain- products. Children may want to name stores in your area which sell grain products. The final question will be, "Who buys from the stores?" Here the answer will be you and me and our friends and neighbors. Perhaps every pupil left can join the buying-selling grain chain at this point because we are all consumers. After a trial run, the children should be able to do a buying-selling grain chain without your help. 81 Specialized occupations result in an interdependent societt.' . name too work settings in addition to the grain elevator where grain is bought and soZd. PPO . Attitudes acid APpreciations Performance requirements for a job will vary with the work setting of the job. . report on the different skills needed in their respective jobs as described by too different grain dealers. PPO Coping Behaviors Define the grain elevator operator as a buyer and seller of grain. The children should be able to name other workers who are buyers and sellers, or dealers, in grain or grain products. Ask the children to write a short report telling how buying grain or grain products for a terminal elevator operator, a processor, a store owner, or a consumer is different from buying grain at a countrY-6Te-VaTir. Performance requirements for a job will vary with the work setting of the job. . . draw e picture to show how the same job may change in a different work setting. PPO Coping Behaviors The REACT page suggests drawing pictures to relate the subconcept to the child's life. CB/Level 3/8 "How You Do It Depends 78 82 " . . , HOW YOU DO IT DEPENDS . . The way you do a job depends on many things. Draw two pictures to show the same job being done ta different places. UM. Here are some ideas. Choose one or make up your Draw your pictures on big pieces of paper. Job Setting 1 Setting 2 ( Cleaning up after a meal Playing music for yourself Harvesting food in the garden in the field a note to a friend sehool work Writing for others 79 REACT Page 83 CB/Level 3/8 SING A SONG OF SOYBEANS Third Experience Level Activity Ferformance Objectives Coping Behaviors Dimension . . . tell, how soybeans help solve meat shortageS. Attitudes and Appreciations Dimension . . . ten three different uses of soybeans. Subject Matter Concepts Social Studies Sociology-Anthropology Technology produces changes in ways of living. Economics Production of goods Natural resources as base- Preplanning Suggestions Soybeans or pictures of soybeans Labels of foodstuffs that list protein content, particularly soybeans 80 84 /SING A SONG OF SOYBEANS Many country grain elevator operators in America buy and sell a product which we rarely see in the grocery store, the soybean. The soybean has tremendous food value. Pound for pound it has four times the protein of eggs, fifteen times the protein of milk, two times the protein of chicken, three times the protein of lamb, and tdo and one-half times the protein of beef. Bean meal is used for livestock feed. Bean oil is used in margarines, shortenings, paints, lacquers, soap, and ink. Performance requirements for a job will vary with the work setting of the job. tell how soybeans help solve meat shortages. PPO . . . Coping Behaviors Because of the great protein value of soybeans, cheuurgists have found ways to process soybeans into meat-like fibers. Find a picture of these or bring a package of texturized vegetable protein, TVP, from the store. Show the children how it has been made to look like meat. Explain that the soybean fibers are flavored to taste like meat and they are just as nutricious. Specialized occupations result in an interdependent society, . tell three different uses of soybeans. ppo . Attitudes and Appreciations Teach the children this song according to the tune of "Farmer in the Dell." The song will emphasize the many uses of soybeans and that they are a major item in U. S. grain markets. For homework, children can check labels under "ingredients." They will find that many foods contain soybean meal or oil. If "vegetable" protein or "vegetable" oil is listed as an ingruJient, we can assume a soybean product. Suggest that they start with cooking oil, margarine, .or pet food. 8 1 85 Soybean Song,. The soybeans in the silo. The soybedns in the silo. Hi ho the dairy-o The soybeans in the silo. The soybean sells.for feed. The soybean sells.for.feed, Hi ho the dairy-o The soybean sells for feed. The soy6ean sells for oil. The soybean sells for oil. Hi ho the dairy-o The soybean sells for oil. You can add as many verses to the song as there are soybean products. Here is a partial list to choose from: soy flour--used in bread, pancakes, marshmallows, soups, and puddings; soybean meal--used for livestock feed, fertilizer, bug spray, linoleum backing, and medicines. There are dozens of soybean products. to make the song into a game, start with a big circle which can represent the silo. Have several children wearing signs naming a use of soybeans stand inside the circle. As soon as their verse is sung, they are "sold" and must run out of the silo. A way to experience the processing of grain is illustrated on the REACT page. It will be necessary to obtain some wheat kernels for the demonstration. CB/Level 3/9 "Making Flour" MAKING FLOUR I. /14W Get a handful of wheat kernels. ,6 4,:v.e7II. Use a mortar and pestle (or a board and a large smooth stone, Indian style) to crush the kernels into tiny pieces . , . , Use a piece of screen to strain out the husks. s4 far ---- .41t: 49741: ... ,... #11% ......-4ki, 111111111 . .. ep. TP' ..Ktir- rv. r Put the crushed wheat into a pepper mill. Grind it into flour. II 4.ilkiterfid7Abir 83 REACT Page 87 CB/Level 3/9 Li,RGE OR SMALL, ALWAYS TALL Third Experience Level Activity A Performance Objectives I Coping Behaviors Dimension . . tell how grain elevators are always the sathe regardlec3 of location. Career Information Dimension . describe at Zeast two ways in which grain elevators may differ from each other. . demonstrate the use of an auger. Subject Matter Concepts Social Studies Geography Towns and cities Science Physics Forces move things. Machines Language Arts Listening and Speaking Show-and-tell activities Reading Reading for information Preplanning Suggestions Farm catalogs, encyclopedias, pictures of grain elevators in a variety of different locations 8 88 LARGE OR SMALL, ALWAYS TALL Occupations have their.own work settings. . &scribe at Zeast two ways in which grain elevators may differ from each other. PPO . Career Information Interest a group of children in finding pictures of different grain elevators. Farm magazines, encyclopedias, and trade books will show terminal elevators, elevators at processing companies, elevators by the sea, and elevators by railroad tracks. Performance requirements for a job will vary with the work setting of the job. . . tell how grain elevators are always the same regardZess of location. PPO Coping Behaviors Ask this group of children to report to the class with pictures or models to answer the following questions: How are grain elevators dif-ferent? How are they the same? Do differences depend on location? How might the grain elevator operator's job change according to the location of the elevator? Occupations require the use of specific materials and equipment. . . . demonstrate the use of an auger. PPO Career Information The REACT page focuses upon a special type of grain elevator machine. Inside the big "pipes," which yoesee at the elevators, are giant screws called augers. They turn to move grain through the pipe. Silos at the elevators can be loaded and emptied by 85 89 means of augers. If you have the opportunity, visit a grain elevator with the children. The elevator operator will point out the augers and many other types of machinery such as the elevator itself, blowers, fans, and temperature controls necessary for maintaining high quality of the grain stored at the elevator. CB/Level 3/10 "Getting out the Grain" 86 90 i GETTING OUT THE GRAIN Big screws called augers move grain at grain elevators. You can make an auger work. Borrow a hand drill with a large bit. Put rice into an empty chalk f box. Set the box at the edge of a table. Drill a hole low in the side of the box. Put a bucket on the floor under the hole. Hold the drill in place. Turn it backwards to get out the grain. REACT Page 91 Cs 1-7 CB/Level 3/10 , RELATED MATERIALS Bread (Film, Color or B/W, II-min.) Encyclopaedia Britannica Educational Films, Inc., 425 North Michigan Avenue, Chicago, Illinois 60611. Building Work Habits Series (Sound Filmstrip) Learning Arts, P. 0. Box 917, Wichita, Kansas 67201, 1972. Comunity Series: Agriculture and Industry (Sound :ilmstrips) McGraw-Hill Mims, 330 West 42nd 3treet, New York, New York 10036, 1970. Elementary Economics: An Inquiry into Concepts and Clioice3 (Filmstrip Series) Bailey Film Associates, 2211 Michigan Avenue, Sante ionica, California 90404, 1972. Finding Information (Film, Color, 11-min.) Churchill Films, Boulevard, Los Angeles, Califc,rnia 90069, 1963. Food for the City: 621. m Robertson Wheat and Flour (Fi.im, Color, II-min.) Bailey :.i;* ates, 2211 Michigan Frenue, Santa Mr' ira, California 9C/401+, .s:,,nci- How to Solve a Problem (Film, Color, 121/2-min. Film Assor...iates, 2211 Michigan Avenue, Santa Monica, Cali-Nrc. 90404, 1972. Story of Wheat (Filmstrip) EMC Corporation, Esliictional Mate^ials Division., --I-8311st Sixth Street, St. Paul, Minnesota 55101, 1970. 88 92 GRAIN ELEVATOR OPERATORS The grain'elevator is as common in rural America as are church steeples in rural France. It is a building, usually over 100 feet tall, surrounded by silos and equipped to load, unload, clean, mix, and store all kinds of grains. The "elevator," specifically, is the machin,, that lifts grain up and out of the trucks, railroad cars, or ships and into the storagetins. The country elevator operator buys grain from area farmers. He supervises grading, cleaning, and conditioning the grain, and, finally, arranges for its shipment to a terminal elevator The capacity of country elevators may vary from 25,000 bushels to 100,000 bushels or more. Elevator operators may be independent businessmen, employees of farm cooperatives, or large grain companies. Large grain markets have huge terminal elevators capable of storing over a million bushels of grain. The Wichita, Kansas, elevator has a 43 million bushel capacity. The country elevator operator may employ a secretary to help with the large amount of bookkeeping and correspondence necessary in the grain business. He may employ two or three men to handle the mechanics of loading, unloading, and cleaning the grain. He may take on a few additional employees during the harvest season. The elevator operation depends upon large machinery which must be inspected and rePaired from time to time. Much of the grain elevator operator's time is spent watching the marHis office probably has a ticker tape r!!Ichine Trom a commodity exchange such as the Chicago Board of Trade to give hi !. p-to-Lhe-Onute reports on grain prices. Prices can change suddenly and greatly depending on soil variables as wet or dry weather, disease in crops, government statemnts, export limitations, and foreign sales. The board of trade is an organization of buyers and r,ellers which regulates trade, gathers and gives out price ...formation, inspects.. jrain samples, supervises warehoir,es, and operates a transportatiou rate bureau. Trading grains at large boards of trade takes pce ether in cash or in futures. kets. Larger grain elevator operators will employ traders to represent them on the floor of the board of trade. Some grain &:lers are represented by highly specialized traders who bargain only in one comi7!oclity such as corn or soybean oil. The grain elevator operator's profits de:Jewi on shrewd'watckiny of prices, knowing when to buy and when to sell. Additional employees of the grain elevator operator may be an auditor, from time to time, and truckers or railroads whom he may contract for hauling. Storing grain for farmers is an additional income fr the grain tor operator. Almost all elevators have facilities for st,ring grain f-,r farmers before they sell it. Some grain elevator operators manage a side business such as grinding grain into feed and sacking it for local sales. 89 93 Many grain dealers inherit their business through their families. College training is not necessary for those who grow up in the business.- Large grain companies take college graduates from almost any major field and place them in their own specialized training programs. The Chicago Board of Trade offers a special program for grain dealers. The country elevator operator needs an a2titude for mathematics and a disposition for meeting people, especially as he must contract with farmers in building tip his business. Most important, the grain dealer needs to develop skill in understanding and outguessing the markets. Young people interested in becoming grain dealers can usually find part-time jobs at their local elevators and work their way up. *Experience is the best teacher in the grain business. 90 94 CHANGE FOR FUN WITH RECREATION 'THIRD EXPERIENCE LEVEL) INFUSION STRATEGY CAREER DEVELOPMENT FOCUS: People change and these changes influence the choices and decisions one makes. OCCUPATIONAL FOCUS: Recreation Worker ACTIVITIES IN THIS INFUSION STRATEGY 1. Everybody Come: 2. Swings and Things--Ordering Recreation Equipment 3. Let's Go Fly a Kite 4. Safe Cycling 5. Tell Me a 5V:fry Planning a Playground Program 44* 95 Teacher Goals Teacher goals of this strategy combine a Decision Making Dimension subconcept with subconcepts from Attitudes and Appreciations, Career Information, and Educational Awareness, and subject Tatter concepts for the occupation of the Recreation Worker. ln this perspective the teacher's goals are to: Help children recognize different kinds of changes in themselves and others. Offer pupils opportunities to practice making decisions influenced by changes in people. Provide opportunities for pupils to simulate the experiences and decisions of recreation workers, especially those which take into account the ways people change. Enable pupils to apply social studies concepts in order to increase their awareness of the social contribution made by recreation workers. 92 96 expenditure or 97 EVERYBODY COME! PLANNING A PLAYGROUND PROGRAM Third Experience Level Activity Performance Objectives Decision Making Dimension . . . . describe three ways people change and how these changes may affect the decisions of recreation workers. predict one change that recreation could effect in the persons who participate. Attitudes and Appreciations Dimension . . . . name three responsibilities of recreation workers. . cooperate in organizing and executing a recreation program. . summarize the contributions made workers. society by recreation 411, Career Information Dimension . . . teZZ what aspects of recreation work wouZd be pleasant or unpleasant to him. Educational Awareness Dimension . . . name an occupational skiZZ which the recreation worker may have Zearned outside of school. teZZ how success in recreation activities depends upon a person's effort and ability. Subject Matter Concepts Social Studies Sociology-Anthropology Community wants and needs Membership in a group Responsibility Values and purposes in behavior 91 98 Preplanning Suggestions Accumulate a list of organizations which have recreation directors: park service, church groups, senior citizens, etc. Materials to prepare lists of recreational areas'in the immediate vicinity 9 -6 99. EVERYBODY COME! PLANNING A PLAYGROUND PROGRAM . A change everyone likes to make is from working to resting or from working to playing. The time that a person spends doing what he likes is called leisure time. Activities which we choose during leisure time because we enjoy them are our recreation. Work involves the acceptance of responsibility for a task. name three responsibili-ties of recreation Workers. PPO . . . Attitudes and Appreciations Recreation workers help all kinds of people enjoy their leisure time activities. Recreation directors are hired by cities, schools, hospitals, business, industries, and park services as administrators. They plan programs, hire other recreation workers, budget funds, and purchase equipment. Discuss with the children what their own favorite recreation activities are. Has a recreation worker ever helped them in their leisure time activities? Do they often change their free time activities? People change and these changes influence the ck..:ces and decisions one makes. describe three ways people change and how these changes may affect the decisions of recreation workers. PPO . Decision Making . City rec;neation workers often plan summer park and playground programs for children. Recreation workers make many decisions about the kinds of fun people will most enjoy. What they decide is always influenced by ways people change, such as gaining new skills or interests, growing bigger, joining and quitting an activity. 9 ti 1 00 Completion of a worthwhile task has value for the worker and for society. . . cooperate in organizing and executing a recreation program. PPO Attitudes and Appreciations Help children organize themselves into a recreation staff which will conduct a playground program at their school. Choose a recess, noon hour, or Saturday time when younger children could be invited to participate in the planned activities. People change and these changes influence the choices and decisions one makes. . . predict One change that recreation could effect in the persons who participate. PPO . Decision Making Ask the recrea,tion staff to think about their plan's in terms of changes the program could cause in those who participate. They might change from bored to occupied. They might learn a new craft or game. They might find new friends. Their interests may change. Discuss how learning during recreation differs from learning during school. Career-oriented learning may take place in school or out of school. name an occupational skill which the recreation worker may have learned outside of school. PPO . . Educational Awareness The recreation staff needs to decide: 1. 2. 3. 4. 5. 6. 9 1; 101 What activities to offer Who to invite What staff jobs will be Times for program activities What equipment and materials will be needed and how to get them Whether volunteer recreation workers such as parents or older children skilled in a certain activity should be asked to hPlp The pupils should have dozens of ideas. Help them make value judgments, eliminating what is expensive, dangerous, or overly competitive. Hobby shows; decorating or washing wagons, tricycles, or bikes; a pet parade; cheerleading or junior judo lessons; craft corners; and game tables might fire their enthusiasm. Learning achievement depends upon effort and ability. . teZZ how success in recreation activities depends on a person's effort and ability. PPO . Educational Awareness If the program can run for three or more sessions, children would have a valuable opportunity to assess it. Does the attendance increase or decrease from week to week? How does this influence the decisions pf the recreation staff? Which activities would they drop or add to their program? How have the participants changed? Completion of a worthwhile t'ask has value for the worker and for society. summarize the contributions made to society by recreation workers. PPO . Attitudes and Appreciations tell what aspects of recreation work would be pleasant or unpleaaant to him. PPO . The individual worker determines which aspects of an occupation may be pleasant or unpleasant. Career Information 102 9 What does the recreation staff think about recreation work at this point? Have any of their ideas changed because of their experience with the playground program? Discuss with the clast wha: the work of recreation people contributes to others. Maybe some children have had the problem of not being able to find anything to do. How do they usually solve it? f The REACT page provides pupils with an opportunity to identify personal changes which have occurred in the past two years. DM/Level 3/1 "Identification Cards" 103 99 IDENTIFICATION CARDS Two years ago you were not like the way you are today. Think back. Fill in the identification card below. Two Years Ago Name: Address: City: State: Members of Family: Height: Weight: Shoe Size: Favorite Food: Best Friend: Favorite Story or TV Shaw: Recreation Activities: Home Jobs: Usual Clothes: Number of Teeth Out: 100 REACT Page 104 DM/Level 3/1 IDENTIFICATION CARDS You you way How have completed the 1.dentification card for the way were two years ago, Now complete the card for the you are today. How many answers are different? have you chanp;ed? Today Nam: Address: City: State: Members of Family: Height: Weight: Shoe Size: Favorite Food: Best Friend: Favorite Story or TV Show: Recreation Activities:Home Jobs: Usual Clothes: Number of Teeth Out: On the back draw a picture or write a story telling how you expect to be two years from now. 101 REACT Page 105 DM/Level 3/1 SWINGS AND THINGS, ORDERING RECREATION EQUIPMENT Third Experience Level Activity Ferformance Objectives Decisicn Making Dimension . . . explain one way the people in local goverilment could influence recreation workers. Attitudes and Appreciations Dimension . . . ndme three responsailities of recreation,workers. Career Information Dimension . . compare two different work settings in which recreation workers may be employed. Educational Awareness Dimension . . . identify three skills used by recreation workers. Subject Matter Concepts Mathematics Facts and Operations Addition and subtraction of money Problem Solving Use of money concepls Social Studies Political Science Governments help people meet some needs'. Preplanning Suggestions Prepare a list of city recreation personnel available for inter- views. Determine what the cit:, recreation budget is or how it is determined. Catalogs with prices of play or recreation equipment 10 2 106 SWINGS AND THINGS ORDERING RECREATION EQUIPMENT ' Most city recreation offices operate with funds acquired from city taxes. Some major expenses in the recreation budget are staff salaries, office expenses, materials, and equipment. Knowledge and skills in subject matter areas are helpful in occupational competence. idertify three skills used.by recreation workers. PPO . . name three responsi- . Educational Awareness bilities of nsation workers. PPO Work involves the acceptance of responsibility for a task. compare two different work settings in which recreation workers may be employed. PPO . Attitudes and Appreciations &unetions have their own work . Interest the children in helping the recreation director plan play equipment for a new park. Remind them of his work setting, both outside and in his office.. Imagine that the park is a block square, grassy, with shade trees here and there; or, design your own surface and landscaping. The recreation director has $1500.00 to spend for whatever sort of playground equipment he thinks would most benefit the children. Borrow several playground equipment catalogs from your school gym teacher or principal. Suggest that small groups of children each take a catalog and aecide upon equipment purchases. Ask them to make a price list and total their expefiditures. Are they within the $1500.00 budget? Ask them to make a sketch showing what the equipment would look like once installed in setL;ngs. Career Information the park. 103 107 People change and these changes influence the choices and decisions one makes. explain one way the people in local government could influence recreation workers. PPO . . Decision Making Perhaps the children will see a play apparatus that exceeds the budget range. Encourage them to try to influence the city officials to change their decision and give more money for the equipment. If a small group of children could pretend to be the city officials, arguments could be tried out. What good arguments could be used? Perhaps the officials will .thange their minds. Ask ne children about times when they may havc 4,cl to adjust because someone else would not change his mind. A family budget is considered on the REACT page. DM/Level 3/2 "Budgets" 10 108 BUDGETS A recreation office gets money frcim the city. The plan for spending money is the budget. Money for play equipment is part of the recreation budget. A family gets money from the jobs of the mother and father. Money for food is a planned part of the family budget, If a family earns $100.00 each week their budget could look like this. Add all the payments to find out how much the family spent. A Weekly Budget Food $25.00 Rent $25.00 Car and Gas $10.00 Savings $3.00 Utilities--Gas, Water, Light $9.00 Payment on Washing Yachine $ 3.00 $8.00 Doctor Bills and Medicine $5.00 Taxes $5.00 Total Money Spent = 1 REACT Page (over) 109 DM/Level 3/2 How much money is left over? $1001 MOW What would be a good way to use the money that is left over? How could more money change the family's budget? How could less money change the family's bud7et?. Do you think a budget or plan for spending is a good idea? Why? 1 0 REACT Page DM/Level 3/2 110 LET'S GO FLY A KITE Third Experience Level Activity Performance Objectives 1 Decision 10:Aig Dimension . . . . . describe three ways people change and how these cVY.nges may affect the decisions of recreation workers. revise a set of instructions to meet the needs of a younger chiZd. Educational Awareness Dimension . . name an occupational skiZZ which the recr-ation worker may have Zearned outside of school. Subject Matter Concepts Social Studies Sociology-Anthropology Dependence on others Language Arts Listening and Speaking Noting and remembering details Giving and taking directions Reading Sequence Preplanning Suggestions I...._ Look in the activity for suggested materials for making a kite (knife, scissors, ruler, string, etc.) Look for assembly directons for equipment that is ordered to be assembled at nome (shelves, toys, etc.) 107 111 LET'S GO FLY A KITE Many recreation workers give instructions. These may be in crafts, games, or other skills. Because growing up and learning are important ways people change, recreation workers must adapt their instructions to the age group with which they are working. Guide the children in considering the instructions a recreation worker might give to 8-year-olds for making a Sky Sailor Kite. Career-oriented learning may take place in school or out of . . name an occupational skill which the recreation worker may have learned outside of school. PPO school. EducatIonal Awareness Give the children the following headings. They may be able to contribute most of the other suggestions. For making a Sky Sailor Kite: Tools: Sharp knife Scissors Ruler or yardstick Small saw Pencil Materials: Two 1/2" softwood strips, one 36" in length, one 30" Ball of strong light string 1 square yard of strong light eaper Glue Rags for the tail Construction: Make a pencil mark at the center of the 30" cross stick. Lay it at right angles across the 36" upright stick about 9" down from the top. Glue and lash the sticks together Make saw cuts crosswise in ends of all sticks. Run string around from tip to tip to mike a frame and tie the string. 108 112 Lay this frame on top of the paper covering. Cut the covering to fit the frame, leaving margins of at least two inches all around. Fold the margins of the covering over the frame strings and glue down. Make the bridle and the tail. Fly your kite. Could-8-year-olds do,these things for themselves with tools, materials, and a good recreation worker teacher? People change and these changes influence the choices and decisions one makes. . describe three ways people change and how these changes may affect the decisions of recreation workers. PPO . Decision Making . revise a set of instructions to meet the needs of a younger child. PPO Discuss with the children how these directions would nerA to be simplified for 6-year-olds. Stress that good instructions call for speaking clearly and simply and demonstrating something step-by-step. What would the recreation worker need to do for the younger children? What tools would they be able to use? How much would they be able to do for themselves? Encourage the children to try out the kite-mdking activity with younger children. The REACT page offers a set of illustrated directions which the pupils could use to help younger children to make a kite. DM/Level 3/3 "Making a Sky Sailor" 109 113 MAKING A SKY SAILOR You can make a card set with directions for making a Sky Sailor Kite. Write one of these directions on each card. Cut the cards out. Use your set to help someone make a kite. Directions: Tie the cross sticks together. Make a frame with string. Cut out paper to fit the frame. Glue the pattern to the frame. Tie on bridle strings. Make a tail. The sticks 'The framing string 1 1 0 REACT Page 114 DM/Level 3/3 D11/Leve7 3/3 SAFE CYCLING Third Experience Level Activity Performance Objectives Decision Making Dimension . . describe three ways people change and how these changes may affect the decisions of recreation workers. predict one change recreation could effect in the persons who participate. . Educational Awareness Dimension . . . . . name an occupational skiZZ which the recreation worker may have Zearned outside of school. teZZ how success in recreation activities depends on-a person's effort and ability. 'Subject Matter Concepts Social Studies Political Science Laws regulate behavior. Geography Special purpose maps Science Physics Machines move things. Preplanning Suggestions Codes for bicycles to be used in the community Plan for an interview with a policeman to discuss bicycle safety. 116 SAFE CYCLING alt People change and these changes influence the choices and decisions one makes. . describe three ways people change and how these changes may affect the decisions of recreation workers. PPO . necision Making As children grow they change the way they travel. Many will remember a sequence like crawling, walking, running, riding a tricycle, and then a bicycle. Besides being a mode of transportation, bike riding is good exercise and a favorite recreation activity. Good riders know how to keep themselves and their bikes in top condition for riding safely and within the law. People change and these changes influence the choices and decisions . predict one change recreation could effect in the persons who participate. PPO 'one makes. Decision Making Discuss with the class some ways they can improve their bike riding. Ideas might be to: (1) Learn how to adjust and care for the parts of the bike. (2) Learn signals, signs, and pavement markings. (3) Learn safety rules and traffic laws. (4) Practice riding on a safety obstacle course. Obtain a list or booklet of your state's rules of the road for cyclists. Career-oriented learning may take place in school or out of name an occupational skiZZ which the recreation worker may have Zearned outside of school. PPO . school. . . Educational Awareness For a few hours turn your classroom or playground into a recreation center in which the recreation workers are holding a Bicycle Safety Clinic. Pupil volunteers who want to participate as recreation workers can prepare materials and man stations in the four areas listed above. Invite younger cyclists to come to the Clinic. 117 Learning achievement depends upon effort and ability. teZZ how success in recreation activities depends on a person's effort and ability. PPO . Educational Awarenaaa . . Make up a questionnaire for the people who attend the Bike Safety Clinic. Find out whether they changed because of what they learned there. What kinds of activities would a recreation worker be able to plan for persons who had attended a bicycle safety clinic and had become more expert riders? One REACT page is a lessen in identifying bicycle parts. Help children read the words. Stress that perfect spelling is not necessary to complete the activity. The other is a planning aid for a safety obstacle course. DM/Level 3/4 "Ride a Safe Bike" DM/Level 3/5 "A Bicycle Safety Course" 1 118 k RIDE A SAFE BIKE A good bike rider takes care of his bike. To do this he must know its different parts. Learn the names of the parts given here. Then turn the page over. Fill in the blanks without looking back for help. Handle grips____x Warning device Handlebars Saddle Light Lc' Fork Reflector S okes Wheels Tires Coaster brq_ke__ Chain Pedals REACT Page 411. Tire-valve Crank hanger DM/Level 3/4' REACT Page DM/Le13/4 A BICYCLE SAFEW COURSE Here is a map of a bicycle safety course. It tests a bike rider in hand signals, traffic rules, and riding skill. Arrows show the rider's path. You could plan, measure, and mark a safety course on your playground. Ask a policeman to inspect the riders. ,= 0 H4ndSicina( Slap Sivz Stop It to Traffic 7.4t air Stop 1 7703-3'itin 1.10.n4 Signat -a ri check out dasK Start How many stops must riders make? How many hand signals must riders use? How many traffic signs are on this course? =a1.11 117 REACT Page 121 DM/Level 3/5 TELL ME A STORY Third Experience Level Activity Performance Objectives Decision Making Dimension . . . predict one change that recreation could effect in the persons who participate. . describe one's personal frelings when another's mood has changed. Career Information Dimension . . . compare two different work settings in which recreation workers may be employed. Educational Awareness Dimension . . . identify three skills used by recreation workers. Subject Matter.Concepts Language Arts Listening and Speaking Acting out stories Stress and feeling in speech Social Studies Political Science Public services Preplanning Suggestions Make arrangements for a storyteller to visit the class to tell a story. Discuss different versions of the same story (the variety of endings to "Little Red Riding Hood"). Accumulate books with folktales thEt have variety in the same story. 118 122 TELL ME A STORY Storytelling is a very ancient art. Long agu, before television and radio, even before books, people loved to gather around the fire to have a storyteller take them on imaginary adventures. The oldest stories were first told and only later written down. That is why we have many different versions of the oldest stories. Storytellers changed the stories to please different audiences. Knowledge and skills in subject matter areas are helpful occupational cbmpetence. identify three skills used by recreation workers. PPO . Educational Awareness People still love to listen to a story well told. Recreation directors often hire someone skilled in storytelling to visit the city parks and playgrounds and even hospitals to entertain with stories. Invite children to assume the role of storyteller. Ask them to pretend they have been assigned to visit a playground for young children during a morning rest time and a children's hospital for an afternoon entertainment time. Occupations have their own woik . compare two different work &ettings in which recreation workers may be employed. PPO . settings. Career Information The storytellers need to pick out a story appropriate for both places, the playground and the hospital. Will they need props? What can be used on the playground? In the hospital? Will they need disguises? Noise makers? People change and these changes influence the choices and decisions one makes. . predict one change that recreation could effect in the persons who participate. PPO . Decision Making 1 1 9 123 Should any parts of the story be changed or adapted because of the differences between sick people and well people? What changes would the storytellers like to cause in their listeners? People change and these changes influence the choices and decisions one makes. describe one's personal feelings when another's mood has changed. PPO . Decision Making Practice storytelling in front of classmates. Can the storytellers keep the audience's attention? Can they change the audience's moods and reactions by keeping the story lively? Will they want to make any changes in how they tell che story? Perhaps another class would like these storytellers to visit. The REACT pages contain an idea for a puzzle to illustrate that our feelings cause changes in our faces. DM/Level 3/6 "Feelings Change Faces" 121) 124 FEELINGS CHANGE FACES Storytellers change their faces to show us how the people tn the story feel. Cut 11/2" paper strips. Draw hair and hat on some of the strips. Use others for eyes, nose, and mouth. Have fun changing them around to make new faces. Do your faces show different feelings? E-4 czc e 1_4 <4 cn E4 E4 \ olttill"IN 11°7!?1124116 01641t4,41 ewVI-1:4 i E4 co o El 0 -.4 2 REACT Page 125 DM/Level 3/6 FEELINGS CHANGE FACES . Storytellers change their faces to show us how the people in the story feel. Cut.11/2" paper strips. Draw hair and hat on some of the strips. Use others for eyes, nose, and mouth. Have fun changing them around to make new faces. Do your faces show different feelings? E-1 '1 f:-:1_, If t =4 . / .i . i,,, cn ril . . r.4 cn o c--. o ..-,.. 1_ 2 REACT Page 126 DM/Level 3/6 RELATED MATERIALS Child's World of Choices, The (Teacher Guide and Student Activity Book) Joint Council on Economic Education, Washington,,D. C. Community Helpers Series (Sound Filmstrip) McGraw-Hill Book Company, 1221 Avenue of the Americas, New York, New York 10020, 1970. Everything Changes! (Book) Morris Philipson. Pantheon Books, Inc., Division of Random House, 201 East 50th Street, New Ycrk, New York 10022, 1972. Fun and Recreation in Big City (Filmstrip) Eye Gate House, 146.-01 Archer Avenue, Jamaica, New York 11435, 1972. Ideas, Images, and I (Book) Franco, et.al. American Book Company, 300 Pike Street, Cincinnati, Ohio 45202, 1970. Inner City Recreation (Sound Filmstrip) Eye Gate House, 146-01 Archer Avenue, Jamaica, New York 11435, 1972. Manners on the Playground (Sound Filmstrip) Society for Visual Education, Inc., 1345 Diversey Parkway, Chicago, Illinois 60614, 1972. Pat the Playground Leader (Book) Elizabeth Garber. Company, Chicago, Illinois, 60606, 1961. Albert Whitman and Recreation, Park. and Playground Workers (Filmstrip) Eye Gate House, 146-01'Archer Avenue, Jamaica, New York 11435, 1972. Your Face is a Picture (Book) Eth and David Clifford. Company, Inc., Indianapolis, Indiana. 123 127 E. C. Seale and RECREATION WORKER Leisure tied to be considered the companion of idleness, silently stealing the time needed to produce the neces:Aties of life. Jn recent years, however, new machines and technology have raised the standard of living of most people and have provided them with leisure hours unheard of a generation ago. How people spend their nonworking hours is now a major concern. Recreation workers help people to enjoy and use their leisure time constructively by organizing individual and group activities and by administering physical, social, and cultural programs for all age groups at camps, playgrounds, community centers, and hospitals. They also operate recreational facilities and study the recreation needs of individuals and communities. Recreation workers employed by local government and voluntary agencies direct activities at neighborhood playgrounds and indoor recreation centers. They provide instruction in the arts and crafts and in sports such as tennis and basketball. They may supervise recreational activities at correctional institutions and work closely with social workers in organizing programs of recreation for the young and the aged at community centers and social welfare agencies. Many personnel work in industrial, hospital, military, or school recreation. Recreation workers in industry plan the recreation programs of company employees and organize bowling leagues, softball teams, and similar activities. Sometimes, they plan fund drives and company social functions. Hospital recreation workers plan recreation programs for the ill and the handicapped in hospitals, convalescent homes, and other institutions. Working under medical direction, they organize and direct sports, dramatics, and arts and crafts for persons suffering from mental problems and physical disabilities. School recreation workers organize the leisure-time activities of school-age children during schooldays, weekends, and vacation periods. Some part-time recreation workers and volunteers assist full-time workers throughout the year but mostly during the summer months. Part-time workers are largely college students and teachers. They work primarily as recreation leaders and camp counselors, organizing and leaing games and other activities at camps and playgrounds. About 40,000 professional recreation workers were employed full time in 1968; most of them worked full time. The majority worked for local governments and volUntary agencies. Most of the remainder were employed by religious organizations or by the Federal Government in national parks, the Armed Forces, the Veterans Administration, and correctional institutions. Some recreational wurkers were employed by industry, and a few were teachers in colleges and universities. Recreation workers are employed in all parts of the country; however, a large proportion are employed in California, Massachusetts, New Jersey, New York, Ohio, Pennsylvania, and fexas. About one-third of all recreation workers are women. 12 128 Most employers prnfer persons who have a bachelor's degree and a major in recreation, social science, or physical education for work in the recreation field. However, fewer than one-half of the recreation workers currently employed have this educational background. Training leading to a bachelor's degree with a major in recreation was available in over 130 schools in 1968. About 70 offered a master's degree and about 30 offered a doctorate in recreation. Good health, emotional maturity, and a warm personality are essential qualities for recreation workers. To increase their leadership skills and their understanding of people, interested students should try to obtain related work experience in high school and college. They may do volunteer, part-time, and summer work in recreaticn departments, camps, youth-serving organizations, institutions, and community centers. The majority of college graduates entering the recreation field begin as either recreation leaders or specialists, although each year a small number of rollege graduates enter trainee programs that lead directly to recreation administration. These programs, offered by a few large cities and organizations, generally last I year. Recreation leaders work directly with groups and individuals, organizing or teaching diversified activities such as athletics, dancing, storytelling groups, and social recreation in indoor and outdoor centers. They also may supervise the work of nonprofessional workers and assist in the administration of recreation programs. Recreation specialists are responsible for the organization and development of one activity, such as swimming and archery, or of several closely related activities. Like recreation leaders, they sometimes oversee the work of nonprofessional workers. After a few years' experience, recreation leaders and specialists may become recreation directors; those having graduate training, however, may start at this level. Directors are responsible for the operation of the facilities, staff supervision, and the development and execution of programs at a particular recreation center, as well as the preparation of budgets and the analysis of recreation programs. Employment of recreation workers is expected to increase very rapidly through the 1970's. Several thousand recreation workers will be needed annually for growth and to replace personnel who leave the Field because of retirements, deaths, or transfers to other occupations. In recent years, the number of college graduates having a major in recreation has fallen far short of the demand, and this pattern is expected to continue. Thus, many new recreation workers will continue to be hired from the fields of social science, physical education, and health education. Persons having less than full professional training also will find employment opportunities. As a result of the great demand for recreation workers, part-time and volunteer personnel will be needed, particularly in social welfare agencies and at the local government level. Factors that will contribute to growth include increased leisure time and rising levels of per capita income. As incur levels rise, more persons will participate in a variety of competitive and noncompetitive sports and larger numbers will travel to parks and resorts for camping, hiking, fishing, 12j 129 and other recreational pursuits. In addition, improvements in the national highway system will make many State parks and national forests more accessible to vacationing families. Population growth also will create a demand for more recreation workers to expand existing recreation programs and to aid larger numbers of mentally and physically handicapped persons. Longer life and earlier retirements will increase the number of clubs and organizations for retired persons, and thus increase the need for recreation workers. Other reasons for the anticipated longrun expansion in the number of recreation workers include a growing interest and participation in recreation activities by the general population; the continued trend toward urban living; the rise in industrial recreation activities as more companies promote recreation programs for their employees; increased attention to physical fitness by government, educators, industry and others; and the initiation of programs to insure the preservation of outdoor recreation areas. A number of recent Federal -laws also will contribute to the rising demand for recreation workers. Among these are the Elementary and Secondary Education Act of 1965, which includes provisions for grants to local educational agencies for improving and expanding recreation opportunities for the educationally deprived; and the Older Americans Act of 1965, which provides grants to States for programs, including recreation, for older persons. The average work week for recreation workers is 40 hours, although some work upwards of 50 hours. A person entering the recreation field should expect some nightwork and irregular hours, for many recreation personnel work while other persons are enjoying their leisure tIme. Most public and private recreation agencies provide from 2 to 4 weeks' vacation and other fringe benefits, such as sick leave and hospital insurance. Adapted from: U. S. Department of Labor. Occupational Outlook Handbook, 1970-71 edition. (Washington, D.C.: Government Printing Office), 1971. pp. 252-254. 121j 130 GROWING GREAT GREEN GOALS !THIRD EXPERIENCE LEVEL INFUSION STRATEGY CAREER DEVELOPMENT FOCUS: Decision making plays a role in the setting of immediate and long-range goals. OCCUPATIONAL FOCUS: Forester ACTIVITIES IN THIS INFUSION STRATEGY 1. Planting a Tree 2. Identifying Trees 3. Planning and Implementing Forest Conservation 4. The Forest Community 5. Hardwoods and Softwoods 6. Famous People of Forests 127 Teacher Goals Teacher goals of this strategy combine a Decision Making Dimension subconcept with subconcepts from Attitudes and Appreciations, Career Information, and Educational Awareness, and subject matter concepts for the occupation of the Forester. In this perspective the teacher's goals are to: Structure experiences in which pupils can use their scientific knowledge to take part in the decisions and activities of a forester. Increase pupil awareness of the importance of conservation decisions in reaching responsible goals for forest resources. Devise ways for pupils to gain some of the knowledge and skills used in forestry. Interest pupils in the career goals and community contributions of foresters. Help pupils to relate forestry knowledge and skills to other occupations. 128 132 p 1?9 133 PLANTING A TREE 'Third Experience Level Activity Performance Objectives Decision Making Dimension . . . . seZect a class goal for planting a tree. role play a forester making a decision about an immediate or long-range goaZ. Attitudes and Appreciations Dimension . . . . teZZ why fbrestry has been important fbr mankind. cooperate with a group in planning and participating in a tree-planting. Career Information Dimension . . . teZZ whether you would like the fbrester's work setting. Educational Awareness Dimension . . . describ the scientific knowledge needed by a fbrester. Subject Matter Concepts Science Biology Man can control the environment of llving Social Studies Geography Interaction between people and environment influences the way needs are met. Economics Different uses of environment things. Scientific Method Scientific knowledge accumulates. 130 134 Language Arts Reading Sequence Preplanning Suggestions Determine where to find a tree and where it could be planted and make arrangements for the activity. (Farm Bureaus or similar agencies can help.) Library books about forestry and foresters Materials for a poster or chart (See activity section.) 131 135 PLANTING A TREE The class or special groups of class members may discuss and confer in order to decide upon a goal which could be met by planting a tree. Has anyone planted a tree in the past? Why do others plant trees? Completion of a worthwhile task has value for the worker and for tell why forestry has been important for mankind. PPO society. Attitudes and Appreciations Decision making plays a role in the setting of immediate and longrange goals. . . . select a class goal for planting a tree. PPO Lead the children to see the wide range of possible goals for a new tree. They may want to plant trees for beautification, for shade, for fruit, for scientific observation, for reforestation, or for a memorial. Encourage cooperation during the discussion so that a common goal can be set within a reasonable time. Interest the children in briefly reflecting upon other times when they have cooperated to reach a common goal--perhaps with a friend about what to do for the weekend, or with a team to figure a winning strategy. Decision Making Determined by their goal the pupils will need to decide upon the following: (1) type of tree, (2) whether to plant a seed, a seedling, or an older tree, (3) where to obtain the tree, (4) where to plant the tree. Knowledge and skills in subject areas are helpful in occupational competence. Educationai Awareness describe the scientific knowledge needed by a forester. PPO . . In addition to making use of their knowledge of different kinds of trees, children will need to be alerted to soil and climate requirements and optimal planting time, According to their goal, tn.-,y will need to know how fast their tree c:n be expected to grow. If a forest with a 132 136 forester guide is not available, perhaps sizes, costs, and advantages of various types of trees could be compared during a trip to a nursery. The four above decisions are related to attaining the group goal. Are any class members making special decisions to reach personal goals? Decisions to Make Choices L. Tree fqpe Z. How to plant 3. Whara fo gat the tree 4. Where to pled' the -free Pupils may volunteer to obtain permission to plant the tree in the chosen spot from the proper authority. Other volunteers will be needed to plan the on-going care of the tree. Decision making plays a role in the setting of immediate and longrange goals. role play a forester making a decision about an immediate or long-range goat. PPO . Di.:cisien Making Invite pupils to predict consequences if the on-going care of the tree is not planned. Have dny class members suffered consequences because of inadequate planning? Work involves the acceptance of responsibility for a task. . cooperate with a group in p/anning and participating in a tree-pianting. PPO . Attitudes and Appreciatio.is Ask for volunteers for the following responsibilities: '(1) Digging the hole. Evergreens must be planted with the roots burlap-wrapped in the original dirt. The hole must be big enough to put the entire root ball below the surface. 133 137 An older broadleaf tree must have a hole large enough to spread all of its roots out flat on the bottom of the hole. Fertile top soil should be placed at the bottom of the hole around the roots. (2) Transporting the tree to the spot. (3) Arranging protection. The tree may need extra support from a stake. Good drainage and insect control must also be considered. Does the tree have enough sunlight? The individual worker determines which aspects of an occupation may be pleasant or unpleasant. teZZ whether you wouLd Zike the forester's work setting.PPO . Career Information Help class members assess the treeplanting experience. Would they find this forestry task pleasant or unpleasant? Why? Use the REACT page to examine with the children the necessary steps to acquire the skill of good tree planting. What might the consequences be if careful steps are disregarded? DM/Level 3/7 "How to Plant a Tree" 138 HOW TO PLANT A TREE ,. ... , I LI , s%,., ....t.......... A9 4 PO tafir i .,..., s ' ';'1,-,.,!..,:tc,?-4( . ----1-,--t:zel% .---:V -- Y r-,.7 ' \ \ kC. ... ...__ - .-....----. - rtilit:%sopf 4iil% 1 I if \ ." : ...-., ...43, -. it, ,t - e.A,,,31,../ if, kv...f.;,:-..,-,--,,, l .1 , -.7;, , ---2"...- 4., , ni ,,,ovig-154rx , .. I lirr; ,, 1...,,, 4'S .. . '-,-. -- 1-../.,:il -.' ,,,, i" .47/ ..... ., ...._ Directions: Cut the picture cards apart. order for planting a tree. Put the picture cards in the right Label each picture with one of the directions which appear on the following page. Directions for planting a tree: Fill with soil and leave a dip around tree. Save topsoil in A special pile. Make hole big, to fit tree's roots'. Put topsoil on bottom of hole. Wrap trunk, water. Put in tree and support stick. 1 ti REACT Page *DM/Level 3/7 1 an IDENTIFYING TREES 'Third Experience Level Activity Performance Objectives Decision Making Dimension . . . pZan a strategy fbr learning something new about forestry. Career Information Dimension . . . explain how the fbrester's skills would be useful in other occupations. Educational Awareness Dimension . . . describe the scientific knowledge needed by a fbrester. identify at least ten trees which you did nat know befbre. Subject Matter Concepts Science Scientific Method Describe, find similarities, differences Language Arts Listening and Speaking Giving and taking directions [Preplanning Suggestions Charts, encyclopedias, books, audio-visual aids, etc. about trees Bulletin board space, cards for mounting leaves, seed pods, etc. Prepare for alternative areas for nature hikes to observe trees. Have a knowledgeable guide. Three sheets of 10" by 71/2" tagboard for each child to complete the REACT pages 131 141 IDENTIFYING TREES There are over 1000 different kinds of trees in the United States. See how many the children can name. Knowledge and skills in subject areas are helpful in occupational competence. . describe the scientific knowledge needed by a forester. PPO . .i.:dentify at least ten Educational Awareness trees which you did not know before. PPO Learning achievement depends upon effort and ability. Stimulate the class to set a goal: being able to name and identify at least ten or more trees which they do not know now. Educational Awareness . p/an a strategy for learning soruthing new about forestry. PPO Decision making plays a role in the setting of immediate and long-range . goals. Decision Making A strategy suggestion would be the Collect pictures of adult following: trees and pictures and/or real samples of leaves, seeds, bark, flowers, fruits, and products from different kinds of trees. These specimens can be mounted on sturdy cards with a hole punched in the top. The specimen cards could be hung on a bulletin board peg or nail. The name of the correct tree should appear on the back of the card. The cards cun be slipped on pins, pegs, or nails under the name of the tree from which they came. The students may take down all the cards at random and rehang them under the correct tree names. A nature hike would be appropriate during the project. Hopefully a forester or other expert could accompany the class. 138 142 Occupations require special personal characteristics. . explain how the forester's skills would be useful in other occupations.. PPO . II/ Career Information Provide information about other occupations that require knowledge of trees. Examples could be lumber dealers, landscapers, furniture makers. Can the children think of others? A card game called TREES appears on the REACT pages. Squares for the tree, its seed, and its leaf are in vertical columns from bottom to top. The children should carefully write the name of the tree at the bottom of the column in the space provided on the seed and the leaf cards above it. Cards may then be cut apart and mounted. File folders make good backing. The game plan is modeled after Authors, Whitman, Western Publishing Company. There are three identity cards for each tree type. Players get a "TREE" by acquiring all three identity cards. Shuffle. Deal four cards to each player, leaving the pack face down. A player plays by asking other players, one at a time, for a card needed to complete a TREE. When a player asked answers, "No, I don't have that card," the player whose turn it is draws a card from the pack. 13 9 143 If he draws the desired card, he may draw again. When the three card set for a TREE is assembled, the player lays it down. The player to lay down the most TREES wins. DM/Level 3/8 "TREES: 140 144 A Card Game" \ , . i ,..., ,..,... .4 AfF .114 441%, 014y.ii..41 A ,. \ 41111141P .\-::-\-s/4_ ;.-- , sA\ IIvOrii. *if IV Z \ %1/4 IV ' illi Dogwood E. ., Eastern It ((ill/ White Pine Blue Spruce : / \A I 1 1 t I / I\ kii? 1 t' V . 0. ft .C. itYe w , .4 714i, 2 .1 v4 1,-.--' 1 II. bit,,. Washington Palm REACT Page ( Pall ,, Whife Birch 146 1 4 '2, Ili Weapinq Willow DM/Level 3/8 .7 TREES: A CARD GAME ....., 0°00 1 Ill 0 ' 90 ' 0' 0.%,i ..... i i Ark "Ilk ir .10;m1 1 I i 0 iv- 4 I\ . IN , fi I' I t N. 't N. , N... N., . ._, ." . e. / .......t.s..44, te, A Honey Locust 147 1 . 4 .,.. 4. ..vs*.4514 A, ....... ,. sm.2..,,,,, 0.,..,,,e4.40, *,?..- (. Su.qar Maple ....... .t..t.o...0. 1,:t.tsr.4:4.40,4# "Am .. REACT Page r149. : 1. ., , 4,,e,, , x-, pr. 4 , 0", 4 PoItA4 10 WO' 1411Re Oak DM/Level 3/ PLANNING AND IMPLEMENTING FOREST UNSERVATION 'Third Experience Level Activity Performance Objectives [-Decision Making Dimension . . . . . . . . explain how products, water and wildlife conservation, and recreation are man's goals fbr fbrests. explain how conservation decisions heZp men to reach their goals fbr fbrests. describe z situation in which goals fbr a fbrest would be difficult to set. role play a forester making a decision about an immediate or Zong-range goal. Attitudes and Aureciations Dimension . . . . . . pZan and cooperate in the implementation of five to ten steps fbr immediate and Zong-range conservation ofa nearby tree or fbrest. exp2ain why conservation is a long-range responsibility. Career Information Dimension . , . describe the fbrester's work setting. . . . name three fbrestry Subject Matter Concepts Science Biology Living things depend upon their environment, Earth and Sky The surface of the earth changes constantly. Social Studies Geography Interaction between people and environment Economics Different uses of environments 1 Et I 148 Preplanning Suggestions Library books and audio-visuals about forest conservation; some commercial companies have advertising in magazines and on television Display areas for collections of conservation materials Plan to interview or use a local forester or park supervisor as a resource person. Have local maps of nature trails and recreation areas. Large waterproof pan, soil, sod, and -ater sprinkler for REACT page 145 -149 PLANNING AND IMPLEMENTING FOREST CONSERVATION Interest the children in such questions as, Why do we need trees? Does nature.take care of trees? Do trees need the care of people? Why? What is conservation? Forest conservation is the protection and wise use of the forest as a natural resource. Decision making plays a role in the setting of immediate and longrange goals. explain how products, water and wildlife conservation, and recreation are man's goals for forests. PPO . Decision Making explain how conservation decisions help men reach their goals for forests. PPO . Research about forest conservation can be carried out by asking the children to volunteer for one of three groups having the following assignments: Group 1: Describe how the need for forest products necessitates forest conservation. Group 2: Describe the need for forest conservation because of the crucial part forests play in water, soil, and wildlife protection. Group 3: Describe conservation of the forest in order to insure beautiful recreation areas. Each group will discover several enemies of the forest and its trees. The children may be able tl assemble pictures and samples of lack of conservation. Each group could set up a small display to show that lack of conservation means no products, no protection for water, soil, and animals, no recreation areas. Lead the children into three stages for their group activities. First, present 14U 150 products, protection, and recreation as man's goals for forests. Second, invite the children to explore the sad results when men make no special plans for using the forest wisely. Third, help the children discover what conservation decisions could be made to rearth the goals. Decision making plays a role in tbe setting of immediate and longrange goals. describe a situation in which goals for a fbrest would be difficult to set. PPO . Decision Making The children may discover that some goals are conflicting and therefore difficult to set. Recreation interests may conflict with logging interests, for example. Throughout this activity the teacher can present the forester as the one co makes and carries out decisions for conservation goals. With the group research of conservation needs as a background, invite the children to become junior foresters and undertake a realistic conservation activity. Pick out a single tree, a group of trees, or a forest which is accessible and important to the class members. Find out who takes care of the tree(s) and cooperate with this authority. Completion of a worthwhile task has value for the worker and for society. Attitudes and Appreciations Decision making plays a role in the setting of immediate and longrange goals. plan and cooperate in the implementation of five to ten steps for immediate and Zong-range conservation of a nearby tree or forest. PPO . role play a fbrester making a decision about an immediate or Zong-range goal. Ppo . . Decision Making Examine together the netAs of the tree(s) and make a conservation checklist. Select a reasonable number of conservation methods and implement them. Occupations have their own work settings. . . describe the forester's work setting. PPO . Career Information Children may decide to thin, prune. irrigate, replant, clean up, dig a fire trence, or do a public awareness campaign. Occupations require the use of specific materials and equipment. name three forestry tooZs.PPO Career Information Decis.,ons may require the supervised use of some of the forester's tools such as the ax, saw, and shovel. Children could paint signs to instill good fire prevention and forest conserva-. tion habits in campers or picnickers. Or they may want to make the public aware of their spot as a recreation area. Parents or younger friends could be taken on a nature hike. Trails could be mapped and named. Work involves the acceptance of responsibility for a task, explain why conservation is a Zong-range responsibility.PPO . . . Attitudes and Appreciations If necessary and possible,plan for the continuing care of the selected trees. Whenever the time .E; ripe relate the conservation activities to other goals of the class members. What decisions have they made about reaching them? The REACT page is an opportunity to investigate the role of trees in conserving soil. DM/Level 3/9 "Trees Conserve Soil" 148 152 TREES CONSERVE SOIL i , . , Avv"!1-1111,,t 4: . ,1,...3/4'4,4Vi, .". .44i, '-'..' ' e.77-. ------".--.N4,:rj::: 0 Erosion takes place when nothing has been done to keep the soil in place. Erosion is wasteful. Why? Would you say that eroded soil is also ugly? Try the following experiment. Make a hill of soil on the side of a dishpan. _ :. .. Next find a way to make rain on the little hill. A simple way to make a sprinkler for rain is to pound nail holes in the bottom of a tin can. What happen§ to the hill in the rain? ......-------- i I 1 0:: ...-7:.;-/' ..r....:-7' .-. VOW ,-----------=:..7.-- Next make a new hill with a piece of sod. Think of the hill as a real one. Think of the blades of grass and their roots as trees. Again make rain on the hill. Does much soil wash away? Replant your sod. Thrtirj7ffrr II' 1,,,A111111 11111IP' Hill!' III ';'41` \ itil (1 11 11,',' illii..{..' ..11 , . :v , 144( t.1,, /ItVcti'L . : Discuss what the trees are doing for the soil in this landscape. Why does rain always fall softly on the forest floor? Do you think roots of trees are especially strong? Why? I . REACT Page 149 153 DM/Level 3/9 THE FOREST COMMUNITY Ihird Experience Level Activity FPe-rformance Objectives] Decision Making Dimension . . compare natum's fbrest community with man's city community from the point of view of planning. compare the results of an instance in which plans were madR to reach a goaZ with results of an instance in which no plans were made. . Attitudes and Appreciations Dimension . . . te7: fbur ways the wor* cf the fbrester assists other men. Subject Matter Concepts Language Arts Writing Skills Paragraphing Reading Recognizing qualifying words Socil Studies Sociology-Anthropology Community wants and needs Preplanning Suggestions Library books and other research materials about workers in the community and about workers in a forest area 150 154 THE FOREST COMMUNITY Decision making plays a role in the setting of immediate and long-range goals. . compare nature's forest community man's ,:.4.ty community. from ,the, pain:: of view of planning. PPO Docision Making For a creative writin9 activity invite the children to coTpare nature's forest community with man's city community. One of the following topics for comparison could be chosen. Discuss the idea that the forest is organized naturally while the city is planned by people. Forest Workers/City Workers Forest Homes/City Homes Forest Roofs/City Roofs Forest Roads/City Roads Forest Food/City Food Forest Enemies/City Enemies Forest Growth/City Growth Forest Products/City Products Forest topics should be discussed in terms of plants and animals and natural events. City topics should be discussed in terms of things people care for and build and do. Specialized occupatio-,s result in an interdependent society. . . teli four ways the work of the forester assists other men. Attitudes and Appreciations PPO After the children have had a chance to read and share one another's work, ask them to name some of the goals accomplished in the forest community. How do foresters assist nature in accomplishing its goals? What goals 151 155 are accomplished in the city community? Does the forester help the city community? Decision making plays a ro':e in the setting of immediate and longrange goals. . . ccapare results of an instance in which plans were made to reach a goal with results of an instance in which no plans were made. PPO . i Decision Making Do communities in nature make decisions to reach their goals? Do communities of people? How? Ask the children whether they customarily make decisions to reach their goals or hope the goals twill come about "naturally." The RFACT page elicits personal consiCeration of the advantages and problems of making plans. Encourage children to remember both pleasant and unpleasant chance events and to make some value judgements about which matters need planning. DM/Level 3/10 "Introducing: Natural Norris and Planning Pat" 152 156 INTRODUCING: NATURAL NORRI S 411 PLANNING PAT Norris makes few plans-likes to let things hF,ppen naturally. You might expect him to be: (Check) Pat thinks ahead, makes lists, works on schedule. You might expect him to be: on time on time happY happy forgetful forgetful .. hard working hard Torking neat neat friendly friendly reaching goals reaching goals Tioa your own idea) 10 (Check) (717776UF-51n idea) What things do you like to let happen naturally? When do you like to have plans? Answer in a short paragraph on the back of this page. Discuss you answers with a classmate. How were your ideas alike? Different? REACT Page 153 157 DM/Level 3/10 HARDWOODS AND SOFTWOODS 'Third Experience Level Activity Performanz:e Objectives I Decision Makirg Dimension . . . . tell a possible use for a hardwood and a softwood. Career- Information Dimension . . . explain how the fbrester's skills would be useful in other occupations. Educational Awareness Dimensin . . . describe the scientific knowledge needed by a fbrester. Subject Matter Concepts Science Scientific Method Describe, find similarities, differences Social Studies Geography Special purpose maps Preplanning Suggestions Maps and globes with elevation markings Samples of lumber of various degrees of hardness Science books about trees and growing conditions Hamner and steel ball (or nail, etc.) 151 158 HARDWOODS AND SOFTWOODS Hardwood, softwood, and tropical rain forests cover 1/3 of the earth's surface except above the snow line. Foresters must know their different soil, water, and climate needs to assist their growth. --. Knowledge and skills in subject matter areas are helpful in occupational competence. describe the scientific knowledge needed by a forester. PPO . Educational Awareness . Interest children in discovering as many differences as they can between hardwood and softwood trees and displaying these differences with maps, pictures, and samples. Here are some leads which coltld be researched. Leaf: Hardwoods are broadleaf and deciduous. Softwoods are needleleaf and evergreen. Growing climates: Softwoods can thrive in colder regions. Examine a foliage map. How does the leaf shape and the waxy coat help in cold climates? Shape: In general, softwoods have triangle shapes; hardwoods have fan shapes. Wood texture: Try to collect from a lumber yard several small samples of hard and soft woods. Identify these by name. Compare the closeness of the grain. Allow as many children as possible to try this demonstration. Using perhaps an oak sample and a pine sample, see how many hammer blows of equal force it takes to drive a steel ball into the oak piece, and then into the pine piece. Ask those who demonstrate to reach a conclusion about which wood 159 sample is harder. To prevent the steel ball from flying away, cover the wood and ball with a rag before striking with the hammer. Occupations require special personal characteristics. Career Information explain how the forester's skills would be usefUl in other occupations. PPO . . tett a possible use for a hardwood and a softwood. PPO . Decision making plays a role in setting immediate and longrange goals. Decision Making Ask the children to name a use for which a softwood might be chosen. A hardwood? What use would knowledge of hardwoods and softwoods be in occupations other than forestry? The REACT page presents a map of forest regions and other vegetation. Ask the children to assign appropriate colors to the map code and shade the regions according to their code. Know which regions are hardwood and which are mainly softwood trees. DM/Level 3/11 "Forest Regions Map" FOREST REGIONS MAP WESTERN FORESTS Pacific Coast Forest Rocky Mountain Forest Shade the map in the colon of the code. REACT Page 161 1 DM/Level 3/11 FOREST REGIONS MAP t4 4.1 4.1. 4 A c *t. '1 A-+ 1- 4 A-4-(4 1.777%.r'....\..... 4k 11-.114-ra:44 )r4't .1.44 14 *Minn. * 4i -4 1 , A '4 I VNA '4 -I SA 4 4_1N ' I I WiS4 VA 'T 1 ,\A -% ....,4 ' lit-I.:1V ;-(44/11-14".:C\Z-14:4 vi. ,k _c.l. rt- 4- 44 A' 1 , ..,c ...4 A, A .4-0--A-r-t N X -I ly . 4..1',/.44+ a '.., * 4": -1 1 ..4; 4 j 4 -4 -y-t 4-, 4414 14 .....- .4 44. 4 % 4'41 A ..I...t *- ''''' - / Iowa 1 -1 r 1 I_..... -r- l r I -1-.r i-t-. % ../ I I 1 r -2 . r., ..4.4 . t. ; 000 9. 91 0 0 , 0 "9 901_, o '' D..or-, ns 9 ,-; .7°- c. ''' <2 ,- 9rAP 0 0 00 C) 0 o o'',., eo 0 / ,'D t.9 /2 .00 )., 0 9 . 9 9 09 99' 9 99 0 4-1. ..( r ,,9 0 90 0 00 00 .1.. r.. N. 0 0o.),,N; r o0 L., 9 c>c0°0')O°99 I °0-7-0D0,7_ os 0 e 9 ° 9 009,,..9 c, D 0 .e 9 0 0 9/ 0 ,., 0 -1° 9 0990 no o oi 0c," `-'0 -901°0 99 -9-4'7.; ./,,..5?: ° r' ,. c, t .9 , c:, c)o-r-;/".--73---°??-69 oP o o5 ,9 /y21.2...9/ --\e'y o s 0 0, 0a 00 s:-. , / 0 EAsTERN FORESTS Northern Forast ls Ez7Za 0 0 c) .0 .0 0 0"7 ° 1) Central Hardwood Forasi- Sothern Forast &MU Tropical Forest REACT Page 0 o Shade the map in the colors of the code. DM/Level 3/11 FAMOUS PEOPLE OF THE FORESTS 110 'Third Experience Level Activity Performance Objectives Decision Making Dimension . . . name the career goals of two famous fbresters. Educational Awareness Dimension . . , cite the work experience of a famous fbrest conservationist as an example of continuing learning. Subject Matter Concepts] Social Studies History Great Americans in history Economics Different uses of environment Science Biology Man can control the environments of living things. Preplanning Suggestions Books and audio-visuals about persons who have been interested in forest conservation 159 163 FAMOUS PEOPLE OF THE FORESTS Provide pupils with access to information about the lives of famous persons who chose to work for forest conservation. Examples might be: Theodore Roosevelt John Muir Rachul Carson Gifford Pinchot Johnny Appleseed Chapman Decision making plays a role in setting immediate and long-range goals. Decision Making Learning is a lifelong process. name the career goals of two famous foresters. PPO . . . cite the work experience of a famous'forest conservationist as an example of continuing Zearning. PPO Educational Awareness Identify the career goals of these people and others. Identify decisions they made which influenced the way men used trees. Were there any key decisions in their lives which affected their career goals? How did their work teach them about the forests? Ask the children whether they have made any decisions which might affect their career goals. A biographical sketch of John Muir appears on the REACT pages. His story can be read individually or aloud. Pupil responses to questions following the story should be discussed by the group. DM/Level 3/12 "John Muir: Father of the National Parks" NiT JOHN MUIR: FATFIER OF THE NATIONAL PARKS Vocabulary: wilderness, inventions, whittles, pendulum, carriages, Yosemite Valley, sequoia, petrified, glacier In 1849, 11-year-old John Muir traveled wlth his family all the way from Dunbar, Scotland, to settle in central Wisconsin. Wisconsin was then a green wilderness. For eight years young John helped his father clear the land and break the soil for farming. Finally John decided to ask his brother-in-law for 40 acres of land--but not to clear for farming. John wanted to save the wilderness and all the wild animals, trees, ferns, and flowers in it. He wanted to fence the land so that no farm animals could break in. This land was John Muir's first plan for a park. It would be a place for people to see aad enjoy, not cut and spoil, the fine plants and animals that lived there. But, young John never had the money to buy this Wisconsin land from his brother-in-law. Meanwhile Muir was becoming well known in Wisconsin for his inventions. He whittled a whole clock and its gears by hand. He made a great clock to hang in a tree with a rock pendulum 14 feet long so workers would know the time to come in from the fields. He made a bed that tipped out the sleeper when it was time to get up. People who saw John's inventions at the Wisconsin State Fair in 1860 wanted John to work for them, but he decided instead to go to college. He was hungry to learn and went to all the classes he could to study plant science, animal science, and earth science. He also began feeling an urge to wander REACT Page 161 DI/Level 3/12 165 in the wild.. He went for long, long wilderness hikes to quietly study trees, plants, rocks, birds, and animals. But when, John was offered a good job making carriages he made a practical decision. He would leave his wandering and earn some money. He was successful at his work. His inventions helped the carriage maker and business improved. Then one day a long metal file slipped out of John's hand and cut into his right eye, blinaing it. He stood the pain, but when the left eye began to go.blind too, he mas suddenly filled with the fear that he might never see a wilderness again. Then he decided that if his sight ever came back,,he would give up the inventions of men and study only the inventions of nature. The light slowly came back to both his eyes and John kept his promise to himself. Later he said, "I might have become a millionaire, but I chose to become a tramp." He set out on foot through the great forests of America. He took only a small bag with a brush and comb, soap and towel, clean underwear, a book of poems, and a Bible. He kept careful notes about what he saw and sent back many letters and articles for newspapers. He discovered the rare beauties of the Yosemite Valley in California, the giant sequoia trees, the petrified forest in Arizona, the Grand Canyon, and Glacier Bay in Alaska. President Theodore Roosevelt took a camping trip with John Muir and thought it was a great honor to explore the wilderness with him. After this trip, President Roosevelt urged Congress to pass many bills to save great regions of forests for our national parks. Today we remember John Yuir as the _Father of our National Parks. He was a special person who could sign his name and address: John Muir, Earth Planet, Universe. 1 REACT Page '2 DM/Level 3/12 166 List three key decisions in the life of John Muir: 2. John Muir studied in two kinds of places. 1. These were: 2. Find the p16:ces John Muir traveled on a map of North America. REACT 1 6 ge DM/Level 3/12 167 RELATED MATERIALS Beginning Responsibility: Rules at School (Film, Color, 11-min.) Coronet Instructional Films, 65 East South Water Street, Chicago, Illinois 60601, 1964. Cooperation, Sharing, and Liv-Ing Together (Multi-Media) Educational Projections Corporation, 1911 Pickwick Avenue, Glenview, Illinois 60025, 1971. Everything Changes (Book) Mor. 's Philipson. Pantheon Books, Inc., Division of Random House, 201 Lust 50th Street, New York, New York 10022, 1972. Forest Ranger (Book) John J. Floherty. Pennsylvania 19105, 1956. J. B. Lippincott Co., Philadelphia, I Want To Be A Forester (Book) E. Baker. Childrens Press, 1224 West Van Buren Street, Chicago, Illinois 60607, 1958. Living Forest, The (Book) Jack McCormick. New York, 1959. Harper and Brothers, New York, Our Friend the Forest (Book) Patricia Lauber. Doubleday and Company, School and Library Division, Garden City, New York 11530, 1959. Our National Parks (Filmstrips) Eye Gate House, 146-01 Archer Avenue, Jamaica, New York 11435, 1972. Picture Book of Timber, The (Book) Anita Brooks, The John Day Company, Inc., 257 Park Avenue, South, New York, New York 10010, 1967. Smokey Bear and Little Marcy (Sound Filmstrip) Society for Visual Education, Inc., 1345 Diversey Parkway, Chicago, Illinois 60614, 1972. Trees and How We Use Them (Book) Tillie S. Pine and Joseph Levine, McGrawHill Bonks ComOny, 330 W. 42nd Street, New York, New York 10036, 1969. Trees: Man's Best-Known Plants (Sound Filmstrip) Eye Gate House, 146-01 Archer Avenue, Jamaica, New York 11435, 1972. Why People Have Special Jobs (Pim, Cole-Jr, 7-min.) Learning Corporation of America, 711 Fifth Averwe, New York, New York, 10022, 1972. 16 168 FORESTERS Forests are one of America's greatest natural resources. They cover more than one-third of the land area of the country. Foresters manage, develop, and protect these valuable lands 'and their resources--timber, water, wildlife, forage, and recreation areas. They estimate the amount and value of these resources. They plen and supervise the harvesting and cutting of trees, purchase and sale of trees and timber, the processing, utilization and marketing of forest products, and reforestation activities (renewing the forest cover by seeding or planting). Foresters also safeguard forests from fire, destructive animals and insects, and diseases. Other responsibilities of foresters include wildlife protection and watershed management, and the management of camps, parks, and grazing land. Foresters usually specialize in one area of work, such as timber management, fire control, forest economics, outdoor recreadon, watershed management, wildlife management, or range management. Some of these specialized activities are becoming recognized.as distinct professions. Foresters also may engage in research activities, extension work (providing forestry informa(ion to farmers, logging companies, and the public), forest marketing, and college and university teaching. An estimated 25,000 persois were employed as foresters in the United States in 1968. About one-third were employed in private industry, mainly by pulp and paper, lumber, logging, and milling companies. Slightly less than one-third were employed by the Federal Government, mainly in the Forest Service of the Department of Agriculture. Other federal agencies employing significant numbers of foresters were the Departments of the Interior and Defense. Most of the remainder were employed by state and local governments, colleges and universities, and consulting firms. Others were managers of their own lands or were in business for themselves as consultants. Education in forestry leading to a bachelor's or higher degree includes specialized courses in five essential areas: (1) silviculture (methods of growing and improving forest crops); (2) forest protection (primarily against fire, insects, and disease); (3) forest management (the application of business methods and technical forestry principles to the operation of a forest property); (4) forest economics (study of the factors affecting the supply of and the demand for forest products); and (5) forest utilization (the harvesting, processing, and marketing of the forest crop and other forest resources). Qualifications for success in forestry include an enthusiasm for outdoor work, good health, love of the outdoors, and the ability to meet and deal effectively with people. Many jobs also require physical stamina and a willingness to work in remote areas. Employment opportunities for forestry graduates are expected to be favorable through the 1970's. Among the major factors underlying this anticipated demand are the country's growing population and rising living standards, which will tend to increase the demand for forest products and the use of 165 169 forests for' recreation areas. Forestry and related employment also may be favorably influenced by the growing awareness of the need to conserve and replenish our forest resources. Private owners of timberland, federal and state governments, teaching and research institutions are expected to employ increasing numbers of foresters. The trend is toward more scientific management of forest lands, expanding research in forest products and conservation programs in areas such as outdoor recreation, watershed mariagement, wildlife protection, and range management. Opportunities for women in outdoor forestry are somewhat limited, largely because of the strenuous physical requirements of much of the work. The women presently employed in forestry are engaged chiefly in research, -dministration, and educational work; Future opportunities for women also are likely to be primarily in these fields. Beginning salaries of foresters employed by state governments vary widely; but, with a few exceptions, they tend to be lower than federal salaries. Entrance salaries in private industry, according to limited data, are fairly comparable to federal salary idvels. As part of his regular duties, the forester--particie,arly in beginning positioos--spends considerable time outdoors under all kinds of weather conditions. Many foresters work extra hours on emergency duty, such as firefighting. Adapted from: U. S. Department of Labor. Occupational Outlook Handbook, 1970-71 edition. (Washington, D.C.: Government Printing Office), 1971. pp. 47-49. 170 HOW SOCIAL IS SEWING? 'THIRD EXPERIENCE LEVEL INFUSION STRATEGY CAREER DEVELOPMENT FOCUS: Relationships eicist between a person's occupation and the people with whom a person tends to associate. OCCUPATIONAL FOCUS: Industrial Sewing Machine Operator ACTIVITIES IN THIS INFUSION STRATEGY 1. Don't Lack a Good Back 2. Mass Producing Bean Bags 3. Garments for Goodwill 4. Unions 5. How Do You Do It? Inviting a Resource Person Teacher Goals Teacher goals of this strategy combine a Lifestyle Dimension subconcept with subconcepts from Attitudes and Appreciations, Career Information, and Educational Awareness, and subject matter concepts for the occupation of Industrial Sewing Machine Operator. In this perspective the teacher's goals are to: Help pupils to compare the work setting of the industrial sewing machine operator with their school work setting in terms of interpersonal activity which can be expected. Guide pupils in using their knowledge of the human body to understand the physical needs of the industrial sewing machine operator. Help pupils to understand possible relationships between the industrial sewing machine operator's occupation and persons with whom he associates off the job. Increase pupil appreciation of advantages and disadvantages of the assembly-line 11...thod of production for the worker and for the product. Enhance pupil awareness of the value of personal associations in occupational tasks. 1q38 172 labor union 169 173 'DON'T LACK A GOOD BACK Third Experience Level Activity Performance Objectives Lifestyle Dimension . . name three ways fellow workers may heZp the industrial sewing machine operator. Attitudes and Appreciations Dimension . take part in a dramatization of an experienced industrial sewing macAine operator introducing a newly hired worker to the work setting. Career Information Dimension . . . compare the working posture of the industrial sewing machine operator to the posture recommended fbr handdriting. Educational Awareness Dimension . . tell what the industrial sewing machine operator needs to know about-muscles. Subject Matter Concepts Science Biology Systems of the human body; skeletal muscles Physics Force moves things; muscles Language Arts Listening and Speaking Acting out stories Giving and taking directions [-Preplanning Suggestions] Visuals of industrial sewing machine operators at work Visuals of the muscle structure of the back Rubber bands for experiments Piece of fruit (or clay) on a stick 174 DOWT LACK A GOOD BACK Ask the children whether they have ever done the same thing over and over again for several hours. What happened? Were any muscles sore afterwards? Did anyone ever sleep in a strange position and then wake up with a tired muscle? Knowledge and skills in subject matter areas are helpful in occupational competence. . . teU what the indus- triaZ sewing machine operator needs to know about mu3cZe8. PPO Educational Awareness Show a 1)cture of the industrial sewing machine operator at work. Explain to the children that this type of worker must bend over the sewing machine and do the same thing for eight hours each day. What muscles of the worker's body need to be strong? Why would knowledge about muscles be helpful to the industrial sewing machine operator? Provide the class with models or pictures of the back muscles. Demohstrate their elasticity w!th a rubber band. Muscles can only They stretch when another ,ontruLAs. Dmc,rtrate that the skeletal muscles wrk 'n pairs. The children can feel )31 alternatAy straightening and bendicl the lower arm'while touching ';,ement of muscles in the upper rrr, !ith the fingers of the other hand. onduct a posture experiment. Ask childyen to slouch by drawing in chest oaiscle., and frori, muscles. Straighten up by frmin., Ue back ac,1 back shoulder musc;c>. Ask why a straight back makes breathing easier. Would this L.lr the industrial sewing machine operator? Let each child stand in free space and pretend he suddenly had nc skeletal muscles. Children will express 175 171 different solutions to this physical preMP.m. Some may think of balancing on their bones, but most will fall in a heap. Put a piece of fruit--apple or orange-on a stick. Let several children try holding the stick between their index finger and thumb. Pretend these are 0. muscle pair for the back. Ask whether it ,takes more finger power to hold the fruit up straight or at an angle. What does this mean for posture? Relationships exist between a person's occupation and the people with whom a person tends to associate. name three ways fellow workers may help the indus-. trial 6,sv,ng machine operator. PPO . . Lifestyle take part in a dramatizzion of an experienced in43trial sewing machine . A given work setting requires certain policies and procedures. . r4b-rator introducing a newly h:ved worker to the work set'Eng. PPO Attitudes and Appreciationd The individual worker determines which aspects of an occupation may be pleasant or unpleasant. compare the working posture of the industrial sewing machine operator to the posture reCommended for handwriting. PPO . Career Information . New industrial sewing machine operators learn their work from more experienced operators. Encourage the children to dramatize how experienced operators could suggest good posture to someone newly hired. What should the factory furnish in terms of good chairs, light, air, break times? How is the working posture of the industrial sewing machine operator like that the children are advised to use for handwriting? The REACT page gives directions for exercises to rela and strengthen the back. LS/Level 3/1 172 176 "The Swan, the Inchworm, and the Rocker" THE SWAN, THE,INCHWORM, AND THE ROCKER Here are three exercises for a good back and better posture. THE SWAN Step 1: Lie on the floor with arms out and knees tucked under. Hold your breath for a few seconds. Step 2: Breath out slowly. Move out off your knees until your legs and elbows are straight. Don't move your hands. Breath in and bend back to the startinE position. Repeat steps 1 and 2. 173 REACT Page 177 LS/Level 3/1 c° THE INCH WORM Lie down on the floor. Put your arms straight and your hands flat on the floor. Do not move your hands. Walk your feet up to your hands until you are bent in half. Do not move your feet. Walk your hands out until you are flat again. Repeat. THE ROCKER Lie face down on the floor. Keep your legs together and bend them up until you can hold your feet with your hands. Pull your legs as hig;h off the floor as you can. -Rock. Let go and rest. Do the exercise again. REACT Page LS/Level 3/1 MASS PRODUCING BEAN BAGS Third Experience Level Activity Performance Objectives Lifestyle Dimension . . . . describe interpersonal activity which could be expected in the industrial sewing machine operator's occupation. teZZ about a school activity which Zed him to meet new people. Attitudes and Appreciations Dimension . . plan and take part in the assembly line production ofbean bags. . . explain the interdependence of workers on an assembly line. Career Information Dimension . . . . . . . name three products which are made on an assembly Zine. teZZ a personaZ advantage and disadvantage of.the assembly line method of production. teZZ how wages might motivate the industrial sewing machine operator. Subject Matter Concepts Social Studies Economics Division of labor Earning money Sociology-Anthropology Technology produces changes in ways of living. History Great Ao=!ricans in history 17 179 Mathematics Problem Solving Multiplication and d-Prision situations Language Arts Listening and Speaking Acting out stories Preplanning Suggestions Plan to visit an assembly line operation if possible. Pictures of assembly line workers in action Materials for making bean bags--cloth, thread, beans, needles, etc. 17ti 180 MASS PRODUCING BEAN BAGS Relationships exist between a person's occupation and the people with whom a person tends to associate. describe interpersonal activity which could be expected in the industriaZ sewing machine operator's occupation. PPO Lifestyle . . name three products which are made on an assembly Zine. PPO. Occupations have their own work settings. Career Information Describe the work setting of the industrial sewing machine operator for the children. Explain that production in a garment factory takes place on an assembly line. Instead of one worker making the whole garment, the job is divided into many parts. Each worker does one small part over and over again, such as sewing on sleeves or putting in button holes. Ask the children what other details of garmelt making would need to take place on the assembly line. Speculate with the children about how well the industrial sewing machine operator would get to know other workers on the assembly line. If possible, visit a garment factory. Do the pupils know of other products which are made on an assembly line? Are any of today's products made entirely by one person? Relationships exist between a person's occupation and the people with whom a person tends to associate. . teZZ about a school activity which Zed him to meet new people. PPO . plan and take part in the ascemb?.y line production of bean bags. PPO Lifestyle . A given work setting requires certain policies and procedures. Bean bags are reliltively easy for third level students to sew. They are useful in physical education activities and, if you've got one, you can ask someone to r3y catch or target games with you. Attitudes and Appirtions 17 181 :tt Assist the class in planning the mass prodion operations which can occur on the assembly line: marking the patlern, cutting the cloth, stitching three sides, pouring in the beans, and stitching the last side. Maybe a child has access to a portable sewing machine and could use it at school for sewing the streght sides. If a machine is not available?, you may want to include.needle threaders, thread knotters, and-several stitchers on the assembly line. The individual worker determines which aspects of an occupation may be pleasant or unpleasant. tell a personaZ advantage and disadvantage of the assembly line method of production. PPO . Career Information . . . explain the interdependence of workers on an assembly line. PPO Specialized occupations result in an interdependent society. Attitudes and Appreciations Throughout the activity keep the chil dren alert to advantages and disadvantages of the assembly line method for the individual industrial sewer. Ask the children who sew for their ideas about their relationships with others on the assembly line. All the workers could discuss: Is each worker doing what he or she is best at doing? Is it boring? Is the quality of the bean bags likely to be better ur worse than if each child made his own? Why is the assembly line method likely to produce bean bags faster 1-:-,an each child could make his own? How are assembly line workers dependent upon each other? How does the speed of one worker affect the others? 182 Explain that in factories work accumulates at each station and each worker is usually able to work as fast as he can. In other factories conveyor belts move the products from one worker to another. Based on the bean bag experience, how do the children think assembly line jobs would compare with other jobs in opportunities to meet people. Encourage the children to use the finished bean bag to play a game with old or new friends. Earnings vary with occupations. . tell how wages might motivate the industrial s.744)ing machine operator. PPV Carew Information Explain that most industrial Lziong machine operators are paid by how many pieces they sew. Would the industrial sewing machine operator want to work as fast as possible? Elicit from the children that the nEed for accuracy would limit speed. Imperfect work is rejected or must be done over. Topics for the REACT pages are figuring piece wages and, for those who are interested, a dramatization of Eli Whitney's invention of the assembly line method of production. LS/Level 3/2 "How Much Money Will I Earn?" LS/Level 3/3 "Eli Whitney Had a Problem" 183 ri 9 HOW MUCH MONEY WILL I EARN? Industrial sewing machine operators are often Daid by how much work they do. Help figure a day's wages by filling in the blanks on this chart. Worker Tom Job Pay $3 for 100 collars collar stitcher Work Done Wage8 500 collars , Rose button hole maker $4 for 200 button holes $7 for 200 sleeves Bill sleeve finisher Tane pocket stitche-,:- Jack shirt hemmer $4 for 100 shirts waistband stitcher $5 for 100 waistbands $ Marybeth REACT Page for 100 pockets $8.00 400 sleeves 300 pockets $18,00 $16.00 400 waistbands LS/Level 3/2 ELI WHITNEY HAD A PROBLEM In 1798, America was building up her army for protection from other nations and from Indians. The government asked Eli Whitney to make 10,000 new guns for the army in two years. In 1800, Mr. Whitney was called to Washington because he. had delivered only 500 guns.' In front of the experts Mr. Whitney opened a big bOx. He made piles of 10 gun barrels, 10 triggers, 10 stocks, and 10 of each of the other parts. He told the experts to watch. Whitney moved from one pile to the next and soon he had put 10 guns together. The experts were amazed. Before this, barrels and triggers and stocks for different guns would not fit together. Each uln anl its parts were different because they were handmade bY different gunsmiths. For two years Whitney had been busy making- machine tools. Machine tools made many perfectly fitting parts all alike. Nov. Eli Whitney could mass produce 10,000 guns in an asembly line in the same time it would take a gunsmith to make one gun. Whitney had solved his problem in a very important way. 181 REACT Page 185 LS/Level 3/3 Read the story of Eli Whitney and make up a short play to show his invention of mass production. Show Yr. Whitney coming before the experts with his big boxes of parts. Have the experts question Mr. Whitney. Have Mr. Whitney demonstrate his new idea. What will the experts say after they have seen the new idea? 182 REACT Page 186 LS/Level 3/3 GARMENTS FOR GOODWILL Ihird Experience Level Activity Performance Objectives Lifestyle Dimension . . discuss how the industrial sewing machine operator couZd use his skiZZs to heZp others. Educational Awareness Dimension . . . cite an example of a sewing skill which couZd be transferred to a different work setting. Subject Matter Concepts Social Studies Sociology-Anthropology Community needs a variety of services. Economics Needs and wans Preplanning Suggestions Materials for making written class charts of activities and skills Dmtact a social agency which needs volunteers to do simple sewing activities. Make arrangements for an interview. 183 187 GARMENTS FOR GOODWILL Off the job a worker's expert skills can be handy. He may be able to help himself or others. Who has heard, "Oh, I wish we had a plumber, or a TV repairman, or a doctor in the family."? Ask the children if tY,t.y have c.,:r been helped by the speciE0 skills of a worker.away from his job. Relationships exist between a person's occupation and the people with whom a person tends to associate. . scuss how the indus- trial vt:r machine operator could uz... i-: others. NH skills to help Lifestylo . . cite c sewing s.!i%L. Learning achievement depends upon effort and ability. of a E c-.7uld be transfersrd a :T.-Pererit work sett-2',. PPG Educational Awareness Gather the child..en'.s ideas about ways the industrial seving machine operator could use his skills after work. Do they think someone who sewed for eight hours a day may still want to do more sewing? Interest the children in a class project to repair some of their family cicthing or else some things for distribution to the needy. Do the children know of any people who need the clothes that the industrial sewing machine operator makes? Find.out what,simple garment making skills th class members have. Perhaps sor% can sew on a button, mend a seam, iron on a patch, wash the clothes, or press the clothes. Others may want to learn these skills. A parent or tw :. to se-v,? as resource i:eople could instruv. and supervise these simpe operati.,As ncely. If possihk, cooperate with a local agency which customarily Cisributes good used Jothing such as Goodwill IndustHes or Salvation Army. 184 188 Relationships ?tween one's occupational activit, and other activities which may be social situations are considered on the REACT page. LS/Level 3/4 "So Many People Sew" 185 189 SO MANY PEOPLE SEW U11,1 Pretend you are sewing what you see in the pictures. The words tell things soma people might think about as they sew. What other things might you think about? Write your own ideas in the circles. running 4NO, basketball different kinds of straw footbones amping cloth wood fr waterproof cloth posture fishing 186 REACT Page 190 LS/Level 3/4' UNIONS Third Experience Level Activity Performance Objectives Lifestyle Dimension . . . briefly describe a labor union. . choose to participate in a labor-management simulation activity. Attitudes and Appreciations Dimension . identify the industriaZ sewing machine operator as a likely member of a labor union. Subject Matter Concepts Social Studies Sociology-Anthropology Groups within the community-labor unions Language Arts Reading Figurative language Preplanning Suggestions Names of unions which are active in the school area Union activities which involvp parents of children 187 191 UNIONS Of the 78 million workers in America in 1970, about one-third belonged to labor unions. The ndustrial sewing machine operator is very likely to belong to a labor union. Present union membership as a common way to relate to other people in an occupation. Relationships exist between a person's occupation and the people with whom a person tends to associate. briefZy describe a Zabor union. PPO Explain to the children that mass pioduction and invention of machines created a need for lots of factory workers. The group of factory bosses who hire the workers are called management. The group of workers are called labor. At first, factory workers' pay was low, hours were long, and working conditions were unhealthy and dangerous. Workers organized themselves into labor unions to protect themselves from these problems and to bargain with the management for improvements. Lifeatyle A given work setting requires certain policies and procedures. identify the industriaZ sewing machine operator as a ZikeZy member of a labor union. PPO . Attitudes and Appreciations Relationships exist between a person's occupation and the people with whom a person tends to associate. . choose to participate in a Zabor-management simuLation activity. PPO . Lifestyle . . Industrial sewing machine operators in the garment industry are members of the International Ladies Garment Workers Union if they sew women's clothing or the Amalgamated Clothing Workers of America if they sew men's clothing. Suggest that class members identify themselves as labor or management for either or both of the preceding activities, Mass Producing Bean Bags or Garments for Goodwill. Management children will plan wages 192 1 AA and hours, provide equipment, and set up working conditions. Labor pupils will hold a union meeting after having spent some tim2 on the job. They will discuss whether the work situation is satisfactory. If not, group spokesmen can meet witn the management and bargain. Alert pupils to the possibilities of strike and boycott. Social and community activities are often sponsored by lo,-;a1 unions. Are any class parents union members? If possible, interview an industrial sewing machine operator who is a member of a union. If you are a member of a teacher's union, describe that group for the class. The REACT page offers two of Carl Sandburg's poems which groups of class members can read and discuss together. Introduce the poems so that vocabulary and imagery which may be difficult for your class is clear. Brainstorm with the children for images which could be used in a poem about the industrial sewing machine operator and encourage them to write a poem for this worker. . Another pertinent sidelight would be to tell the children the story of Bessie and Sidney Hillman who, with the help of Jane Addams of Hull House, organized the historic Chicago garment workers strike in 1910 and later founded Amalgamated Clothing Workers of America. (Ms., May, 1973, p. 16) LS/Level 3/5 "Poems for Working People" 189 193 POEMS FOR WORKING PEOPLE Carl Sandburg wrote many poems about working people. Read these to each other and discuss what you learn about the workers' problems. Tell what little problems and pleasures you have in your work. MANUAL SYSTEM (about a telephone oi)eranr) Mary ha.71 a thingamajig clamped on her ears .And sits all day taking plugs out and sticking plugs in. Flashes and flashes--voices and voices calling for ears to pour words in Faces at the ends of wires asking for other faces at the ends of other wires; All day taking plugs out and sticking plugs in, Mary has a thingamajig clamped on her ears. PSALM OF THOSE WHO GO FORTH BEFORE DAYLIGHT The policeman buys shoes slow and careful; the teamster buys gloves slow and careful; they take care of their feet and hands; they live on their feet and hands. The milkman never argues; he works alone and no one speaks to him; the city is asleep when he is on the job; he puts a bottle on six hundred Porches and calls it a day's work; he climbs two hUndred wooden stairways; two horses are company for him; he never argues. The rolling-mill men and the sheet-steel men are brothers of cinders; they empty cinders out of their shoes after the day's work; they ask their wives to fix burnt holes in the knees of their trousers; their necks and ears are covered with a smut; they scour their necks and ears; they are brothers of cinders. 19O REACT Page 194 LS/Level 3/5 Here are the names of other poems about workers written by Carl Sandburg. Look them up in library books. Ask your teacher to help you enjoy them. People.Who Must Fish Crier Weeds Illinois Farmer Prayers of Steel I Am the People, the Mob Think of the sights and sounds of the factory where the industrial sewing machine operator works Think of how the industrial sewing machine operator feels at work. Use these ideas to write a poem. 10 REACT Page LS/Level 3/5 HOW DO YOU DO IT? INVITING A RESOURCE PERSON 'Third Experience Level Activity 'Performance Objectives Lifestyle Dimension teZZ about a school activity which Zed him . people. . o meet new gather data about occupational interests which Zed an industrial sewing machine operator to meet new people. Career Information Dimension . . . name three things necessary fbr the operation of a sewing machine. Subject Matter Concepts.] Language Arts Listening and Speaking Developing discussion skills Interviewing Science Physics Machine§ move things. Simple machines Social Studies Economics Production of gonds Sociclogy-Anthropology Technology produces changes in ways of living. Preplanning Suggestions I Plan to have a school demonstration of a sewing machine. Interview the person demonstrating the machine. l92 196 HOW DO YOU DO IT? INVITING A RESOURCE PERSON , Relationships extst between a person's occupation and the people with whom a person tends to associate. . . teZZ about a school gctivity which Zed him to meet new people. PPO . Lifestyle Ask for pupil volunteers for a committee to invite an industrial sew: ing machine operator or seamstree or tailor (if there are no industcial sewing machine operators in your area) to bring a sewing machine to school and demonstrate it for the class. Explain that industrial sewing machines cannot be taken out of the factory, but there are probably persons nearby who could bring a household sewing machine and demonstrate the work done by the industrial sewing machine operator. Help pupils to plan their invitation and hospitality. Decide upon a likely person to invite. Ask the volunteers to rehearse the telephone or written invitation before the class. Be sure it includes an introduction, clear explanation of the purpose of the visit, times available, length of stay, and the location of your school and your room in the school. Confirm the arrangement by means of a thank you for acceptance. Relationships exist between a person's occupation and the people with whom a person tends to associate. gather data about occupational interests which Zed an industrial sewing machine operator to meet new people. PPO . Lifestyle Occupations require the use Of specific materials and equip- . . name three things necessary for the operation of a sewing machine. PPO . ment. . Career Information Arrange tHe classroom to accommodate the resource person. Plan questions to ask, especially how the demonstrator feels about assembly line sewing and whether he has friends who sew. Ask 197 193 about posture and whether it is difficult to operate the machine. Ask the demonstrator how he learned his work. Follow the visit with a thank you letter. The first REACT page suggests a bulletin board displaying the childrens' collecdon of pictures of objects, that are sewed. Guard agains displaying 57 pieces of clothing. Encourage children to find different kinds of things that are sewed. Ideally, display the objects themselves. The second REACT page gives the children an opportunity to find instances on the sewing machine of principles of simple machines. LS/Level 3/6 "So Many Things Are Sewed" LS/Level 3/7 "Simple Machines on the Sewing Machine" 19 ri 198 SO MANY THINGS ARE SEWED Bring pictures of sewed things to school. Get lots of different kinds of things. Put them on your bulletin board like this. You may want to bring real thincrs that are sewed to school. You could put them on a table so everyone could see and feel the different kinds of stitches. 4.41.7"" 1:) REACT Page 199 LS/Level 3/6 SIMPLE MACHINES ON THE SEWING MACHINE Remember the simple machines? Draw a line from the picture to its name. wheel and axle (WA) inclined plane (IN.PL) pulley (P) lever screw wedge (L) (S) (W) Put the initial of the simple machine where you see it on the sewinE machine. t REACT Page v.) 200 LS/Level 3/7 RELATED MATERIALS About Ready-To-Wear Clothes (Book) T. Shannon. Childrens Press, Inc., 1224 est Van Buren -STit, Chicago, Illinois 60607, 1961. ClothFiber to Fabric (Film, Color or B/W, 16-min.) Encyclopaedia Britannica Educational Films, Inc.,'425 North Michigan Avenue, Chicago, Illinois 60611, 1973. Developing Basic Values (Sound Filmstrip) Society for Visual Education, Inc., 1345 DiverseTFarkway, Chicago, Illinois 60614, 1972. Families and Recreation:. Fun is for Everyone (Film, Color, 10-min.) McGrawHill Book Company, Text-Film Department, 1221 Avenue of the Americas, New York, New York 10020, 1967. Families and Their Needs (Social Studies Text) Edna S. Anderson. Burdett Company, Morristown, New Jersey, 1969. Silver "Families at Work," Our Working World Series (Record) Science Research Associates, 259 East Erie Street, Chicago, Illinois 60611, 1970. Fibers (Book) Irving and Ruth Adler. John Day Company, 62 West 45th Street, New York, New York 10036, 1964. iso Friends, Ripples Series (Video tape, Color, 14-min.) Field Services, National Instructional Television, Box A, Bloomington, Indiana 47401. How Is Clothing Made: The Story of Mass Production (Film, Color or B/W, 14min.) BFA Educational Media, 2211 Michigan Avenue, Santa Monica, California 90404, 1971. How We Get Our Clothing (Four Filmstrips) Society for Visual Education, 1345 Diversey Parkway, Chicago, Illinois 60614, 1972. Learning to Live With Others (Sound Filmstrip) Society for Visual Education, 1345 Diversey Parkway, Chicago, Illinois 60614, 1971. Let's Go to a Clothing Factory (Book) Harry Lazarus. G. P. Putnam's Sons, 200 Madison Avenue, New York, New York 10016, 1961. Mommies at Work (Book) Eve Merriam. Alfred A. Knopf, Inc., 501 Madison Avenue, New York, New York 10022, 1961. People Who Work in Factories, People Who Work in Offices, People Who Work in Stores (Films, Color, 11-min. each) Coronet Instructional Films, Coronet Building, 65 East South Water Street, Chicago, Illinois 60601, 1972. The Factory Worker (Filmstrip) Eye Gate House, 146-01 Archer Avenue, Jamaica, New York 11435, 1972. 197 201 SEWING MACHINE OPERATORS About 1.4 million men and women were emloyed in the apparel industry Approximately 633,000 produced women's and children's apparel, and about 505,000 produced men's clothing. About 430,000 workers made dresses, skirts, blouses, suits, and coats and 124,000 prcduced undergarments for women and children. In the men's apparel industry, 133,000 workers produced tailored clothing (suits, overcoat, topcoats, and sportcoats) for men and boys and 372,000 made men's and boys' shirts, slacks, work clothes, separate trousers, nightwear, undergamunts, wld other furnishings. Another 104,000 were employed in shops which male miscellaneous apparel, such as fur goods, raincoats, gloves, and dressing gowns. About 176,000 workers classified in the apparel industry produced curtains and draperies. in 1968. Although apparel factories are located in nearly all states, approximately seven out of every ten of the workers are employed in ten states: New York, Pennsylvania, New Jersey, Tennessee, California, North Carolina, Georgia, Massachusetts, Texas, and South Carolina. New York City is the nation's fashion center and most large apparel manufacturers maintain sales offices there. Store buyers visit these showrooms to see the latest styles, especially "high.fashion" women's apparel, including dresses, coats, and suits. As a result, many of the jobs which have to do with designing, sample making, and selling are in New York City. In women's apparel manufacturing, almost one-half of the workers were employed in plants located in the New York-Northeastern New Jersey metropolitan area and in areas of Pennsylvania such as Wilkes-Barre-Hazelton, AllentownBethlehem-Easton, and Philadelphia. However, many jobs for workers manufacturing women's apparel also are found in Los Angeles-Long Beach and San Francisco, California; Fall River-New Bedford, Massachusetts; Chicago, Illinois; Miami, Florida; Dallas, Texas; and St. Louis, Missouri. In the men's and boys' tailored clothing industry the major manufacturing centers are: New York City, Philadelphia, Chicago, Rochester-Buffalo, Allentown-Reading-Easton, Baltimore, Boston, Cleveland, Cincinnati, Los Angeles-Long Beach, and St. Louis. Most of the factories making men's, youths', and boys' furnishings such as trousers, work clothing, shirts, and nightwear are located in small communities primarily in the South and Southwest. Most apparel factories are small. Although plants have been growing larger in recent years, only about twenty percent of them employ more than one hundred workers. Many of the large plants make men's and boys' apparel. Plants that manufacture garments that are subject to rapid style change tend to be smaller than those making standard type garments such as work pants, The major operations in making apparel are designing the garment, cutting the cloth, sewing the pieces together, and pressing the assembled garment. Generally, high-grade apparel and style-oriented garments are more carefully designed and involve mo-e handwork and fewer machine operations than the cheaper, more standardized garments. For example, much hand detailing goes into a woman's high-priced fashionable cocktail dress or into a man's high-priced 198 202 suit or coat. In contrast, standardized garments such as men's undershirts, overalls, and work shirts usually are sewn entirely by machine. To make the many different types, styles, and grades of prments, workers with various skills and educational backgrounds are employed in the apparel industry. Sewing mathine operators use sewing machines that are generally heavier and capable of faster speeds than the sewing machines found in the home. Special devices or attachments that hold buttons, guide stitches, or fold seams are often used. Some sewing machine operators specialize in a single operation such as sewing shoulder seams, attaching cuffs to sleeves, or hemming blouses. Others make garment sections such as pockets, collars, or sleeves. St'll others assemble and join these completed sections to the main parts of the garment. Some sewing machine operators employed in shops making high-priced dresses and women's coats and suits perform all the machine operations on a garment. Sewing machine operators generally are classified according to the type of machine they use, such as single-needle sewing machine operator or blindstitch machine operator. Others are known by the type of work performed, such as collar stitcher, sleeve finisher, cuff tacker, or coat baster. Hand sewing is done on better quality or highly styled dresses, suits, or coats to produce garments which are superior in fit and drape. Hand sewers qse needle and thread to perform various operations ranging from simple sewing to complex stitching. Many-hand sewers specialize in a single operation, such as buttonhole making, lapel basting, or lining stitching. In a typical apparel plant, bundles of cut garment pieces move through the sewing department, where the garments take form as they pass through a series of sewing operations. Each operator performs one or two assigned tasks on each piece in the bundle and then passes the bundle to the next operator. Some plants employ material handlers often called floor boys or floor girls who move garment bundles from one sewing operation to another. At various stages of the sewing operations, inspectors and checkers examine garments for proper workmanship. They mark defects such as skipped stitches or bad seams, which are repaired before the garments are passed on to the next sewing operation. Inspectors sometimes make minor repairs. Thread trimmers and cleaners remove loose threads, basting stitches, and lint from garments. This is called "in-process inspection." Entry into beginning hand- or machine-sewing jobs is relatively easy for young women since there are few restrictions regarding educational and physical condition. Some prevtous training in sewing operations is preferred, but many apparel plants hire workers who have had no experience in sewing. Generally, training is informal and received on the job. New workers usually start by sewing straight seams under the supervision of a section foreman or experienced worker. Some large companies have formal on-the-job training programs for sewing machine operators. Training usually consists of learning how to perform a single operation with minimal finger, arm, and.body movements. 203 Most sewing jobs require the ability to do routine work rapidly. The same sewing operation is repeated on each identical garment piece. Since almost all these workers are paid on the basis of the number of pieces produced any clurosiness of hand may reduce the worker's earnings. Good eyesight and ability to work at a steady and fast pace are essential for both hand- and machine-sewing jobs. The average sewing machine operator has little opportunity for promotion beyond section forelady, although some sewing machine operators have worked their way up to production manager. Most sewers stay on the same general type of operation throughout most of their working lives. However, some workers may be moved from simpler sewing operations to more complicated tasks that pay higher piece rates. Most sewing jobs ire performed while sitting and are not physically The work:Jig pace is rapid because workers' earnings depend on their production. In addition, many tasks are extremely monotonous. Serious accidents among sewers are rare, although a sewer may occasionally pierce a finger with a needle. On the other hand, pressing may be strenuous work and involves working with hot steam. strenuou s. Adapted from: Occupational Outlook Handbook, 1970-71 edition. U. ST-Department of Labor, Washington, D. C. pp. 619-628. 200 204 LIFE WITH LIBRARIES . 'THIRD EXPERIENCE 1EVEL] INFUSION STRATEGY CAREER DEVELOPMENT FOCUS: An individual's'feelings relative to happiness, fear, anger, lon6iness, etc., are diverse. OCCUPATIONAL FOCUS: Librarian ACTIVITIES IN THIS INFUSION STRATEGY 1. How Do You Feel About Owning the Library? 2. Library Order 3. Pick-ing and Choosing 201 205 Teacher Goals Teacher goals of this strategy combine a Self-Development Dimension subconcept with subconcepts from Attitudes and Apprecidtions, Career Information, and Educational Awareness, and subject matter c.,ncepts for the occupation of Librarian. In this perspective the teacher's goals are to: Encourage a classroom atmosphere which is open and receptive toward expressions of diverse feelings. Help children to understand the several personal feelings a librarian may have about library work. Provide opportunities for children to gain library skills. Share your own feelings about librariez with the children. 2 0'2 206 A t: 2 i) 207 HOW DO YOU FEEL ABOUT OWNING THE LIBRARY? Third Experience Level Activity Performance Objectives Self-Developrent Oimension . . distinguish feelings about private ownership from feelings about social ownership. discuss how it feels to own the library. . interview a taxpayer to the library. . out how this person feels about draw a picture ofone's favorite library activity. Attitudes and Appreciations Dimension describe what the library does for the taxpayers. . . ten how taxpayers trust the librarian. Caieer Information Dimension . . . give a probable economic reason why the library is publicly owne d. Fubject Matter Concepts Social Si.udies Language Arts Listening and Speaking Developing discussion skills Interviewing Political Science Public services Schools (libraries) supported by taxes Sociology-Anthropology Community needs a variety of services. Community reflects valuec.,. 201 208 Preplanning Suggestions Visuals of libraries, particularly the local library Knowledge of tax-supported institutions ir the community Interview with a librarian j 209 . HOW DO YOU FEEL ABOUT OWNING THE LIBRARY? An individual's feelings relative to happiness, fear, anger, loneliness, etc., are diverse. . . distinguish feelings about private ownership from feeling6 about social ownership. PPO Self-Development Ask the children to name different kinds of things they own. What kinds of things are fun to own? Which are necessary? Do they own anything jointly with someone else? Ask them how they feel about owning things by themselves or together with someone else. How do they feel about things they don't own at all? An individual's feelings relative to happiness, fear, anger, loneliness, etc., are diverse. . . discuss how it feels to PPO (Yon the Zibrary. Self-Development Tell the children that you have something special in mind which you all own together. Give hints to help the children guess the library. Have a picture of your public library handy if possible. Technological, economic, social, and political factors influence the give a probable economic reason why the library is publicly owned. PPO . supply and demand, of jobs. . Career Information Perhaps a child can explain why the library is publicly owned. If not, explain that books are very expensive. We can own a lot More together by sharing than we can individually. Everyone in the community pays a tax. Tax money buys what all the people need to use together--the sidewalks and streets, water treatment plants, parks, fire and police protection and, o? course, your school. People vote to decide how to spend their tax money. Divide the class into four or five groups. Pretend each group represents a small town. All group members pay taxes. Have the groups list suggestions for both necessary and nice ways to 2 210 e spend tax money. Then have group members vote to decide tax expenditures. Have the townspeople share the final lists. Which towns included public libraries? Why? Completion of a worLhwhile task has value for the worker and for society. describe what the library does for the taxpayers. PPO interview a taxpayer to find out how this person feels about the library. PPO Attitudes and AppreCiations . An individual's feelings relative to happiness, fear, anger, loneliness, etc., are diverse. . . . . teZZ how taxpayers trust the librarian. PPO . Self-Development For homework ask the children to interview a neighbor taxpayer to find out how he or she feels about paying taxes for the library. Compare findings and prepare for the interview with regard to the above objectives. Work involves the acceptance of responsibility for a task. Attitudes and Appreciations Volunteers could visit or telephone a public librarian to ask what services this person gives to the community and how it feels to be a public servant. An individual's feelings relative to happiness, fear, anger, loneliness, etc., are diverge. draw a picture of one's favorite library activity. PPO . . . Self-Development The REACT page reviews public services supervised by librarians and asks that the child draw his favorite library activity. SD/Level 3/1 "At the Library" 2 211 AT THE LIBRARY Put .a circle around things that happen at the library. ii7F:Fail FME yA ...-- APUJIL j4ALS [sozosj ( rI 4v(14 iri,- I 1, iL 000 (over) 208 REACT Page 212 SD/Level 3/1 .1411EMINIONNIA Use another paper to draw a picture of yourself doing what you like best at the library. REACT Page 209 213 SD/Level 3/1 LIBRARY ORDER Third Experience Level Activity Ferformance Objectives I Self-Development Dimension . . . . teZZ too different feelings librarians have about order. participate in a group discussion to discover individual feelings about order. Attitudes and.Appreciations Dimension . . . . explain the need for order in the Zibrary. identify keeping books in order as one of the librarian's jobs Career Information Dimension . . . describe a librarian whom you know. Educational Awareness Dimension . be able to locate a library book by using the card catalog and the Davey Decimal System. Subject Matter Concepts Language Arts Reading Finding information Library skills Listening and Speaking Developing discussion Mathematics Facts and Operations Ordinals Social Studies Political Science Rules regulate behavior. History Great Americans in history skills 210 214 Preplanning Suggestions Available copies of dictionaries and encyclopedias Cards from library card catalog or an acquaintanceship with where to find such cards in a local library (REACT pages provide samples.) Cards or paper cut to card size for classroom cataloging Source for numbers used on card catalogs (An interview or questionnaire' for the librarian could be planned.) 211 215 LIBRARY ORDER IAsk the children to think about reference materials with which they are already familiar--the dictionary for example. Pretend the writer of the dictionary started with baskets and baskets full of words. How would he put them in order? Why-do you need order in the dictionary? Think of the encyclopedia. Ask the children, "How does the encyclopedia have order?" Your reading book? How do page numbers keep order? Alphabetizing? Lead the children to conclude that order makes it possible to find things in a book. A given work setting requires certain policies and procedures. . explain the need for order in the library. PPO . Attitudes and Appreciations identify keeping books in order as one of the librarian's jobs. PPO . Most occupations include common expectations, such a,; punctuality, dependability, and avoidance of excessive absence. . Ask what will be necessary for finding things in the library. Tell the children that each library book has a place according to a number order called the Dewey Decimal System. (You may mention the Library of Congress System as common in very large libraries.) Tell them that you can find a book's number by looking up it's author, title, or subject by alphabetical order in the card catalog. Each book has cards, a number painted on it, and a place on the Attitudes and Appreciations shelves. Learning achievement depends upon effort and ability. . be able to locate a "1,brary book by using the card ca;alog and the Dewey Decimal System. PPO . Educational Awareness If you have not already done so, plan a library skill lesson with the children. Visit your school or public library. Teach the card catalog and the Dewey Decimal System as ways of keeping library order. The REACT pages will supplement this lesson. 216 110 Occupations require special personal characteristics, . . . describe a librarian whom you know. PPO Career Information . . tat two different feelings librarians have about order. PPO An individual's feelings relative to happiness, fear, anger, loneliness, etc., are diverse. While the class is at the library suggest that prepared volunteers interview the librarian to find out how she feels about keeping good order in the library. Is it fun? Tiring? Satisfying? Self-Development When you return to the classroom ask the children to point out places where order in the classroom is good and where it is poor. An individual's feelings relative to happiness, fear, anger, loneliness, etc., are diverse. participate in a group discussion to discover individual Pelings about order. PPO Self-Development Divide the class into groups. Suggest that they discuss for ten minutes or so how they feel about keeping order at home and at school. Perhaps they could together make a list of words to tell how persons feel about order-words such as clean, quiet, tired, etc. Make another list telling feelings about disorder. Report to the rest of the class if possible. The first REACT page illustrates and implies rules. Library rules are a part of library order. The librarian is responsible for making good rules. Find out whether the children can think of other workers who make rules for others to follow. The second REACT page offers models of three main types of catalog cards. Children are invited to make author, title, and subject cards for their favorite book or book,. These need be no more detailed than having the number, author, title, and sub3ect in the right order. If children 217 are interested in the illustrator, publisher, date, etc., encourage them to add this detail to their cards. Next are two REACT 9ages to help teach the Dewey Decimal System. The first gives the history of the System and asks the children to supply cartoon drawings according to Mr. Dewey's method of invention. The second set of pages provides practice in assigning Dewey numbers--a skill the librarian will have. SD/Level 3/2 "Rules for Keeping Order" SD/Level 3/3 "Cards for Finding Books" SD/Level 3/4 "Caveman's Questions" SD/Level 3/5 "What's My Number?" RULES FOR KEEPING ORDER Make a little red X where you see people obeying rules or where there is a sign of a rule. Be able to tell hy you put your Xis. Put faces on the people to show their feelings, WWMIla REACT Page 219 2 1. SD/Level 3/2 CARDS FOR FINDING BOOKS Here are three kinds of cards in the card catalog. Use blank cards to make author, title, and subject cards for y)ur favorite library book. Put everyone's cards together in alphabetical order. You will have a favorite book card catalog for your class. Add cards to the card catalog when you find other good library books. Author Card 800 G83i I Greene, Carla, 1906I want to be a librarian. Illus. by Frances Eckart. r ChiaigooChildrens Press (1960) unpaged. Moe, 25 cm. I. Library sclenceIluvefti4e-literakure7 PZ10.G7 lair 60-6674 Library of Congreis T. (01k31 LAB. SC,- (over) REACT Page 2 1 t; 220 SD/Level 3/3 Title Card 800 G83i I want to be a librarian . Greene, Carla, 1006.. I want to be a librarian. Illus. by Frances Eckart. cChi- cagopChildrens Press 119601 unpaged. illus. 25 em. 1. Library scienceJuvenile literature. L Title. PZ10.G7 lalr 60-6874 / Library of Congress 1e1k31 LAB. SC.- Subject Card Library science 800 Cr83if Greene, Carla, 1906I want to be a librarian. illus. by Frances Eckart. tehicagooChildrens Press [1960] unpaged. illus. 25 em. 1. Librnxy scienceJuvenile literature. PZ10.G7 lalr L Title. 60-6874 / Llbrary of Congress 161k31 LAB. SC.- REACT Page 2 221 SD/Level 3/3 CAVEMAN'S QUESTIONS In the late 1800's Mr. Melvil Dewey invented a my to keep library books in order. He pretended he was a caveman. He tried to ask himself the most important questions. Men he thought of what kinds of books would answer each question. He gave a hundreds number to eacla set of books. Use the boxes to draw a set of cartoons. Have the cartoons show the caveman asking Mr. Dewey's questions. Caveman'F Question: Who am I? (Man thinks (*.bout himself.) Kind of books Philosophy and Psychology Hundreds Number: TOO'S Caveman's Question: Who made me? (Man thinks about God.) Kind of books: Religion Hundreds Number: 200's (over) 218 REACT Page 222 SD/Level 3/4 Caveman's Question: Who is the man.in the next cave? (Man thinks about others.) Kind of books: Social Studies Hundreds Number: 300's Caveman's Question: How can I make that.man understand me? (Man learns to use words.) Kind of books: Language Hundreds Number: 400's Caveman's Question: How can I understand nature and the work, around me? (Man learns to understand the land, the sea, and the air.) Kind of books: Pure Science Hundreds Number: 500's Caveman's Question: How can I use what I know about the world? (Man makes plans and tools for himself. He learns to plant, build, and cure.) Kind of books: Useful Science and Arts Hundreds Number: 6601s CAVEMAN'S QUESTIONS Caveman's Question: How can I enjoy free time? (Man paints, makes music, plays games, and dances.) Kind of books: Fine Arts and Recreation Hundreds Number: 700's Caveman's Question: How can I give my children a record of interesting things? (Man tells stories, has plays and writes poems.) Kind of books: Literature Hundreds Number: 800's Caveman's Question: Row can I leave a record of great men and what they have done? (Man tells about people, events, and travels.) Kind of books: History, Biography, Geography Hundreds Number: 900's Adapted from: Guidebook for Teaching Library Skills, Book Two. Margaret V. Beck and Vera M. Pace, T. S. Denison & Co., Minneapolis, 1965, pp. 17-18 REACT Page 220 224 Su/Level 3/4 --4 tto 'CI 0 0 CO CD CO S-t Ti 4-4 (1) .Z 1-1 4-3 a) s /The Living Desert 0 CD 4-3 H a) 4-3 4-3 do a) 4-1 0 .N z a) bf) 4 a' (One's None: Olci-\ Rhylies for New Tongues a) CD 4-3 4-3 E-1 CO 4-3 a) cn H o ( MANNERS CAN BE FON 4-3 **-4 .10 4-3 a) 8 o O ) o a) a) o dt) v.) ROCKETS AMU MISSLES z 0 CD 4-3 ,¢ r=1 Cn CD CO CD CD Cn 0' 4 .0 4-3 sa) c:$ et-, cd 0 a) a) do 4-3 9 X I F- ;)- 0.1 og ff -45 Thls 15 the UN. VHIr RUSSIAN M.PHABer BOOK ) ra_ Cr) g LU CC 100's ?? 400's ?? 900's ?? 800's ?? 300's ?? 200's ?? 500's ?? 700is ?? 600's ?? 1. The story of my life will be in the 2. I learned to play soccer from the 3. I found out about Pueblo Indian life in the s. S. 4. The story of Ralph Buncthe is in the 5, I had to go to the hospital for stitches when I cut my hand. s. You can learn about layers of skin and your blood in the s. 6. If.you need to know about gravity look in the 7. There are French and Spanish dictionaries in the 8. Bible stories are in the 9. There are patterns for making kites in books in the 10. Look in the S. 's for pictures of poisonous snakes. 222 REACT Page 226 SD/Level 3/5 PICKING AND CHOOSING Third Experience Level Activity Performance Objectives Self-Development Dimension . . . identify personaZ feelings about helping others. Attitudes and Appreciations Dimension . identify helping in book selection as a main task of librarians. Career Information Dimension . . . point out possible pleasant or unpleasant features of the librarian's job. Educational Awareness Dimension . . . heZp a classmate to find a book. Subject Matter Concepts Social Studies Sociology-Anthropology Individual characteristics Values and purposes in behavior Language Arts Reading Library skills Preplanning Suggestions Slips of paper large enough to include the descriptions of a book from the library and a child's name Box or basket to use for drawing names (See activity.) Planned library period 223 227 PICKING AND CHOOSING Completion of a worthwhile task has value for the worker and for selection as a main task of society. librarians. deoltify helping in book . PPO Attitudes and Appreciations Librarians often help people find books. They know where things are in the library and.they show others how to search for what they need. A librarian can help a small child to find a good book about turtles. A librarian can locate very special materials for advanced students doing research. Ask the children to tell about times when a librarian has helped them to find a book. The individual worker determines which aspects of an occupation may be pleasant or unpleasant. . point out possible pleasant or unpleasant features of the librarian's job. PPO . . Career Information . . identify personal feelings about heZping others. PPO An individual's feelings relative to happiness, fear, anger, loneliness, etc., are diverse. So that the class can experience some of the feelings a librarian may have about helping in book selection, hold a book exchange. Organize this like' a Christmas gift exchange. Ask each pupil to put his name and a description of the kind of book he wants on a slip of paper. Fold the slips. Stir them up in a basket. Let each child draw a slip. Children should keep the name of the person whose book request they draw a secret. Self-Development Learning achievement depends upon effort and ability. . . heZp a classmate to find PPO a book. Educational Awareness Spend a library period selecting books for others. When everyone is ready, present the books to the people who made the requests. Ask pupils to tell about feelings they had during the project. Discuss reactions of people 22!* 228 when they received their books. Help pupils to relate the feelings they discover to the librarian's work. The REACT page asks children to recommend books to suit the feelings of fictional people. SD/Level 3/6 "Readings for Feelings" a 229 READINGS FOR FEELINGS You know about lots of books and stories. Pretend you are a librarian. Suggest a book for these people. David feels bored. wants a scary and exciting story. He could read He Mrs. Tibbet is a teacher. She wants to read a good animal story to her class. This could be Jane has been bothered and busy all day. She wants a book to help her rest. She should try Sue is angry with her best friend. She wants a story about feeling mad. Sue would like Jay found a fossil rock. He wants to know more about it. A good science book for him is 1 REACT Page 226 230 SD/Level 3/6 RELATED MATERIALS At the Library (Book) L. Colonius. Childrens Press, 1224 West Van Buren, Chicago, Illinois 60607, 1967. Beginning Responsibility: Learning to Follow Instructions (Film, Color, 11min.) Coronet Instructional Films, Coronet Building, 65 East South Water Street, Chicago, Illinois 60601, 1970. Beginning Responsibility: Rules at School (Film, Color, 11-min.) Coronet Instructional Films, Coronet Building, 65 East South Water Street, Chicago, Illinois 60601, 1964. Behind the Scenes at the Library (Book) Edith Busby. Dodd, Mead and Company, 432 Park Avenue South, New York, New York 10003, 1960. Community Helpers (Sound Filmstrip) McGraw-Hill Films, 330 West 42nd Street, New York, New York 10003, 1970. Cooperation, Sharing, and Living Together (Multi-Media) Educational Projections Corporation:MI Pickwick Avenue, Glenview, Illinois 60025, 1971. F4,rst Film on Our Library, A (Film, Color or B/W, 12-min.) Bailey Film Associates, 2211 Michigan Avenue, Santa Monica, California 90404, 1971. How Do You Feel? (Filmstrips) Educational Reading Service, 320 Route 17, Mahwah, New Jersey 07430, 1972. How I Feel (Book) June Behrens. Illinois 60607. Childrens Press, 1224 West Van Buren, Chicago, I Want to Be a Librarian (Book) Carla Greene. Buren, Chicago, Illinois 60607, 1960. Childrens Press, 1224 West Van Library, The: A Place for Discovery (Film, Color or B/W, 16-min.) c_ncyclopaedia Britannica EducationaT-riTins, Inc., 425 North Michigan Averple, Chicago, Illinois 60611, 1973. What About Me; Dimensions of Personality Series (Teacher's Guide and Pupil Workbook) CaFI Fischer. Pflaum/Standard, 38 West Fifth Street, Dayton, Ohio 45402, 1971. What Happens at the Library (Book) Arthur Shay. Reilly and Lee Books, 114 West Illinois Street, Chicago, Illinois 60610. What I Like to Do (Interest Inventory) Science Research Associates, 259 East Erie Street, Chicago, Illinois 60611, 1972. 221 231 LIBRARIANS Making information available is the job of librarians. Librarians select and organize collections of books, pamphlets, manuscripts, periodicals, clippings, and reports, and assist readers in their use. In many libraries, they also may make available phonograph records, maps, slides, pictures, tapes, films, paintings, and braille and talking books. In addition to classifying and cataloging books and other loan items, they publicize library services, study the reading interests of people served by the library, and provide a research and a reference service to various groups. Librarians also may review and abstract published materials and prepare bibliographies. In a small library, a librarian performs a great variety of tasks. In a large library, each librarian may perform only a single'function, such as cataloging, publicizing lAbrary services, or providing reference service, or he may specialize in a subject area such as science, business, and the arts, or medicine. Public librarians serve all kinds of readers--children, students, teachers, research workers, and others. Increasingly, librarians are providing special materials and services to culturally and educationally deprived people. The professional staff of a large public library system may include the chief librarian, an assistant chief, and several division heads who plan and coordinate the work of the entire library system. This system also may include librarians who supervise brancn libraries, and other librarians who are specialists in certain areas. The duties of some of these specialists are briefly described as follows: Acquisition librarians purchase books and other library materials recommended by staff members, keep a well-balanced library in quantity and quality, make sure that the library receives what it orders, and maintain close contact with book jobbers and publishers. Catalogers classify books under various subjects and otherwise describe them so they may be located through catalogs on cards or in other forms. Reference librarians aid readers in their search for information--answering specific questions or suggesting sources of information. This work requires a thorough understanding of bibliographic material and a general knowledge of library materials in various subject fields. Children's librarians plan and direct special programs for young people. Their duties include helping children find books they will enjoy, instructing them in the use and content of the library, giving talks on books, and maintaining contact with schools and community organizations. Often, they conduct regular story hours at the library and sometimes on radio or television. Adult services librarians may select materials for and advise mature readers. They are often asked to suggest reading materials, and to cooperate in or plan and conduct educational programs on such topics as community development, public affairs, creative arts, problems of the aging, or home and family life. Young adult services librarians may select books and other materials for young people of junior high school and high school agn and guide them in the use of these materials. They may arrange book or film discussion groups, concerts of recorded popular and classical music, and other programs related to the interests of young adults. They also may helE, Lo coordinate the services of the school libraries and the local public library. Bookmobile librarians take library materi3ls to people who live in areas where other public library services are nonexistent or inadequate. 228 232 School librarians instruct students in the use of the library and visit classrooms to familiarize students with library materials relating to the subjects being taught. They also work with teachers plan the curriculum. They prepare lists of printed and school supervisors who and audiovisual materials on certain subjerAs; meet with faculty members to select materials for school programs; and sclect, order, and organize library materials. Many school librarians are employed by school district central offices as supervisors to plan and coordinate library services for the entire school system, as catalogers andas librarians to administer professional libraries for teachers. Very large high schools may employ several professional librarians, each responsible for a special aspect of the library program or for special subject materials. In 1968, about 106,000 people were employed as professional librarians. Most of them worked full time. School librarians accounted for about two-fifths of all librarians; public librarians represented one-fourth; librarians in colleges and universities and those employed in special libraries (including libraries in government agencies), each accounted for about one-sixth. A small number of lib;.arians were employed as teachers and administrators in schools of library science. Most librarians work in Lities and towns. Those attached to bookmobile units serve widely scattered population groups, mostly in suburban-or rural areas. Rural, suburban, and town public libraries are being organized increasingly into county and multicounty systems, including centralized reference and technical services. To qualify as a professional librarian, one must ordinarily have completed a course of study in a graduate library school. This usually means at least five years of college--four to meet the requirements for a bachelor's degree and a fifth year or more of specialized study in library science, after which the master's degree is conferred. A growing proportion of the persons in administrative and other high-level library positions have this training. A Ph.D. degree is an advantage to those who plan a teaching career in library schools or who aspire to a top administrative post, particularly in a college or university library or in a large school library system. For those who are interest-ad in the special libraries subject of the library's specialization also would be field, a doctorate in the highly desirable. In addition to an appropriate educational background, a person interested in becoming a librarian should have above-average intelligence, an interest in people, intellectual curiosity, an ability to express himself clearly, a desire to search for and use recorded materials, and an ability to work harmoniously with others. Experienced librarians may advance to administrative positions or to Promotion to these higher positions may be limited, however, to those who have completed graduate training in a library school, or to those who have had specialized training. specialized wor',.. 2 ? ,) 233 The employment outlook for trained librarians is expected to be excellent through the 1970's. A nationwide shortage existed in 1968 and is expected to continue despite the anticipated rise in the number of library school graduates. The best opportunities probably will be in school and college and university libraries, especially in research, subject specialties, and some languages. Persons who have only a bachelor's degree with a major in library science, probably will continue to find employment opportunities in libraries. Many part-time positions also will be available for persons 'Lrained in library work. Adapted from: Occupational Outlook Handbook, 1970-71 edition. U. S. Department of Labor, Washington, D. C. pp. 233-236 230 234 COFFEE, TEA, OR MILK? 'THIRD EXPERIENCE LEVEL INFUSION STRATEGY CAREER DEVELOPMENT FOCUS: Groups outside of school influence an individual's personal development. OCCUPATIONAL FOCUS: Waiter/Waitress ACTIVITIES IN THIS INFLthON STRATEGY 1. Writing Orders 2. Tipping 3. Doing for Others 235 231 Teacher Goals Teacher goals of this strategy combine a Self-Development Dimension subconcept with subconcepts from Attitudes and Appreciations, Career Information, and Educational Awareness, and subject matter concepts for the occupation of Waiter/Waitress. In this perspective the teacher's goals are to: Help pupils to relate academic and personal relations skills to the work of the waiter/waitress. Provide opportunities for pupils to try out the occupational tasks of the waiter/waitress. Guide the children to understand that sharing a meal draws people together in a group. By serving a meal the waiter/waitress helps to create and reinforce groups. Increase the pupils' awareness of social groups and their purposes and interactions. 232 236 237 23,3 WRITING ORDERS Third Experience Level Activity Performance Objectives Self-Development Dimension . . . identify cooks and customers as groups with whom the waiter/waitress must deaZ. Attitudes and Appreciations Dimension . . . write a meal order according to agreed upon abbreviations. Career Information Dimension . . . . make up menu abbreviations. identify accurate service as an important skill pr a waiter/ waitress. Educational Awareness Dimension . . . teZZ why a waiter/waitress must be able to use abbreviations. Subject Matter Concepts Language Arts Grammar and Usage Abbreviations Social Studies Sociology-Anthropology Dependence on others Preplanning Suggestions Menus from nearby restaurants Interview a waiter or waitress to show how to write orders. Blank order forms for childre;t to use in taking orders (These may be dittoed for class use.) Food models or pictures of foods to be used in serving orders 234 238 WRITING ORDERS Groups outside of school influence an individuai's personal development. . , identify cooks and customers as groups with whom the waiter/ waitress must deal. PPO Self-Development In school we learn to write. Out-ofschool people read our writing. Ask the children to think of workers who do a lot of writing with paper and 'pencil. Focus in upon waiters and waitresses. What do these workers write down? Who must read it? Why? Knowledge and skills in subject matter areas are helpful in occupational competence. tel./ why a waiter/waitress must be able to use abbreviations. . . PPO Educational Awareness Obtain a menu from a nearby restaurant. Ask a waiter/waitress there to write out an order for you to show the children. Let the class compare the menu to the written order. It should be plain to see that the waiter/waitress does a lot of short, fast writing, thus letting just a few letters stand for whole words. Remind the children that this practice is called abbreviation. Propose this question to the class: You are a customer in a restaurant. Why do you want the waiter/waitress to be able to write fast? Why do you want the cook to be able to read and understand the abbreviations? Occupations have their own vocabularies. . . make up menu abbreviations. PPO Career Information . write a meaZ order according to agreed-upon abbreviations. PPO . A given work setting requires certain policies and procedures. Divide the class into several groups. Ask each group to make up a menu for their imaginary restaurant and decide upon abbreviations for their waiters/ waitresses to use. Provide the children Attitudes and Appreciations 239 23p with the blank order forms accompanying this activity. Dive the groups a time limit in which to write out an order using their abbreviations. Exchange orders within the groups. Have the children now pretend they are cooks. Can the cooks read the orders back to the writers? Did the abbreviations work? The children may enjoy timing themselves and comparing the time needed to write the order using abbreviations with the time needed to write whole words. A waiter/waitress usually serves more than one person at a time. Experienced waiters/waitresses can serve as many as 20 people at once. Ask the children to think about how the waiter/ waitress can remember who ordered what. Occupations require special personal characteristics. . identify accurate se....vice as an important skill for a waiter/waitress. PPO Career Information Often the waiter/waitress will quickly write up a second order to match the one they turn in to the cook. They make up a code to go on this one such as colors of clothing. They keep this order to help them remember which customer gets what food. Good waiters/ waitresses always bring the right food to the right people. Should there be time and intarest, this simulation activity could be greatly expanded by the class. Food models of the menu items could be made. Cooks could fill the plates according to orders submitted. Children role playing waiters/waitresses could deliv2r plates to children role playing customers. The project could include practice in writing and remembering orders, table setting, tallylng checks, and receiving payment. 2 31i 240 The REACT page is a matching exercise for common abbreviations. SD/Level 3/7 "Abbreviations" .11 2 241 'T 5.. SCHILLING PAPER COMPANY, LA CROSSE, WISCONSIN 54601 - .,....,aao...,Z, r eAlLxctiruhr'J "THE TOWER" RESTAURANT LOUNGE PHONE 672-4120 967 W. LINCOLN AVENUE MILWAUKEE. WIS. DALE MULE SERVER PERSONS , SUPPER CLUB il CHECK NU 20028 1 CHECK NO. WAITER PERSONS 20009 2 zDAT/E . 3 4 5 6 I 7 8 9 10 11 12 - e4 967 W LINCOLN AVE NCUII13- x 2 028 MILWAUKEE AMOUNT DATE ..,et. 1J 1,515 672-4120 TOTAL 5,6 47 ABBREVIATIONS Write the number of the word that is abbreviated on the line. PLACES Jeff Pitman. 1. avenue 706 43K4 St. Dover, Del. 2. street 3. District of Columbia Mark Burdett 17 71h Ave, 4. Illinois Chicago, 5. Delaware a The capital of our country is Washington, D.C. FAMOUS BIRTHDAYS Queen Elizabeth II, Apr. 21, 1926 George Washington, Feb. 22, 1732 Jane Addams, Sept. 6, 1860 Abraham Lincoln, Feb. 12, 1809 Mohandas Gandhi, Oct. 6. January 7. October 8. February 9. April 2, 1869 10. September Martin Luther King, Jr., Jan. 15, 1929 REACT Page 23 243 4 SD/Level 3/7 NATIONAL ORGANIZATIONS Y.M.C.A. Y.W.C.A. B.S.A. G.S.A. 11. 12. 13. 14. Young Women's Christian Association Girl Scouts of America Ybung Men's Christian Association Boy Scouts of America DIFFERENT KINDS OF DOCTORS M.D. D.D.S. D.V.M. Ph.D. 15. 16. 17. 18. Doctor of Philosophy Medical Doctor Doctor of Veterinary Medicine Doctor of Dental Surgery TIVE A.D. B.C. a.m. p.m. mo. yr, 19. 20. 21. 22. 23. 24. before Christ post meridian month Anno Domini ante meridian year MATHEMATICS mi. cm. lb. kg. pt. kl. REACT Page 25. pint 26. pound 27. mile 28. 'centimeter 29. kilogram 30. kiloliter 240 244 SD/Level 3/7 TIPPING Third Experience Level Activity Performance Objectives Self-Development Dimension . . . . . . identify two or three ways customers influence a waiter/ waitress. give an example ofan award from an out-of-school group. Career Information Dimension . . . teZZ how a waiter/Waitress's earnings mry vary. Educational Awareness Dimension . . . teZZ when a waiter/waitress needs to adi. Subject Matter Concepts Mathematics ;acts and Operations Addition and division of money Understanding of 1/5 Social Studies Economics Earning money [R:eplanning Suggestions Menu with prices listed Blank order forms for ordering at a restaurant ) 241 245 TIPPING Knowledge and skills in subject matter areas are helpful in occupational competence. teZZ when a waiter/ waitress needs to add. PPO . . Educational Awareness Assign prices to the items on the menus which class groups made up in the previous activity. Ask the children to make up two customer orders, including prices, and total the bills. Use blank order forms from the previous activity if you have some left. Ask the children to explain what the customer pays for--not just food but food plus the services of the restaurant workers. Groups outside of school influence an individual's personal develop- . identify two or three ways customers influence a waiter/Waitress. PPO . ment. Self-Development . . teZZ how a waiter/waitress's earnings may vary. PPO Earnings vary with occupations. Career Information Explain that a waiter/waitress's hourly wage is very small--maybe less than a dollar an hour. This is because customers are expected to pay the waiter/ waitress directly through tips. In this way they can earn much more than their hourly wage. The amount of the tip depends on the total bill and on how much the customer likes the service. Today, customers should try to leave tips amounting to 15 percent to 20 percent of the total bill. Gi7e children examples of this on the chalkboard. Ask them to tell stories of their own experiences of tipping. Did they ever come to a restaurant and find money left on the table? Ask the children to think about how a waiter/waitress might influence a customer favorably-by being quick, correct, polite, and available should the customer want to make additional orders. 242 246 Groups outside of school influence an individual's personal development. give an example of an award from an out-of-school group. PPO Self-Development Tipping is like an award in recognition of the waiter/waitress's good work. Children often receive recognition from out-of-school groups. This may be for sporting events, Cub or Brownie Scout badges, county fair awards, etc., depending on your area. Ask for volunteers to tell why they enjoy participating in outof-school groups. The REACT page is a lesson in figuring tips. It includes discussion of percents and fractions. SD/Level 3/8 "Figuring Tips" 24 247 FIGURING TIPS PERCENT is thinking about some thing as if it had 100 equal parts. A dcllar is an easy way to see percents because it has 100 equal parts. $ .01 = .02 = .10 = .50 = 1.00 = 1% 2% 10% 50% 100% of of of of of one one one one one dollar dollar dollar dollar dollar A waitress should be paid a TIP by the customer. The tip should be 20% of the customer's bill. If the customer's food costs $1.001 he should leave 20% of $1.00 or $.20 for the waitress. Problem: How would you figure the tip if your bill is $2.50? You need to know 20% of $2.50. Think: How many 20%'s are in 100%? 2% 2CO: 2ID% 2Cl% 20% = 100% What fraction of 100% is 20%? To find 20% of something divide it into equal parts. $2.50 Answer: 5 = I should give the waitress for a tip. (over) 24 REACT Page 248 SD/level 3/8 Figure out these problems: The customer whose bill is $10.00 should pay the waitrss The customer whose bill is $15.00 should pay the waitress The customer whose bill is $20.00 should pay the waitress The customer whose bill is $25.00 should pay the waitress REACT Page 246 249 SD/Level 3/8 DOING FOR OTHERS Third Experience Level Activity Performance Objectives Self-Development Dimension . . . name three or four local groups who help others. . . . . . . describe how family custodis may influence the waiter/Waitress. give an example of how a person can influence a group and how a group can influence a person. tell the purpose of the Japanese tea ceremony. Attitudes and Appreciations Dimension . . . . participate in a waiter/waitress role to benefit an out-ofschool group. set a table according to an established pattern. 1 Subject Matter Concepts Social Studies Sociology-Anthropology Groups within the community Cultural diversity Language Arts Listening and Speaking Developing discussion skills Preplanning Suggestions] List of service organizations in the area Resource people to visit school from service groups Literature, pamphlets, etc. from service groups Participation by class members in serving food to others Table service for practicing correct table setting (Accept settings which might be different from the ,onventional one.) Materials for a Tea Ceremony (See REACT page--"Chanoyu.") 250 CI - DOING FOR OTHERS Groups outside of school influence an individual's personal development. . nome thpee or four local groups who help others. PPO . Self-Development Children are probably aware of many outside-ot-school roups who help others. Perhaps some have participated in group service activities at the "7," in scouting, or 4-H. Gather some literature or invite a panel of representatives of out-of-school groups who could discuss ways their own members influence others. If you are able to present a panel, plan with the children ahead of time. Involve class members in the inviting. Discuss in advance questions children would like to ask the visitors. Make it clear, either in the literature you gather or to those on the panel, that the class is studying ways out-ofschool groups influence other people as well as their own members. Completion of a worthwhile task has value for the worker and for society. . participate in a waiter/ waitress role to benefit an out-of-school group. PPO . Attitudes and Appreciations With the class aware of the influence and value of a variety of non-school group activities, interest the children in serving a meal to benefit a worthy out-of-school group. Class members would be waiters and waitresses for the meal. Plan: 1. 2. 3. 4. 5. 6. Which group you wish to benefit Date, time, and place Menu and cost Number of tickets to be sold and the cost Help for cooking Advertising To simplify matters for the children, tables can be set in advance. Food could be served buFfet style with the waiters and waitresses resp-ble 247 251 for beverage refills, second portions, desserts, and clearing tables, If the serving of a benefit meal is inconvenient, perhaps a substitute arrangement could be made. Maybe your school holds an annual chili supper in which the class could participate. A local institution such as a home for the aged may be willing to train groups of children to help serve one of their regular meals, especially regarding table setting and clearing. Perhaps there are waiter/waitress activities in the school cafeteria which the children could assume for a time. Throughout preparations for your benefit supper, gather and share children's experiences cf special dinners. Groups outside of school influence an individual's personal development. . describe how fdmily customs may influence the waiter/waitress. PPO . Self-Development set a table according to an established pattern. PPO . A given work setting requires certain policies and procedures. Atiitudes and Appreciations Invite children to describe their family dinner times. Pay special attention to who sets the table, who serves the food, and who clears the table, as these are waiter/waitress duties. Ask the children to suggest how family customs may influence the waiter/waitress. Stress the need for careful organization of the waiter/waitress's duties, the need for courtesy, and cleanliness. Teach the table setting pattern you will use for the benefit meal. Teach the etiquette of service such as right or left side, asking whether a diner would like more, or whether he is finished, etc. 252 Groups outside of school influence an individual's personal development. give an example of how a person can influence a group and how a group can influence a person. PPO I . Self-Development . . Before concluding the project give class members an opportunity to reflect upon the way helping an out-of-school group has influenced them and how they suspect they have influenced others. One REACT page shows several possible table settings. Groups outside of school influence an individualls personal development. tell, the purpose of the Japanese tea cepemony. PPO . . . Self-Development The second REACT page describes a very special occasion for being a waiter or waitress--the Japanese tea ceremony. Designate interested children to be hosts or hostesses. These children will, in turn, choose friends and dramatize the ceremony. The final REACT page seeks to broaden the pupils' understanding of our social life in groups. You will need to read over the groups listed with the children and explain their functions. Groups listed should help stimulate dlsoussion of related groups in your local community. Encourage children to list groups within their experience. Remind the children that the groups closest to us and which may influence us the most are our family, friends, and neighbors. SD/Level 3/9 "Table Settings" SD/Level 3/10 "Chanoyu" SD/Level 3/11 249 253 "People l'ke Groups" V. TABLE SETTINGS Get dishes and silverware. place at the table like this. Rules: Practice setting each 1. napkin on the left 2. fork tines up 3,, knife on the right, cutting edge toward the plate 4. spoon on the right 5. glass or cup opposite the knife 6. salad bowl or bread and butter plate opposite the fork If a salad is served, put the salad fork here. ?Q4 REACT Page If soup is served before dinner, put the soup spoon here. 254 SD/Level 3/9 CHANOYU Vocabulary: Chanoyul ceremony, honor, respect, ladle, whisk The people of Japan show respect for their friends by serving them tea. The tea is served in a quiet and beautiful ceremony called Chanoyu. For Chanoyu the host or hostess serves the guests. Here is a way for you to try out the tea ceremony. If you can't make real tea, just pretend. I. II. Invite a few special friends whom you wish to honor. Mark off a square area, 10 feet on each side. This is the size of the tea room. Make a small door. Tea room doors are only 3 feet high. The guests must bow down to get in and this is a sign of respect. Decorate the room with pillows for the guests to sit on, a vase or bowl of flowers, and a Japanese picture. REACT Page 255 25i SD/Level 3/10 NEVArAl III. IV. Have these things ready: a kettle of water, a small box of 'powdered tea, a bowl, a small spoon, a small whisk--like a tiny broom, a cloth napkin, and small sweets. The host or hostess follows old rules for serving the tea. It can take seven years to learn all the special hand movements for Chanoyu! This is what is done: 1. 2. 3. 4. S. Put a spoonful of powdered tea .into the bowl. Pour hot water over the tea. Whip the tea with the little whisk. Pass the bowl of tea and the napkin to the first guest. The guest drinks from the bowl, wipes the place where he drank with the napkin. Then he passes the bowl and the napkin to the next. guest. 6. A small piece of sweet cake is served to each guest. 252 REACT Page 256 SD/Level 3/10 PEOPLE LIKE GROUPS People like to do things together. They form groups for religion, for government, for protection, for business, for learning, and for recreation. Here are the names of some well-known groups. See if you can find the names of two groups of each kind. Write their names on the lines. Add names of groups which you know. The Dupont Corporation National Educational Television (NET) The United Nations The University of Colorado The American Federation of Labor (AFL) The Environmental Protection Agency (EPA) Jews The Gre.en Bay Packers District Courts The Fire Department The Roman Catholic Church The Boston Symphony Orchestra Groups for Religion Groups for Learning 110 (over) 253 REACT Page 257 SD/Level 3/11 Groups for Protection Groups for Government 11111=IMM10^ Groups for Business Groups for Recreation 25 REACT Page 25 :6 k SD/Level 3/11 RELATED MATERIALS Career Mothers (Sound Filmstrip) Valiant, Inc., 237 Washington Avenue, Hackensacr,New Jersey 07602, 1972. Cooperation, Sharing, and Living Together (Multi-Media) Uacational Projections Corporation, 1911 Pickwick Avenue, Glenview, Illinois 60025, 1971. Developing Understanding of Self and Others (Multi-Media) American Guidance Services, Inc., Publishers' Building, Circle Pines, Minnesota 55014, 1970. Earning Money (Book) Frederick Rossomando, et. al. F. Franklin Watts, Inc., 575 Lexington Avenue, New York, New York 10022, 1967. Focus on Self Development; Stage Two: Responding (Multi-Media) Science Research Associates, 259 East Erie Street, Chicago, Illinois 60611, 1970. Our Class Works Together (Film, Color, 11-min.) Coronet Instructional Films, Coronet Building, 65 East South Water Street, Chicago, Illinois 60601, 1970. Popeye and Hospitality and Recreation Careers (Comic Book) King Features Syndicate, 235 Last 45th Street, New York, New York 10017, 1973. School Problems: Getting Along With Others (Film, Color, 12-min.) Bailey Film Associates, 11559 Santa Monica Boulevard, Los Angeles, California 90025, 1972. What About Me? (Worktexts and Ai.,:tivity Sheets) George A. Pflaum, Publisher, 38 West Fifth Street, Dayton, Ohio 45402, 1971. Why People Have Special Jobs (Film, Color, 7-min.) Learning Corporation of America, 711 Fiftn Avenue, New York, New York 10022, 1972. Will I Have a Friend? (Book) Miriam Cohen. The Macmillan Company, 866 Third Avenue, New York, New York 10022,1969. 2 r" 259 WAITERS AND WAITRESSES Whether they work in small lunchrooms or fashionable restaurants, all waiters and waitresses have jobs that are essentially the same. They take customers' orders, serve food and beverages, make out customers' checks, and sometimes they take payments as well. The manner in which waiters and waitresses go-about their work may vary considerably, however, because food service in very small eating places differs from that in large ones; and service in restaurants that emphasize speed and efficiency is different from that where dining is formal and leisurely. (This statement covers the work of table waiters and waitresses employed in restaurants, hotels, and other eating places. Workers employed in private homes or counter waiters ano waitresses in restaurants, hotels, and other establishments are not covered.) Many thousand of eating places, such as those which often are patronized by working people on their lunch hours, emphasize quick service and a minimum of frills. In addition to waiting on tables, the waiters and waitresses in these establishments usually perform a variety of other duties associated with food service. Often, they set up and clear tables and carry dishes back to the kitchen. Sometimes, when the establishment is very small, they may combine waiting on tables with counter service, preparing sandwiches, or cashiering. However, in most large restaurants and in places where meal service is formal, waiters and waitresses are relieved of most of these additional duties associated with serving. In such establishments, busboys and busgirls often set up tables, keep water glasses filled, and perform other routine tasks, leaving the waiters and waitresses free to devote practically all of their time to taking guests orders and seeing that meals are properly served. In those eating places where meals are served elaborately and a great deal of emphasis is placed on the satisfaction and comfort of each guest, a waiter may be called upon to advise about the choice of a wine or answer questions about the preparation of items on the menu. Sometimes, from a side taEe, he may prepare and serve salads to guests or flame certain dishes such as crepes suzettes. More than 960,000 waiters and waitresses were employed in early 1968. The great majority--about 7 out of every 8--were women. The proportion of part-time workers was high. About 2 out of 5 were employed fewer than 25 hours a week. Approximately four-fifths of all workers in this occupation were employed in restaurants and other retail establishments that serve food. Hotels and educational institutions of all kinds also employ many waiters and waitresses. Jobs for waiters tended to be concentrated in those restaurants, hotel dining rooms, private clubs, and other establishments where meal service is formal. Although this occupation includes many workers who do not have extensive schooling, more and more employers prefer that beginners have at least 2 or 3 years of high school. Home economics courses and special courses for waiters and waitresses which are offered by some public and private schools provide good preparation. Restaurant associations also offer training in this field. In addition, programs to train unemployed and underemployed workers for jobs 25;i 260 as carhops, waiters, and waitresses were operating in several cities in 1968 under provisions of the Manpower Development and Training Act. Practically all newly hired workers without previous experience as a waiter or waitress undergo a period of on-the-job training, during which they learn about the type of food service offered in their employer's establishment. Sometimes they work as busboys or busgirls before being assigned a station as a waiter or waitress. Waiters and waitresses must be able to make the calculations necessary to total guests' checks and compute taxes. Personal appearance, a pleasant manner, an even disposition, and the ability to cope with the rush of business that usually occurs at mealtimes are very important. In a few restaurants, knowledge of foreign language may be desirable. Waiters and waitresses often are required by state law to obtain health certificates to assure that they are free of communicable diseases. Physical stamina also is needed because they are on their feet during their working hours. In many small eating places, opportunities for promotion are limited. However, after gaining experience, a waiter or waitress who starts in a job of this kind may transfer to a larger restaurant where earnings and prospects for advancement are likely to be better. Advancement may be to a position as cashier or to supervisory work as a headwaiter or hostess. Some supervisory workers eventually advance to managerial positions in restaurant operation. Employment opportunities for waiters and waitresses are expected to be good throughout the 1970's. Most of the openings will occur as workers retire or leave their jobs for other reasons; retirements and deaths alone will create an estimated 44,000 openinw each year. Turnover is particularly high in the many eating places which employ waitresses because many women leave their jobs to take care of family responsibilities. In addition to the vacancies that occur because of turnover, thousands of jobs will be created by employment growth, as the number of eating places increases tc meet the needs of the country's growing population. Also contributing to an increased need for restaurant services are factors such as rising income levels; more travel, both for business and pleasure; and the expected increase in the number of housewives employed outside the home. Eating places which employ waiters and waitresses probably will share only part of the additional business created. Some of it will be handled by the growing number of vending machines dispensing prepared foods, and some of it will go to the drug stores, limited price variety stores, and cafeterias where meal service is provided by counter and fountain workers. Nevertheless, the number of waiters and waitresses probably will rise rapidly through the 1970's. Most of the job openings that arise because of growth and turnover will be for waitresses. The number of men in this occupation have been diminishing for some years, while at th...? same time jobs for waiters have become more concentrated in formal dining establishments; these trends are expected to continue. As in the past, both waiters and waitresses seeking employment in restaurants of this kind will find competition keen for the jobs that become available. Since there are relatively few such positions, hiring standards are high and turnover is usually very low. Beginners will continue to find their best opportunities for employment in the thousands of establishments where food service is less elaborate. 25 261 Because most waiters and waitresses receive tips from the guests they serve, as well as wages paid by their employers, estimatlng average week., earning is difficult. Wages generally are lower than in other occupations, and the amount received in tips is usually somewhat greater than the wages paid. Tips vary greatly in amount, however, depending on the skill of the waiter or waitress, the tipping customs in the community, and especially on the type of restaurant. Because tips often average between 10 and 15 percent of guests' checks, earnings from tips are usually highest in restaurants where prices are also highest. Limited wage data obtained From union-management contracts, in effect in 1969, covering eating und drinking places in large metropolitan areas on the East and West Coasts and in the Midwest, provide an indication of earnings for waiters and waitresses. In these contrac,.., straight-time hourly pay rates generally ranged from $.82 to $2.14 for waiters and waitresses. Many waiters and waitresses are not covered by union-management contracts. Wages in this occupation also vary greatly according to geographical location and type of establishment. In addition to wages and tips, the majority of waiters and waitresses receive free meals at their place of work. Many also are Furnished with uniforms. Paid vacations, after qualifying periods of service, are customary and various tyoes of health insurance and pension plans also may be offered. Waiters and waitresses often work split shifts--that is, they work for several hours during the middle of the day, take a few hours off in the afternoon, and then return to their jobs for the evening hours. Scheduled hours include some work on holidays and weekends. Large restaurants and dining rooms usually are furnished, comfortably with convenient working areas and are often air conditioned. Workers in other eating places--particularly small ones-may find working conditions less desirable and the pace of work very rushed at times. In restauraots of all types, workers often spend lona periods on their feet and may be required to lift heavy trays. Work hazards include the possibility of burns and cuts. . The principal union organizing waiters and waitresses is the Hotel & Restaurant Employees and Bartenders International Union. Adapted from: Occupational Outlook Handbook, 1970-71 edition. U. S. Department of Labor, Washington, D. C. pp. 328-330. 2 -; 8 262 FASTER, SLOWER, HIGHER, LOWER 'THIRD EXPERIENCE LEVEL INFUSION STRATEGY CAREER DEVELOPMENT FOCUS: Individuals differ in their physical characteristics. OCCUPATIONAL FOCUS: Day Care Worker ACTIVITIES IN THIS INFUSION STRATEGY 1, Numbers Are Needed 2. Rest Time 3. Everything In Its Place 259 263 Teacher Goals Teacher goals of this strategy combine a Self-Development-Dimension subconcept with subconcepts from Attitudes and Appreciations, Career Information, and Educational Awareness, and subject matter concepts for the occupation of Day Care Worker. In this perspective the teacher's goals are to: Create a classroom atmosphere of respect for all physical differences. Offer opportunities for children to simulate the activities of the day care worker which deal with individual differences. Broaden pupil understanding of the role of mathematics in child care. Expand pupil understanding of ways physical characteristics vary and change in themselves and others. Emphasize the diffarence between one's total and one's physical makeup. Z6U 264 26 265 NUMBERS ARE NEEDED Third Experience Level Activity [performance Objectives] Self-Development Dimension . . give an example of different eating routines for babies of the same age. . . make a chart comparing infant eating, schedules of cZass members. . . . compare infant and present measurements of classmates. . . . explain 'Ai; fingerprints are a good means of identification. Attitudes and Appreciations Dimension . . . . . . tell who day care centers heZp. identify parents as those who give directions to dal, care workers. Educational Awareness Dimension . . . explain how mathematics heZps in the care of babies. Subject Matter Concepts Mathematics Measurement Time Quantity Temperature Figural Reading simple charts Science Biology Living things change as they grow. Animals differ in size. Scientific Method Things can be compared by measuring. Social Studies Sociology-Anthropology Community's wants and needs Dependence on others Individual characteristics LO 266 Preplanning Suggestions Materials for making written charts for the classroom Bdbies' nursing bottles marked in ounces Thermometer to measure water or other heated liquids Individual's height and weight charts or ways to measure height and weight of class members Height and weight chart--probably available in the health book or from a nurse or doctor Paint suitable for making thumbprints 6 ti 267 NUMBERS ARE NEEDED Completion of a worthwhile task has value for the worker and for society. tell who day care centers help. PPO . Attitudes and Appreciations Invite the children to tell about their own knowledge of and experience with day care centers. What are they? Why do we have them? What work do people do there? Knowledge and skills in subject matter areas are helpful in occupational competence. explain how mathematics helps in the care of babies. PPO . . Educational Awareness Interest the children in the fact that very small babies are often cared for at day care centers. The worker who is in charge of infants must be smart and careful. Ask why. Throughout the day, workers in infant care use mathematics. Ask the children how many ways they can think of to use mathematics to take care of babies. They may mention that weight gain or loss means the baby is doing well or poorly; that a baby's day is scheduled and the person in charge needs to be able to tell time; and a baby's formula is given in a measured amount at a certain temperature. Individuals differ in their physical characteristics. give an example of different eating routines for babies of the same age. PPO . Self-Development Ask the children to check with their parents to find out how much they ate and how often when they were three months old. Individuals differ in their physical characteristics. make a chart comparing infant eating schedules of class members. PPO . Self-Development . . Make this information available to the class in a list or chart. The chart 268 can show how much the baby drank and how often. Bring standard nursing bottles to school. Let the children practice measuring in ounces the amounts various classmates drank when they were babies. Should the children show interest, demonstrate sterilizing the bottle and arranging the nipple for storage or use. Heat a bottle filled with water to about 98°F. This will be near body temperature and acceptable for 3-montholds. Provide a thermometer so the children can measure the temperature. Let the children try the old-fashioned way to check temperature by shaking the water on the insides of their wrists. Ask them to comment about why that temperature seems good for babies. Typical infant feeding is as follows: up to 3 months--every 3 hrs./day every 4 hrs./night up to 6 months--every 4 hrs./day solid food is introduced after 6 months--every 5 hrs./day routine includes meals and snacks. Present story problems such as the following to the class: Baby Wilma is on three-hour feedings. If she is fed at 9:00 a.m., she .should also be fed at p.m. and p.m. Baby Johnny is on four-hour feedings. If he is fed at 12:00 noon, when was his earlier feeding? Brian was fed at 1:30 p.m. His feeding schedule is once every four hours. When will Brian be fed again? Little Sandy needs her formula every three hours. She stays at the day care center from 9:00 a.m. until 4:00 p.m. Estimate how many times she might have her bottle at the day care 6. c..) 269 center. Mrs. Shoemaker asked the day care worker to feed George at 10:00 a.m. George is fed every four hours. How early was it when George drank his first bottle this morning? Juanita is an older baby. She eats meals and snacks. She drinks her milk every five hours. If Juanita ,stays at the day care center from 12:00 noon until 4:00 p.m., will the day care worker need to prepare a bottle for her? A given work setting requires certain policies and procedures. identify parents as those who give directions to day care workers. PPO . Attitudes and Appreciations . . Discuss the foregoing activities from the point of view of the day care worker. Remind the children of the importance of following directions in day care work. The care and feeding of each infant is different. The day care worker must follow the directions of the parents for the care of their children. Think of other workers who care for children according to their individual needs. Individuals differ in their physical characteristics. compare-infant and present measurements of classmates. . . . PPO Self-Development The first REACT page asks boys and girls to find their baby measurements and compare these with present day measurements for themselves and others. You may want to make a more elaborate chart including eye color, length of hair, etc. Individuals differ in their physical characteristics. explain why fingerprints ar( a good means of identification. . . PPO SelfDevelopment 2thi 270 . IThe second REACT page will enable children to compare something which is uniquely their own--thumbprints. Fingerpaint or tempera will provide a satisfactory and washable medium for making the prints. Be sure to have the children practice making prints with just the right &mount of paint on scrap paper before using their REACT page. SD/Level 3/12 "All Kinds of Babies" SD/Level 3/13 "Thumbprint Patterns" 267 271 ALL KINDS OF BABIES Every baby in the day nlre center is different. Every boy and girl is different. Find out about yourself and nine other boys and girls in the class when they were babies. P111 in this chart. Length 1 Name at 1)irth at birth Weight now Height now What is a norwal. weight for a newborn? What is a normal 1enRth for a newborn? What is a normal wA.ght for an 8-year-old? What is a normal height for an 8-year-old? See if your chart is like others in the class. 268 REACT Page SD/Level 3/12 THUMBPRINT PATURNS You have little lines on your fingertips. No Ese in the whole world has lines like yours. Get sume paint from your teacher. prints on another paper. Practice making After practice, ask five of your friends to make their thumbprint in these spaces. cnn Put your own thumbprint here. Tell how the prints are different. Other people may look like you. No one in the whole world has fingerprints like yours. 269 REACT Page 273 SD/Level 3/13 REST TIME Third Experience Level Activity Performance Objectives [-- Self-Development Dimension . . describe how individuals differ in the amount of sZeep which they need. cooperate in the organization of a group rest period and participate in it. . . match the names of acquaintances to a list of certain physical characteristics. Attitudes and Appreciations Dimension . . . tell why a rest time is part of the day care center routine. Career Information Dimension . . . name three different workers who help others to rest and relax. Educational Awareness Dimension . . expZain why rest is essential for good health. Subject Matter Concepts I Language Arts Writing Skills Composition of short Social.Studies Sociology-Anthropology Dependence on others Individual characteristics poems Science Biology Different environments support different forms of life. 274 1Prep1anning Suggestions 1 II/ Charts which suggest amount of sleep needed foi ages ldren at various Visit a day care center or interview a day care worker 271. 275 REST TIME A given work setting requires certain policies and procedures. . tell why a rest time is part of the day care center routine. PPO . Attitudes and Appreciations Most children at day care centers are between the ages of 3 months and 4 years. An important part of the day care center program for these children is the rest period or nap time. Ask the class why sleeping is especially important for young children. Individuals differ in their physical characteristics. describe how individuals differ in the amount of sleep they need. PPO . Seit-Development . Ask the children how amounts of sleep needed change with age and between individuals. The day care worker must arrange a rest time for all the children. She does this by using a special room with sleeping cots for each child. The room needs to be quiet, at a comfortable tuperature, and the windows need shades. Older children rest on mat% perhaps in the regular playroom but with'shades pulled, noise controlled, and distracting toys put away. Ask the class to discuss what they consider necessary for a good rest time. How would the day care worker get the little children to relax? What about children who couldn't sleep? When would the rest time end? Perhaps a class member could telephone a day care worker and asK her how rest time is organized. Better yet, an interested group of pupils could visit a day care center, interview the day care worker, and report back to the class. The committee should include in their report 27.1 276 their observations of differences in sleeping routines of day care children. Individuals differ in their physical characteristics. . cooperate in the organization of a group rest period and participate in it. PPO . Self-Development According to the routine of your own school day, ask class members individually when they feel most tired. Divide the class into groups according to those who have tired times in common. Invite the groups of children to find a way to relax during their tired time. Maybe they need to put heads down, have someone read a story to them, lie down, listen to relaxing music with headphones, draw, or read. Groups could consult the physical education teacher for ideas about relaxing muscles. Make it possible for the groups to try out the plans they make for tired time. Discuss and compare the results. Knowledge and skills in subject matter areas are helpful in occupational competence. . explain why rest is essential for good health. PPO . . Educational Awareness Help the children to find a scientific explanation for this question. "Why is rest necessary for good health?" Occupations require special personal characteristics. name three different workers who help others to rest . . . and reZax. Career Information PPO What workers besides the day care worker are responsible for helpiny others rest and relax? Children may suggest hospitai workers, recreation workers, homemakers, etc. 2" 277 Individuals differ in their physical characteristics. . match the names of acquaintances to a list of certain physical characteristics. PPO . Self-Development The first REACT page asks children to reflect upon individual differences among their acquaintances. Yhe second REACT page is a language arts activity. Children are asked to find rhymes for a poem about physical differences. SD/Level 3/14 "People I Know' SD/Level 3/15 "Ring a Rhyme" 2 278 .1 PEOPLE I KNOW Fill in the blanks with names of people you know. is very young. is old. is a great cook. is someone you can laugh with. likes to read. looks colorful. likes to run0 sleeps late. seems sad. 410 alwaYs picks hamburgers. would rather eat hot dogs0 gets up early0 is a cookie monster. always thinks of something to has silky hair. is afraid of the dark, is a great catcher. 2 , dc RING A RHYME Human bodies are different ways. You may be able to guess blanks. If you need help, look Ring the rhymin7 words that are them in the blanks. from each other in many the rhymes to put in the at the word list below. best for the poem. Write PEOPLE Some are brown, some are whiter, Some are heavy, some are Some are fast, some are slower, Some are high, some are Some have whiskers, some have curls, Some are boysl.some are Some are babies, some are older, Some like it hot, others In valley, or desert, or mountains, or plain, Russian, African, Spaniard, or Each has special style and grace, Together we are the human blower colder face pearls girls lower lighter Dane brighter bolder grain race REACT Page SD/Level 3/15 280 276 EVERYTHING IN ITS PLACE Third Experience Level Activity Performance Objectives Self-Development Dimension . describe the young child's ability to keep order. discuss how one's physical characteristics are related to good heaZth habits. Attitudes and Appreciations Dimension . Zist three or four procedures which workers and children at the ddy care center may follow so that toys and materials can be fbund by those who need them. Educational Awareness Ditension . . give a reason why tiv; day care worker teaches young children to keep order, Subject Matter Concepts I Social Studies Sociology-Anthropology Values and purposes ,eh vior Individual character:s.iv Contact with others is needed. Preplanning Suggestions Materials for making charts of activities Oak tag or other lightweight cardboard 271 281 EVERYTHIk IN ITS PLACE Individuals differ in their physical characteristics. . describe the young child's ability to keep order. PPO . Self-Development Anyone who has a little brother or sister will be able to verify that preschool children are mess makers. They are very good at getting things out. They are not so good about getting things back in their place. Explain to the class that getting things out is a way for young children to learn. But it is a problem. Describe the dilemma of the day care worker. The center needs to provide lots of interesting toys to amuse the children and help them to learn. But think of the chaos if twenty little children get things out and don't put them away. What can the day care worker do? Learning achievement depends upon effort and ability. give a reason why the day care worker teaches young children to keep order. PPO . Educational Awareness . The worker will teach the children to put things away. They will enjoy doing this because: A given work setting requires certain policies and procedures. -1. It makes them feel grown-up. 2. Some order in the room helps the children feel peaceful and happy. 3. When you put something away you know where to find it. 4. Things put-away aren't so likely to get broken or lost. . list three or fbur procedures which workers and children at the day care center May follow so that toys and materials can be found by those who need them. PPO . Attitudes and Appreciations 282 278 Day care centers have shelves, drawers, hooks, and boxes in different colors and with labels so little children can quickly learn how to store their materials. They feel big when they know how to find things. Each child has his own locker or cubby hole for his coat and hat and other personal things. Children are taught to use sponges, mops, and brooms so they can clean up after. themselves. If possible, contact a day care center in your area. Arrange for class members to visit there to observe the order of the day care center. You may have to observe very carefully: Ask the director whether there are any needed containers which the class could make or repair. Compare the day care center with your own classroom. Ask the children to reflect upon how order is kept. Would they like to make any improvements? II/ Individuals differ in their physical characteristics. discuss how one's physical characteristics are reZated to good heaZth habits. PPO . Self-Development . . Draw the pupils' attention to personal neatness and health. Order about oneself can result in physical changes. Cleanliness, rest, exercise, and good diPt prnmotP gnod health and 2n attractive appearance. Day care children are taught how to keep themselves clean. Suggest that each pupil pick out a phySical characteristic which he would like to maintain or improve. Pupils could decide on a daily routine and report on its effect at a later dat.2. /he REACT page suggests a way to illus, trate that each individual has special appeal because he or she is different from everyone else. Should you be able to visit a day care center, each class 219 283 member could take heavy backing paper and a pencil and teach a day care child how to make a colorwheel of himself. SD/Level 3/16 "A Culorwheel of Myself" 280 284 A COLORWHE EL OF Mi SELF Color the sections of the wheel. Color Color Color Color Color section section section section section Use bright colors. 1 the color of your eyes. 2 a color you are wearing. 3 the color of your skr.:. .4 anoter color you are wearing. 5 the color of your hair. Color section 6 a:v:.othef color you arb wearin.PE. Cut out the wheel. Pa.;e it on heavy baKinz paper. Spin it on a pencil. The colors will look pretty togeter. Does colorwheel anyonc else hmn like yours? REACT Page 2.; SD/Level 3/16 285 RELATED MATERIALS Beginning Res onsibility: Learning to Follow Instructions (Film, Color, 11arm. oronet nstructiona 1 ms, orone um sing, 65 East South Water Streec, Chicago, Illinois 60601, 1970. Color of Man, The (Book) Robert Cohen. York, New York 10022, 1968. Crow Boy (Book) Taro Yashima. New York 10022, 1955. Random House, 457 Madison Avenue, New Viking Press, 625 Madison Avenue, New York, Everything Changes (Book) Morris Philipson. Pantheon Books, Inc., Division of Random House, 201 East 50th Street, New York, New York 10022, 1972. Recipes for Busy Little Hands (Book) Doreen Craft. Day Care and Child Development Council of America, Inc., 1401 K Street, N.W., Washington, D. C. 20005. Smallest Boy in the Class, The (Book) Jerrold Beim. William Morrow and Company, TFIT:T42-5--Park Avenue South, New York, New York 10016, 1949. Suzy Prudden's Creative Fitness for Baby and Child (Book) Suzy Prudden and Jeffrey Sussman. Day Care and Child Development Council of America, Inc., 1401 K Street, N.W., Washington, D. C. 20005, 1972. Tall Tina (Book) Muriel Stanek. Albert Whitman and Company, 560 West Lake Street, Chicago, Illinois 60606, 1972. Things I Like to Do (Book) Bowmar, 622 Rodier Drive, Glendale, California 91201, 1969. Very Tall Little Girl, The (Book) Phyllis Kraselovsky. Doubleday and Company, Inc., 432 Park Avenue, New York, New York 10017, 1969. What About Me? (Worktexts and Activity Sheets) George A. Pflaum, Publisher, 38 West Fifth Street, Dayton, Ohio*45402, 1971. 282 286 DAY CARE WORKER Millions of our children from infancy to early adolescence are being cared for by persons other than their parents for much of each day. More and more, these children are having important ft.rmati,r experiences in day care programs outside their homes. The quality of thes\,: programs determines their value to the children, and a v:tal contribution to that quality is trained personnel. Youngsters from 1.:w-income families, in particular, can profit from programs which provide good health ca-e and food, mental stimulation and the warm interest of adults who are not coo busy with the demands of running a home or too poor or ill to manage. Reasons for the growth of day care programs in recent years are varied. Since World War II women have been taking jobs in increasing numbers. For many of these women, work for pay is essential. Some, through divorce or desertion, are the heads of the households, while others have never been married. Also the federal government is currently setting up training programs to help mothers receiving welfare payments develop job skills. Subsequently, the children of these women must be cared for. The large increase in day care programs of all kinds presents an equally great opportunity to develop career positions that reward competencies, regardless of how or where they have been gained. Competencies are skills, abilities, knowledge and attitudes that can be practiced, observed and measured on the job. They can be used as criteria for job placement aid promotion and as goals for training. Most of the people who are expected to staff day care facilities in the years ahead--parents and community residents--will not have been prepared for this type of.work through the usual channels of university and college courses that result in accreditation. This traditional method of training and advancement, by itself, is no longer sufficient. It should be a part of a flexible approach that takes maximum advantage of an individual's own life experiences. A number of models For career development are currently in use in the larger day care centers supported by public funds. Generally, these models are based on a career ladder with Tteps from aide to supervisor in each category. Progression up the ladder normally depends on the number of training cours'a.s completed, as well as on-the-job performance. In education, new career programs are customarily founded on job descriptions that set out in detjl the duties of each worker. Books have been filled with descriptions of precisely what wls expected of teachers or teachers' aides or day care teachers. Yet. seldom have these specifi.-Rtions been conceived in terms that permit a person to climb to another position--or to a higher level of the same position--primarily because he or she demonstrated the right competencies. But if training, job status and salaries are geared to competencies, it may be poss:ble to move away from the confines of fovmal job descriptions 283 287 and academic courses. It may be possible to allow persons to move more freely within the field while, at the same time, removing some of the pressure on them to "move up" should they prefer to remain in certain positions. When a career ladder is used effectively in day care, satisfaction in the job is more likely to follow. The stability of the staff as a whole helps the children, who rely on continuity in their day care "mothers" and "fathers," as they do in their parents. The selection of an appropriate staff is of vital concern in all day care programs. The ideal staff member, of cowse, is someone who is already trained and who knows and understands the children and families with whom he may work. In the most ideal circumstance, that person would belong to the same ethnic group as those being served. But it is unlikely that a day care program will find many people who meet both of those standards, or who meet the first standard immediately. There are several possible approaches to selecting a staff urr'^r less than ideal circumstances. One is to choose a professional and provick braining that would acquaint him with the community. This professional might also need training in other aspects of the program, such as the curriculum. Another approach is to choose a person who already knows and understands the community, who is probably of the same ethnic group, and give him professional and specialized training. Either way, intensive pre-service training may be called for. While some persons might be chosen because they lack certain skills but can learn them, others might be.selected because they are already qualified for positions. On still other occasions, it might be desirable to give someone a job no matter what his skills. are: Competencies needed by day care worker at full responsibility level An understanding of the relationship between the daily program of activities, and the choice or placement of materials and equipment; A recognition that young children learn through discovery and action, through use of materials and interacting with both adults and peers; An appreciation Oat the demands of the long day care day require a carefully planned schedule that permits children to move at their own pace; An ability to interact with each child and establish a relationship with each one; An ability to accept each child and plan a way of treating him that fosters his successful social adjustment in harmony with the philosophy of the facility; 288 A belief that praise and encouragement are more effective in promoting desirable behavior than negative or punitive techniques; An ability tp plan and provide activities and situations that encourage children to relate to each other; An ability to provide and arrange appealing material and encourages children to use them in an individual and creative way; The possession of a healthy self-concept. Adapted from: Day Care, Child Development Series #5 Ronald R. Parker, Ph. D., and Laura L. Dillman. U. S. Government Printing Office, Publication No. 1791-0163. 285 289 MASTER INDEX OF INFUSION STRATEGY CONTENTS CO COPING tENARIORS IS CM DECISION MAKING SO - SILF.DEVIIOPMFNI LIIISllit Fourth Exp.-mitt. , a Level LANGUAGE ARTS Dimension Infusion Strategy. Occunation L541Lilt Sub ect Matter Uses of language 158 (Grammar and Usage) faL DM u As in Newspaper Reporting Newspacer Reporter Read All About nm Risks In Newsoaner Reporting NewsPdpvr Reporter Rewriting and headlining labeling and classifying 369 Curiosity Created the rurdtor Curator A Few nf 4y Favorite Things Common and proper nouns. verbs. Adjectives 411 luriosity Cleated the Curator Curator Sharing Culture Through LanStimie Origins of English words Devi/airs from other languages 415 Efficient Assistance Dental Assistant Dental Office Procedures Diving and taking directions Stress and feeling In speech 307 CB EllIcient Assistance Dental Assistant Demonstrating Toothbrushing (living and taking directions 315 CB Clear the Air Air Pollution Control Cog:near law and lingo Discussion skills 332 CB Eluar thc ,,ir Air Pollution Control Engineer Town Meeting Discussion skills Interviewing 338 CB Clear the Air Air pollution Control Engineer Imagine That: Role olaying Interviewing Giving and taking directions 147 Interviewing 358 Interviewing 164 OM OM It! (listening and Speaking) CB OM Risks in Newspaper Reporting Newspaper Reporter Read All About DM Risks in NeirSoaoer Reporting Newspaper Reporter Reporting Tellers, 1 Ike It Is Bank Teller Field Trip 1.`, It: ... .... Fish Frv Anyona SP Interviewing Giving and taking directions Noting and remembering details 447 523 Fish Attcr,r Ceeoingithe Balance Develnning discussion skills ffficient AStIstanco rental .ssIStant Demonstrating Toothbrushing Finding Information iffit.pnt Av..1%tance 5ental Assistant Fit for a Filling Finding Information Clear the Air A:. Ow and Lingo For information Special vocabulary 312 Imagine lhat: For informatinn Snecial vocabulary 14; Reporting Understanding quote varks 364 Tonics and subtooi.:, (Petting) C11 Pal lut ion icintrel Engineer 1:i,', .'e Air i.:;-'.=:'I?rneei g. "1 Risks t.i Newsolonn iiewsoloec 2,00,'Inq nennrter trios In NeaSpapec Reporting '10,:cArer aeirriting and 4esorter Neadlining q,,,i, in Newsnaner IIenvrtino '7,,,,CatI:c 320 169 Reading for information 374 9,3ring CJIture Through language I1Ictinngi 415 Banks from the Beginning Finding information 441 Zrrn:gf Pe nr e 315 the FikriS it,rdsttr ice,ted In,. Jratne r..r. tnr , lel le, , SD P,0 Ir., It I: 'reaie (Or Slecial People hA6 teller drchltect 'Asking judgments Designing for Group Needs Findins information 458 Language of the Draftsman Picture reading 464 i'nderwater Finding information 510 Aquarium Care finding inforIndtion SIC Dental Assistant Dental Office Procedures Alphabetical order Rutting ideas in order 307 ior Newspaper Reporter Read All About It: paragraphing pisis in Ilowspa,,r sewspaimr Rnnorter Reporting Paragraphing topic sentences Rutting ideas in order `40, fl, Iqleciil 'Ien010 i iv, Fr, An /.10. ' Architect ill., 4st0101 alventure r,,,, fru Snouni0 :11 184 $ff;rient Assistance 131i In Nroe Reporting Reporting ,,,ii .dtcrec 2 291 16, Putting ideas in order 164 Dimension Infusion Strategy Occupation Activity Subject Matter Newspaper RepOrter Rewriting and Headlining Paragraphing Putting ideas in order Newspaper Reporter Printing Machines Spelling Putting ideas in order 308 Bank Telle. Field Trip Note-taking 447 Page (Writing Skills Cont'd) Risks in NewsPaPer Reporting Do, Risks in Newspaper Reporting LS Tellers, Li Li. It Is Fourth Experience Level MATHEMATICS (Facts and Operations) CB Efficient Assistance Dental Dental Office Procedures Addition of money Demonstrating Toothbrushing All addition facts Bank Teller Checking Accounts Addition and subtraction 4g0 Architect Language of the Draftsman Scale drawings 464 Curator's Helper M:tric 406 Language of the Draftsman Map scale 464 Service Station Attendant Money and Measures Precision to nearest unit Factional parts 466 Bank Teller Checkind Accounts Earning, spending, saving money Multi-step problems 430 Tellers, Like It Is Bank Teller Savings Accounts Earning, sneddiogr saving money Two-step problems 435 Attendant Economics Service Station Attendant Money and measures Two-sten problems Ave-ages Comparisons Saving and spending money 486 Assistant CB Efficient Assistance LS Tellers, Like It Is Dental Assistant . 307 15 (Figural) SD Space for Special People (Measurement) DM Curiosity Created the Curator Curator SD SPace for Special People Architect SD Attendant Economics (Problem Solvirig) LS Tellers, Like It Is LS SD Fourth Experience Level SCIENCE (BiL:ogy) CB Efficient Assistance CB Clear the Air Dental Assistant Battle Against Bad Bacteria Different environments support different forms of life. 300 Air Pollution Control Engineer Town Meeting man can choose and change his 338 habitet. Living things depend upon environment. CB Clear the Air Dm Curiosity Created the Cura.rr SD Tio- Try Anyone? SD SD Air Pollution Control Engineer . Curator The Air Cycle Living, things need air. 143 Museums Protect and Preserve Different environments support different forms of life. 419 Fish Matcher Underwater Adventure Different environments support different forms of life. 510 Fioh F,,, Anyone? F'sh Hatcher Anuarium Care Man can control the environments of living things. 516 c,sh Fry Anyone? Fish Hatcher Ye:Ping the Balance Man can control the environments of living things. 523 museums Protect and Preserve Chemical changes involve rearrangement of atoms and molecules. 419 Tne Air Cycle At.nospnere affects sun's radiation. Descriptions of atmosphere Water and air interactions 343 (Cnemistry) Curiosity Created the Curator Curator (Earth and Si.y) CB Clear the Air Air Pollution Controll Engineer 244 Dirinsion Infusion StrategY algaLLIZ 11111.1x. LetiaL.L--4tt. fat Service Station Attendant Workers Viewpoints Fortes move things. Tools Ind utensils Functions of shape Energy can chan.f form. 492 Fish hatcher Aquarium Care Forces moie things. 516 Dental Assistant Battle Against Bad Bacteria Ask questions, find answers Famous scientists have made historic discoveries. 300 Dental Assistant Fit for a Filling Describe, find sim larities and differences Classification 320 Air Pollution Control Engineer Town Meeting Special instruments Investigative and evaluative techniques 338 Air Pollution Control Engineer The Air Cycle Investigative and evaluative techniques. Special instruments Comparisons 393 Risks in NewsDaDer Reporting NewSPIDOr Reporter Printing Machines Famous scientists have made historic discoveries. 388 Curiosity Created the Curator Curator Curator's Helper Comparisons are made by careful measurements. 406 CM Curiosity Created the Curator Curator A Few of My Favorite Things Tnings are classified according to likenesses. 911 SD Attendant EcDnaniCs Service Station Attendant Money and MeaSures Evaluative techniques Special instruments to observe 486 Fish Hatcher Underwater Adventure Things are classified according to likenesses. SID (Physics) SD Attendont Economics SD Fish Fry Anyone? --. (Scientific Method) CB Efficient Assistance C8 rificient Assistance Clear the Air Cil Clear the Air Cil OM DM SD . Fish Fry Anyone? Fourth Experience Level SOCIAL STUDIES (Economics/ CB Efficient Assistance Dental Assistant Dental Office Procedures Division of labor 307 Risks in Newspaper Reporting Newspaper Reporter Read All About Supply and demand ise DM Risks in Newspaper Reporting Newspaper Reporter Rewriting and Headlining Transoprtat:un pf infornmtion 369 LS Tellers, Like It Is Bank Teller Checking Accounts Banks 4;0 OM It: Difference between goods and services LS Tellers, like It Is Bank Teller Savings Acciunts Banks 435 Difference between goods and services Tellers, L'ke It Is SO Attendant Economics SO Attendant Economics Fish Fr, Anf0,40 SO Bark Teller Banks from the Beginning Banks Government: influence ecOnCanIC development. 991 Service itatIon Attendant W rkers. Population influences demand. OlvisiDn of labor vroduction of goods and Services 492 Here to There Transportation of goods Using natural resources. 497 Fish Hitcher Keeping the Balance Using nefural resources Different uses of environments 523 Architect Designing for Group heeds Modification of environments 458 Service Station Attendant From There to Here to There Site helps CD determine character of locale. Interaction of people and environments 497 ViowpOintS Service Station Attendant Fr.:,.1 There tn fleography) SO Space for Special People SD Attendant F.-.,nomics (Nistory) CB Efficient Assistance Dental Assistant Battle Against Bad Bacteria Changes in ways of living result in changed expectations. 300 ON Risks in Newspaper Reporting Newspaper Reporter Heroes and Heroines of the Press Great Americans in history Acts and events have consequences. 374 28 295 Newsom:3er Renorter Freedom of the Press Modern life has roots in the Curiosity Created the Curator Curator Mini-Museum Hunan euperience is continuous. 400 Teller, Like it Is Bank Teller Ranks from the Beginning Modern life has roots in the 441 geoorting Dm LS 381 nest. oast. Societies have changed and are changing. American values and traditions (1O SO Snace fOr Special people Attendant tcnnomiCs IlrChltect Architect's License Before and.after relationships 471 Service Station Attendant From There to Here to There Modern life has roots in the 497 oast. Consequences in other times and olaces (Political Science) CO Clear the Ai, Afr Pollution Control Engineer Law and Lingo Rules for interaction Government services Laws regulate behavior. CommunIty rights and reguirements Afr Pollution Contril Engineer Town meeting Laws regulate behavior. Community rights and requirements 338 Rules for Interaction needed by grouos U. S. Constitution as basis for 381 332 CB Clear the Ai, DM Risks in Newspaper Reporting Newspaper Reporter Freedom of the Press Space fOr Special People Architect Archltert's License Rules for interaction needed pi grouoa 471 300 laws ED iSociologv-Anthropplogyl CB Effizient Assistance Dented Assistant Battle Against Bad Bacteria Technology produces changes in ways of living. CB Efficient Assistance 5ental Assistant Dental Office PrOCedures Community needs a variety of C8 Clear the Air Air Control Polution Engineer Town Meeting Values and gurposes in behavior Individuality and responsibility 330 Risks in bewsnaner Reporting Newspaper Reporter Pead All Anout Community wants and needs Sewsnaoers 358 Risks ir Newsnaner Neke:,aoe, Petha,ting RenOrting Renorftr Contact with otneru is needed. Newsnapers 364 technology Produces changes in days of living. 388 Culture interrelationship! People have similar basic needs. 416 Dependence upon others 406 Sharing Culture Through Language Culture interrelationships 415 Checking Arcounts Communaty needs variety of A30 Dm Dm 01 Pisks in Newsoaper Renortino Co,ator Cur'osit, Created tne :55e0r Teller-1, Liie It 1 "ell,rs, LIae It 's LS e.L. Like It Al C054,J5s 54;5er LS SO Printing Macr.nes 3 t cy c,-iositc Createl the IS News, doer Cep.Crter Curiosity Created tne Curato, "... It: serviCes. :s fnr Gne:,,! Peo,le Attendant Economics AtIendani. Econom:cs Attendee, 1.,.OromicL :urator 5i-k 'eller Bane Tell,. Sarings Account Onf, 'elle, Services. Community need, variety of tervices. 307 43C Banks from the Beginning Lifestyle; differ tb time 450 olice. Values and purposes in behavior Community's wants and needs Oesiunino for G5055 Needs Community wants and needs Housing 459 Service Station Attendant Money And Values and nurnoses Individuality and rekoons'bility 4,18 Service Station Attendant Workers' VIewroints Community wants And needs Individual characteristics Values and purposes Service Station Attendant From There to Here to There Community needs variety of services. Communitv reflects assumptions and Arbnitect nriaCures 441 452 497 values. Neighborhoods lnyve character. C: SD r,,n rt.,/ 4,yone7 5155 Fry 4ow55e7 Fish Hatcher Undrrkrater Fish Matcher 289 295 Adventure Differences due to 'mate, resources, locations Aouarium Care Values and Purposes in behavior ;in 5,6 EFFICIENT ASSISTANCE FOURTH EXPERIENCE LEVEL) INFUSION STRATEGY CAREER DEVELOPMENT FOCUS: Certain behaviors are appropriate to specific job settings. OCCUPATIONAL FOCUS: Dental Assistant ACTIVITIES IN THIS INFUSION STRATEGY 1. The Battle Against Bad Bacteria 2. Dental Office Procedures 3. Demonstrating Toothbrushing 4. Fit for a Filling Teacher Goals Teacher goals of this strategy combine a Coping Behavior Dimension subconcept with subconcepts from Attitudes and Appreciations, Career Information, and Educational Awareness, and subject matter concepts for the occupation of Dental Assistant. In this perspective the teacher's goals are to: Help pupils specify behaviors appropriate to the dental assistant's job setting and relate these to their own job settings. Structure experiences to simulate the knowledge and skills of the dental assistant. Guide pupils in understanding reasons for the procedures of sterilization and personal cleanliness, especially toothbrushing. Offer information about workers who perform in ways similar to the dental assistant. 291 298 292 299 THE BATTLE AGAINST BAD BACTERIA Fourth Experience Level Activity Performance Objectives Coping Behaviors Dimension . state reasons for sterilizing procedures in a dentist's office. . . ten why teeth need care. . . . identify personaZ cleanliness as a necessary physical requirement for a dental assistant. Attitudes and Appreciations Dimension . . . recount a brief history of bathing. Career Information Dimension . . . ten a way the.dental assistant sterilizes dental instruments. Educational Awareness Dimension . . . . ten how Joseph Lister saved lives. . ten a way the dental assistant sterilizes dental instruments. Subject Matter Concepts Science Biology Different environments support different forms of life. Scientific Method Ask questions, find answers Famous scientists have made historic discoveries. 293 300 Social Studies History Changes in ways of living result in changed expectation Sociology-Anthropology Technology produces changes in ways of living. iPreplanning Suggestions Several Petri dishes and nutrient agar Filter paper Small amounts of sterilizing chemicals: iodine, alcohol, etc. Magazine pictures of modern baths, toothbrushes, etc. 294 301 THE BATTLE AGAINST BAD BACTERIA Learning is a lifelong process. teZZ how Joseph Lister saved lives. PPO , Educational Awareness . , Tell the children that in the air all around them are tiny living things-about 100 of them for every cubic foot of air. Do they know what these could be? If nc one volunteers, explain that these invisible creatures are one-celled organisms called bacteria. Some kinds of bacteria are helpful to man. Others cause terrible infections and disease. Men have not always known that bacteria caused disease. Nor have they known how to fight bacteria. Briefly tell the story of Joseph Lister and his discovery of sterilization. Obtain several Petri dishes from the high school biology teacher or a science supply. Also obtain nutrient agar to put in the dishes. Explain to the children that bacteria will grow on the agar if you let them into the Petri dishes. However, the Petri dishes and the agar are sterile. No bacteria are now growing in them. Leave one Petri dish with agar closed up tight for a control sample. Expose another to the air for several minutes. Put a drop of pond water in one. Put some dirt from under a fingernail in another. Use a toothpick and expose another with tooth scrapings. Someone could sneee on an agar plate. Bacteria will multiply so fast after exposure that you will have visible colonies of them groaing in a day or two. What do the children think about these little beasties that were so close to them? To show that some chemicals sterilize, punch little discs of filter paper with a paper punch. Soak a disc in chlorox, one in iodine, one in alcohol, one in a mouth wash, etc. Lay these discs on agar in new Petri dishes and again expose them to sevr.,ral bacteria- 235 302 filled environments. A way to provide even exposure would be to open and use the already growing cultures. Close the new plates. What happens? Explain that heat and sunlight can also kill bacteria. Something sterilized is extremely clean. Sterilization prevents the growth of bacteria and the spread of disease. Certain behaviors are appropriate to specific job settings. . state Ivasons for sterilizing procedures in a dentist's office. Coping Behaviors PPO Ask the children to speculate about why dentists must use sterile tools in their work. Occupations require the use of specific materials and equipment. tell a way the dental assistant sterilizes dental instruments. PPO . Career information Knowledge and skills in subject matter areas are helpful in occupational competence. Sterilizing dental tools is part of the work of the dental assistant. Some tools are put in cold chemical solutions. Others are sterilized in a steam heat device called an autoclave. Educational Awareness Certain behaviors are appropriate to specific job settings. tell why teeth need care. ppo Coping Behaviors Explain that most bacteria in our mouths are good. They help us to digest food. However, some people have diseases which could easily be given to someone else if the dentist did not use 303 296 sterilized tools. When teeth are not brushed, mouth bacteria cause food left on the teeth to ferment. This makes an acid that eats through tooth enamel and causes decay. Certain behaviors are appropriate to specific job settings. . identify personal c?eanhiness as a necessary physical requirement for a dental assistant. . Coping Behaviors PPO Ask the children why body cleanliness would promote good health. Keeping clean means leaving no dirty places on our bodies where harmful bacteria could grow. Ask the children why the dentist and the dental assistant would keep face, hands, hair, and uniforms clean. What other workers sterilize their tools? Most occupations include common expectations such as punctuality, dependability, and avoidance of excessive absence. . recount a brief history of bathing. PPO . The REACT page can be cut apart and reassembled in a strip to show the history of bathing. Pictures to show modern showers and baths, toothbrushes, soaps, etc., should be provided by pupils. Attitudes and Appreciatious CB/Level 4/1 "History of Cleanliness" 304 297 HISTORY OF CLEANLINESS Cut out these pictures. Arrange them in a time line to show past and present events in keepirg clean. Add pictures of modern tubs, showers, brushes, and soaps. Show astronauts brushing their teeth in a space shin. If.you like, put in other picture.4 to show ways of bathing in history. 1600 Queen Elizabeth kept her mouth closed when her i)nture was painted. Her teeth were black. 1003 B.C. 1950 REACT Page The bathtA, of King Nester of Greece Football players shower after a game. 298 305 CB/Level 4/1 HISTORY OF CLEANLINESS 100 B.C. A public bath in Rome. An attendant uses oil, sand, and a scraper beciwse they had no soap. 1565 The Siege of Malta was won by the Knights of St. John. The kniipts knew how to use soap and water to clean their wounds and get well. Their enemies, the Turks, died from wounds because they didn't know how to clean them. 1200 King John used rose petals but no soap to bathe once every three weeks. REACT Page 299 306 CB/Level 4/1 DENTAL OFFICE PROCEDURES Fourth Experience Level Activity Performance Objectives Coping Behaviors Dimension . . identify greeting patients and following directions as social behaviops required of the dental assistant. identily record keeping as an intellectual behavior required of the dental assistcnt. take part in a dramatization of the work of che dentaZ assistant. discuss the differences among acceptable and unacceptable behaviors in the dentaZ assistant's work setting and in others. Attitudes and Appreciations Dimension . . take ?-art in a dramatization of the work of the dentaZ Career Information Dimension . . . point out potentially pleasant or unpleasant features of the dental assistant's work. Subject Matter Concepts Language Arts Listening and Speaking Giving and taking directions Stress and feeling in speech Writing Skills Alphabetical order Putting ideas in order 300 307 Mathematics Facts and Operations Addition of money Social Studies Sociology-Anthropology Community needs a variety of services. Economics Division of labor Preplanning Suggestions Pages from an appointment book Blank card for each child to use as an account card White towel, other pretend dental equipment Toy telephone, toy clock Price list of simple dental services Box for f'le cards of pat',ents DENTAL OFFICE PROCEDURES Certain behaviors are appropriate to specific job settings. . identify greeting patients and falowing directions as sociaZ behaviors required of the dental . Coping Behaviors assistant. PPO identify record keeping as an inteZZectuaZ behavior required of the dentaZ assistant. PPO . . The dentist's assistant is often responsible for the smooth operation of the dental office. This worker: 1. 2. 3. 4. 5. 6. greets patients keeps dental records and accounts arranges instruments and hands them to the dentist as he works prepares the patients to see the dentist makes appointments on a schedule and handles cancellations follows the directions of the dentist To give the class a feel for this type of office procedure, divide the children into groups. In each group let children rotate so all have an opportunity to play the roles of dentist, dental assistant, and patient. A sample list of materials for use in this simulation activity follows: 1. a paper (page from an appointment book) showing hours of the work- , ing day a card for each person in the group with his name on the top, last name first, on which to keep his account chairs arranged for the waiting room, a chair apart for the patient being seen by the dentist, another chair at the dental assistant's desk white towel with clasp or safety . 2. 3. 4. pin 5. 6. 302 309 sterilizing jars for make-believe instruments basin for washing hands toy clock and toy telephone simple price list of dental services 7. 8. Certain behaviors are appropriate to specific job settings. . take part in a dramatization of the work of the dental assistant. PPO . Coping Behaviors Patient children call the dental assistant for an appointment which he notes in the book. Patients appear at the office on time. Children are encouraged to assume roles of different aged patients with a variety of needs. Since this simulation intends .to demonstrate office procedures, underplay time spent with the dentist unless children dre unusually interested. Have the dontal assistant greet the patient, put him in the chair with the white towel around his neck, put sterile instruments on a tray for the dentist to use, record the dental work performed on the patient's record card, receive payment, make the next appointment, and file the record cards alphabetically. This activity could be carried out in great detail, depending on time, resources, and enthusiasms. A given work setting requires certain policies and procedures. Attitudes and Appreciations Help the children to consider other times when they participate in a routine having many steps--maybe dinnertime chores, caring for a baby, or painting. Ask the children what other workers they know who are responsible for office routines. The individual worker determines which aspects of an occupation may be pleasant or unpleasant. point out potentially pleasant or unpleasant features of the dental assistant's work. PPO . . . Career Information Ask the children to give personal reactions from their dramatization. In their opinion, what would be nasty or nice atout a dental assistant's work? 310 303 On the first REACT page children can complete a sample application form for the job of dental assistant. Explain that college training is not a requirement for this work, though the children may realize ways it would be helpful. Certain behaviors are appropriate to specific job settings. .. discuss differences among acceptable and unacceptable behaviors in the dental assistant's work setting and in others. PPO . Coping Behaviors The second PrACT page asks the children to consider proper ways of behaving in various work settings. CB/Level "Whom Would You Hire? Model Job Application Form" CB/Level 4/3 "Don't Do That Here:" 311 304 WHOM WOULD YOU HIRE? MODEL JOB APPLICATION FORM Some of the things the dental assistant must be willing and able to do are follow directions, make schedules, keep records, receive payments, be clean, and be courteous. Pretend you are grown up and applying for a job as a dental assistant. Fill out the application form with as many facts as you can. make up some replies. You will need to Geo; ge Berry, D.D.S. Crestline Dental Clinic Chicago, Illinois Name Date Address Street City Telephone Birthdate Sex Children State Zip Married Social Security Number Job Experience (list places of work and dates). Education (list schools and dates of graduation) Letters of reference are attached from: 305 REACT Page 312 (over) CB/Level 412 Briefly tell why you are interested in working at the Crestline Dental Clinic. Signature Share your application with your classmates. Answer these questions together: Would an application form help a dentist who is hiring an assistant? How? Do you think the dentist would interview applicants before choosing the one for the job? Why? 306 REACT Page 313 CB/Level 4/2 DON'T DO THAT HERE! Look for the behavior that is out of place in these work settings. Think of a worker you know about. Draw a funny picture of him or her on the back of this page. Show something out of place for the work setting. SCHOOL REACT Page 314 CB/Level 4/3 DEMONSTRATING TOOTHBRUSHING Fourth Experience Level Activity Performance Objectives I_ Coping Behaviors Dimension . . . . teZZ when the dentaZ assistant is a teacher. teZZ why toothbrushing is a sociaZ as weZZ as a personaZ advantage. Attitudes and Appreciations Dimension . . . describe a contribution the dentaZ assistant makes to society. Subject Matter Concepts] Language Arts Reading Finding information Listening and Speaking Giving and taking directions Mathmatics Facts and Operations All addition facts Preplanning Suggestions Pamphlets from Dental Association Library books about decs Other information about denta, workers Posters or models of teeth, toothbrushes 308 315 DEMONSTRATING TOOTHBRUSHING Certain behaviors are appropriate to specific job settings. , tell when the dental' assistant is a teacher. PPO Coping Behaviors The children can probably think of how the dental assistant is also a teacher. This worker often helps the dentist and the patient by teaching the technique of toothbrushing. Provide pamphlets obtained from the dentist's office, American Dental Association literature, encyclopedias, or library books from which the children can train themselves in the several steps of good toothbrushing. Invite groups of children to assume the role of a team of dental assistants who will teach toothbrushing to the Cass. The children may want to make posters and models to use in their demcnstrations. They might want to prepare a pamphlet of questions and answers about tooth care. Details such as hardness of the brush, gum massage, and use of dental floss could be included. Completion of a worthwhile task has value for the worker and for society. describe a contribution, the dental assistant makes to . . . society. PPO Attitudes and Appreciations Remind the teaching teams to inspire the learners by telling about the dividends of dental hygiene for later life. If possible, invite a dental assistant to listen to the children's demonstrations and comment. After the demonstrations have the class discuss which teaching techniques were easy to learn from. Certain behaviors are appropriate to specific job settings. tell why toothbrushing is a sociaZ as weZZ as a personaZ advantage. PPO . Coping Behaviors 309 316 . Invite the class members to tell when and how they usually brush their teeth. Help the class to reach some conclusions about social, as well as personal, advantages of toothbrushing. The REACT page is a checklist which children can use to evaluate their dental practice CB/Level 4/4 "Checklist for Dental Health" CHECKLIST FOR DENTAL HEALTH Directions: 3 Put the number (3,2, or 1) of your answer beside the questions. always 2 sometimes 1 never Do you brush your teeth after all eating, even snacks? Do you brush your teeth after meals? Do you brush your teeth morning and night? Do you rinse your mouth with water if you can't brush? Do you use a toothbrush that is clean and has straight bristles? Do you brush with toothpaste? Do you brush with baking soda? Do you use dental floss when you brush? Do you use a.mouth wash? Do you massage your gums? Do you chew sugared gum? Do you choose raw fruit and vegetables for snacks? Do you drink three glasses of milk a day? Do you drink fluoridated water? Do you visit your dentist once every six months? Do you brush your teeth in the correct way? Add your answer numbers tcgether. Put the total here. Look on the back of this paper. 311 REACT Page 318 CB/Level 4/4 If your total is from 35-39, you can wear the Expert Tooth Care award. Award If your total is from 30-34, you can wear the Promising Dental Practice award. If your total is from 24-29, you can Wear the Ticket to Try Harder award. REACT Page Award 312 C3/Level 4/4 .319 FIT FOR A FILLING Fourth Experience Level Activity rPerformance Objectives Coping Behaviors Dimension identify greeting patients and fonowing directions as social belzaviors required of the dentaZ assistant. Educational Awareness Dimension . . . learn the names and positions of a normaZ aduZt's teeth. Subject Matter Concepts Language Arts Reading Finding information Science Scientific Methed Describe, find similarities and differencPs Classification Preplanning Suggestions Modeling clay, soap, or other modeling material to make a model of a tooth Supplies for each child Plaster of Paris for fillings 313 320 FrT FOR A FILLING One of the tasks of the dental lssistant is preparation of the filling material for the dentist to use. The majority of fill;ngs are made of silver. The dental assistant must follow directions, putting the right number of mercury drops in with the silver in a small mixing machine. The machine mixes automatically. Consistency of the filling mixture is important. To simulate this activity, ask the children to make fist-sized models of molars. They should take care to shape the tooth and its roots as accurately as possible. Use a convenient molding material such as modeling clay, balsa, or soap. When the models are made, out a cavity in each of them. This could be dramatized--Dastardly Decay Strikes Again, etc. Each child could make up a reason to explain why his tooth was not protected against decay. Certain behaviors are appropriate to specific job settings. identify greeting patients and following directions as social behaviors required of the dental assistant. PPO . Coping Behaviors Explain to the children that the dentist carefully cleans out all decay and prepares the cavity before filling it. As the dental assistant would follow directions, ask a group of children to follow closely directions for mixing plaster of paris. Use the plaster to fill cavities in the model molars. As the children fill their cavities, ask them to explain why the filling mixture would need to be just the right consistency and amount for each cavity. 314 321 Kriowledge and skills in subject matter areas are helpful in occupational competence. . . learn the names and posit'l:ons of a normal adult's teeth. ppo Educational Awareness On the REACT page is a chart of upper and lower teeth. Pupils can 'ook up their names and label them correctly. Ask for comments regarding the difficulty of this occupational learning. How many permanent teeth do the children now have? -CB/Level 4/5 "Name the Teeth" 315 322 NAME THE TEETH As the dentist checks a person's teeth, the dental assistant marks teeth with cavities on a chart like this one. The dental assistant must know the names of all the teeth. Look up the correct names for all the teeth. When you know them test yourself by drawing a line from each tooth to its name. UPPER TEETH Canines Second molo's Central incisors First molars First bicuspids Third molars Lateral incisors Second bicuspids C./ c (0 Canines Second molars Central incisors First molars First bicuspids Third molars Lateral incisors Second bicuspids LOWER TEETH REACT Page 316 323 CB/Level 4/5 RELATED MATERIALS About Jack's Dental Checkup (Book) R. Jubelier. Childrens Press, 1224 West Van Buren, Chicago, Illinois 60607, 1959. Beginning Responsibility: Learning to Follow Instructions (Film, Color, 11-min.) Coronet InstructiTiTal Films, Coronet Building, 65 E. South Water Street, Chicago, Illinois 60601, 1970. Being Responsible: Good Health (Film, Color, 12-min.) Bailey Film Associates Educational Media, 2211 Michigan Avenue, Santa Monica, California 90404. Courtesy at School (Film, Color, 11-min.) Coronet Instructional Films, Coronet Building, 65 E. South Water Street, Chicago, Illinois 60601, 1969. Everyday Courtesy (Film, Color, 11-min.) Coronet Instructional Films, Coronet_Building, 65 E. South Water Street, Chicago, Illinois 60601, 1967. Fresh As a Daisy, Neat As a Pin (Book) William Wise. Parents Magazine Press, 52 Vanderbilt Avenue, New York, New York 10017, 1970. I Want To Be a Dentist (Book) Carla Greene. Childrens Press, 1224 W. Van Buren, Chicago, Illinois 60607, 1960. Popeye the Sailor and Health Careers (Comic Book) King Features Syndicate, 235 E. 45th Street, New York, New York 10017, 1973. 324 DENTAL ASSISTANTS Dental assistants work with dentists as they examine and treat patients. The assistant makes the patient comfortable in the dental chair, prepares him for treatment, and obtains his dental records. As the dentist works, the assistant hands the proper instruments and materials to him and keeps the patient's mouth clear by using suction or other devices. Dehtal assistants may prepare impression and restorative materials for the dentists' use, and also may expose X-rays and process dental X-ray film as dir2cted by the dentists. In addition, they sterilize and care for dental instruments. Although dental assistants spend most of their time at chair-side, they also perform a variety of other duties that do not require the dentist's professional knowledge and skill. Some assistants perform simple technical work in the office laboratory such as making casts of the teeth and mouth from impressions taken by the dentist. These casts are used by dentists and dental laboratory technicians to make prosthetic devices. Some dental assistants are responsible for managing the office, and may arrange and confirm appointments, receive patients, keep treatment records, send statements and receive payment, and order dental supplies and materials. The work of the dental assistant should not be confused with that of the dental hygienist. Dental assistants do not, for instance, perform work in the patient's mouth, such as oral prophylaxis.(scaling and cleaning the teeth); this is done by hygienists. Nearly 100,000 persons were employed as dental assistants in 1968; practically all were women. About one out of five assistants was employed part time. Most dental assistants worked in private dental offices, either for individual dentists or for groups of dentists. Many oi the remainder were employed in dental schools, hospital dental departments, state and local public health departments, or private clinics. The federal government employed about 2,000 dental assistants in 1968, chiefly in the Public Health Service, the Veterans Administration, and the Department of the Army. Most dental assistants employed in 1968 learned their skill on the job. In recent years, however, an increasing number of dental assistants have entered the occupation through formal post high school dental assisting programs. About 130 such programs were accredited by the Council on Dental Education of the American Dental Association (ADA) in mid-1968. Some of these were supported under federal legislation, incluolhg the Manpower Development and Training Act of 1962, the Vocational Education Act of 1963 and the Allied Health Professions Personnel Training Act of 1966. Most post high school courses in dental assisting are given in junior 318 325 and community colleges or in vocational or technical schools. More than twothirds of these programs pr3vide a full academic year of training leading to a certificate or diploma. Craduates of 2-year programs--offered only in junior and community colleges--earn an associate degree upon completion of specialized training and 1 year of liberal arts courses. A few schools provide both 1- and 2-year programs. Completion of high school or its equivalent is the standard admission requirement of all the approved schools that offer courses in dental assisting. Some schools also may require typing or a science or business course. Approved dental assisting curriculums include instruction in both skills and related theory--in laboratory and classroom--and usually a general occupational orientation. Trainees receive practical experience in an affiliated dental school, in local clinical facilities, or in selected dental offices. Two American Dental Association approved correspondence courses are available for employed dental assistants who are learning on the job, or who oVierwise are unable to participate on regular dental assisting programs on a full-time basis. The correspondence programs are equivalent to 1 academic year of study but generally require about 2 years to complete. Some proprietary schools also offer a 4- to 6-month course in dental assisting, but these are not accredited by the dental profession. . Graduates of approved dental assisting programs who meet certain experience requirements and who successfully complete an examination administem by the American Dental Assistants Association may become Certified Dental Assistants. Certification is acknowledgements of an assistant's qualifications but is not a general prerequisite for employment. After working 1 or '2 years, dental assistants sometimes seek to further their skills by becoming dental hygienists. Prospective dental assistants who forsee this possibility should plan carefully, since credit earned in a dental assistant program usually is not applicable toward requirements for a dental hygiene certificate. Employment opportunities for dental assistants are expected to be excellent through the 1970's, especially for graduates of academie programs in dental assisting. Part-time opportunities also will be very favorable. Growing awareness of the importance of regular dental care and the increasing ability of persons to pay for care are among the factors underlying an anticipated rapid growth in the demand for the services of dental assistants. Other factors affecting demand are an increased participation in dental prepayment plans, and the expansion of public programs such as Medicaid and Head Start, which extend dental care services to the disadvantaged. Another important factor in the growing need for more dental assistants is the slow increase in the supply of dentists in proportion to population growth, resulting in the greater use of auxiliary workers. In addition to the rapid growth of the occupation, many assistants also will be needed each year to replace the large number of women who leave the 319 326 field for marriage and family respons'ibilities. Although the 40-hour workweek prevails for dental assistants, the schedule is likely to include work on Saturday. A 2- or 3-week paid vacation is common. S.Ick leave and other benefits are dependent on the individual dentist. Dental assistants employed by the federal government receive the same employee benefits as other workers. Dental assistants generally work in a well-lighted, clean environment. They must exercise caution in handling X-ray and other equipment, where strict adherence to proper procedure is indispensable for safety. Adapted from: Occupational Outlook Handbook, 1970-71 edition. U. S. Department of Labor, Washington, D. C. pp. 86-88. 320 327 CLEAR THE AIR FOURIH EXPERIENCE LEVEL] INFUSION STRATEGY CAREER DEVELOPMENT FOCUS: Performance requirements for job may change with time. OCCUPATIONAL FOCUS: Air Pollution Control Erigineer ACTIVITIES IN THIS INFUSION STRATEGY 1. Law and Lingo 2. Town Meeting 3. The Air Cycle 4. Imagine That: \\\\\, ,\\\\\\\\ WELLS, Fiiiimo 321 329 ekc a Teacher Goals Teacher goals of this strategy combine a Coping Behaviors Dimension subconcept with subconcepts from Attitudes and Appreciations, Career Information, and Educational Awareness, and subject matter concepts for the occupation of Air Pollution Control Engineer. In this perspective the teacher's goals are to: Encourage appreciation of pollution control as a recently developed occupation. Structure experiences to help pupils relate air quality to other facets of life. Provide bases for unders:;anding the roles of government agencies in pollution control. Help pupils relate the concept of job performance requirements to changing conditions. 3?,2 330 323 331 LAW AND LINGO Fourth Experience Level Activity [Performance Objectives Coping Behaviors Dimension . . explain how modern technology has made the air pollution c!.)ntrol engineer necessary. Attitudes and Appreciations Dimension . . . . identify a given number of contributions made to society by the air pollution control engineer. discuss air pollution control as an occupation suitable for both men and women. Career Information Dimension . . describe at least one each of physical, social, and intellectual characteristics needed by an air pollution control engineer. . define a given number of vocabulary terms dealing specifically with air pollution. . Educational Awareness Dimension . . . . explain the need for continued learning in the work of an air pollution control engineer. identify a given number of academic skills and knowledge used by an air pollution control engineer. Subject Matter Concepts 1 Language Arts Reading For information Special vocabulary Listening and Speaking Discussion skills 324 332 Social Studies Political Science Rules for interaction Government services Laws regulate behavior. Community rights and requirements Preplanning Suggestions Supplies to reproduce a pag2 of the materials to give to each child Information about local air pollution regulations 325 333 LAW AND LINGO The air pollution control engineer helps to enforce the standards set by the Environmental Protection Agency. This activity looks into some laws and regulations that define air quality standards and controls. Completion of a worthwhile task has value for the worker and for society. identify a given number of contributions made to society by the air pollution control engineer. PPO . Attitudes and Appreciations . . explain the need for continued learning in the work of an air pollution control engineer. PPO . Learning is a lifelong process. Educational Awareness Reproduce the accompanying outline of The Clean Air Amendments of 1970. Use it as the basis for a discussion about air quality control--particularly from the standpoint of governmental standards and enforcement. Why do we need laws and government regulations to clean up our air? How can individual citizens or organizations help? What items about air pollution have been in the local papers lately? Knowledge and skills in subject matter areas are helpful in occupational competence. identify a given number of academic skills and knowledge used by an air pollution control engineer. PPO . . Educational Awareness . describe at Zeast one each of physical, social, and intellectual characteristics needed by an air pollution control engineer. PPO Occupations require special personal characteristics. Career Information Performance requirements for a job may change with time. explain how modern technology has made the air pollution control engineer necessary. PPO . Coping Behaviors . discuss air pollution control as an occupation suitable for both men and women. PPO . A great many tasks can be performed by men or women. Attitudes and Appreciations . 334 :17.6 Discuss the subconcept of changing performance requireMents to focus on the air pollution control engineer as an extreme case--the position did not even exist until very recent years. What kind of skills and knowledge would an air pollution control engineer need? What kind of person would want to be an air pollution control engineer? What kind of person would not want to be an air pollution control engineer? Is it possible that the job of the air .pollution control engineer may become obsolete-why, or why not? What are some other jobs of recent origin? What are some jobs that have changed because of environmental concerns? Occupations have their own vocabularies. define a given number of vocabulary terms deaZing specifically with air pollution. PPO . Career Information . The REACT page takes advantage of current interest in environmental concerns to study several of the terms that have come to be a part of this new consciousness. Further additions from current periodicals and other media should be encouraged. Individual notebooks and/or a class bulletin board could be used to organize a continuing glossary--possibly including pictures and articles cut from newspapers and magazines. CB/Level 4/6 "A Wordy Busine§s" 327 335 THE CLEAN AIR AMENDMENTS OF 1970 The states and cities are responsible for the prevention and control of air pollution at its source. The federal Environmental Protection Agency (EPA) sets standards of air quality and can enforce pollution controls. Air Quality Control Regions The country has been divided into about 250 regions in which pollution control takes place. Air Quality Standards Notices are issued to tell the levels at which major pollutants can be dangerous. Some major pollutants are dust and dirt particles, sulfur oxide, hydrocarbons, and carbon monoxide. Standards are set to protect the public health and welfare. Controls Each state must make a plan to carry out the EPA air quality standards. EPA may require records and reports of pollutants. EPA oversees state plans and can enforce pollution controls. It can sue for restraint of any pollutant source endangering people's health if the state or local authonties fail to do so. Any citizen may sue against a person or corporation violating a standard set by the EPA. 328 336 A WORDY BUSINESS Scientists sometimes think of our earth as divided into three "spheres." These are not globes, but are the three main parts of our planet. The atmosphere is the air all around the planet. The lithosphere is the rock and land. The hydrosphere is the water. Air pollution control and other ideas about ecology have put many new words into our everyda- speech. For example, the thin layer of earth and air that makes life possible is called the ecosphere. Make yourself a notebook of words about different kinds of pollution and pollution control. Here are some words you can use for starters: SMOG (the haze made when the sun shines on pollutants in the air) CARBON MONOXIDE (a pollutant from automobile exhaust) FOSSIL FUELS (coal, oil, and natural gas; when burned they may send pollutants into the air) PARTICULATES (solid or liquid bits of matter in the air) INCINERATOR (a furnace or other container for burning waste materials) Look thy-ough books, newspapers, and magazines for more examples. r' Cures and drawings can make your notebook even better. REACT Page 329 CB/Level 4/6 TOWN MEETING Fourth Experience Level Activity Performance Objectives Coping Behaviors Dimension . distinguish group and individual responsibilities with respect to local environmental conditions. Attitudes and Appreciations Dimension . . relate t7ie services of an air pollution control engineer to the citizens and industries of the local communitR. Educational Awareness Dimension . . apply one's own observation and discussion abilities to local environmental considerations. Subject Matter Concepts Language Arts Listening and Speaking Discussion skills Interviewing Social Studies Political Science Laws regulate behavior. Community rights and requirements Sociology-Anthropology Values and purposes in behavior individuality and responsibility [preplanning Suggestions Resource person for local environmental planning Local regulations for environmental planning Empty jar, tape, screws, lacquer (See HACT page, "Particles in the Air.") 330 338 TOWN MEETING This activity considers air quality (and other environmental conditions as time may permit) from the perspective of local responsibility. Format may be a simulated town meeting or simply a general class discussion. If possible, invite a local government official and/or other individuals who are conversant in specific matters of environment in the community (e.g., sanitary engineers, maintenance personnel, and industrial engineers). If such resource people are available, structure the meeting to revolve around their contributions either via panel presentation, questions from the class, or both. Knowledge and skills in subject matter areas are helpful in occupational competence. apply one's own observation and discussion abilities to ZocaZ environmental considerations. PPO . Educational Awareness . relate the services of an air pollution control engineer to the citizens and industries of the local community. PPO . Specialized occupations result in an interdependent society. Att.itudes and Appreciations . distinguish group and individual responsibilities with respect to ZocaZ environmental conditions. PPO . Performance requirements for job may change with time. a Coping Behaviors The discussion could include the following topics: What areas of the community have air pollution problems? What are specific sources of air pollution? How could an air pollution control engineer help our situation? Do we have, or can we hire, an air pollution control engineer? What other pollution problems are apparent besides air? 331 339 How is our school involved with pollution--as cause, as effect? What is being done by the local government? By private groups? What can each inJividual citizen do to help? Be careful not to let this meeting deteriorate into a gripe and pass-thebuck session. Concentrate on specific conditions and possibilities for individual efforts toward improvement. Stress how even the requirements for everyday citizenship have changed due to environmental concerns. The REACT page directs the pupils to collect samples of particulate matter in the air. Remind children to exercise care in bringing back their samples. Probably one can of lacquer can take care of the whole class's reeds. Thc experiment may be repeated at different times of the year for a long-range comparison of data. CB/Level 4/7 "Particles in the Air" 332 340 PARTICLES IN THE AIR This experiment will help you check the tiny bits of matter that are in the air. To make an instrument for gathering particles from the air, you will need: a pint-sized glass jar with a screw-on lid white tape, about 2 inches wide, that is sticky on both sides a piece of wood to mount the jar a spray no of clear lacquer nails or screws Fasten the jar lid to the wood base with nails or screws. Attach the jar to its lid. Put a piece of tape across the bottom of the jar. Wrap a long piece of tape around the outside of the jar. Set your instrument where you want to take a sample of particles in Be careful to place it so that it cannot be disturbed and will allow the air to reach the sticky tape easily. the air. Label compass directions on the wood base and on the tape around the side of the jar. Leave your instrument for two or three days. After collecting the sample, record when and where you collecA it. Bring your instrument, with the sample particles, back to school. Be careful not to smudge any of the particles. Spray the samples with clear lacquer. (over) REACT Page 333 341 CB/Level 4/7 Observe your collection of particles carefully. Divide the tape around the jar according to the four compass directions. How does the tape on top differ from each of the side sections? NORTH SOUTH EAST WEST What kinds of particles appear in your samples? Compare your samples with this chart. , ''.:. it! Cr . .. , r-717, , 4.1-917:4h..1:. . ...., ! -....-.......... ''''''.7";'.175 .. ' . . ... r , . . . . 1000 .. vt srf.- ,..*:.'..:..... :...*::'......'...:. , ..: 3500 i. . J. i ^..T.qh 10000 30000 1 (Adapted from: Cincinnati Visual Aids Chart) 60000 What is the highest number of particles you collected? From what direction did they come? What is the smallest number of particles you collected? From what direction did they come? Compare your samples with those collected by your classmates. REACT Page 342 !AR& CB/Level 4/7 THE AIR CYCLE Fourth Experience Level Activity rPerformance Obje-Aives Coping Behaviors Dimension . . describe at least one technological change which has affected man's use of the air. Career Information Dimension . . . . identify the condition and behavLor of the atmosphere as part of the air pollution controZ engineer's work setting. tell about a machine devised specifically to treat particular air conditions. Educational Awareness Dimension . relate knowledge of air cycles to the worP of the air pollution controZ engineer. Subject Matter Concepts Science Earth and Sky Atmosphere affects sun's radiation. Descriptions of atmosphere Water and air interactions Biology Living things need air. Scientific Method Investigative and evaluative techniques Special instruments Comparisons Preplanning Suggestions Visuals and other mat^rials about earth's atmosphere Materials to make charts or drawings of air recycling Measures used by weathermen (See REACT page, "The Weatherman's Role.") 343 335 THE AIR CYCLE This activity seeks an understanding of the continuous recycling of oxygen and carbon dioxide as major components of the earth's atmosphere. Use selected films, filmstrips, and/or printed materials to supply information on the subject. Knowledge and skills in subject matter areas are helpful in occupational competence. relate knowledge of air cycles to the work of the air pollution control engineer. PPO . . . Educational Awareness identify the condition and behavior of the atmosphere as part of the air pollution control engineer's work setting. ppo . Occupations have their own work settings. .. Career Information . Use this study to distinguish two viewpuints regarding the atmosphere. First, the natural condition of the air is a continuous cycle among all living things and the atmosphere. Charts or other drawings may be made to show oxygen as exhaled by plants and inhaled by animals, with the reverse order for carbon dioxide. The idea of a balanced aquarium can help illustrate the same concept as an underwater phenomenon, with gases dissolved in water rather than being part of the air. Imagination might trace the adventures of a molecule of oxygen, or of carbon dioxide, aE it travels through the cycle once or twice. The balanced aquarium idea can be enlarged into a "balanced planet" perspective. Performance requirements for job may change with time. a describe at lea3t one technological change which has affected man's use of the air. . Coping Behaviors . PPO Occupations require the use of spec'.fic materials and equipment. . . telZ abo.it a machine devised specifically to treat particular air conditions. PPO Career Information 344 336 Second, man has deliLerately changed the conditions of his air in positive ways. Skip over pollution for a while and concentrate on efforts to improve the various conditions of the air. For example, allergies and general cleanliness can be treated with electronic air cleaners. Comfort, efficiency, and well-being can be enhanced with air conditioning. Damaging effects of excess or lack of moisture can be controlled by humidifiers ana dehumidifiers. The REACT page presents a simple matching exercise of definitions with names of a weatherman's instruments. In additon, a suggestion is made to keep track of whatever pollution index a weatherman might report regularly. For this, pupils will probably geed help in developing the concept of micrograms per cubic meter and in understanding the name5 of particular pollutants. More capable pupils may be encouraged to construct a cube measuring a meter in each dimension. This could be a skeleton made from soda straws or wire, a "solid" made from sheets of cardboard or wuod, or some other kind of representation. The concept of a microgram is more obscure. One possible means is to identify objects that weigh about une gram, then work "back" by considering objects that weigh progressively less. Ten objects totaling one gram represent one decigram. A thousand objects totaling cne gram represent a milligram. When you reach "a million of these objects together would weigh a gram," you've got a microgram! CB/Level 4/8 "The Weatherman's Role" 345 337 THE WEATHERMAN'S ROLE The work of the air pollution control engineer is related to that of the meteorologist. (We call him the weatherman!) Pollution measurement and control depend upon knowing the natural conditions of the air. A weatherman uses certain instruments to measure different things about the air. Look up the names of these instruments and match them with what they measure. The thermometer is already done for you. RAIN GAUGE WIND VANE A. B. C. D. THERMOMETER PSYCHROMETER F. F. ANEMOMETER BAROMETER It is used to measure the heat of the air. It is used to measure the water (humidity) in the air. It is used to measure how fast the wind is blowing. It is used to show the direction the wind is blowing. It is used to measure how much rain has fallen. It is used to measure air pressure. The weatherman usually reports the.temperature, humidity, rainfall, air pressure, and the wind conditions. He may also give a pollution index of some kind. If he does give a pollution index, find out what it means and keep track of it for a week, two weeks, or a month to see whether or not it changes. REACT Pap-, 338 346 CB/Level 4/8 IMAGINE THAT! Fourth Experience Level Activity Performance Objectives] Coping Behaviors Dimension discuss how skiZZ and knowledge requirements for an air pollution contrrl engineer may change within a given period of time. . report on an adult acqz_zintance's description of how the skill or knowledge requirements have (or have not) changed since he began his present job. Attitudes and Appreciations Dimension . . take.part in a dramatization involving the work of an air pollution control engineer. Career Information Dimension . . describe at least two different work settings f6r an air ?)ollution control engineer. Educational Awareness Dimension . . explain how changes in technology or the environment may require new knowledge or skills for most people. Subject Matter Concepts _I Language Arts Listening and Speaking Role playing Interviewing Giving and taking directions ReAino For information Special vocabu'ary 339 347 Preplanning Suggestions Pictures of pollution control and pictures of buildings and equipment that cause pollution 340 348 IMAGINE THAT! To help reinforce learnings and/or motivate further study, lead pupils to consider different ways to use role playing, monologues, debates, or other forms of presentations to illustrate their knowledge of air pollution control. The following objectives include one from each dimension as "starters." Since many ideas for possible skits, debates, etc., will come from the children, the ideas finally used may or may not match the objectives noted here or possibly those in the dimension frameworks. In any case, have some fun and learning! A given work setting requires certain policies and procedures. take part in a dramatization involving the work of an air pollution control engineer. PPO . Attitudes and Appreciations Occupations have their own work settings. describe at Zeast too different work settings for an air pollution control engineer. PPO . Career Information explain how changes in technology or the environment may require new knowledge or skills for most people. PPO . Learning is a lifelong process. Educational Awareness Performance requirements for job may change with time. . a . . discuss how skill and knowledge requirements for an air poZZution controZ engineer may change within a given period of time. PPO . Coping Befiaviors . Any choice of subject for presentation, of cwirse, implies a good bit of research and preparation. These topics may help to get things started; Depict an air pollution control engineer getting complaints from citizens, then inspecting the industrial plant in question. 341 349 Dramatize a courtroom scene in which a suit concerning air pollution is being tried. Simulate a city council meeting in which an air pollution problem is being considered. Have a real or simulated debate about the advantages and disadvantages of fossil fuels versus atomic fuels. Have a monologue by a chimney of an industrial plant before and after being brought up to air quality standards. Stage a real or simulated interview with an air pollution control engineer concentrating especially on how he got his job and why he chose it. Performance requirements for job may change with time. report on an aduZt aequaintanee's description of how . . the ski-1.Z or knowledge require- Coping Behaviors ments have (or have not) changed since he b,47an his present job. PPO The REACT page deals directly with the coping behaviors subconcept regarding performance requirements. The pupil is directed to interview briefly two adults concerning their job conditions. Discuss the basic courtesies purposes, and methods of interviewing beforehand. Stress the need to choose subjects who have held their present job for at least a year--preferably much longer. Help with comparisons of knowledge and skill changes (or lack of changes) as the results come back to the classroom. CB/Level 4/9 "Have Tnings Changed?" 342 350 1 HAVE THINGS CHANGED? When a person has the same job for a while, it may be that sore of the things he needs to know or be able to do will change, Choose two adults that have had their same jobs for at least a year. Ask each one of them these questions: What is your job? Where do you work? How long have you had your job? What new things have you had to learn since you began this job? Write down their answers to your questions. Compare those lnswer wih the ones your classmates bring back. Which kinds of jobs had changes? Which kinds of jobs did not have changes? Would you like to have a job that changes as time goes by? REACT Page 343 351 CB/Level 4/9 RELATED MATERIALS Air (Filmstrip) BFA Educational Media, 2211 Michigan Avenue, Santa Monica, California 90404, 1972. Air and Life (Sound Filmstrip) Eye Gate House, 146-01 Archer Avenue, Jamaica, New York 1143E, 1972. Air Pollution and You (Overhead Transparency) Creative Visuals, Box 1911-3, Big Spring, Texas 79720. ,munity Keeps House, A (Film, Color, 11-Min.) BFA Educational Media, 2211 Michigan Avenue, Santa Monica, California 90404, 1971. Larning to Live With Others (Sound Filmstrip) Society for Visual Education Inc., 1345 Diversey Parkway, Chicago, Illinois 60614, 1971. Our Ocean of Air (Filmstrip) Eye Gate House, 146-01 Archer Avenue, Jamaica, New York 11435, 1972. Our Working World (Multi-Media) Lawrence Senesh. Scie-ce Research AssociatE 259 East Erie Street, Chicago, Illinois 606-'1, 1972. Pollution: The Cities Air (Sound Filmstrip) BFA Educational Media, 2211 Michigan Avenue, Santa Monica, California 90404, 1972. Rules We Follow, The (Filmstrip) Curtis A-V Materials, Division of Curtis Publishing Company, Independence Square, Philadelphia, Pennsylvania 19105, 1966. 2141 352 AIR POLLUTION CONTROL ENGINEER The air pollution control engineer can be a city, state, or regional officer. He has specialized scientific training at the college level and may hold a graduate degree. In addition to scientific training, the air pollution control engineer needs to understand the governmental structure under which he is employed. A large portion of his work may consist of making inspections to see that governmental controls and specifications for air quality are met by regional industries. He must understand legal pro-. cedures and be willing and able to deal effectively with many kinds of people. Tasks of the air pollution control engineer include the following: collocting air samples on a regular basis, performing chemical laboratory analyses. doing field inspections, designing and developing instruments, tests, and.methods, studying factors that affect vegetation, making investigations to determine the effectiveness of control, helping identify sources of contnination, enforcing laws and regulations, compiling data, submitting reports, and supervising subordinates. The air pollution control engineer works in the present to insure a safe and healthy environment for the future. Though trained in physics and chemistry, he is in a real sense a life scientist. Needs for air pollution control engineers will increase. 345 353 WHAT'S NEWS: RISKS IN NEWSPAPER REPORTING 'FOURTH EXPERIENCE LEVEL INFUSION STRATEGY CAREER DEVELOPMENT FOCUS: Decision making :nvolves risks. OCCUPATIONAL FOCUS: Newspaper Reporter holf ACTIVITIES IN THIS INFUSION STRATEGY 1. Read All About It1 Newspaper 2. Reporting 3. Rewriting and Headlining 4. Heroes and Heroines of the Publishing Your Own (tr4r17A Press 5. Freedom of the Press 6. Printing Machines 346 355 Teocher Goals Teacher goals of this strategy combine a Decision Making Dimension subconcept with subconcepts from Attitudes and Appreciations, Career Information, and Educational Awareness, and subject matter concepts for the occupation of Newspaper Reporter. In this perspective the teacher's goals are to: Increase the pupils understanding of the function of the newspaper in a community. Provide opportunities for puoils to use language arts skills in simulating the work of a newspaper reporter. Assist pupils in explaining how, in a democracy, the value of a free press overrides the risks. Acquaint pupils with the results of risks taken by newspapers and reporters. Help pupils develop the skill of making personal decisions by considering the risks involved. 214 7 356 357 READ ALL ABOUT IT! PUBLISHING YOUR OWN NEWSPAPER Fourth Experience Level Activity Performance Objectives I-- Decision Making Dimension . . . identify two kinds of risks newspapers take when deciding what to print. explain how two responsibilities of reporters involve risks. Attitudes and Appreciations Dimension . . . . . teZZ three ways in which the newspaper serves the community. cooperate in the production of a school or cZass newspaper. explain the dependence of other newspaper workers upon the reporter. . . describe the possible effects on other newspaper workers shouZd the reporter fail to perform his task. Subject Matter-Concepts Language Arts Grammar and Usage Uses of language Writing Skills Paragraphing Putting ideas in order Listening and Speaking Interviewing Social Studies Sociology-Anthrop:;logy Community wants and needs Newspapers EconomicS Supply and demand Preplanning Suggestions 1 Accumulate copies of area newspapers. Materials for advertising posters to be made by the class Determine if ditto materials are available to the class for publishing a paper. Arrange with other teachers and administrative personnel for interview possibilities. 358 349 READ ALL ABOUT IT: PUBLISHING YOUR OWN NEWSPAPER Discuss with the children one of the biggest language activities in their community--their local newspaper. Specialized occupations result in an interdependent society. . ten three ways in which the newspaper serves the community. PPO . Attitudes and Appreciations Begin to list together what the newspaper offers the people of the town: news stories, editorials, sports news, features, advertisements, classifieds, comic strips, local movies, announcements of local activities, recipes, puzzles, horoscopes, etc. Ask the children what their family's favorites are. The class could put these items into three service categories: Decision making involves risks. 1. Making the news available to all the people 2. Assisting businesses and civic organizations 3. Entertaining identify two kinds of risks newapapers take when deciding what to print. PPO . Decision Making . Which service category seems most important? Does the paper take any chances or risks when it decides to print these things? Among other thoughts, lead the chil&en to recognize the risk of reader vppeal. What might the paper do to recuce the risk that what it chooses to print may not be interesting? 359 350 Encourage the children to decide whether or not the publication of a school or classroom newspaper would be a good risk. What has been happening? How could they find out about it? Who would want to read about it? Could they sell the paper? For how much? How could they organize workers to put out the paper? What would the goals of their paper be? (Decide upon an editorial policy. Completion of a worthwhile task has value for the worker and for . . cooperate in the produc- tion of a school cr class ne'z'spaper. PPO society. Attitudes and Appreciations Have them name thefr pape- and make posters advertising its publication. Plan a weekly edition for two or three weeks. Take orders for the first edition. To see whether the paper is a good business risk, have them check the increases or decreases in orders during the second and third weeks. Specialized occupations result in an interdependent society. explain the dependence of other newspaper workers upon the reporter. PPO . Attitudes and Appreciations Ask for volunteers to be reporters. They will go out to get the stories. Other volunteers may want to be cartoonists, editors, advertising managers, artists, rewrite people, proofreaders, or circulation managers. Decide upon the easiest way to print the paper. Set a copy deadline. Deliver to the subscribers on schedule. Work involves the acceptance of responsiblity for a task. describe the possible effects on other newspaper workers should the reporter faiZ to perform his task. PPO . Attitudes and Appreciations 215 1 360 Discuss the risks of working in a group. What would happen to the paper if someone did not do his work? How does the reportEr depend upon other newspaper workers? How do they depend upon the reporter? Decision making involves risks. explain how two responsibilities of reporters involve . Decision Making risks. PPO As the pupi'l volunteers carry out their special news tasks, keep them alert to any risks their decisions Mght involve. Examples for the reporters could be: Did I get an important story? Did I interview the best source? Is my story truthful? Complete? Easy to read and understand? Examples for the editors: What effect is our paper likely to have on the readers? Can we help anyone by printing a certain story? Are we hurting anyone by printing a certain story? Have the children interview readers after the first issue and consider the following questions: Did they like what you thought they would like? M1 you change any of your decisions to reduce the risk of lack of reader appeal? Will you risk offending some readers in order to meet the goals of your paper? 352 361 The REACT page shows two stories containing names and statements of persons interviewed by a reporter. Help children with vocabulary before they read the articles. Using these as examples, the children may collezt additional articles written with the help of interviews. DM/Level 4/1 "Reporting Interviews" 353 362 REPORTING INTERVIEWS Underline the names of the persons reporters interviewed for these stories. Underline what the person said. 77) TA, fry, 0 Ein7,113, /PT 474 il;VI.' Lal Cc; 4-111', C./ r-TrcE7 if (:1/1,& S R INGE IF. " A t,& 77-71 T1 , p 74 770 rr..) d U., ( UPI) 0 t 7!..-7) z) /4-7' ii tSb gJi dit19 which can cause substantial damage to corn and Illinois officials arc working with federal agencies to develop an eradication Agriculture has reported. insc,:t pests which could have been controlled if programs Gian t parakeets South American had parakeets, arc parrot-sized and and Williams Robert said. Their FAN;;, H.cia pont, English sparrow, ;hi! their the insect which causes millions of dollars of damage annually in the cattle and horse industries. bodies normally are green, with blue and y eflow highlights. Agriculture officials said they would not specify which areas of Illinois had reported I tic), originally were imported into North American as pets, agriculture officials said, but escaped and have multiplied to form wild flocks. If they become established in large enough numbers, the the parakeets because they an adverse public reaction. feared are Besides corn, the parakeets known to eat sorghum, millet, sunflowers Williams said. and fruit, 3 t,tiv !;,ts1 starling and the face fly, an "Pud" birds could pose a serious threat to grain production. r'J been started when they the long bluish-green tail grey head. Agriculture a Director cr; first were observed. Among those pests, Williams said, are The birds, known as monk f , program, the director.said. Ile cited other animal and other grain crops have been spotted flying wild in Illinois, the state Department of have r I:714 ho:ne there. B:tt Levy, e.ecutive cf Ty, F..:perdNue, sai(i thjt cur,- trnturs ro,:ised their mate of ',Olen ull,s(ructiur. ze, n,),. se:tin;; tlu.et l!e (),..t. 17, E7 1, s,,veral wecl,s into Saints' si:a:;.:m. Levy s;jr1 that the 11(.".1) nal crnpli`Ucls the ,x;ts June I91'1,7,15 cisc n to a 3C7ie.4 dir.7,utes Licit te:zitlIxd to four i. lost 'Nor: tin,e. Look through old newspapers. Find two or three stories naming people who have been interviewed and telling what they said. Look for quotation marks. interview. :Mese may be clues to help you find an Do you know what the reporter means when he uses quotation marks? See how long it takes your friends to find the names of persons interviewed and what they said in the articles you find. REACT Page 354 363 DM/Level 4/1 REPORTING Fourth Experience Level Activity Performance Objectives Decision Making Dimension . . . expZain how tv.., responsibilities of reporters might involve risks. cite an example of pZans for reporting a story which did not work out. Attitudes and Appreciations Dimension . . discuss the common expectations involved in reporting a story. Educational Awareness Dimension . . . describe the language skills used by a newspaper reporter. name two othen occupations which require skills in reporting. [Subject Matter Concepts Language Arts Writing Skills Paragraphing, topic sentencesPutting ideas in order Listening and Speaking Interviewing Reading Understanding quote marks Social Studies Sociology-Anthropology Contact with others is needed. Newspapers Preplanning Suggestions Make arrangements for children to be out of the classroom to interview, collect datF... etc., for a paper. Assemble a library corner about writing and writers. Camera, if feasible,for the group to use Bulletin rd area for a variety of current headlines from local papers 364 355 REPORTING Can the children recall some events which have happened recently in their home, school, or neighborhood? Did others find out about those events? How? Define a reporter as a person who wants to find out about things that happen and write up a report or story so that the news can be distributed to others. Knowledge and skills in subject matter areas are helpful in occupational competence. describe the language skills used by newspaper reporters. PPO . . . Educational Awareness Interest the children in playing the role of reporters to see how much news the class can gather together before an agreed deadline. Reporting will involve interviewing persons in the news event, making observations, gathering facts, making notes, and writing the story. Encourage pupils to find and write stories about things important to their peers, such as new pets, moving, sports, awards, new babies, coming everts, accidents, changes in rules, sickness, or club activities. Several children may need to go out of the classroom to get their stories. Most occupations include common expectations such as punctuality, dependability, and aVoidance of excessive discuss the common expectations involved in reporting a story. PPO absence. explain how two responsibiliticP of reporters might involve PPO . . Attitudes and Appreciations . . Decision making involves risks. Before going after the stories, the reporters will need to make 1,everal decisions: Ts this ,7vent really news? Which persons would be best Decision Making 356 365 to interview for information? What questions should I ask? What should I look at? Read? Is any information likely to be private? Will my story be complete? Honest? Will my story be fair to all sides? Can I get it finished before the deadline? Do I need my camera? Ask the children to consider whether their plans to report a story involve risks such as not being able to find enough information, being unfair, or being late. Stress that news means the facts, not the reporter's opinion. The reporter will use straightforward language so that his write-up is easy and quick for the reader to understand. News reports usually have their vital information in a first paragraph called the "lead." The following paragraphs of the report describe and develop. Note that the reporters need oral as well as written language skills. Decision making involves risks. cite an example of plans for reporting a story which did not work out. PPO . Decision Making . Compare the completed stories and add headlines. Are the leads clear? Are the stories easy to understand? Why must some stories be long and some be short? Did anyone take a chance in getting his story that did not work out? Did anyone need to change his plans? Knowledge and skills in subject matter areas are helpful in occupational competence. name two othr occupations which require skills in reporting.PPO . Educational Awareness 357 366 . . What work besides newspaper work needs the services of reporters? Provide the class with inform.tion about reporting for television newscasting, news magazines, and radio news. Also pertinent is public relations work. Explain public relations people as "on-the-scene" reporters who work with all kinds of industries and institutions to get the news from their organization out to the press. The REACT page illustrates a reporter's notes beside the printed story. Persons who need to write quickly need abbreviations or shorthand. Notes contain important ideas from which to write. Ask the children what risk there would be in leaving the notes for a long time before finishing the story. DM/Level 4/2 "Writing frcm Notes" 358 367 WRITING FROM NOTES Here are a reporter's notes. Below is a story written from them. ,27upt.. 221-t4,p. Azef iv2.0 "7,cdte e?ed.e.dg Directions: Work backwards--cover these notes and make your own notes from the news story. Write down only the most important information. 53( 29if,e,.(21., /r/z a /rn-a-de (--- 4_9},v ji-4-(iz44i C'2.4.(-fx",-41 u7-/-41-41 X/2--a_%tGAJ .--eeief Work frontwards--using only your notes, write your own story. Z64fA44.4'>. ,coeAe es,7t. Compare your own story with the paper's. Are they different? Do.they mean the same? 541-4e--2 eAzai --e-(4tale12ze-zV River Crest, Marches South %By United Press International The historic crest 'of the Mis'sissippi River marched steadily southward Sunday an(' the water began a slow fall at St. Louis, Mo., where the nver crested overnight more than 13 feet above flood stage. REACT Page Along the might river's path, thousands of homes and businesses were vacated and residential area% the Guardsmen were on duty near Meredosia. Ill., where the crest had muddy water standing in them. Doze is of levees uumbled and others were overflowed. And Mississippi's waters backed into 368 tributaries, forcing them out of banks and into their A bov t w as 300 e x pe c ed National Sunday. DM/Level 4/2 REWRITING AND HEADLINING Fourth Experience Level Activity Performance Objectives Decision Making Dimension . . . identify t-wo ricks in headlining and rewriting news stories. Educational Awareness Dim2nsion . . . describe the language skills used by newspaper workers. Subject Matter Concepts Language Arts Writing Skills Paragraphing Putting ideas in order Grammar and Usage Labeling and c'lassifying Reading Topics and subtopics Social Studies Economics Transportation of information Freplanning Suggestions Assemble copies of many different newspapers. (City children would be interested in weekly papers from small communities.) Plan for a field trip to a local newspaper; a small group might be most acceptable to the paper. Ask a local paper for the old wire services reports that are used by the paper. 360 369 REWRITING AND HEADLINING Often a reporter will give a rough draft of her story to a rewrite perOr if she is in a rush, sha Islay ttlephone a story to the rewrite pErson. Can you imagine what the reite person might do to put a news story in final form? Children may suggest writing a lead paragraph, putting the information in order, writing a headline, making complete sentences, shortening the story. Knowledge and skills in subject matter areas are helpful in occupational competence. . describe the language skills used by newspaper . workers. PPO Educational Awareness Provide copies of several different newspapers. Ask the children to look them over, choose and cut out a 4 to 6 inch column length news story to use in this activity. Ask pupils to assume the role of rewrite people who must shorten the story by one inch column length. Rewrite the story cutting out the least important information. Suggest another headline. Decision making involves risks. identify two risks in headlining and rewriting news . Decision Making . . stories. PPO What risks does the newspaper worker take when he shortens a story? When he writes a headline? What makes a good headline? Perhaps class members can recall personal and family occasions when written messages were not correct or clear. What were the results? 370 1) 4 Three wire services stories from United Press International appear on the REACT page. Describe the wire services for the class, and explain that papers which subscribe to them headline and sometimes rewrite wire stories for local use. If a newspaper office is close by, children could visit and obtain yards and yards of wire reports. Children may need help with difficult vocabulary in the stories. DM/Level 4/3 "Working with the Wire Services" 362 371 WORKING WITH THE WIRE SERVICES Attached are some %-ire services stories from United Press International from May 1, 1973. The stories have been cut out of the ticker tape for these pages. To put them back into ticker tape form as they would come out of the wire service machine, cut down the center line and glue the stories end to end. The strange groups of letters and numbers are a UPI code. Ifl the margin, write headlines for these stories. What risks do newspapers take when they decide upon a headline? Compare your headlines with those of your friends. What headlines interest you in reading the story? czcryrzyr sixth and left them in a washroom, jewels 5-1 NEW YORK Wh.,'? police said. UPI Three gunmen forced a worker at an Air India warehouse upi 05-01 11:53 aed near Kennedy Airport Monday night to open a vault, then escaped with dia- 436L I monds worth $500,000, detectives 7 5 fvy.tto CastF R 5-1 reported. CHIM"- "PI Detectives early today said some of (::casional periods of the diamonds were uncut 'and consist- and ed of "high value and semiprecious showrs jewels." sou They said the gunmen enter.ed the We know you goc them in today." :-Iunderstorms north and hunderstortils likely toD.,; chance of possible floo',- warehouse at about 9:45 p.m. and told six workers there, "We want diamond:: Weather: small streams and roads; cooler north. Wednesday nif, ending I northwest, occasional scwers ;-nd thunderstorms south and east cooler The robbers forced one of the workersi north and turning :ooer south. to cpen the safe and then handcuffed of t iorkcrs and tied up the Low tonight 43-55 north, 56-62 south. I High Wednesday 53-66 north, 67-72 south. 3 6 REACT Puge 372 DM/Level 4/3 082 contaMinated oydefoliant czcryrbyl chemicals dropped on forests defoliate 5-1 by U.S. \I-planes. with viet SAIGON Ho, a sitary engineer UPI - A new employe:1 t'y the agriculture controversy over the use of ministry, could not be reached defoliants by the United States for commt:nt. during the Vietnam war stirred At 1ev-st 20 firms L4vc gone today with a Tokyo newspaper in:7 report of contaminated marine food busiress in :',outh Vietnam life in the South China Sea. in th The news hit Saigon after a the frozen simp and sea as. or so. Economic sa!bi s of the war- Japanese cabinet minister's battered ec:coomy showed that announcement that he impound- export of ,,arine and forest ed 24 tons of frozen shrimp n.-Airts are among the fastest from South Vietnam pending Pv:ans of providing billions of scientific tests. dollars in foreign exchange The action apparenth was needed to rebuild the country. based on report, in Japanese A finding by Japan that the newspapers quoting a South shrimp are unfit for human Vietnamese botanist, Pham corisumption would all but rule Hoang Ho, as saying marine out foreign markets for shrimp, life in thP South China Sea was crab and fish. 361 REACT Poge 373 DM/Level 4/3 HEROES AND HEROINES OF THE PRESS Fourth Experience Level Activity Performance Objectives ;),.!:.1sion Making Dimension . . . explain how Ix, ?,e6ponsibilities of reporters involve risks. Attitudes and Appreciations Dimension . give two examples of risks taken by a woman reporter and two examples of risks taken by a man reporter. Educational Awareness Dim.nqion . . . cite a risky decision in the life of a famous reporter which resuZted in continuing learnLng. Subject Matter Concepts Social Studies History Great Americans in history Acts and events have consequences. Language Arts Reading Reading for information Preplanning Suggestions Library books with stories of reporters Television programs to watch for evidences of risks taken by reporters, particularly new shows, explorer shows, etc. 365 374 HEROES AND HEROINES OF THE PRESS Getting the news has often been a difficult and dangerous task, especially during war time and times of social stress. The greatest stories have come to us from courageous reporters who have been willing to take great risks. Provide pupils with access to information about the adventurous lives of reporters such as: George R. Kendall Walt Whitman Stephen Crane Nellie Bly Ernest Hemingway Ernie Pyle Henry M. Stanley Richard Harding Davis (For fun--Clark Kent and Lois Lane!) Decision making involves risks. exptain how two responsibilities of reporters involve . Decision Making risks. A great many tasks can be performed by men or women PPO give two examples of risks taken by a woman reporter and two examples of risks taken by a man reporter. PPO . Attitudes and Appreciations Learning is a lifelong process. . . cite a risky decision in the life of a famous reporter which resulted in continuing Educational Awareness learning. PPO Discuss important decisions in the lives of famous reporters. What were their goals? What risks did they,take to reach their goals? Do you think it was good to take these risks? Why? Have women and men been equally brave in getting news to the people? 366 375 What risks do you take? there any risks you wou again? Is a dare a goc: take a risk? ,y? Are take .gon to Children are asked to finC and underline risky decisions in the biographie on the REACT pages. DM/Level 4/4 "Famous Risks in Reporting" 337 376 FAMOUS RISKS IN REPORTING Underline the parts of the three stories which appear on this page and the following two pages of famous reporters which refer to risky decisions they made. Then complete the questions which follow concerning the ,iecisions you have made. EFiNIE PYLE Vocabulary: columnist, front, Ie Shima, Okinawa Ernie Pyle studied at Indiana University and worked or papers in Indiana and Washington, D. C., and New York City before becoming columnist in 1935. a During World War II, he traveled with American troops on nearly every front in Europe and Africa. He sent . back hundreds of warm and touching stories about now the soldiers lived and fought. These stories were carried in newspapers all over the United States. He won the Pulitzer Prize for reporting in 1944. He was tilled by -- Japanese machine gun fire on Ie Shima island in 1945 while reporting the Battle of Okinawa. 368 REACT Page 377 DM/Level 4/4 NELLIE BLY Vocabulary: pen name, expose, sweat factory, cruelties In 1885 few careers were open to women, least of all in the newspaper world. Elizabeth Cochrane became America's first woman reporter at age 18 and under the pen name of Nellie Bly thrilled the nation. She risked her life to expose crime and her reputation as a lady by going into the slums, prisons, and sweat factories to get her stor1,2s first hand. She got herself ,ommitted to Blackwell's Island, pretending insanity in order to investigate-and report on cruelties and bad treatment to mental patients. Many disliked her but millions read her stories in New York's famous paper, The World. 369 REACT Page 378 DM/Level 4/4 HENRY M. STANLEY Vocabulary: Wales, assignment, missionary, Zanzibar, Ujijl, Tanganyika Sir Henry Morton Stanley spent most of his youth in a work house in Wales. When he was 18 he sailed as a cabin boy on a ship to New Orleans, Louisiana. When the Civil War began in 1861 he joined the Confederate Army, but was captured. he joined the Union Navy. Then After the war he became a reporter for the New York Herald and in 1869 he accepted the paper's assignment to go to Africa to find the famous misslonary explorer, 'David Livingston. No one had heard from Dr. Livingston for a long time. Some worried that he was-lost in the jungle or even dead. Knowing that Dr. Livingston had gone to search for the source of the Nile River, Stanley started his search west from Zanzibar. was slow, dangerous, and difficult. Ujiji on Lake Tanganyika. Traveling in the unexplored areas Stanley finally reached the town of He met Dr. Livingston there on October 28, 1871. Instead of rushing up to him in excitement, Stanley walked forward calmly and said, "Dr. Livingston, I presume." 370 REACT Page 379 DM/Level 4/4 Tell one of your important decisions which did not involve great risks. Tell one of your decisions which did involve great risks. Was it a good decisitn? Why? 371 FACT Page 380 DM/Level, 4/4 i-REEDOM OF THE PRESS Feurth Experience Level Activity [Performance Objectives Decision Making Dimension . . . support freedom of the press with at least two argumentr. Career Information Dimension . . . explain how political factors have influenced publication of newspapers. Subject Matter Concepts Social Studies History Modern life has roots in the past. Political Science RIlles for interaction needed by groups U. S. Constitution as basis for laws Preplanning Suggestions Acquire a copy of the Bill of Rights to the U. S. Constitution. Local papers with stories about current events 372 381 FREEDOM OF THE PRESS Freedom of the, press is an aspect of our right to free speech. Provide children with a copy of the First Amendment to the U. S. Constitution: Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof, or abridging the freedom of speech, or of the press, or the right of the people peaceably to assemble, and to petition the government for a redress of grievances. Discuss the importance of the freedom of the press in our democracy. Decision making involves risks. support freedom of the press with at Zeast roc) arguments. PPO Decision Making Technological, economic, social, and political factors influence the supply and demand of jobs. explain how political factors have inj-luenced publication of newspupers. PPO . . Career Information Interest groups of children in researching and then giving brief impromptu skits to illustrate events in the history of freedom of the press. Suggested scenes to dramatize would be: --suppression of Ben Harris' first American newspaper, "Publick Occurences both Forreign and Domestick" because it did not have a license. --the trial of John Peter Zenger. 313 382 - -voting on the Bill of Rights, especially the dis- cussion of the freedom of the press clause. - -a reading of John Milton's "Areopagitica" (attached) in which he makes a famous plea for freedom of the press. (The children may be curious about why the language is so different from ours.) Guide the class in understanding that political situations have made free newspapers risky business. Introduce the idea of censorship. Do we have censorship laws today? The REACT page offers a for a "Go Slow" booklet could make for practice risks in their personal making. suggestion which pupils in assessing decision DM/Level 4/5 "A 'Go Slow' Booklet" From the AREOPPr.IITIOA If we think to regulate printing, thereby to rectify manners, we must regulate all retreations and pastimes, all that is delightful to man. No mpsic must be heard, no song be set or sung, but what is grave and Doric . . . Who shall regulate all the mixed conversation of our youth, male and female together, as is the fashion of this country? Who shall still appoint what shall be discoursed, what presumed, and no further? Lastly, who shall forbid and separate all idle resort, all evil company? These things will be, and must be; but ho tkcy shall be less hurtful, how less enticing, herein consists the grave and governing wisdom of a State. Lords and Commons of England, consider what a nation it is whereof you are the governors: a nation not slow and dull but of quick, ngenious and piercing spirit, acute to invent, subtle and sinewy to discourse, not beneath the reach of any point the highest that human capacity can soar to. Methinks I see in my mind a noble and puissant nation rousing herself like a strong man after sleep, and shaking her invincible locks What should ye do then? Should ye suppress all this flowery crop of knowledge and new light sprung up and yet still springing daily in this city? Should ye set_an Oligarchy . John Milton . . of twenty engrossers over ,ist,,to bring, a famine to our minds again, when we shall know nothing but what is measured to us by their bushel? Believe it, Lords and Commons, they who counsel you to such a suppressing, do as good as bid you suppress yourselves. 375 384 A "GO SLOW" BOOKLET We take some chances or risks each time we decide about something. Going slowly and thoughtfully can help reduce risks. Make a GO SLOW booklet. On the pages .tell the decision, the risks, and what might reduce thc risks. The booklet can help you to think ahead and make better decisions. Make as many pages and think of as many risks and risk reducers as you can. Here is a suggestion and some gages which you co!ild for ideas. / RISKS Riska decide to\ Risk Rthcqm:, frioitatt. -46 REACT Page 376 385 DM/Levei 4/5 Here are more ideas for GO SLOW pages. If I decide -to Risk Rcducars pt./31raicii hi.rw-f47-. rt.! if`1111;7" 377 REACT Page DM/Level 4/5 386 HerE, are more ideas for GO SLOW pages. if x dicide le a lii4?4.R;sks _Risicadgers Md. . 11444 ilt;'1J24t6t Arie-e47 / If I dec;de .to _Aiwe____z.eomtzVtiyer___ R; .1es REACT Page 378 387 f R;5 k Reducers DM/Level 4/5 PRINTING MACHINES Fourth Experience Level Activity Performance Objectives Decision Making Dimens:IA . . . compare risks in oral communication with risks in printed communication. Career Information Dimension . st-xte the use of two or three machines one wouZd expect to find in a newspaper office. Subject Matter Concepts Science Scientific Method Famous scientists have made historic discoveries. Language Arts Writing Skills Spelling Putting ideas in order Social Studies Sociology-Anthropology Technology produces changes in ways of living. Preplanning Suggestions Books which have pictures of news machines Pictures from the local newspaper pressroow Printed side of ditto masters Cardboard for posters, variety of materials for cutting lettering, ink or paint for printing multi copies of posters, paper for reproducing posters 379 388 PRINTING MACHINES Decision making involves risks. . compare risks in oral communication with risks in printed communication. PPO Decision Making Try this experiment in oral communication. Ask the class to stand in four equal rows, in different parts of the room. Whisper one of these sets of statements to the first person in each row: 1. Johannes Gutenberg invented moveable type in 1440. His press could print 300 pages a day. 2. By 1500 there were over 1000 print shops in Europe and over a million books. 3. The TIMES of London used a revolving cylinder press first. It could print 1,100 sheets per hour. 4. Gutenberg's terpiece of 42 lines to finished in Bible was a masprinting. It had a page. It was 1456. Ask the first person in the row to pass the sentences back by whisper don't repeat. The last person in the row recites the sentences alou, when they reach him. Compare the last statements with the originals. Did they change? . . . Discuss the risks of oral communication. How does printed communication reduce these risks? Hundreds of years ago reports toldby travellers and handwritten letters were important sources of news from other places. 380 389 , Occupations require the use of specific materials and equip- state the use of two or three machines one wouLd expect to find in a newspaper offi:ce. PPO . ment. Career Information . . Now machines help us set news accurately and quickly. Can the children name machines? What risks do the machines reduce? Telephone, telegraph, teletype, television, typewriter, linotype, printing press, radio, camera, and tape recorder might be mentioned. How is a printed page different from a handwritten page? Invite the children to look up Gutenberg's invention and explain how it worked. Explain that set type is like mirror writing. Allow the children to examine the print side of a used ditto master. Class members may enjoy a printing experience. Suggest printing a poster, perhaps to advertise the coming publication of the class paper. Letters could be cut out from styrofoam meat or vegetable packages and glued-backwards, remember--on a large cardboard back. These letters could be inked or painted wet and then pressed with the poster paper for the print. 916 2enfri36m eqVonfJ .219J11wecml ob'nfiptp oAif It should be easy to see that typesetters risk making mistakes even though today's linotype machines are fast and efficient. Discuss what risks a newspaper reduces by hiring proofreaders. The REACT page illustrates several types of printer's mistakes. Children may enjoy exercising their languale ability by ferreting out other mistakes in papers available to you. DM/Level 4/6 "Printer's Problems" 381 390 PRINTER'S PROBLEMS Circle the wrong numbers in these advertisements. .7, ( ; "%\ , 14 *$ .. u r ,." CANDY LIARS /..,...11 polye3ter/cotton jeam with the harylie Wide flire and cuifed.bettoms.. Reg. 43c fri anorted patter:1:i sizes S-200 Save 60e GOOD MAY 6 ONLY Find a word misspelled and two lines out of place. The story was continued to another page. COLLINSVILT.E, 11., :Vay 5 The rmiddy footprintss is still there. halfway up the door that was kicked dw7,-11 by longhaired gumnen in the nignt. it is on the door of Donald Askew's cotage, whicil is set back off a darhened street in this quiet towa 15 miles eaSt of S. Lcais. before, foonr . was put to a similar tho door the townhoiie of Herbert THE GUNMEN bad been so quiet that spring evening the Giglotto's dogs iant even bark. Then, the eNplo:ion. Wood splintued; derr,- burst from ir.s. Led, th p..n.mded Gigolo:to tO he from his bed, stiE haif and lotiiso Gidai!o. The night.ln a re ,:f bro],ca : : :Unk L. tirs sound of bnvy the hail. Find three misspelled words. tiie fad jurtved Secretariat By 31 Lengths NEW YORK, June 9 (AP) Secretariat won the PX- moat Stakes Saturday by alle.;itths to become moren..a. bred ra7..ts firs' those botit v--er in 25 years. 382 REACT Page 391 DM/Level 4/6 RELATED MATERIALS American Newspaper, The (3ook) Alvin Silverman. Washington, D. C., 1964. Robert B. Luce, Inc., Building Work Habits Series (Sound Filmstrip) Learning Arts, P. 0. Box 917, Wichita, Kansas, 1972. Find a Career In Journalism (Book) Tom Parsons. New York, New York, 1959. G. P. Putnam's Sons, Findinc! Information (Film, Color, 11-min.) Churchill Films, 622 North Robertson Boulevard, Los Angeles, California 90069, 1963. Get That Story (Book) John J. Floherty. Pensylvania, 1964. J. B. Lippincott, Philadelphia, I Want to Be a News Reperter (Book) F. Eckart. Childrens Press, 1224 West Van Buren Street, Chicago, Illinois 60607, 1958. Nellie Bly: First Woman Reporter (Book) Iris Noble. New York, Ne York, 1966. Julian Messner, News and How It Travels (Book) W. Simpson. Childrens Press, 1224 West Van Buren Street, Chicago, Illinois 60607, 1960. Newspaper Serves Its Community, A (Film, Color, 141/2-min.) Bailey Film Associates, 2211 Michigan Avenue, Santa Monica, California 90404, 1972. Saturday's Child (Book) Susan Seed. Illinois, 1973. J. Philip O'Hara, Inc., Chicago, School Problems: Getting Along With Others (Film, Color, 12-min.) Bailey Film Associates, 2211 Michigan Avenue, Santa Monica, California 90404, 1972. Story of Newspapers, The (Book) Denis Thomas. & Company, Ltd., 1965. Methuen's Outlines, Methuen Under Fire: The Story of American War Correspondents (Book) Julian Messner, New York, New York, 1968. M. L. Stein. What Could I Re? (Book) Walter Lifton. Science Research Associates, 259 East Erie Street, Chicago, Illinbis 60611. . Your Career. In Journalism (Book) M. L. Stein. York, New York, 1955. 383 392 Julian Messner, Inc., New NEWSPAPER REPORTERS Newspaper r4orters gather information on current events and write stories for publication in daily or weekly newspapers. In covering events, they may interview people, review public recolds, attend news happenings, and do research. As a rule, reporters take brief notes while collecting the facts and write their stories upon return to the office. Sometimes, to meet deadlines, they telephone their stories to other staff members known as "rewrite men," who write the stories for them. Large dailies frequently assign some reporters to "beats," su:h as police stations or the courts, to cover news originating in these places. Other local news, such as a story about a lost child or an obituary of a community leader, is handled by general assignment reporters. Specialized reporters, who are well-versed in a subject matter field as well as in writing increasingly are interpreting and analyzing the news in fields such as medicine, politics, science, education, business, labor, and religion. Reporters on small newspapers get broad experience; they not only cover all aspects of local news, but also may take photographs, write headlines, lay out inside pages, and even write editorials. On the smallest weeklies, they also may solicit advertisements, sell subscriptions, and perform general office work. An estimated 37,000 newspaper reporters were employed in the United States in 1968. The majority worked for daily newspapers; most of the others worked for weekly papers. In addition, some reporters were employed by press services and newspaper syndicates. Reporters work in Cities and towns of all sizes throughout the country. Of the 1,750 daily and 9,000 weekly newspapers, the great majority are in medium-Isize towns. Large numbers of reporters, however, are in cities, since big city dailies employ many reporters, whereas a small-town paper generally employs only a few. Although tr.lented writers who have little or no academic training br2yond high school sometimes become reporters on city newspapers, most reporters without college training begin--and usually remain--on rural small-town, or suburban papers. Most newspapers will consider only applicants having a college education, and clyaduate work is increasingly important. Some editors prefer graduates who have a degree in journalism, which usually provides a liberal arts education, as well as professional training. Other editors consider a degree in liberal arts as equally desirable. Young people who wish to prepare for newspaper work through a liberal ,arts curriculum should take English courses that include writing, as well as subjects such as sociology, political science, economics, history, psychology, and speech. Reading and conversational ability in a foreign language and some familiarity with mathematics also are desirable. Those who look forward to becoming technical writers, or reporters in a special field such as science, should concentrate on course work in their subject matter areas to the maximum extent possible. 384 393 Many beginners work on weekly or small daily newspapers. Some college graduates are hired as general assignment reporters; others start on large city papers as copy editors. Beginning reporters usually are assigned to minor news events such as reporting on civic and club meetings, summarizing speeches, writing obituaries, interviewing important visitors to the community, and covering police court proceedings. As they gain experience, they may report more important develonments, cover an assigned "beat," or specialize in a.particular field of knowledge. Newspapermen also may advance to reporting for larger papers or for press services and newspaper syndicates. Some experienced reporters become columnists, correspondents, editors, top executives, or publishers; these positions represent the top of the field and competition for them is keen. Other reporters transfer to related fields such as writing for magazines, or preparing copy for radio and television, news reports. In competing for regular positions, it is helpful to have had experience as a "stringer"--one who covers the news in a particular area of the community for a newspaper and is paid on the basis of the stories printed. Experience on a high school or college newspaper also may be helpful in obtaining employment. Personal characteristics of importance are a "nose for news," resourcefulness, an accurate memory, and the physical stamina necessary for an active and often fast-paced life. Skill in typing generally is required since reporters usually must type their own news stories. On small papers, a knowledge of neWs photography also is valuable. Well-qualified beginners with exceptional writing talent will find good employment opportunities through the 1970's. In early 1969 editors of large newspapers were actively ::eeking young reporters with exceptional talent. Other beginners, however, were facing competition for jobs, especially on large city dailies, and Trobably will continue to do so. In addition to seeking young reporters with exceptional talent, editors also were looking for reporters who were qualified to handle news about highly specialized or technical subjects. Weekly or daily newspapers located in small towns and suburban areas will continue to offer the most opportunities for beginners entering newspaper reporting. Openings arise on these papers as young,people gain experience and transfer to reporting jobs on larger newspapers or to other types of work. Moreover, the number of newspapers in suburban treas is increasing, and many of the existing ones are expanding their staffs to satisfy the need for more detailed community news. Preference in employment on small papers is likely to be given to beginning reporters who are able to help with photography and other specialized aspects of newspaper work and are acquainted with the com- munity. Large city dailies will provide some openings for the inexperienced with good educational backgrounds and a flair for writing to enter as reporter trainees. Some opportunities may continue to be available for young people who enter as copy boys and advance to reporting jobs. In addition to jobs in newspaper reporting, new college graduates who have journalism training may enter related fields such as advertising, public 385 394 relations, trade and technical publishing, radio and television. The broad field of mass communication, which has grown rapidly in recent years, will continue to expand in the future. Factors pointing toward this continuing expansion include rising levels of education and income; increasing expenditures for newspaper, radio and television advertising; and a growing number of trade and technical journals and various types of company publications. As newspapers share in this growth, employment of reporters is expected to increase moderately. Many job opportunities will be found in teaching journalism. The greatest number of job openings, more than a thousand each year, will'continue to arise from the need to replace reporters who are promoted to editorial or other positions, transfer to other fields of work, retire, or leave the profession for other reasons. Newspaper reporters on big city papers frequently work 7 to 7 hours a day, 5 days a week; most other reporters generally work an 8-hour day, 40-hour week. Many of those employed by morning papers start work in the afternoon and finish about midnight. Many newspapers pay overtime rates for work performed after the regularly scheduled workday, or for more than 40 hours of work a week; they often provide various employee benefits such as paid vacations, group insurance, and pension plans. Adapted from: Occupational Outlook Handbook. U. S. Department of Labor, Government Printing T-970-/1 edition. (14-EgEllyiErT, D.C.: Office), 1971. pp. 215-217. 386 395 CURIOSITY CREATED THE CURATOR bURTH EXPERIENCE LEVEL INFUSION STRATEGY CAREER DEVELOPMENT FOCUS: The decision-making process can be used to set priorities in developing personal goals. OCCUPATIONAL FOCUS: Curator ACTIVITIES IN THIS INFUSION STRATEGY 1. Mini-Museum: 2. Curator's Helper: 3. A Few of My Favorite Things 4. Sharing Culture Through Language 5. Museums Protect and Preserve sgtis - wo, nA ,. Culture Comparison Exhibit I. ..400". / -no The Museum Registrar ..; - L '' /4' '"" , kvi."-..- C441 itt4L141(41 -\ 4, fo, 387 397 \:// . .1; Teacher Goals Teacher goals of this strategy combine a Decision Making Dimension subconcept with subconcepts from Attitudes and Appreciations, Career Information, and Educational Awareness, and subject matter concepts for the occupation of Curator. In this perspective the teacher's goals are to: Structure experiences in which pupils use .ubject matter skills to simulate decisions made by museum curators. Increase the pupils' awareness of their own personal priorities by comparing them with priorities of museum workers. Sharpen the pupils' perception of priorities which have been the same for past and present cultures. Develop the pupils' appreciation of the contribution which museums make to the community. Offer information about the skills, knowledge, and equipment used by the curator and his staff. 388 398 389 399 MINI-MUSEUM: CULTURE COMPARISON EXHIBIT Fourth Experience Level Activity Performance Objectives Decision Making Dimension name fbur basic needs 1,hich were priorities fbr both an historical culture and our present way of life. . . . . Zist two priorities of curators in pZanning museum oxhibits. . compare one's personal priorities with those of an historic . cuZture. Attitudes and Appreciations Dimension . . . . take part in organizing and executing a museum culture cotparison exhibit. describe the attitudes museum workers might have toward their work. Educational Awareness Dimension . . . . . explain how historical changes have required that people add new knowledge and skiZZs to thr Zives. identify the physicaZ and artistic skiZZs used by museum workers. Subject Matter Concepts Social Studies History Human experience is continuous and interrelated. Modern life has its roots in the past. Sociology-Anthropology Culture interrelationships People havP similar basic needs 390 400 Preplanning Suggestions Books and audio-visual aids concerning historical or cultural pasts of many areas Prepare an area for a class museum. Become acquainted with persons in the community who have collections of artifacts from the immediate area. Librarians, historical societies, antique dealers, etc. will be helpful. Invite an older person in the community to visit and talk about the area as it was known in that person's youth. 391 401 MINI-MUSEUM: CULTURE COMPARISON EXHIBIT A great advantage of museum exhibits is that they make it possible for us to compare our culture or way of life with those of the past and those different from our own. We can find out how goals have changed with time and how ours are different from those of others. Have any class members seen a culture of the past or a foreign culture exhibited in a museum? What could you tell about the goals of the culture from its artifacts? Learning is a lifelong process. . explain how historical changes have required that people add new knowledge and skills to their lives. PPO . Educational Awareness . Interest the children in establishing as a goal to find out how culture in your region has changed in the past thousand years. This investigation will be for the purpose of setting up a mini-museum exhibit. Guide the children to concentrate on three general time pericds: 1,000 years ago 100 years ago Today Work involves the acceptance of responsibility for a task. take part in organizing and executing a museum culture comparison exhibit. PPO . Attitudes and Appreciations . :'name four basic needs which were important goals for both an historicaZ cu7.ture and our present way of life. PPO . The decision-making process can be used to set priorities in developing personal goals. . De:ision Making Consider basic needs as goals of a culture. Ask for volunteers to research each time p,.:Aod under goal headings such as Food, Clothing, Housing, Tools and Utensils, Language, or Government. Encourage individuals 392 402 or pairs in each time group to assume the role of curators of the above headings. Ask researchers to identify the most important way of reaching a goal in each time period. The decision-making process can.be used to set priorities in developing personal goals. list two priorities of curators in planning museum exhibits. PPO . . Decision Making Encourage chilren assuming the role of curators to set priorities for gathering evidence of the culture of each time period. Talk about priorities as the most important goals. What kind of evidence would be best-pictures from books, reports of experts, real artifacts? Remind the mini-curators of the educational goal of the museum. One priority while gathering evidence of a culture should be how well the information could be used in an exhibit and understood by others. What other priorities would curators have for their exhibits besides educational interest? Perhaps sciertific accuracy, completeness, and artistic appeal would be examples. What do curators do if they cannot obtain an important artifact for their exhibit? Often the museum workers will be able to make a replica or model. Knowledge and skills in subject matter areas are helpful in ocLupational competence. . identify physical and artistic skiZZs used by museum workers. PPO . . Educational Awaronoss Perhaps the children would like to prepare clay, cloth, or paper mache models or artifacts. Would this be a priority? During the assembling of the exhibits, remind children of the original goal: to notice how the ways of life in thei.,^ region have changed. 393 403 The decision-making process can be used to set priorities in developing personal goals. compare one's personal priorities to those of an historical culture. PPO . . Decision Making Ask each tages to the time Ask, "If nma, 100 group to think of advIlways of reaching goas in period which they you had a choice of living years ago, or 1/000 years ago, which would you Cose? Why?" Cohpletion of a worthwhile task . ha:., value for the worker and for society. . . de3crc th attitudes museum wor.: might have toward tr work. PPO Attitudes and Appreciations The curetor, of museums want to share their work. Decide upon guests to invite to your mini-museum. How shall you attract them? Perhaps you could feature a souvenir shop, make up a pamphlet, offer skits, etc. The REACT page suggests a time chart to compare past ways 'Of lifd with today',3. The chart could be a way to plan the mini-museum exhibit. DM/Level 4/7 "A Time Chart" J94 404 A TIME CHART Long ago people had the same needs we have for food, clothing, housing, tools, and transportation. They reached these goals in ways very different from our own. Make a time chart to compare life 10) years ago and 1,000 years ago with today. Fill in the chart with words or pictures. The chart could be a plan for a museum culture comparison exhibit. A sample bflginning: GOALS: 1 FOOD Ci-OTHING deer 1 1000 TOOLS stone ax bow skins fish birds yrs. aqo I.V.-WSiNG TRAVEL. legs ii/(9'70) 10 0 yrs. aqo 4---, horse .. 1-E.qt2F _ TODAY in carts in boit(e3 ,.. rectfrt Discuss what you think has changed the most. Which type of food, clothing, housing, tools, and transportation would you choose if you could? Why? REACT Page 395 405 DM/Level 4/7 CURATOR'S HELPER: THE MUSEUM REGISTRAR Fourth Experience Level Activity Performance Objectives] Decision Making Dimension compare one's priorities in keeping records fbr a collection with those ofa classmate. . Attitudes and Appreciations Dimension . . teZZ how museum workers a2e dependent upon each other. describe the attitudes museum workers mdght have toward their work. . list IL:ion responsibiliq.es nf the museum registrar. Career Information Dimension . . . name at least_three tools or instruments helpful in registering museum artifacts. Subject Matter Concepts Social Studies Sociology-Anthropology Dependence upon others Mathematics Measurement Metric Scientific Method Comparisons are made by careful measurements. 396 406 Preplanning Suggestions Have several sample file boxes of materials--a recipe file, file drawers for records, etc. Plan a visit to the library for an explanation of the card file or have the librarian interviewed to explain the file: Prepare areas for children's displays and collections. Have on hand a selection of file card forms from various fields of endeavor7-libraries, museums, parts department of a garage, etc. Metric measures of weight, length, etc. (See last page of the activity for suggestions.) 397 407 CURATOR'S HELPER: THE MUSEUM REGISTRAR The collections in a museum are rare and vast and valuable. Specialized occupations result in an interdependent society. . tell how museum workers are dependent upon each other. PPO . Attitudes and Appreciations Ask the children to speculate about why the museum would keep a record of all the items in its collections. Would record keeping be a priority in a museum? How might the records be kept? What records does your family keep? Most occupations include common expectations such as punctuality, dependability, and avoidance of excessive absence. describe the attitudes Tuseum workers might have toward their work. PPO . . Attitudes and Appreciations A given work setting requires certain policies and procedures. list two responsibilities of the museum registrar. PPO . . Attitudes and Appreciations The museum registrar keeps the record of every object that enters or leaves the museum. Her records are like a card file in a library. Would they include more information than the library files? She has a system for marking every object in the muscum. Is every book in the library marked? Why is this important? Ask intPiTsted children to bring their collect'ons to school. The decision-making process can be used to set priorities in developing personal goals. compare one's priorities in keeping records for a coZZection with those of a cZassmate. PPO . . Decision Making . . Help the children decide which facts about an object should be registered. Make up a form for registering the items in each collection. Duplicate the card format and register items 398 408 in the collections. Devise a marking system for items in the collections to correspond to their registration cards. What mirkers outside the museum also keep records? Occupations require the Lbe of specific materials and equipment. . name at least three tooZs or instruments helpfUZ in registering museum artifacts. PPO Career Information Measurement and weight of collection objects will be priority items on the registration cards. Museums use only metric measure so they can easily compare their objects with those in other museums throughout the world. What tools for measurement would the registrar need? Exhibit the meter stick, metric tape, caliper, micrometer, gram weight scale. Allow the children to use them if possible. Ask children when they have measured things before. Do they know other workers who also take measurements? The following REACT page contains an exercise in metric measure. Alert the children to the metric units on the side opposite the inch marks on many rulers. Collect data for scientifically appropriate color. DM/Level 4/8 "Arrowhead Data" 3 9 409 AR ROWHEAD D ATA The museum registrar is recording facts about six new arrowheads from Illinois. Help him to record the length and width of the arrowheads at the places where these measures are greatest. Use metric measure. ,. IL Arrowhead Material: flint Site: Dixon Mounds, Illinois Item: Item: Arrowhead Material: obsidian Site: Crab Orchard, Carbondale, Illinois / . \?....,, Length: cm. mm. Length: cm. mm. Width: cm. liA. Width: cmr. mm. ,-------------------)j) _...------ Item: Site: Lmgth: Arrowhead Material: Crab Orchard, Carbondale, Illinois mm. Width:" cm. quartz cm. Item: Site: mm. Length: Arrowhead - Material: Allerton Park, Champaign, Illinois cm. mm. Width: quartz cm. mm. k., \N ( Us..._ Item: Site: Length: Arrowhead Material: Dixon Mounds, Illinois cm. mm. Width: slate Itc-..n: 3-!te: cm. mm. Length: Arrowhead Material: Cahokia Mounds, Illinois cm. mm. Width: flint cm. mm. Do you know what colors slate, quartz, obsidian, and flint would be? Find out and shade in the colors so that they are scientifically correct. REACT Page 4 0 ki 410 DM/Level 4/8 A FEW OF MY FAVORITE THINGS Fourth Experience Level Activity Performance Objectives Decion Making Dimension . . . . differentiate one's prior:ty fbr a collection from a friend's priority fbr a collection. explain one's decision-making process in choosing a priority fbr a collection. Educational Awareness Dimension . . . describe out-of-school activities which reZate to museum work. Subject Matter Concepts Science Scientific Method Things are classified according to likenesses. Language Arts Grammar and Usage Common and proper nouns, verbs, adjectives Preplanning Suggestions Prepare display space for children's collections. Cards for recording top priority items for collections 401 411 A FEW OF MY FAVORITE THINGS The curious curators have a whole museum in which-to store many collections and they invite everybody to come to see them. Could any collections be found in the children's houses? Do they ever invite friends to see their collections? Career-oriented learning may take place in school or out of school. describe out-of-school activities which re"-ate to museum work. PPO . . . Educational Awareness Ask the children to bring their collections to school. Provide good space to display them. This makes the classroom into a kind of museum! Each collection owner is a curator. Ask the children about their goals in collecting things. Why do you like that particular thing? Did you ever wonder why it is interesting to have lots of things of the same kind? Lead the children to understand that collections help us to learn the minute differences between things of the same kind. With a personal collection in mind as a goal, ask children to identify their priority in adding to that collection. The decision-making process can be used to set priorities in developing personal goals. differentiate one's priority 'for a collection from a friend's priority for a collection. PPO . . . Decision Making expZain one's decisionmaking prc,cess in choosing a priority for a collection. PPO . . . Children may title a card, "My Priority," and show on the card a picture or drawing of the item they would most like to add to their collection. Lead children to explain why that item is a priority. Would it be valuable to them because of 402 412 age? Rarity? Becausc everyone else has one? It might be valuable because of its excellent condition, its impor tance as an example, or simply its interest to the curator. Museums often loan parts of their collections to other museums. If children could not obtain their priority item, would they want to borrow one? Why or why not? Would they be interested in making a replica or model of the item? An opportunity for children to recall their priorities or favorites in other areas is given by the REACT page. Emphasize that decision making about priorities is influenced by situation. DM/Level 4/9 "When I Wouldn't Want My Favorite" 403 413 WHEN I WOULDN'T WANT MY FAVORITE Fill in your favorites. Tell when the favorite might flop! Example: My favorite color is purple BUT wouldn't want purple teeth. My favorite animal is a BUT I wouldn't want My favorite record is BUT I wouldn't use it for a I like to collect BUT not if they are My favorite sport is BUT I couldn't play it with My favorite clothes are BUT I wouldn't wear them to My favorite TV program is BUT if I could at the same time I would. My favorite food is BUT I wouldn't feed it to BUT they couldn't help me My favorite friends are Star a nonsense sentence. , stew. Make a picture of it on the back. 404 REACT Page 414 DM/Level 4/9 SHARING CULTURE THROUGH LAfIGUAGE Fourth Experience Level Activity Performance Objectives Decision Making Dimension . . . . identify one's choice of the best way to learn about another culture as the same as a classmate's choice. differ3ntiate between individual priorities in setting up a museum exhibit. Educational Awareness Dimension . . identify the academic skills and facts used by the curator in his work. . identify the physical and zrtistic skills used by museum workers. Subject Matter Concepts Social Studies Sociology-Anthropology Culture interrelationships Language Arts Grammar and Usage Origins of English words Derivations from other languages Reading Dictionary Preplanning Suggestions Boxes or bowls to hold slips of paper with information about examples of other cultures in the United States Paper cut to use in recording one or two lines of writing Materials for museum posters using the materials or ideas fromrthe melting pot Dictionary 405 415 SHARING CULTURE THROUGH LANGUAGE Curators are often interested in comparing other cultures with their own. If learning from other cultures is a goal, what are the best ways to achieve it? The decision-making process can be used to set priorities in developing personal goals. . identify One's choice of the best way to learn about another culture as the same as a classmate's choice. PPO . Decision Making Lead the children to appreciate speaking to the people of the culture as the best way to learn from them. If an anthropologist-curator wants to learn the way people lived in ancient times, he tries to learn their ancient written language and understand the uses of their artifacts which have been preserved. Remind the children that the American people represent a mingling of many cultures in the melting pot of this new country. Can they give examples? For fun, write the examples on paper slips and put them in a 'i-elting pot." Give pupils access to the pot for several days. Ask children to assume the role of curators who wish to exhibit evidence that many other cultures have contributed to our modern American life. Elicit class consent that language is one of the most direct ways of sharing with other people. Would the curator be able to show that American people use many words from other cultures? . identify the academic skills and facts used by the curator in his work. PPO . Knowledge and ski is in subject areas are helpful in occupational competence. identify the physical and artistic skills used by museum workers. PPO Erit.cational Awareness . 06 416 . . K.Ike a new class melting pot. On the paper slips write as many words as possible which Americans have borrowed from other cultures. Once the foreign words are collected, invite class members to make a poster for a museum display of culture sharing through language. The decision-making process can be used to set priorities in developing personal goals. differentiate between individual priorities in setting up a museum exhibit. PPO . Decision Making Share and discuss the way different pupils' posters show their individual priorities about the display. Using the REACT page will provide an experience of Greek and Latin ancestors of English words. DM/Level 4/10 "A Dictionary Dig" pso 17 0 FEV;".2W rd-Eys-M WIGWAMAM. SKI N 407 417 a 4' IND) A DICTIONARY DIG . Sometimes sets of 'our words come from the same word in an older language. Complete the word meanings with the help of a dictionary. From Greek, mousrz--a goddess who ruled over deep thoughts helping peoFeTo make up fine songs and poems. a muse--a Greek to muse--to think deep music--thoughtful sounds and museum--a building with many things to help a person to From Latin, cura--to take care of to cure--to take care of curator--a person who cares for curious--to care a lot about things and be From Latin, cuitus--help for something growing cult--prayers and devotions to help people in culture--the way our civilization has to cultivate--to help From Latin, ars--with arms and hands--and facereto make art--skill in fine things. artifact--a simple made by human hands. artificial--made by REACT Page not nature. 408 DM/Level 4/10 418 MUSEUMS PROTECT AND PRESERVE Fourth Experience Level Activity Performance Objectives Decision Making Dimension . . . describe preservation of artifacts as a museum priority. Attitudes and Appreciations Dimension . . demonstrate a preservation technique which may be used in a museum. Educational Awareness Dimension . . identify academic skins and facts used by the curator in his work. Subject Matter Concepts J, Science Biology Different environments support different frrms of life. Chemistry Chemical changes involve rearraKgemént of atoms and molecules. Preplanning Suggestions Children's collections Collect samples of moth holes, mildew, rust, faded paper or cloth, warped wood, etc. Science books that help determine how to prevent destructive forces such as rust, etc. 409 419 MUSEUMS PROTECT AND PRESERVE Ask the children to remember whether they have ever had something they liked very much and waflted others to see but not touch. Why didn't they want anyone to touch this thing? Was the precious object kept in a special place? Do they still have it? The decision-making process can be used to set priorities in developing personal goals. describe preservation of artifacts as a museum pri. .ority, Decisinn Making PPO Invite class members to display their collections at school. Discuss protecting the collections as a goal. Label the collections with a list of ways the owners protect and preserve them. Think of other instances in which protection is a priority. The museum curator is careful to do everything possible to preserve and protect the museum collections. His staff must know how to combat insects, temperature, humidity, light mildew, and rot. These are natural but sneaky villains which may destroy precious objects. Knowledge and skills in subject areas are helpful in occupational competence. . identify academic skills and facts used by the curator in his work. PPO . Educational Awareness A given work setting requires certain policies and proce- demonstrate a preservation technique which may be used in a museum. PPO . dures. Attitudes and Appreciations Display moth holes, mildew, warped wood, rust, faded cloth. Ask the children to identify the cause of the damage. Invite children to bring other items which lacked protection and were harmed. Put samples 410 420 on a "Villain's Work" table. Perhaps some individuals or groups of pupils could give a scientific demonstration of the cause of particular kinds of damage. Can they think of any occupations which throw things away instead of preserve them? wo RK NO-A " WAR p E v4000 The REACT page is an enrcise in decision making using scientific knowledge. Encourage the children to consider that some of the items might be either heroes or villains. DM/Level 4/11 "Heroes and Villains" 411 421 HEROES AND VILLAINS HEROES PRESERVE AND PROTECT e sbelicic cs"\-c water 0, e(6 kSe ccp rust /74171c/it col7t.t.of oPt $ .vcrc guards t'Odents N 0 List the heroes on these lines. List the villains on these lines. RELATED MATERIALS Cave Men of the 01d Stone Age (Book) B. Kramer. Childrens Press, 1224 West Van Buren Street, Chicago, Illinois 60607, 1955. Deciding (Film, Color, 14-min.) Centron Educational Films, 1621 West Ninth Street, Lawrence, Kansas 66044, 1973. Digging_ for Dinosaurs (Book) E. Cobert. Chilrens Press, 1224 West Van Buren Street, Chicago, Illinois 60607, 1967. Exploring the World of Pottery (Book) R. Lee. Childrens Press, 1224 West Van Buren Street, Chicago, Illinois 60607, 1967. I Can Do It (Worktext and Activity Sheets) George A. Pflaum, 38 West 5th Street, Dayton, Ohio 45402, 1971. Museum Adventures, An Introduction to Discovery (Book) Herbert and Marjorie Katz. Coward-McCann Company, Inc., New York, New York, 1969. "Skull 1470--New Clue to Earlies and Man?" National Geographic (Magazine) Richard E. Leakey, Bob Campbell. Vol. 143, No. 6, June 1973. Using the Social Studies: Concepts in Socil.Science. (Textbook--4th Level) Frederick M. King, Herbert C. Rudman, Herbert V. Epperly. Laidlaw Brothers, Thatcher and Madison Streets, River Forest, Illinois, 1970. (Unit 2, Concepts of Anthropology; Unit 6, Concepts of History; Unit 7, Studying a City) Your Future in Museums (Book) William Burns. 21st Street, New York, New York. 413 423 Richards Rosen Press, 29 East MUSEUM CURATORS Museums deal with information on almost every aspect of the universe; almost any interest, therefore, mly lead one into museum work. A person who enjoys the visual arts may find himself working in an art museum, or if he has a passion for history, he may end up doing research for a historical museum. Science museums draw people with specialized knowledge in many areas, and ther are many other kinds of museums to draw those with varied interests. Ever suc hobbies as stamp or coin collecting may lead one into a museum position. "According to the official definition of the American Association of Museums, 'The word "museum" means and shall be deemed to mean a nonprofit, permanent establishment (not existing primarily for the purpose of conducting temporary exhibitions), exempt from Federal and state income taxes, open to the public and administered in the public interest, for the purpose of conserving and preserving, studying, interpreting, enhanci9, and, in particular, organizing and exhibiting to the public for its instruction and enjoyment objects and specimens of educational and cultural value, including artistic, scientific (whether animate or inanimate), historical and technical materials. 'Museums thus defined shall include botanical gardens, zoological parks, aquariums, planetariums, historical societies, historical houses, and sites which meet the requirements set forth in the preceding sentence."1 The museum collections are taken care of by the museum curator. The word "curator" comes from the Latin word cura, meaning "to care." As will be seen, this care involves much more sophisticated tasks than simply dusting the shelves. Much of the curator's work requires a great deal of knowledge and continued study. The curator sees to it that the museum collections are complete and up-to-date. He stays informed of his general field by reading on his own, taking formal classes, or attending proFessional conferences. He is often a specialist in his field as well, and may spend much of his time doing research on his favorite insect or obscure painter. Museum curators spend much more time this way--reading and acquiring more knowledge about their collections-than is generally supposed. The curator must also protect his collection from damage. This means keeping the temperature and humidity at the proper degree at all times, and being aware of the innumerable pests--beetles, mice, moths, silverfish--which devour display materials like wood, paper, and leather. Large museums hire professional exterminators who, armed with a battery of chemicals and traps, patrol the bu' 'ings and grounds regularly and take emergency measures whenevet they are necessary. The curator of a small museum, however, must do most of this work himself. 1William A. Burns, Your Future in Museums ( New York: Press, Inc., 1967), p. 17. 414 424 Richards Rosen Finally, the curator makes his information available to both his colleagues and the generdl public. A large museum may publish its findings in journals or special pamphlets and monographs. This dissemination of information is one of the most important contributions of the fine museum. Most museums have a pyramid organization. The Director is the chief administrator and the Board of Trustees is the governing body which makes the policies and raises money for the Director to carry them out. In a busy museum the Director himself may have an Assistant Director or an Assistant to the Director to help share his responsibilities. In order to see how one museum operates, let us examine the structure and activity of a large natural science museum. Under the Director and Assistant Director of a natural science museum is the scientific staff, which is composed of various scientific departments, each headed by a chairman. Working for each department are a number of curators, associate curators, and scientific assistants. Research associates, honorary associates, field associates, and research fellows, who are not on the museum payroll, also work for the departments. Carrying out a project in a natural science museum involves the concerted efforts of many people. Suppose, for example, a museum wishes to set up a display showing man's relationship to his environment. The main ideas are first outlined by the Director or a staff scientist. The Director takes these to the Board for approval. If they are approved, he appoints a group of scientists, Board members, and Education Department personnel to determine the location of the exhibit and the precise emphasis it should have. On the basis of this information, construction managers and designers work up the plans, which are then approved by the Director and his committee and allotted the proper amount of funds. After this the work proper begins. While the masons, carpenters, and other workers build the structures for the exhibits, the Department of Exhibition works on the exhibits themselves. In the course of this work, much information will probably be gained which can be used in future exhibits as well. All museum professionals must have a good education in the general biological sciences and a specialization of some kind. It is also assumed that while on the job the worker will study for a higher degree. Despite the many different kinds of museums, the intangible qualifications for working in a museum are more or less constant. Because a museum is a public institution, most directors want people who have an attractive public personality. A good museum worker also needs to be flexible and calm to be able to handle the problems and annoyances, such as shortage of funds, which often come up in this kind of work. It is perhaps of more importance that he have a good imagination, for this quality often makes up for a lack in other things, like adequate funds, space, and professional help. Finally, of course, a museum worker must enjoy his work. The good museum worker's central qualification is his curiosity, his passion for digging up facts and piecing information together. If he does not have this quality, he will probably not be working in a museum at all. 415 425 TELLERS LIKE IT IS FOURTH EXPERIENCE LEVEL INFUSION STRATEGY CAREER DEVELOPMENT FOCUS: Moral principles are an integral part of one's work life. OCCUPATIONAL FOCUS: Bank Teller ACTIVITIES IN THIS INFUSION STRATEGY 1. Checking Accounts 2. Savings Accounts 3. Banks from the Beginning 4. Field Trip 416 427 Teacher Goals Teacher goals of this strategy combine a Lifestyle Dimension subconcept with subconcepts from Attitudes and Appreciations, Career Information, and Educational Awareness, and subject matter concepts for the occupation of Bank Teller. In this perspective the teacher's goals are to: Develop pupils' concept of morals as ideas of what is right, fair, and honest. Encourage appreciation of the combined effects of occupational competence and moral integrity. Guide awareness of the roles of money and other forms of wealth in history. Provide opportunities to apply academic skills to simulated work of the bank. Increase understanding of the interdependence of banking with society in general. 417 428 ;1.).' . . ' note 1.* - ,:',;4, . . transaction . e deposit o .. '..... 7,,r,i57-47:,=;77.i-..."-,..--:Frprit-57.-7, . :,-: ::-.77.77..V:t .1. t ' , j ' _______,,,,_,......_: " ' 4, ----___.:----'77-'-_---='7,------:-----... . ', : 1 i -.. . ------z--:--".z---- ...N, ' 418 429 CHECKING ACCOUNTS Fourth Experience Level Activity 1Performance Objectives ] Lifestyle Dimension . . cite at least two moral principles normally assumed appropriate fbr bank tellers. Attitudes and Appreciations Dimension . . . describe a bank teller's transaction as an illustration of an implied contract. Career Information Dirension . . identify particular social and intellectual characteristics helpful to a bank teller. Educational Awareness Dimension . . identify academic knowledge and skills used by a bank teller. I-Subject Matter Concepts Social Studies Economics Banks Difference between goods and services Sociology-Anthropology Community needs a variety of services. - Mathematics Problem Solving Earning, spending, saving money Multi-step problems Facts and Operations Addition and subtraction Freplanning Suggestions Dittoed deposit slip forms, play money, checks, check stubs, and recording sheets in the form suggested in the write-up of the activity Prepare an area for a "bank" made from large boxes, etc. 430 419 CHECKING ACCOUNTS A teller's principal function is to process and record routine money transactions, which usually involve deposits and withdrawals by individual customers. Prepare dittoed forms to simulate deposit slips, play money, checks, check stubs, and a simple recording sheet for a "teller" to keep track of transactions as they are made. A main mathematical consideration is the keeping of a cumulative total by adding and subtracting as required by continuing transactions. TELLER NO. Money Received Knowledge and skills in subject matter areas are helpful in occupational competence. DATE Money Paid Out Total . identify academic knowledge and skiZZs used by a bank teller. PPO . Educational Awareness cite at least two moraZ principles normally assumed appropriate for bank tellers. . Moral principles are an integral part of one's work life. . PPO L if esty le Discuss with pupils particular traits and skills that would be especially helpful for workers who continually handle money and meet many different people. Meanwhile, expand pupils' concepts of morality to include everyday affairs in addition to the "h-:gher" pronouncements that we normally r-late to. This broader view can include topics such as honesty, courtesy, effort toward excellence, and 431 420 kindness. Lead toward an appreciation that the combined effects of occupational competence and moral integrity are positive, desirable forces. Work involves the acceptance of responsibility for a task. . describe a bank teller'.s transacton as an illustration of an -,:mplied con. Attitudes and Appreciations tract. Occupations require special personal characteristics. Pf!O identify particular soci,al and intellectual characteristics helpful to a bank teZZer. PPO . Career Information While instructing pupils in the use of checks and checking accounts, call attention to a routine checking transaction as an assumed agreement between the parties--the teller is expected to carry out certain functions accurately and quickly; one or two banks are expected to process the check; the signer assumes ultimate responsibility for coverage. Set up three or four teller "windows" and let children take turns serving as tellers while other pupils make deposits and write checks. In all cases, be sure that the idea of a cumulative total is understood and used: Tf interests and time allow, standing accounts might be set up for each pupil. The REACT page offers "travelers checks" as an example of another form of substitute money. Distinguish the terms "denomination" and "fee." Help to clarify the distinctions among personal checks, travelers checks, and "regular" money. What are the advantages and disadvantages of each? LS/Level 4/1 "Travelers Checks" 421 432 TRAVELERS CHECKS A safe way to carry money is to buy travelers checks from a bank. You sign each one of them when you buy them and they cannot be cashed until you sign them again, exactly the same way, in the presence of the person cashing them. t' Ira IV ,TrIM,(P:g" Countersign Here THE PLANETARY BANK OF MARS will to the h(Ader. paq \4e/ -1-1/ esment Banks charge a fee when they issue travelers checks. A check for $1.00 would cost you one cent in addition to the dollar for the amount of the check. For a $10.00 check, the fee would be ten cents. For a $20.00 check, the fee would be twenty cents. In other words, for eve.ry dollar that the checks are worth, you pay one extra cent as a fee. Let's try some examples: For 10 dollars in travelers checks, the fee would be cents. For 50 dollars in travelers checks, the fee would be cents. For 65 dollars in travelers checks, the fee would be cents. For 150 dollars in travelers checks, the fee would be On the other side of this paper are some different kinds of examples. 422 REACT Page 433 LS/Level 4/1 What would be the fee for each of the following purchases of travelers checks? 3 100-dollar checks plus 6 10-do1lar checks 5 100-dollar checks plus 5 50-dollar checks 12 50-dollar checks plus 12 20-dollar checks 9 500-dollar checks plus 10 10-dollar checks 6 20-dollar checks plus 50 10-dollar checks If you want to buy $100.00 worth of travelers checks, in denominations of ten dollars and twenty dollars, what are three possible combinations of checks that you might ask for? If you want to buy $300.00 Worth of travelers checks, in denominations of one hundred dollars, fifty dollars, and ten dollars, what are three possible combinations of checks that you might ask for? If you want to buy $500.00 worth of travelers checks, in denominations of fifty dollars, twenty dollars, and ten dollars, what'are three possible combinations of checks that you might ask for? 4,23. REACT Page 434 LS/Level 4/1 SAVINGS ACCOUNTS Fourth Experience Level Activity Performance Objectives [-- Lifestyle Dimension relate one's own feelings about frugality to the ;dea of saving money. state at least one moral maxim related to the idea of savings. Attitudes and Appreciations Dimension . . . discuss the mutual expectations of depositors and banks. Educational Awareness Dimension . . reZate one's own mathematics and Language skills to a savings teller's job. Subject Matter Concepts Social Studies Economics Banks Difference between goods and services Sociology-Anthropology Community needs a variety of services. Mathematics Problem Solving Earning, spending, saving money Multi-step problems Preplanning Suggestionsl Dittoed deposit slips, withdrawal forms, individual account sheets for the bank "Savings" windows in the play bank Dittoed savings account books made by individuals 424 435 SAVINGS ACCOUNTS Distinguish between the purposes of checking and savings accounts. Compare the two types in terms of safety, convenience, and expense. Why, for example, does a bank charge fees for checking and pay interest for saw:rigs? Meanwhile, prepare simple dittoed forms to use as play money, deposit slips, withdrawal slips, and individual account sheets to simulate savings transactions. Moral principles are an integral part of one's work life. relate one's own feelings about frugality to the idea of saving money. PPO . Lifestyle . discuss the mutual expectations of depositors and . Most occupations include common expectations, such as punctuality, dependability, and avoidance of excessive absence. banks. PPO Encourage pupils to express their own feelings about savings of any kind and to appreciate the idea of trading time for future expectations. Why do we sometimes choose to postpone the spending of money, or the eating of a candy bar, or the studying for a test, Attitudes and Appreciations etc.? Draw attention to the respective motives of depositors and bankers in handling savings accounts. What does each party expect to gain? What does each party provide? Knowledge and skills in subject matter areas are helpful in occupational competence. . relate one's own mathematics and language skills to a savings teller's job. PPO . Educational Awareness Set up two or more savings "windows" for pupils tc, take turns acting as tellers. Windows could be labeled with the initials of pupils' names CA-L, M-R, S-Z, for example). Have an appropriate loose leaf notebook 42 436 of accounts in each window. Be sure that children understand how to use deposit and withdrawal slips, as well as account sheets. Instruct a very simple calculation of interest for this activity. For instance, one cent on each dollar left on deposit for one hour could be used. Moral principles are an integral part of one's work life. state at least one moral maxim related to the idea of savings. PPO . Lifestyle , Toward further awareness of frugality as a time-honor, I concept, direct pupils to such sources as Poor Richard's Almanac or the Fables of P..sop or Fontaine. Perhaps, some might enjoy making up an original proverb or fable. A possible long-range activity from this start could be for the class to actually open and maintain a real savings account at a local bank for a particular common goal. The REACT page offers further practice in figuring interest on savings e,ccounts, Clarify terms such as "account," "interest," and "deposit" to help with understanding. The exercises can provide practice in twostep multiplication as required by the 437 426 combination of time and the amount of deposits. Keep the "figuring" reasonably simple, but allow for flexibility in cases of particularly apt pupils, LS/Level 4/2 "Very Interesting" 427 438 VERY INTERESTING! Interest is the "rent" that is paid for the use of money. A savings account allows a bank to use your money for a while. The bank pays you interest for how much and for how long you leave your money in the account. A bank might pay 4 cents for every dollar that you leave on deposit for a year. For"2 dollars for a year you would get 2 times 4 cents or 8 cents. For 2 dollars on deposit for 2 years you would get twice the 2 times 4 cents or 16 cents. stoJINIC/5 1 s,co c10-' 6.0o too Ito; Using this rate of 4 cents for each dollar for each year, figure out how much interest you would get for each of the following deposits: AMOUNT ON. DEPOSIT LENGTH OF TIME 2 dollars 1 year cents 2 dollars 2 years cents 2 dollars 3 years cents 2 dollars 5 years cents 3 dollars 5 years cents 3 dollars 4 years cents 3 dollars 3 years cents Were those examples easy enough for you? classmate to help you check your work. INTEREST If not, ask your teacher or a On the other side of this paper are more examples that .ire a little tougher. 428 REACT Page 439 LS/Level 4/2 Using the rate of 4 cents for each dollar for each year, figure out how much interest you would get for each of the following deposits: P.MOUNT ON DEPOSIT LENGTH OF TIME 4 dollars 2 years cents 5 dollars 2 years cents 6 dollars 2 years cents 6 dollars 4 years cents 4 dollars 6 years cents 5 dollars 6 years cents 10 dollars 6 years cents 6 dollars 10 years cents 3 dollars 10 years cents 3 dollars 5 years cents INTEREST 1 dollar 5 years cents 1 dollar 3 years cents (BE CAREFUL!) 50 cents 3 years cents 50 cents 2 years cents 50 cents 1 year cents Here are some special problems: If you deposited 5 dollars, how long would you need to leave it.to earn 20 cents in interest? How long would you need to leave 5 dollars on deposit to earn 40 cents in interest? How long would you need to leave 5 dollars on deposit to earn 1 dollar in interest? REACT Page 429 440 LS/LeVel 4/2 BANKS FROM THE BEGINNING Fourth Experience Level Activity Performance Objectives Lifestyle Dimension . . discuss how pyinciples and attitudes toward weaZth and money have changed through history. judge various historical conditions of money, banking, and saving according to one's own moral pTinciples. Attitudes and Appreciations Dimension relate banking services to at Zeast two other aspects of a given society. Career Information Dimension . . . explain probable reasons for the development of a particular monetary situation. Educational Awareness Dimension describe how historicaZ changes produced changes in monetary affairs. Subject Matter Concepts Social Studies History Modern life has roots in the past. Societies have changed and are changing. American values and traditions Economics Social Studies (Cont'd.) Sociology-Anthropology Lifestyles differ with time and place. Values and purposes in behavior Community's wants and needs Banks Governments influence economic development 430 441 Language Arts Reading Finding information Making judgments Preplanning Suggestions Audio-visual aids about money and banking History books and encyclopedias with information about banking .41 431 442 BANKS FROM THE BEGINNING Use filmstrips, movies, or printed materials to supply information about the history of banking and other forms of storage against anticipated needs of the future. Modern banking, for instance, began in Venice in 1587. The Egyptian pyramids and temples of Babylon and Greece were used as storage places for treasures. Rome set aside the Street of Janus for money changers. Money changers also show up in Biblical times and places. A good encyclopedia can provide several leads into relevant material. Moral principles are an integral part of one's work life. discuss how principles and attitudes toward wealth and money have changed through history. PPO . Lifestyle Technological, economic, social, and political factors influence supply and demand of jobs. . . explain probable reasons for the development of a particular monetary situation. . . PPO Career Information describe how historical changes produced changes in monetary affairs. PPO . Learning is a lifelong process. Educational Awareness . reZate banking services to at Zeast two other aspects of a given society. PPO . Specialized occupations result in an interdependent society. . Attitudes and Appreciations The general idea of "taking thought for tomorrow" may be characterized by examples of how different cultures or individuals have invested money, time, or material goods with the expectation of future returns. This theme could easily be related to any and all considerations for the conservation of natural resources and the environment. The varied types of money throughout history and the means devised for its distribution, valuation, and storage and investment can provide a great deal of study material and can also lead to similar ideas about other forms of wealth. 443 43,2 Moral principles are an integral part of one's work life. judge various historical conditions of money, banking, and saving according to-oners own moral principles. PPO . Lifestyle As pupils study other people's attitudes and activities regarding money and tts uses, encourage them to express their own feelings about those behaviors. How, too, do our values and cultural conditions affect present day attitudes in this arta? How, for example, has credit buying changed our opinions and values about saving and spending? The REACT page presents a more general approach to the idea of morality. Help pupils to transfer their considerations of values and behaviors from money nd wealth to hroader concepts of good-bad, right-wrong, or desirable-undesirable. Assign small groups to read and discuss the stories. Each group may present its work to the class for further consideration. LS/Level 4/3 "Moral Accounting" 444 433 MORAL ACCOUNTING These stories tell about moral problems. Read and discuss them in small groups. Think of a moral which might help solve the problem. I. .Ed was having such a good time doing cannonballs off the low dive that he didn't even notice his sister, Joan, leaving the pool. When Ed parked his bike in front of their house an hour later, Joan was sitting on the porch with a double decker chocolate ice cream cone. "Mom gave me 25(t," said Joan. "Where did you get that?" he asked. The ice cream looked delicious. to ask his mother for a quarter but Mother said, "No." errands while Ed was swimming. bad feelings. Joan had done several The quarter was her reward. Mother liked Joan better than him. Ed ran inside Ed had lots of He wanted to call Joan names and pour mustard on her ice cream. What could Ed do about his jealousy? When do you feel jealous? Do you think everyone feels jealous sometimes? What is a good way to deal with jealous feelings? What could Ed do? II. The fourth and fifth grade girls had a secret club called the Supremes. 'bout the only things they did were to go to each others' houses after school and sometimes stay overnight togE2tner. Cora wanted very much to join. riere the neatest and best-dressed girls in the school. They Cora was surprised at 43,1 REA.,71 Page 445 LS/Level 4/3 what a person had to do to join. The new member had to buy a pack of cigarettes and smoke three cigarettes in front of the other Supremes. Cora worried. parents wouldn't like it, but she didn't have to let them know. want to spend her money that way. She didn't She knew the other girls would laugh because she really didn't know how to smoke at all. lung cancer from three cigarettes. Her But she probably wouldn't get Cora felt torn. If she didn't join, none of the Supremin would ever respect her. What could Cora do? Have you ever done something you diln't want to do just to impress others? What kind of strength does a person need to be himself when others want him to be like them? III. Kim stayed in for recess to finish her math page. stub wasn't helping her. Her chewed-off pencil She needed to erase several mistakes. her in Ray's' desk was a big new eraser. went to work fixing up the page. "Ray can't find his eraser. Right beside She reached in and borrowed it and Not long after recess, Miss Cahill announced, Has anyone seen it?" Kim didn't say a word. "Tough," she thought, "He's way ahead of me in math anyway." What do you think of Kim's morals? What should Miss Cahill do? Would Ray be very upset? How important is an eraser? What could Kim do? 435 REACT Page 446 LS/Level 4/3 FIELD TRIP Fourth Experience Level Activity Performance Objectives [-- Lifestyle Dimension . . relate the working conditions zn a bank to one's awn preferences and values. Attitudes and Appreciations Dimension explain the interdependence of jol- specializations in a given bank. . Career Information Dimension . . . describe at least two different work settings with:n a single bank building. Educational Awareness Dimension . . . cite at least too facts about banking learned during the fieZd trip. 'Subject Matter Concepts ] Language Arts Listening and Speaking Interviewing Giving and taking directions Noting and remembering details Writing Skills Note-taking Preplanning Suggestions Arrange for a group of class members to visit a local bank. Plan how children will develop interview sheets. 436 447 FIELD TRIP Arrange for the class to visit a local bank for a directed tour. Have all of the class visit at one time or plan for visits for a succession of mailer groups. Prepare the pupils for effective observation by brainstorming with them about what they already know about banks and banking. What other positions are there besides the teller? What safety precautions are used? What services does a barn( provide? What kirds of machines and other equipment Ere used by the employees? Occupations have their own work settings. . deccribe at least two different work settings within a singZe bank building. PPO . Career Information explain the interdependence of job specializations in a given bank. PPO . Specialized occupations result in an interdependent society. Attitudes and Appreciations . cite at least two facts about banking learned during the field trip. PPO . Career-oriented learning may take place in school or out of school. relate the working conditions in a bank to one's own preferences and values. PPO . Educational Awareness Moral principles are an integral part of one's work life. A successful field trip requires planned procedures for the recording and reporting of observations and other experiences. A guide sheet or questionnaire can be a great help for directing pupils' attention to details. Keep in mind that the teller has been the main focus and use that position as a point of reference for others that are considered. Lifestyle Follow UPthe trip with at least a summarizing discussion. Encourage expressions of personal opinions and preferences concerning the assumptions and activities in banking. Individual or small group research reports may be inspired by particular aspects of the tri 448 ri The REACT page provides directions for pupils to explore the interdependence of banking with other businesses in the neighborhood. Help them-to anticipete effective ways of contacting interviewees, recording their conversation and observations, and reporting their findings to the class. Perhaps some pupils may prefer to do the interviewing in pairs rather than individually. LS/Level 4/4 "Banking on the Bank" 449 438 BANKING ON THE BANK Many other businesses depend upon the services of banks. To find out how banks serve other businesses, plan to two people who work in or near your neighborhood. :terview at least These miqi he storekeepers, gas station workers, policemen, truck drivers, teachey, or almost any other kind of workers. Make arrangements ahead of time with persons you will talk to so that you can be hig_EDEP0 SITT1 r7777-2T-1 ( i I sure that they will be ready and will know why you are interviewing. Take something along to make it possible to take notes during the interviews. Afterwards, you will want to share your information with your classmates. Remember that your main_ purpose is to learn how the person you are talking with makes use of bank services in his business. Hcre are some questions that you might find helpful when you are talking with the people you have chosen: How long have you worked at this location? What services (or goods) do you provide? What bank services do you use? With which bank do you do business? 439 REACT Page 450 LS/Level 4/4 RELATED MATERIALS Bank Tellers (Sound Filmstrip) Bowmar, 622 Rodier Drive, Glendale, California 91201, 1970. The Banker (Sound Filmstrip) Eye Gate House, Inc., 146-01 Archer Avenue, Jamaica, New York 11435, 1972. Banks and Banking (Sound Filmstrip) Eye Gate House, Inc., 146-01 Archer Avenue, Jamaica, New York 11435, 1972. Come to Work With Us in a Bank (Book) Jean and Ned Wilkinson. Sextant Systems, Inc., 3048 North 34th Street, Milwaukee, Wisconsin 53210, 1971. Earning Money (Book) Frederick Rossomando, et. al. F. Franklin Watts, Inc., 575 Lexington Avenue, New York, New York 10022, 1967. Everyday Courtesy (Film, Color, 11-min.) Coronet Instruc4'ional Filrs, Coronet Building, 65 East South Water Street, Chicago, Illinois 60601, 1967. Everyvhere We Go (Book) American Guidance Servicns, Inc., Publishers' Building, Circle Pines, Minnesota 55014, 1970. I Want to Be a Bank Teller (Book) Eugene Baker. Childrens Press, 1224 West Van Buren Street, Chicago, Illinois 60607, 1972. The Story of a Check (Film, Color or B/W, 13-min.) BFA Educational Media, 2211 Michigan Avenue, Santa Monica, California 90404, 1971. 440 451 BANK TELLERS Every bank, no matter how small, has at least one teller to receive and pay out money and record these transactions, In a very small bank, one teller often known as an all-around teller may handle transactions of all kinds, but in large banks usually different kinds of transactions are assigned to different tellers. A Christmas Club teller accepts and records deposits made to Christmas Club savings accounts, for example, and a note teller handles certain transactions for clients making loans on securities. Other tellers who have special job titles include commercial (or paying and receiving), savings, foreign exchange, payroll, discount, and securities tellers. Approximately 230,000 tellers of all kinds were employed in early A considerable number worked only part time, and about eight out of ten were women. 1968. Commercial tellers are mainly occupied with cashing customers' checks and handling deposits and withdrawals from checking and savings accounts durin,j the hours the bank is open to the public. Before he cashes a check, the teller must verify the identity of the person to whom he makes payment and be certain that the funds in the payee's account are sufficient to cover the payment. When he accepts a deposit, he checks to see whether the amount of money has been correctly itemized on the deposit slip and enters the total in a passbook or on a deposit receipt. Tellers may use machines to make change and to total deposits. A teller handling savings accounts may use a "window" posting machine which prints a receipt or records the transaction in the customer's passbook and simultaneously posts the transaction in the bank's ledger. After public banking hours, the teller counts the cash on hand, lists the currencyreceived tickets on a settlement sheet, and balances his day's accounts. He also may perform other incidental tasks such as sorting checks and deposit slips, filing new account cards, and removing closed account cards from files. A paying and receiving teller may supervise one or more clerks assigned to assist him. In hiring tellers, employers prefer high school graduates experienced in related clerical positions. They regard personal characteristics such as maturity, neatness, tact, and courtesy as being particularly important because customers, who deal with tellers far more frequently than with other bank employees, often judge a bank's services principally on their impressions of the tel:-!rs. Since tellers handle large sums of money, they must be able to meet the standards established by bonding companies. In filling new positions, most bankc give preference to their employees who have demonstrated the necessary qualifications. Newly hired tellers usually learn their duties by first observing experienced workers for a few days and then, under close supervision, doing the work themselves. Training periods may last from a few days to three weeks or longer. A new teller's first assignment is usually a combination job as a savings and commercial teller; or, in those banks which are large enough to have a savings teller's "cage," the beginner may start as a savings teller. 441 452 After gaining experience, a competent teller in a large bank may advance to the position of head teller, in which he supervises the bank's staff of tellers. Eventually, experienced tellers may qualify for promotion to bank officerpositions, particularly if they haye had college training or have taken specialized courses offered by the banking industry. The number of bank tellers is expected to increase very rapidly through the 1970's as banks continue to expand their services for the growing urban population. An increasing proportion, however, will be part-time tellers employed during peak hours to accommodate those customers who transact business during the noon hour and in the evenings. More than 20,000 openings are expected each year as.a result of the incrcase in employment and the need to replace tellers who retire or stop working for other reasons. Turnover is relatively high among the thousands of women who work as tellers. Although increased use of mechanical and electronic equipment can be expected to eliminate some of the routine work done by many tellers and to speed other work they now perform, it is unlikely to affect greatly the total number employed. Adapted fr_ Occupational Outlook Handbook, 1970-71 edition. U. S. Department of Labor, Washington, D.C. pp. 788-789. 442 453 SPACE FOR SPECIAL PEOPLE 'FOURTH EXPERIENCE LEVEL INFUSION STRATEGY CAREER DEVELOPMENT FOCUS: A person's membership in a group affects the group as well as himself. OCCUPATIONAL FOCUS: Architect ACTIVITIES IN THIS INFUSION STRATEGY 1. Designing for Group Needs 2. The Language of the Draftsman 3. Architect's License 4_ s' 4 ( t2C-V4 El. o//,'*/ 4"(9 . Of* ,14(4, 443 455 Teacher Goals Teacher goals of this strategy combine a Self-Development Dimension subconcept with subconcepts from Attitudes and Appreciation, Career Information, and Educational Awareness, and subject matter concepts for the occupation of Architect. In this perspective the teacher's goals are to: Organize the class into diverse and changing subgroups. Draw children's attention to group memberships of all kinds involving children and adults. Expand the children's understanding of the social contributions of the architectural profession. Help children relate aspects of the architect's profession to themselves and other community members. Devise learning experiences in architecture. 444 456 445 457 DESIGNING FOR GROUP NEEDS Fourth Experience Level Activity Performance Objectives Self-Development Dimension . . find out the name of the architect who designed a familiar building in your community. . . . . cooperate in forming subgroups within the class. . name two groups an architect may influence. . Attitudes and Appreciations Dimension . . . teZZ how the'architect responds to group needs. Career Information Dimension . . . name two famous bui:ldings. Subject Matter Concepts 1 Social Studies Sociology-Anthropology Community wants and needs Housing Geography Modification of (ivironments Language Arts Reading Finding information Preplanning Suggestions Information about which buildings in the area have cornerstones or architectural information in view on the building Visuals of architects plans, blueprints of new homes, or pictures in magazines of floor plans 446 DESIGNING FOR GROUP NEEDS An architect is both a scientist and an artist. He knows how to make a building useful and beautiful. A person's membership in a group affects the group as well as find out the name of the architect who designed a f=iliar building in your community. PPO . himself. . Self-Development Interest the children in finding out the architect who designed a building they know such as the school, the public library, or a church. Perhaps copies of the architect's plans would be available for class members to see. Children could ask someone who uses the building how its architecture influences them. Completion of a worthwhile task has value for the worker and for society. . tell how the architect responds to group needs. PPO . . Attitudes and Appreciations Invite the children to play the role of architect. Distribute descriptions of clients' needs. Here are some samples: 1. . Pretend that the architect's client is your own family. Think of your family's needs for space. Design a house in which you would all be comfortable. Something to remember: An architect rarely designs a home for one family. The family would have to be very rich to contract with an architect for an origin... design. Plans for most homes and apartmehts are copies. Builders use the same basic plan for lots of houses. They may consult a licensed architect for his or her approval. 2. Pretend the client is a school They need a new school for 350 boys and girls. They board. 447 459 would like to have a large kindergarten room, a music room, an art room, a gym with a stage, and cafeteria space. The school board owns a square city block on which to build. They want some parking space for teachers and a playground outside. Plan a building which would help make school fun. 3. Pretend that the client is the pastor of a church. His people are ready to have a new church built. Two hundred and fifty families use the church. They want a sanctuary, an office for the pastor, Sunday School rooms, and a church hall for meetings and dinners. What design would you suggest for the church people? Ask the children to pick a client for whom they want to design. Make building plans including the floor plan and a perspective view.from the outside. Tell the children that the perspective drawing will be like an outside photograph and the floor plans like a map showing the outlines of the rooms. Encourage the children to think of using space well and making easy access between rooms, good light, and ventilation. The designs can be quite rough. Ideally, borrow some architect's sketches to use for examples. A person's membership in a group affects the group as well as cooperate in forming subgroups within the class. P.)0 . himself. . . Self-Development Ask the children to organize into subgroups. The purpose of the groups will be to give the architects a chance to show their plans to children who wish to play the role of clients interested in a home, school, church, etc. Clients may enjoy picking their favorite plan and telling why they expect it would serve their group's needs. 448 460 A person's membership in a group affects the group as well as himself. name two groups an architect may influence. PPO . . 11cA Self.,Development Remind the children that the architect serves many groups. He is a member of his community and his buildings can make it a better place to live. He may be a member of an archtectural firm as well as the American Institute of Architects. He contributes professional services to groups and individuals who hire him for building or consulting. Occupations have their own work . settings. . . name two famous buildings. PPO Career Information The REACT page is a research activity. major encyclopedias picture the listed buildings as well as books about architecture for children. Ask the children tc consider how the architecture of these buildings may influence those who use them. SD/Level 4/1 Kinds of Buildings" "All 449 461 ALL KINDS OF BUILDING c0 . Find pictures of these well known buildings. Write a sentence to tell why you think the building would be good for the people who use it. ,-, CI Building: Place: Purpose: co -i.3goa o o ooo-tlapoutl000 k Li-2 i Pyramid Egypt King's tomb This is a good building because Building: Place: Purpose: Igloo Far North Home for Eskimc ramilies This is a good building because Building: Place: Purpose: Parthenon Athens, Greece Temple This is a good building because 450 REACT Page 462 SD/Level 4/1 Building: Place: Purpose: Habitat Montreal, Canada Apartment building This is a good building because Building: Place: Purpose: Coliseum Rome, Italy Sports arena This is a good building because Building: Place: Purpose: Notre Dame Cathedral Paris, France Church This is a good building because Building: Place: Purpose: Alhambra Granada, Spain Castle This is a good building because REACT Page 451 1 463 SD/Level 4/1 THE LANGUAGE OF THE DRAFTSMAN Fourth Experience Level Activity [Performance Objecti ves Self-Development Dimension . suggest a classroom arrangement allowing for individual and group needs Educational Awareness Dimension explain the importance of drawing. identify drafting as an important skill of the architect. . . make a scale drawing of the classroom. Subject Matter Concepts] Mathematics Measurement Map scale Figural Scale drawings Language Arts Reading Picture reading Preplanning Suggestions Graph paper with 1/2 or 1/4 inch squares for each child Yardsticks, metersticks, rulers 81/2 by 11 inch paper, scissors, and glue for REACT page 452 464 THE LANGUAGE OF THE DRAFTSMAN Knowledge and skills in subject matter areas are helpful in occupat'0N,1 competence. explain the importance of drawing. PPO . Educational Awareness . To emphasize the purpose of drawing, illustrate for the class the difference between telling about something with words and telling with a picture. Pick one of your favorite pictures. Describe it orally for the. class. Then show the picture.. Ask the class what they know from seeing the picture that they couldn't imagine from the words alone. Learning achievement depends upon effort and ability. identify drafting as an important skin of the architect. . . PPO Educational Awareness make a scale drawing of the classroom. PPO . Career-oriented learning may take place in school or out of school. Explain to the class that an architect puts his plans for a building into Irawings,not just words. Drawings are his special language. Obviously the architect cannot draw a building to actual size. What a paper that would be: Instead he reduces the size of the building according to a scale that fits the drawing paper. Remind the pupils of map scales. Educational. Awareness Distribute graph paper with 1/4" to 112" squares. Have children measure the classroom to find its dimensions. (Round off inches to the nearest foot.) Measure distances between windows, doors, etc. Make a rough sketch showing the distances on the board for all to see. After they have measured, invite the children to become draftsmen by making a scale drawing of the classroom on the graph paper. Devise a convenient scale. A person's membership in a group affects the group as well as suggest a classroom arrange-. ment allowing for individual and group needs. PPO . himself. Self-Dovetopment 465 453 Once the draftsmen get the stationari parts of the room into their scale drawing--the walls, doors, and windows--suggest that they design an arrangement of th-.1 furnishings for their favorite class period. A place for desks, s!-elves, worktable etc., could be designed for mathemati science, indoor recess, or other activities. The first REACT page is an exercise i scale drawing and measurement. The second REACT page emphasizes the subconcept asking children to put drawings or descriptions of good group members in the windows. They will need a blank 81/2" x 11" backing paper, scissors, and glue for this activity. SD/Level 4/2 "Drawing to Scale" SD/Level 4/3 "Who Would Be Good for the Group?" DRAWING TO SCALE Use a ruler to do these pages. These lines are drawn to the scale 1/2 inch = Measure the lines. Fill in the blanks. A B foot. Distance AB = X Y 0 1 P feet. Distance XY = Distance OP = feet. feet. N Distance MN = Use the scale 1 inch = 3 feet. feet. In the space below, draw these lines. Line CD = 6 feet. Line PQ = 41/2 feet. Lihe KL = 9 feet. Line GH . 12 feet. (over) REACT Page 455 467 SD/Level 4/2 Use the scale 1/4 inch = 1 foot. In the space below, draw these lines. Line EF = 6 feet. Line IJ = 10 feet. Line QR = 9 feet. Line MN = Below is the floor plan of a little house. and 15 feet wide, the scale is 1 inch = 8 feet. If this house is 25 feet long feet. When you find the scale,"mark the length and width of the rooms on the floor plan. i=1 1=1 4 56 REACT Page 468 SD/Level 4/2 WHO WOULD BE GOOD FOR THE GROUP? Here are some windows. pages Cut the ;iren lines carefully. over blank papers the same size. open and close. Paste these bo not paste the windows. They can Inside the windows write or draw about the kind of person you think would help the group. "P.. MOM. OM.. Who I'd like to join our family. Who I'd like to join our team. 457 REACT Page 469 SD/Level 4/3 WHO WOULD BE GOOD FOR THE GROUP? Who I'd like to be in our class. 6 A good person for city government. A good family for our neighborhood. 458 REACT Page 470 SD/Level 4/3 ARCHITECT'S LICENSE Fourth Experience Level Activity Performance Objectives Self-Development Dimension . . . define "license" as officiaZ permission. identify architecture, at presenr, as a field whose members are mostZy men. Attitudes and Appreciations Dimension . . . . . . tell how Zicenses protect people. identify architecture as a field open to women. Career Information Dimension . . . . teZZ how an architect gets a license. reZate stages-of the architect's prof,,...33ion-Z training to schooling. Subject Matter Concepts Social Studies Political Science Rules for interaction nee History yuups Before and after relation:..-1%! Preplanning Suggestions Copies of a variety of licenses needed by humar:: in order to live in the community--driver's license, bicycle Thc-!nse, dog license, etc. Materials for a chart or list for class activies MitcriaTh for making "pupil license" (See activity.) 459 471 ARCHITECT'S LICENSE An architect cannot have his own office unless he has a license. A license is an official piece of paper which gives the worker the permission of the state to do a certain job. Career development includes progression through stages of educational and occupational training. . a teZZ how an architect gets PPO To get a license, an architect must have at least three years' experience working in an architectural office and must pass a state examination. The x is very difficult. It lasts frov: 8 co 12 hours a day for 3 or 4 dpys. Ask the children whether they cl imagine taking such a long test. Ardlitects are not required to gruate frAm college in order to get a license. rt architects agree that it would be lifficult to pass the test without going to college to study architecture. sk the children to think of other things which are hard to do without schooling. Tell the children that there are about 60 schools of architecture in the United States. Career Information A person's membership iv. affects the group as wel: himself. . a Zicense. ;!..(Jup define "Zicense" as official permission. PPO . ;)6. . . . teZZ how Zicenses protect people. PPO . Self-Development A given work setting requires certain policies an6 proeedures. . The state protects people by requiring many other workers to have a license. Ask the children to name kinds of licenses they know about. They may suggest the following: cars, trucks, trailers, bicycles, doctors, dentists, beauticians, barbers, dogs, veterinarians, restaurant owners, hunters, fishermen, driverc, pha, 9-,ists, etc. Attitudes and Appreciations Show your teacher's license to the cliAss and tell them how you got it. 460 472 Perhaps children would be interested in taking a photo field trip through your business district to collect snapshots of workers displaying their licenses. Suggest trying giving out "4th Grade Pupil Licenses" to members of the class. First, decide upon the qualifications, needed for class membership. Such things as these may be appropriate: Must be able to sit up straight Show a piece of completed school work Be able to listen and follow directions Observe anti-litter laws Know how to cooperate in groups Have a sharp pencil and scissors Be able to take turns Be able to win or lose A simple test could he devised and a licensing board could administer the test to those who wanted it. A "4th Grade Pupil License" could be issued to those who passed the test. Career development includes progression through stages of educational and occupational training. reZate stages of the architect's professionaZ training to schooling. PPO . Career Information . . The first REACT page asks pupils to consider the several stages of the architect's professional preparation. A great many tasks can be performed by men or women. identify architecture as a field open to women. PPO . . . Attitudes and Appreciation.; identify architecture, at present, as a field whose members ore mostly men. PPO . A person's membership in a group affects the group as well as himself. Self-Development 461. 473 . . The second REACT page tells the story of a woman in architecture, Gertrude Lempp Kerbis. Questions following the story can be answered in writing or through discussion. SD/Level 4/4 "Building a Career" SD/Level 4/5 "Space Lady" 462 474 BUILDING A OAREER Here are steps a person goes through to become an architect. Write them in the stair steps. Try to get the order right from the first step to the last step. Grade school High school College Three years exRerience Licensing exam Think of an occupation you are interested in. Make a set of steps to show how a person.could get ready for that job. 463 REACT Page 475 SD/Level 4/4 SPACE LADY Read this story. a group discussion. Vocabulary: Answer the questions at.the end in writing or in Taliesin East, Frank Lloyd Wright, designed, deserted, roamed, Harvard University, hydraiic, profession When Gertrude Lempp Kerbis was 18 years old she went off to college. She had no idea what she wanted to be. She liked art and 'she liked science. But she didn't know any job for a person who liked to do art and science at the same time. One day Ms. Kerbis friends told her about a school named Taliesin East run by the famous architect, Frank Lloyd Wright. The school was different and its buildings were beautiful. Ms. Kerbis wanted to go there. Hitchhiking was not as dangerous in those days. She hitched a ride in a truck. When she got to the school, it seemed deSerted. To get in she climbed over the wall and jumped down. Once inside,Ms. Kerbis was very excited. Peacocks on the lawns frightened her. She roamed all around the buildings amazed at their special shapes and sizes. Very tired, she slipped inside one of them and fell asleep. When she woke up, she noticed that the inside of the building was as finely designed as the outside. At last a caretaker found her and said that Mr. Wright and.the students of the school were away on a trip. Ms. Kerbis hurrir.A back to her own school with an important new idea in her head. It would take both science and art to-make a beautiful building. An architect could work in both science anU art. Soon Ms. Kerbis moved to Harvard University where she could study architecture. She surprised many people because there were very few women wurking in architecture. Ms. Kerbis thinks women would be talented in the field because they have a feel for beautiful buildings. They can sense what kind of space would be right for different activities. She thinks cavewomen designed the first houses while men hunted. Ms. Kerbis likes to think of architecture as a way to make space. She says you can feel the shape of the space you are in--whether it is big or airy or simple or scary. She likes to solve problems in architecture with science. Ms. Kerbis was the architect who designed the big dining b.uilding at the United States Air Force Academy in Colorado. Here she had the whole roof built on the ground and then raised into place with hydralic lifts. Most of all Ms. Kerbis likes to see people walking in and out, using buildings that once were only in her drawings. 464 REAC Page 476 (over) SD/Level 4/5 What people must have helped Ms. Kerbis? Do you suppose men in architecture are happy about Ms. Kerbis? Why? Why is Ms. Kerbis important to girls interested in architecture? Do you think architecture is a better profession because it is for both men and women? Why? How does Ms. Kerbis help groups of people? This story is adapted from the book, Saturday's Child, by Suzanne Seed, J. Philip O'Hare, Inc., Chicago, Illinois 60611. It is filled with interesting stories and pictures about women workers. 465 REACT Page 477 SD/LPvel 4/5 RELATED MATERIALS Building for the Millions (Filmstrip) Eye Gate House, Inc., 146-01 Archer Avenue, Jamaica, New York 1143, 1972, Different Ways of Livila (Transparencies) Western Publishing Company, 850 Third Avenue:New York, New York 10022, 1967. Feeling Spaces, Ripples Series (Film, Color, 14-min,) Na'clonal Instructional Television, Box A;77oomington, Indiania 47401. Girls Can Be Anything (Book) Norma Klein. E. P. Dutton and Company, Inc., 201 Park Avenue South, New York, New York 10003, 1973. Here I Am (Textbook) George A. Pflaum, Publisher, 38 West Fifth Street, Dayton, Ohio 45402, 1971. Houses: From Cave to Skyscraper (Book) Irving and Ruth Adler. John Day Company, 62 West 45th Street, New York, New York 10036, 1964. I Want to Be an Architect (Book) Eugene Baker. Childrens Press, 1224 West Van Buren Street,.Chicago, Illinois 60607, 1969. Popeye and Construction Careers (Comic Book) King Feature Syndacates, 235 East 45th Street, New York, New York 10017, 1973. Saturday's Child--36 Women Talk About Their Jobs (Book) J. Philip O'Hara, Inc., 20 East Huron, Chicago, Illinois 606117-1973. School Problems: Getting Along With Others (Film, Color, 12-min.) Bailey Film Associates, 11559 Santa Monica Boulevard, Los Angeles, California 90025, 1972. Shelter (Film, Color or B/W, 11-min.) Encyulopaedia Britannica Educational Films, inc.., 425 North Michigan Avenue, Chicago, Illinois 60611, 1973. Young ScientiA Looks at Skyscrapers, A (BOok) George Barry. McGraw-Hill Book Company, Inc., 330 West 42nd Street, New York, New York 10036, 1964. 466 478 ARCHITECTS Architects plan and design buildings and other structures. Their goal is to design structures which are safe, useful, and pleasing in appearance. Architects also work with other professionals, such as engineers, urban planners, and landscape architects in the designing of cities and towns and in the planning and improvement of an overall physical environment. When an architect receives a commission to design a building, he meets with the client to discuss the purpose, requirements, and cost limitations of the structure, as well as the client's preferenes as to style and plan. Subsequently, the architect must make hundreds of decisions, considering not only the requirements of the building, but also local and state building codes, zoning laws, fire regulations, and other ordinances. For example, in planning a school, the architect must decide, among other things, the amount of corridor and staircase space required to enable students to move easily from one class to another; the type and arrangement of storage space; and the locati..A size, and interior arrangements of the classrooms, laboratories, lunchroom, and administrative offices. The architect makes preliminary drawings of the structure and wcets with the client to develop a final design. This design includes floor plans, as well as details of the interior and exterior of the building. The final design then is translated into working drawings which show the exact dimensions of every part of the structure and the location of the plumbing, heatinc:, electrical, air conditioning, and other equipment. Consulting engineers usually prepare detailed drawings of the structural, plumbing, heating, and electrical work. Engineers' drawings are coordinated with the architect's workiog drawings, and specifications are prepared listing the construction materials to be used, the equipment, and, in some cases, the furnishings. . The architect then assists his client in selecting a building contractor and in negotiating the contract between client and contractor, and he acts as the client's advisor and representative in dealings with the contractor. As construction proceeds, the architect makes periodic visits to the construction site to see if the design is being followed and that the materials specified in the ,.-ontract are being used. The architect's work is not completed until the project is finished, all required tests are made, and guarantees are received from the contractor. Most self-employed architects plan and design a wide variety of structures, ranging from homes to churches, hospitals, office buildings, and airports. Architects also plan and design multibuilding complexes for urban renewal projects, college campuses, industrial parks, and new towns. Some architects, however, specialize in one particular type of structure or project. When working on large-scale projects or for large architectural firms, architects frequently specialize in one phase of the work, such as design, drafting, specification writing, or construction contract administration (insuring that a structure is built according to plans and specifications). An estimated 34,000 registered (licensed) architects were employed in the United States in late 1968. In addition, many other architectural school 467 479 graduotes 1,.*:.) are unlicensed were working in positions requiring a knowledge of chtecture. About 4 percent of all architects are women. Approximately two-fifths of all architects are self-employed,:either 7raci1,:ig individually or as partners. Most of the others work for archi7 tectural firms. Some architects work for engineers, builders, real estate anj for other businesses having large construction programs. Others are eployed by government agencies, often in fields such as city and community planning and urban redevelopment. About 1,500 of these are employed by the federal government. Architects are employed in all pdrts of the country. Howeve' they are concentrated in those states with large metropolitan areas. Near half of all architects are employed in six states--California, New York, Illinois, Texas, Pennsylvania, and Ohio. A license for the practice of architecture is required by law in all states and the District of Columbia mainly to insure that architectural work which may affect the safety of life, health, or property is done by qualified architects. Requirements for admission to the licensing examination are set by the individual states. These generally include graduation from an accredited professional school followed by 3 years of practical experience -In an architect's office. As a substitute for formal training, most states accept longer periods of practical experience (usually 10 to 12 years) for admission to the licensing examination. In 1968, professional training in architecture was offered by 87 colleges and universities in the United States, 63 of which were accredited by the National Architectural Accrediting Board. The great majority of these schools offered a 5-year curriculum leading to the bachelor of architecture degree. Many architectural schools also offered graduate education leading to the master's degree, and a few schools offered the Ph.D. degree. Although graduate training is not essential for the practice of architecture, it is often desirable for research and teaching positions. Most schools of architecture admit q1'..fied high school graduates who meet the entrance requirements of the college or university with which the school of architecture is associated. Some schools require 1 or 2 years of college education before admitting the student to a 3- or 4-year architectural training program. In general, architectural schools prefer that students' preparation include mathematics, science, social studies, language, and art. A typical curriculum include:; not only architectural courses but also other subjects--usually English, mathematics, physics, chemistry, sociology, economics, and a foreign language. Among the personal qualifications needed by persons planning a career in architecture are a capacjty to master technical problems, a gift for artistic creation, and a flair for business and for human relations. Students are frequently encouraged to work for architects or for building contractors during summer vacations to gain some knowledge of practical problems. New graduates usually begin as junior draftsmen in architectural firms where they make drawings and models of building -erojects or draft details in 468 480 the working drawings. As they gain experience, they are given more complex After several years, they 1Nly progress to chief or senior draftsman with responsibility for all the major details of a set of working drawings and for the supervision of other draftsman. Other architects may work as designers, construction contract administrators, or specification writers. An employee who is particularly valued by his firm may be designated an associate and may receive, in addition to his salary, a share of the profits. Usually, however, the architect's goal is to establish his own practice. work. The outlook is for continued rapid growth of the profession through.the Employment opportunities are expected to be good both for experienced architects and for new architecture graduates. 1970's. A major factor contributing to this favorable outlook is the expected growth in the volume of nonresidential construction--the major area of work for architects. .Moreover, the increasing size and complexity of modern nonresidential buildings, as well as the homeowners' growing awareness of the value of architects' services, are likely to bring about a greater demand for architectural services. Urban redevelopment and city and community planning projects, other growing areas of employment for architects, also are expected to increase'considerably in the years ahead. In addition, expanding college enrollments will create a need for additional architects to teach architectural courses. Besides those needed to fill new positions due to growth, deaths and retirements will account for about 1,000 new openings every year. Along with the anticipated rise in demand for architects, an increase is expected in the number of architectual graduiAtes. If graduations in this field follow the trend expected in all college graduations, the number of architectural degrees awarded each year during the 1970's should be considerably greater than the estimated 3,200 degrees awarded in 1963. However, many architectural graduates utilize their training in fields such as sales and adminstration in the building industry and do not enter the profession. Thus, those who choose to enter the field should have good employment opportunities through the 1970's. Most architects work in well-lighted, well-equipped offices and spend long hours at the drawing board. However, their routine often is varied by interviering clients or contractors or discussing the design, construction procedr,..s, or building materials of a project with other architects or engineers. Architects involved in construction contract administration frequently work out of doors during inspections at construction sites. Adapted from: Occupational Outlook Handbook, 1970-71 edition. U. S. Department of Labor, Washington, D. C. pp. 221-223. 469 481 ATTENDANT ECONOMICS FOURTH EXPERIENCE LEVEL INFUSION STRATEGY CAREER DEVELOPMENT FOCUS: An individual is influenced by economic forces. OCCUPATIONAL FOCUS: Service Station Attendant ACTIVITIES IN THIS INFUSION STRATEGY 1. Money and Measures 2. Workers' Viewpoints 3. From There to Here to There 0 Cold Lemehade 141111,14,AN-k ut.ktklkit tik( al////albakinb.i 483 /70 ( 4 ,11(dad, Teacher Goals Teacher goals of this strategy combine a Self-Development Dimension subconcept with subconcepts from Attitudes and Appreciations, Career Information, and Educational Awareness, and subject matter concepts for the occupation of Service Station Attendant. In this perspective the teacher's goals are to: Provide information about the service station attendant's role in the context of automotive transportation. Structure experiences for application of academic skills to activities related to the service station business. Expand pupils' awareness o the wide variety of skills required for work as a service station attendant. Increase pupils' appreciation of the role of economic forces in determining one's choices. 471 484 technology 472 AAr MONEY AND MEASURES Fourth Experience Level Act:vity [Performance Objectives Self-Development Dimension . . . discuss how differences in costs may affect choices to buy different grades o: gasoline or other automotive products. Attitudes and Appreciations Dimension . . . discuss the role of the service station attendant in sellng particula,-, items. Career Infolmation Dimension . . . describe at least three measuring devices used by a service station attendant. Educatioial Awaress Dimension . . . identify mathematical .3kills used by a service station attendant. Subject Matter Concepts . Mathematics Problem Solving Two-step prcblems Averages Comparisons Saving and spending money Measurement Precision to nearest unit Fractional parts Science Scientifi., Method Evaluative technioues Special instruments to observ2 Social Studics Sociology-Anthropology Values and purposes Individuality cd respo.5ibility 473 486 Preplanning Suggestions Tools and equipment from a service station or adequate substitutes Cost of different grades of gasoline at one station or many stations Catalog of cost of items at service stations (Catalogs of mail order houses may have many of the items.) Resource material for reading and visuals about service stations Owner's manuals for different kinds of cars 474 487 MONEY AND MEASURES This activity concentrates on the mathematical needs of a service station attendant. Secure whatever mcteriaL and devices might be availaiilL from a nearby service station to illustrate mathematical activities. For example: a tire pressure gauge a book of parts specifications credit card forms tax schedules sample labels or price lists of items sold an oil dipstick a hydrometer, etc. Kncwledge and skills in subject matter areas are helpful in occupational competence. identify mathematical skills used by a service station attendant. PPO . . . Educational Awareness describe at least three measuring devices used by a service station attendant.. Occupations require the use of specific materials and equipment. . PPO Career Information Reference to the very obvious "gallons" and "dollars" gauges on the gasoline pumps can get things started. Show how the increases in gallons and dollars are related to price per gallon. An individual is influenced by economic forces. . discuss how differences in costs may affect choices to buy different grades of gasoline or other automotive products. . Self-Development PPO Consider the differences in cost between regular and premi(m gasolines. How much would it cost to operate a car for a week if it went X number of miles and got Y number of miles per gallon? Change the X and/or Y several times and extend the length of time to a month or more ,s the concepts are 488 476 mastered. Would the cost differences affect anyone's decision to buy one kind of gas rather than another? What other factors might be involved? A given work setting requires certain policies and procedures. discuss the role of thc service station a1.tendant in selling particular items. PPO . Attitudes and Appreciations Extend the idea of costs and choices to other products sold at service stations (e.g., batteries, tires, motor oils, spark plugs). Which kinds of items have varying prices according to grades of quality? Which are " ne of a kind?" What is the responsibi,ity of the service station attendant when either kind of a purchase is being made? Information for these considerations can be secured from specification books and price lists borrowed from local service stations or garages. The concept of choice according to price differences can, of course, be enlarged to consider practically any kind of goods or services. Besides handling money numbers, the service station attendant deals with various kinds of measurement concepts. From the simple counting of lugs for mounting a wheel to complex compression ratios within cylinders, math is always part of the work. Discuss with children the kinds of things a service station attendant might be called upon to measure. For example: tire pressure specific gravity of radiator coolant tire tread wear wheel balance level of oil in crankcase time required for a specific task distances on a road map In each case, identify whatever device or reference material is used to determine the quantity involved. If time 4 16 489 and pupil capacities permit, problems may be invented to develop any of the measurement concepts further. Foreign cars offer possibilities for treating scme of these concepts in metric measures. Encourage pupils to seek owners' manuals and specifications. The REACT page uffers some money arithmetic problems dealing with items that are normally sold at service stations. More complicated, or more simple, examples may also be invented. Children might want to add more products and services to the lists. The teacher may want to include the idea of sales tax in this activity. This could depend upon individual pupil capacities to deal with the concept. If tax is used, the local rate is recommended. SD/Level 4/6 "Service Sales" SERVICE SAI ES E.? =FR/ SOMMEI SOLINZI 1L OIL FILTER SOFT DRINKS per. Case AIR Fl(LTER C ANDY BARS 3 2.65- 10't each T TE RY 2 0 .9'5 HEAVY $2(450 REG; 705,00 What would a customer pay for . 7 gallons nagular gasoline 1 quart oil 1 quart oil 5 gallons regular gasoline TOTAL 1 air filter TOTAL lubrication 1 5 quarts oil 1 heavy duty battery 1 air filter oil filter 11 gallons regular gasoline 13 gallons premium gasoline TOTAL TOTAL 1 case soft drinks lubrication 1 regular battery 9 gallons premium gasoline 6 gallons premium gasoline 1 air filter TOTAL 3 candy bars TOTAL 478 REACT Page 491 SD/Level 4/6 WORKERS' VIEWPOINTS Fourth Experience Level Activity Performanc Objectives Self-Development Dimension . . . identifY* at Zeast two sources of income for a service station. Attitudes and Appreciations Dimension . . identify at least too contributions made to society by a s2rvice station attendant. Career Information Dimension . . discuss the opinions of at Zeast too service station attendants with respect to their jobs. Educational Awareness Dimension . . . explain how at least i;wo service station attendants prepared for their jobs. Subject Matter Concepts Social Studies Economics Population influences Science Physics Forces move things. Tools and utensils Functions of shape Energy can change form. demand. Divis;on of labor Production of goods and services SociologyAnthropology Community's wants and needs Individual characteristics Values and purposes 479 492 Preplanning Suggestions Class visits by workers from a service station Tape recorder for interviews or a method of written records Catalogs of service station equipment and products 48 493 WORKERS' VIEWPOINTS This activity seeks to provide some understanding of the personal side of working in a service station. Invite two or three employees of local service stations to visit the classroom and discuss their work. Brief them ociead of time about the kinds of information you would like to cover and make suggestions as to how the following objectives might be used as guidelines. The individual determines which aspects of an occupation may be pleasant or unpleasant. . discuss the opinions of at least two service station attendants with respect to their jobs. PPO . Career Information . ... identify at least two contributions made to society by a service station attendant. Completion of a worthwhile task has value for the worker and for society. PPO Attitudes and Appreciations explain how at least two service station attendants prepared for their jobs. PPO . Career-oriented learning may take place in school or out of school. Educational Awareness Minimal topics for this discussion should stem from the objectives listed. Help children to formulate specific questions aimed toward those ideas. Seek to find out how the individuals secured their present jobs. What did they have to know? What skills did they need? How did they go through the process of being hired? Their attitudes toward their work are important. Why did they decide to do this kind of work? What do e,ey like and dislike about it? What are their intentions for staying with some kind of service station work? 494 481 An individual is influenced by economic forces. identify at least two sources of income for a service station. FPO . Self-Development And, look into the larger context in which a service station operates. How does a service station make money? Where do the products a service 'station sells come from? Who are the customers who patronize the station? How does volume of business (or other factors)-affect the products and services offered by the station? Depending on time and interest, the teacher may want to add other topics for discussion. More perspective could be achi6ved by inviting different individuals from diffinsent stations for another visit. The REACT page directs the pupil to visit a service station and find out about tools and other equipment used there. Encourage consideration for the workers' time and patience during the visits. SD/Level 4/7 "Things They Use" 482 495 THINGS THEY USE Visit a nearby service station and ask permission to learn about some of the equipment used there. Try to pick a time that will not be too busy for the workers. On the chart below, name the equipment and tell what it is used for. Three suggestions are offered as starters. EQUIPMENT USED FOR gasoline pump to get gasoline from the storage ank to the gas tank of a car air hose grease gun .. . - . . If you want to add more things to your list, use the other side of this paper. 483 Rb\CT Page SD/Level 4/7 FROM THERE TO HERE TO THERE_ Fourth Experience Level Activity Performance Objectives Self-Developmant Dimension . . . . . dbscribe at Zeast too ways that automotive goods move from producers to consumers and the effects on costs. estimate.the amounts ofmoney needed fbr each of a specified number of personal wants or needs. Attitudes and Appreciations Dimension . . reZate the goods and services of a ZocaZ Service station to at Zeast two other parts of society. Career Information Dimension . . . explain possible economic reasons why a particular service station is Zocated where it is. Educational Awareness Dimension . . identify the effects of technology and science on the work of et. serf,iCe station attendant:;.' Subject Matter Concepts Social Studies Geography Site helps to determine q character of locale. Interaction of people and environments Sociology-Anthropology Community needs variety of services. Community refleas assumptions and values. Neighborhoods have character. Social Studies (Cont'd.) Economics Transportation of goods Using natural resources History Modern life has roots in the past. Consequences in other times and places. 484 497 Language Arts Writing Skills Characterization and plot Descriptions Preplanning Suggestilons Encyclopedias, newspapers, films, etc. as research material for sources of service station products 485 498 FROM THERE TO HERE TO THERE How does the local service station fit into the larger economy? Assign groups to research and report on the steps required to produce and deliver gasoline and other products to the local servicestation. In addition, try to trace the effects of the goods and services offered by the station. Specialized occupations result in an intefdependent society. relate the goods and services of a local service station to at least two other parts of society. PPO . Attitudes and Appreciations Technological, economic, social, and political factors influence supply and demand of jobs. . explain probable economic reasons why a particular service station is located where it is. PPO . Career Information . identify the effects of technology andscience on the work of a service station . Learning is a lifelong process. Educational Awareness . attendant. PPO Provide some context for this study with audiovisual aids and/or printed materials. An individual is influenced by economic forces. . describe at Zeast two ways that automotive goods move from producers to consumers and the effects on costs. PPO . Self:Development With respect to.conservation of energy, time, and money-encourage suggestions whereby the distribution and consumption of certain automotive products may be made more efficient. A further extension of study can be made into the historical perspective that gasoline service stations imply.' the development of the automobile, roads and highways, and the petroleum industry are obvious cases in point. 486 499 . An individual is influenced by economic forces. . estimate the amounts of money needed for each of.a specified number of personal wants or needs. PPO Self-Development The REACT page presents a series of four charts upon which the pupil estimates the amount of money (from his allowance) that he spends for certain items. Help children think about other kinds of items to fill in the blanklines in the charts. The front side has a column for those who do get an allowance and a column for those who do not get an allowance. On the back, the pupil is invited to speculate about how he would spend a doubled allowance and a super dreamland boost up to ten dollars a week. SD/Level 4/8. "Allowance Budgets" 487 500 ALLOWANCE BUDGETS This page ls to help you dream about a bigger allowance: . In the first column below, tell how much you spend for different things with your present allowance. If you do not get a regular allowance at this time, fill in the column that tells you to imagine that you do get one dollar each week. My allowance every week is now This is how much I spend for different THINGS TO BUY AND DO things. I. don't get a regular allowance. If I did get one dollar every week, this is how much I would spend for different.things. Snacks School stuff Save . Movies Toys . . . . Other Entertainment (over) 488 REACT Page 501 SD/Level 4/8 If my allowance (or the imaginary dollar) were doubled, this is how much I would spend for different things. THINGS TO BUY AND DO If my weekly allowance were ten d011ars, this is how much Imould spend for different things. Snacks . . School stuff , Save Movies . Toys _ . Other Entertainment .... 489 IP* REACT Page 502. SD/Level 4/8 RELATED MATERIALS Automobiles: How They Work (Book) Yerkow. G. P. Putnam's Sons, 200 Madison forenue, New York, New York 10016, 1965. Developing Basic Values (Sound Filmstrip) Society for Visual Education, 1345 Diversey Parkway, Chicago, Illinois 60014, 1972. Field Trips out of the Ordinary (Sound Filmstrip) Eye Gate House, 146-01 Archer Avenue, Jamaica, New York 11435, 1970. First Book of Automobiles (Book) Jeanne Bendick. F. Franklin Watts, Inc., 845 Third Avenue, New York, New York 10022, 1971. Golden Age of_the Automobile, The (Film, Calor, 30-min.) Learning Corporation of America, 711 Fifth Avenue, New York, New York 10022, 15'72. How Machines and Tools Help Us (Film, Color, 11-min.) Corcnei, Instructional Films, Coronet Bui1ding, 65 East South Water Street, Chicago, Illinois 60601, 1969. True Book of Automobiles (Book) Norman V. Carlisle and M. Carl;s1e. Childrens --151,7-TH-6., 1224 West Van Buren Street, Chicago, Illinois 60607, 1955. Understanding Yourself (Sound Filmstrip) AV-ED Films, 7934 Santa Monica Boulevard, Hollywood, California 90046, 1972. What Makes a Car Go? (Book) Leonard Darwin. Little, Brown, and Company, 34 Beacon Street, Boston, Massachusetts 02106, 1963. 490 503 SERVICE STATION ATTENDANT Almost all of the more than 95 million motor vehicles in the United States are serviced at one time or another in a gasoline service station. When a car or truck is driven into a station, the service station attendant (also called gasoline station salesman or serviceman) greets the customer and inquires about his needs. The attendant may perform a variety of services for the customer, ranging from directing the customer to a street address to making a minor repair. When servicing a car, he dispqns.ts gasoline, cleans the windshield, and, with the customer's permission, chucks the water level in the radiator and battery, the oil level in the crankcase and automatic transmission, and the air pressure in the tires. He also may check the tires, fan belt, and other parts of the car for excessive wear. The attendant also has other responsibilities besides servicing cars. He sells and installs items such as tires, batteries, fan belts, and windshield wiper blades. When a customer pays his bill, he makes change or prepares a charge slip if the customer uses a credit card. He also may dispense trading stamps. In small stations, particularly, he may perform minor maintenance and repair work, such as lubrication, changino the engine oil., rotating tires, repairing tires, or replacing a muffler. ::)some attendants, called mechanic-attendants, perform more difficult repairs. Before and after doing maintenance and repair work, the attendant may drive the customer's car between a convenient parking place and the service area. He also may keep the service areas, building, and restrooms clean and neat. In some stations', he helps the station manager take inventory, set up displays, and perform other duties associated with the operation of a small business. If a gasoline service station provides emergency road service, the attendant may drive a tow truck to a stalled car and change a flat tire or perform other minor repairs needed to fix the customer's vehicle. If more extensive repairs are needed, he tows the vehicle back to the service station. In doing maintenance and repair work, gasoline service station attendants may use simple hand tools such as screwdrivers, pliers, and wrenches; and poir.er tools such as pneumatic wrenches. Mechanic-attendants frequently use more complex equipment such as motor analyzers and wheel alignment machines. An estimated 410,000 service station attendants, more than one-third of whom were part-tme workers, were employed in gasoline service stations in 1958. In addition to attendants, about 220,000 gasoline service station managers and owners did similar work. Gasoline service station attendants are employed in every section of the country, in the largest cities, the smallest towns, and outlying areas. About 40 percent, however, are employed in the seven states that have the largest number of motor vehicles: California, Texas, New York, Ohio, Illinois, Pennsylvania, and Michigan. 491 504 An applicant for a job as gasoline service have a driver's liuense, a general understanding of station attendant should hew an automobile works, and some sales ability. He should be friendly and able a generally neat appearance, and have self-confidence. to speak well, present He should know simple arithmetic so that he can make change quickly and accurately and help keep business records. An applicant should be familiar with local roads, highways, and points of interest in order to give directions tc strangers and to locate vehicles whose owners have called for road service. Although comp-ietion of high school is not generally a requirement for getting an entry job, it is an advantage because it indicates to many employers that a young man can "finish a job." A high school education generally is required for attendants to qualify for ser-ice station management training programs conducted by oil companies and to advance to the position of service station manager. Gasoline service station attendants usually are trained on the job, although there are some formal training programs. Attendants, who are trained on the job, first are given relatively simple work assignments. They may be required to keep the station clean, wash cars, dispense gasoline, clean windshields, and otherwise make themselves. useful. Gradually, they progress to more advanced work such as making sales, writing credit charge slips, doing simple maintenance work, installing accessories on cars, and helping to keep the station records. It usually takes from several months to a year for a gasoline service station attendant to become fully qualified. Formal training programs for young people who want to do gasoline service station work are offered in many high schools around the country. In this curriculum, known as distributive education, students in their last 2 years of ;tigh school take business education course3 and work part-time in a gasoline service station where they receive instruction and supervision in all phases of service station work. Some attendants are enrolled in formal training programs for service station managers, which are conducted by most major oil companies. These programs usually last from 2 to 8 weeks and emphasize subjects such as simple automobile maintenance, salesmanship, and business management. Several avenues of advancement are open to gasoline service station attendants. Additional training qualifies attendants to become automobile mechanics; those having business management capabilities may advance to station manager. Many experienced station managers and automobile mechanics go into business for themselves by leasing a.station from an oil company, the most common means, or by buying their own service station. Some service station attendants are hired by oil companies as salesmen or district managers. Employment of gasoline service station attendants is expected to Ancrease moderately through the 1970's creating several thousand full-time and part-time job openings annually. An even greater nurber of job openings will result from the need to replace attendants who transfer to other fields of work, are promoted, retire, or die. Deaths and retirements alone are expected to provide an estimated 4,700 full-time job opportunities annually. 4 92 505 More attendants also may be needed to perform additional maintenance on newer, more complex cars. For example, more cars will have devices that reduce exhaust fumes and these devices must be serviced periodically. On the other hand, more cars that require oil changes and lubrication less frequently will offset partially the servicing requirements'of additional, more complex vehicles. In many stations, employers provide fringe blefits such as accident and health insurance and paid vacations. Some employers furnish uniforms and pay for_their cleaning;-othersrequire the attendants to pay for these expenses. More than one=half of the attendants work over 40 hours a week; many work more than_A8 hours. Attendants frequently work at night and on weekends and holidays. A gasoline service station attendant works outdoors in all kinds'of weather. He must be in good physical condition because he does considerable lifting and stooping and spends much time on his.feet. Possible injuries include cuts from sharp tools and burns from hot engines. The attendant frequently gets dirty because he dispenses gasoline, handles oil and grease, and wOrks with tools and around cars. For many attendants, however, the opportunity to meet new people and the possibility of someday managing their own service stations more than offset these disadvantages. For others, the opportunity to get part-time employment is important. Some high school and college students have been able to work their way through school by working as gasoline service station attendants after school, and on vacations and holidays. Some workers also supplement their income from regular jobs by working part time as attendants. Adapted from: Occupational Outlook Handbook, 1970-71 edition, U. S. Department of Labor, Washington, D. C. p0. 535-537. 493 506 FISH FRY ANYONE? 'FOURTH EXPERIENCE LEVEL INFUSION STRATEGY CAREER DEVELOPMENT FOCUS: OCCUPATIONAL FOCUS: Achievements in school and out of school are often dependent upon interests, aptitudes, and values. Fish Hatcher ACTIVITIES IN THIS INFUSION STRATEGY 1. An Underwater Adventure 2. Aquarium Care 3. Keeping the Balance 507 4 94 . Teacher Goals Teacher goals of this strategy combine a Self-Development Dimension subconcept with subconcepts from Attitudes and Appreciations, Career Information, and Education Awareness, and subject matter concepts for the occupation of Fish Hatcher. In this perspective the teacher's goals are to: Help children, according to their interest's, aptitudes, and values, to acquire some of the scientific knowledge' of the fish hatcher. Develop long-range pupil abilities to assist in fish conservation. . Provide opportunities for pupils to analyze personal. achievements in fish classification, aquarium care, and fish conservation according to their personal interests, aptitudes, and values. Widen the pupils' perspective of fish as precious natural resources. -4 95 508 496 509 AN UNDERWATER ADVENTURE Four.th Experience Level Activity Performance Objectives Self-Development Dimension . . . . reldL-e one's personal experience of fish to interests, aptitudes, and values. state one's feelings about Zearning to identi.t at Zeast ten different kinds offish. Attitudes and Appreciations Dimension . . discuss different feelings one has about finishing a fish identification project. Career Information Dimension . . . give a geographic reason for the variety of fish raised in a hatchery. Educational Awareness Dimension identify knowledge of fish classification and anatomy as necessary fbr the fish hatcher. . . . . . . . teZZ how one!s attitude influenced Zearning about fish. teZZ how one's classmates heZped in learning fish identification. Subject Matter Concepts Language Arts Reading Finding information Science Scientific Method Things are classified according to likenesses. 510 Science (Cont'd.) Biology Different environments support different forms of life. 497 Social Studies Sociology-Anthropology Differences due to climate resources, location Preplanning Suggestions Visuals and books about fish and fish hatcheries Sticks, string, and construction or drawing paper 498 511 ,(See REACT page.) AN UNDERWATER ADVENTURE _ Achievements in school and out of school are often dependent upon interests, aptitudes, and relate one's personaZ experience of fish to interests, aptitudes, and values. PPO . values. Self-Development . Ask the children to describe the kinds of fish they see most often. Encourage them to name varieties and tell the situation--a home fish bowl, a stuffed fish trophy, dead fish on a beach, television programs, dr a tuna casserole. Help children to relate their knowledge of fish to their interests such as keeping aquarium pets, watching TV, cooking, or going fishing. Keep track of the number of,fish the children name. Conclude the discussion with this fact: Experts estimate that there are 30,000 different kinds of fish. Ask a volunteer to subtract from 30,000 the number of fish mentioned by the children. The children may be amazed at the large difference. Knowledge and skills in subject matter areas are helpful in occupational competence. . . . identify knowledge offish classification and anatomy as necessary for the fish hatcher. PPO Educational Awareness Help the group to suggest reasons why we are acquainted with so few of the creatures which live in the water. Identify the fish hatcher as a life scientist who may know several thousand different kinds of fish. This person works in a fish hatchery where conditions are just right to raise lots of strong and healthy fish. (See The National Geographic, April 1973, p. 527, for a good picture of a goldfish hatchery.) Technological, economic, social, and political factors influence sgpply and demand of jobs. Career Intormation give a geographic reason for the variety of fish raised in a hatchery. PPO . 499 512 . Fish hatcheries serve commercial as well as conservation and sporting interests. Lead the children to suggest a grographic reason for certain varieties being raised in hatcheries, such as ocean fish in coastal hatcheries. Achievements in school and out of school are often dependent upon. 'interests, aptitudes, and values. . . state..one4s feelings about' learning to identify at least ten different kinds offish. PPO Self-Development Interest as many children as possible in a project to learn to identify at least ten different kinds of fish. Show thempictures of some exciting varieties to stimulate their interest-the stonefish, the flounder, the flyingfish, the grunion, etc. Suggest that each child choose, after a day or two of research, one.or two varieties of special interest to him. Try to avoid duplications. Children could report by showing a picture, telling location, size, and unusual habits of the fish. Find a-theme to make the whole project interesting such as Around the World in 80 Days--Underwater. Language arts could be used and the class could publish an "Underwater Believe It or Not" column for a few days. Your class may like to have a "Fish America Pageant" with a student panel of judges to present awards in several.categories such as Most Beautiful Fish, Most Talented Fish, Best Tasting Fish, Fish Most Beneficial to Man, Most Dangerous Fish, etc. Awards should be presented on the merits of the reports given. After the project, children can use pictures or descriptions of fish to test each other in learning the names of the fish. Help the children to avoid pitfalls such as calling whales or dolphins "fish" when they are mammals. 500 513 . Learning.achievement depends upon effort and ability. tell how one's attitude influenced learning about fish. PPO . Educational Awareness discuss different feelings one has about finishing a fish identification proje6t. PPO Completion of.amorthwhile task has value for the worker and for society. Attitudes and Appreciations . . . . . teZZ how one's classmates heZped in learni.ixr 'fish identification. PPO Learning achievement depends upon effort and ability. Recap the acti'Vity by helping the children to evaluile their response. Did the theme make the learning easier? Did their interest or past experience help them or hinder them in learning? Did classmates help? Educational Awareness Express appreciation to those who tried to overcome lack of interest in order to participate. Do not criticize those who preferred something else to the fish projects. Remark that the fish hatcher's -training requires that he learn hundreds of different fish. Ask the children why this study might be easy for him. Directions for making a fish mobile appear on the REACT page. Children will need access to resource books with ample pictures throughout the'activity. SD/Level 4/9 "A Fish Mobile" 501 514 A FISH MOBILE To make the mobile frame, use tdo sticks about 30 centimeters Bind the sticks together near the middle of each stick. Use string to fasten fish from the ends of the sticks or from the place where the sticks cross. long. Put samples of these kinds of fish on your mobile. ideas too. Use your own A very small fish A fish that feeds on the bottom A very large fish A cold fresh water fish A dangerous fish A warm salt water fish A cold salt water fish A fish with beautiful colors A warm salt water fish A fish that is good to eat An ugly fish A fish that comes out of the water Be able to name the fish you choose. Make them at least 4 to 5 inches long. Use thick paper. Make the fish look real. a0Z REACT Page 515 SD/Level 4/9 AQUARIUM CARE Fourth Experience Level Activity. Performance Objectives Self-Develonment Dimension . . . . . perform a physiCaZ task reZated to setting up or caring for an_aquarium. predict a certain number.of personal achievements according to-one's interests, aptitudes, and values. Attitudes and Appreciations Dimension . . name three procedures fbr.which the fish hatcher is responsiSZe. decide how one would like:to cooperate in the care of an aquarium'and assume that responsibility. Educational Awareness Dimension . . find information to answer a standard question about aquarium care. . . . demonstraie the use of a dip tube siphon. Subject-Matter Concepts Language Arts Reading Finding information Social Studies Sociology-Anthropology Values and purposes in behavior . Science Biology Man can control the environments of living things. Physics Forces move things. 503 516 Preplanning Suggestions Books and Visuals about fish and hatcheries Aquarium for the classroom--anything from a jar to a real aquarium Resource person who is interested and involved with fish as an occupation or a hobby Field trip to a commercial hatchery, public aquarium, or the local store that sells fish Fish and supplies for the aquarium Glass tube to use as a siphon (See REACT page.) Rubber tube siphon 504 517 AQUARIUM CARE Most occupations include common expectati6ns such as punctuality, dependability, and avoidance of excessive absence. . . name three procedures which the fish hatcher is responsible. PPO Attitudes and Appreciations The fish hatcher knows how to set up idea' conditions for breeding, hatching, and raising fish. He knows their diet and the amount of air, watcr, and temperature they need. Many of these skills can be learned by undertaking well organized and scientific care of a classroom aquarium. This can be as simple as keeping a goldfish in a large jar if your resources are limited. If you can, enlist the help of an ex-pert such as a local fish hatcher, a tropical fish store owner, or an avid home aquarist to help the children set up a clr.ssroom aquarium. If the classroom setup is not feasible, arrange to visit a fish hatchery, store, or public aquarium to carefully observe the domestic care of fish. Knowledge and skills in subject matter areas are helpful in occupational competence. find -,"41formation to answer a standard question about aquarium care. PPO Educational Awareness The class or small groups of-children should be able to answer the following questions before beginning the aquarium project. 1. What kind of fish will enjoy our average classroom temperature? 2. How much water surface area does each fish need? 3. How should ne tank be cleaned before filling? 4. Why should new aquarium water sit in the room for 24 hours before being put in the tank? 595 , 518 5. What shall go in the tank and why-gravel, plants, snails, etc.? Where can the tank be.placed to allow for correct lighting and even temperature? 7. What shall the fish be fed and how often? 8. How can waste be cleaned from the bottom of the tank? If an expert cannot help you, these questions are answered in an excellent book with large type entitled The Care of Water Pets, by Gertrude Pels, Thomas Y. Crowell Company, New York, New York, 1955. Work involves the acceptance of responsibility for a task. . decide how one woUld like to cooperate in 'the care of an aquarium and assume that responsibility. PPO . Attitudes and Appreciations Achievements in school aa0 out of school are often dependent upon interests, aptitudes, and values. . perform aphysical task related to setting up or caring for an aquarium. PPO . Self-Development To illustrate the subconcept, let the aquarium project be a matter of free choice for the children. Let apt and interested children take over certain aspects of aquarium care. -Once into the project, use it to illustrate how certain individuals' achievements depend on their interests and aptitudes. This project could be expanded in many Many different types of live fish food could be raised fur the fish. In a good aquarium a pair of guppies may spawn. Learn how to feed and protect the babies and many may survive. If you have fishermen in your area, it may be easy to get some eggs (roe) and milt from their spring catches. These eggs will hatch in an aquarium. You can easily raise infUrsoria.or seign plankton to feed the fry once the yolk sak is gone. ways. 506 5i9 Ideally, visit a fish hatchery an( have the fish culturist in charge demonstrate the many aspects of h( task for the children. Knowledge and skills in subject matter areas are helpful in occupational competence. Educational Awareness Achievements in school and out of school are often dependent upon interests, aptitudes, and values. demonstrate the use of a dip tube siphon. PPO . . The first REACT page illustrates i use of a dip tube siphon. ChildrE should be able to explain scienti1 why it works. predict a certain number personal achievements accordin to one's interests, aptitudes, and values. PPO . . Self-Development The second REACT page asks childrE to identify what their own potenti achievements may be as compared tc fish hatcher's. SD/Level 4/10 "A Dip Tube Siphon" SD/Level 4/11 "Two Fishermen" A DIP TUBE SIPHON A fish tank is dirtied by wastes, bits of dead plants, and left-over You can clean it with a dip tube siphon. This is a half-inch glass tube 12 to 15 inches long. It could also be a long drinking straw. Use it like this. food. 1. Put your finger over the top of the tube. 2,- Lower the tube over the wastes you want to take out, 3. Take your finger off. Up comes the dirt: 4. Put your finger back over the top of the tube. Keep it tight. 5. Move the tube to a bucket and let the waste go. 5 1 4 A long rubber tube will make a siphon for emptying or filling an aquarium. Do you know how to make it work? Try.it. Learning about fishes is life science. Learning about weight and pressure is physical science. Sciences help each other. Use your science book to find out why the dip tube siphon works.. REACT Page 508 521 SD/Level 4/10 TWO FISHERMEN What we do depends on what we are interested in. What we do also depends on what we are able to do and what we think is good to do. Each "fish" is something to do. Draw lines from the poles to "fish" you think these fishermen would catch. Write your own ideas in the blank fish. Explain your fishing lines to a friend. FISH HATCHER YOU 1 fakt care of sho;Aci 11%;ngs ,. p-u.n Machlnes fravet tacit 1111100( Work people vmrk scieriCe. alone 509 REACT Page 522 SD/Level 4/11 KEEPING THE BALANCE Fourth Experience Level Activity Performance Objectives Self-Development Dimension . . reZate an example of getting off balance to a person's interests, aptitudes, or values. Attitudes and Appreciations Dimension . . name three ways fish hatchers contribute to others. . . teZZ how fish conservation has heZped the Great Lakes. Career Information Dimension . . , define "conservation." EduGational Awarenest Dimension . . . reconstruct a'model of an underwater food chain. Subject Matter Concepts I Language Arts Listening and Speaking Developing discussion skills Social Studies Economics Using natural resources Different uses of environments Science Biology Man can control the environments of living things Preplanning Suggestions Maps of waterways of the United States Library of books and visuals about fish Field trip to a conservation area showing balance of nature ;91 5 1 0 KEEPING THE BALANCE Specialized occupations result in an interdependent society. name three ways fish hatchers contribute to others. ppo Attitudes and Appreciations Fish hatchery work is important to the commercial food industry, sports fishing, and conservation. Lead the children to isolate the areas to which the fish hatcher contributes. This discussion will focus on the topic of conservation. Achievements in school and out of school are often dependent upon interests, aptitudes, and values. . . relate an example of getting off balance to a person's interests, aptitudes, or values. PPO Self-Development . Occupations have their own 'voacabularies. . define "conservation." PPO Career Information Ask children for both physical demonstrations and verbal stories about keeping balance. These might include' standing on your head, teeter totters, and weighing with a balance scale. Ask them what balance means to a foot_ball player, a waitress, or a gymnast. What is a balanced diet and a balanced schedule of work, play, and rest? Ask for explanations, in light of the subconcept, of how people get off balance. Explain that conservation in nature, which we hear so much about today, means helping nature to keep in balance. Give brief examples. Completion of a worthwhile task has value for the worker and, for society. tell how fish conservation has helped the Great Lakes. PPO . Attitudes and Appreciations Offer the following story of the way the fish life in the Great Lakes got out of balance. (See the National Geographic, August, 1973, for pictures.) Use large maps as you read or tell the story. 511 524 Men needed a waterway from the Atlantic to middle America. Niagara Falls kept ships from coming any further than Lake Ontario. The Welland Canal was built to bypass Niagara Falls. As part of the St. Lawrence Seaway system, the canal made it possible for ships to sail into Lake Erie and beyond. But, under the water, ugly sea lampreys hitched a ride on the bottom of ships going through the canal. Before, Niagara Falls had kept the lampreys out. Now, they were coming in and within a few years they had killed nearly all the brown lake trout in the Great Lakes. Later, another enemy, thelittle alewife, made its way through the canal. Now there there were no trout to eat them up. Lampreys do not eat alewives. Soon the alewives ate the food of other little fish in the lakes. These fish began to die off and the alewives multiplied so vastly that soon half,the fish in the' lakes were alewives. Beaches were littered with dead alewives. The balance of fish life in the Great Lakes was greatly upset by the lampreys and the alewives. Fish scientists came to the rescue. As part of their conservation work they developed a poison to kill baby lampreys but nothing else. Hatcheries restocked the lakes with trout. Hatcheries also introduced both coho and chinook salmon into the lakes. The trout and the salmon are eating up the alewife problem right now. Questions for discussion: Why was the Welland Canal important? How did the canal upset the balance of fish life in the Great Lakes? How did fish hatcheries help start good conservation again? Find other examples of fish conservation such as control of fishing by international arid national commissions and pollution controls. (See a good problem picture in National Geographic, December, 1970, pages 772-773.) 51' 525 Knowledge and skills in subject matter areas are helpful in occupational competence. reconstruct a modeZ of an underwater fbod chain. PPO . Educational Awareness Use,the REACT page to visualize the balance in the underwater food chain. Pupils may cutout the pieces of the design and useleither the written or pictorial descriptions to reconstruct the cycle. If possible, take a field trip to a nearby body of water. Try to find specimens of the living links in its food chain. Take jars, fine nets, fishing poles, magnifying glasses, notebooks, and writing-drawing pencils; SD/Level 4/11 "Balance in Nature" 513 526 BALA NC E IN NATU RE Conservation means keeping the balance. Here is the way life in the sea is balanced. Look on the back of tne page to see the cycle in pictures. Cut the pieces apart. Test yourself. Can yoti put them together in the right order? algae and pi"? Ove On Suniifh; op"; are 4,, crtn, 004 taAlt ettlitoP 6)(1a (IF 'Zri` 4. Qikck .0 kitk. c.1 ..Q; 7S-1 C s.it! k /s1 0 tbs43). lf 0el 10 :4 44' NM t.41 49. s PI Dt4.- Foz) s-NAvys 690 )2Va S!5 This is called a food chain. Talk about what would happen if one of these parts were polluted, or grew too big, or too small. How would the balance be upset? Find out what is meant by a balanced aquarium. 5 1 4 REACT Page 527 SD/Level 4/12 le. tE3' .11.% .r REACT Page 515 528 SD/Level 4/12 RELATED MATERIALS All About Fish (Book) Carl Barger. Random House, Inc., 457 Madison Avenue, New York, New York 10022, 1970. Brian Wildsmith's Fishes (Book) F. Franklin Watts, Inc., 845 Third Avenue, New York, New York 10022. Care of Water Pets, The (Book) Gertrude Pels. Thomas Y. Crowell Company, 2.0-1-Park Avenue South, New York, NeW York 10003, 1955. Coldwater A uariums (Book) Neil Wainwright. Frederwick Warne and Company, Ltd., Lon on, New York, 1969. Fish and Wildlife Conservation (Film Loop) Doubleday Multimedia, Box 11607, 1371 eynolds Avenue, Santa Ana, California 92705. Fish Are Interesting (Film, Color or B/W, 11-min.) Bailey Film Associates, 2211 Michigan Avenue, Santa Monica, California 90404, 1971. Fishes, A Golden Nature Guide (Book) Herbert S. Zim and Hust H. Shoemaker. Golden Press, New York, New York, 1955. "Great Lakes, The: Our Inland Seas Survive?" Young and others. National Geographic, Vol. (Magazine Article) Gordon 144, No. 2, August 1973, pp. 170-171 and 180-181-.--Grunion: Fish Out of Water (Book) Ann Stepp. on-Hudson, New York, 19717 Harvey House, Inc., Irvington- Here I Am (Book) Walter J. Limbacher. Dimensions of Personality Series. George A. Pflaum, Publisher; 38 West Fifth Street, Dayton, Ohio 45402. Our Class Works Together (Film, Color, 11-min.) Coronet Instructional Films, Coronet Building, 65 East South Water Street, Chicago, Illinois 60601, 1970. - . Picture Book of Fisheries, The (Book) Anita Brooks. The John Day Company, 62 West 45th Street, New York, New York 10036, 1961. Popeye and Marine Science Careers (Comic Book) King 45th areet, New York, New York 10017, 1973. Features Syndicate, 235 East Problems and Attitudes in School (Film, Color, 9-min.) Willow Road, Northfield, Illinois 60093, 1970. Henk Newenhouse, 1825 School Problems: Getting Along With Others (Film, Color, 12-min.) Bailey Film Associates, 11559 Santa Monica Boulevard, Los Angeles, California 90025, 1972. Swimmy (Book) Leo Leonni. New York 10022. Pantheon Books, 201 East 50th street, New York, 516 59 "Those Outlandish Goldfish" (Magazine Article) Paul A. Zahl. graphic, Vol. 143, No. 4, pp. 514-534. National Geo- Understanding Yourself (Sound Filmstrip) AV-ED Films, 7934 Santa Monica Boulevard, Hollywood, California 90046, 1972. Wondrous World of Fishes (Book) Leonard J. Grant, Editor. Society, Washington, D. C., 1969. - 5117 530 National Geographic FISH HATCHERS By fish hatcher we wish to designate that fish culture technician who works in a hatchery. He may hatch the eggs, raise them to a given size, and release the fish into bodies of water for conservation, sporting, or marketing purposes. Fish hatchery technology is liable to great geographical variations according to the bodies of water which it serves. The fish hatcher raises and spawns brood fish. He carefully nurtures the eggs. They are usually kept in large trays and sprayed with clean welloxygenated water. Daily, dead eggs are picked out and others checked for signs of disease. The fish hatcher is responsible for regular feeding of the young fish, cleaning the runs and holding tanks, maintaining hatchery grounds and equipment, distributing the adult fish, and keeping accurate records. The fish hatcher may supervise the work of others who help in these tasks. In state fish hatcheries the fish hatcher may work with a fish wildlife conservationist. This person will travel widely, gathering field data and setting up habitat improvement programs. The conservationist recommends whether a stream should be fished or not. He seeks out ways to:reduce disease and pollutants, restore water vegetation, and encourage the breeding of fishes. He suggests to the fish hatcher amounts and varieties of fish needed for stocking various bodies of water. Assitting hatchery personnel are trained on the job. Most positions in fish culture technology require a high school education. Positions in federal hatcheries require the civil service examination. A fish hatchery manager is uaully a college-trained fish biologist. This person must have broad knowledge of fish anatomy and classification and the environmental needs of fishes. His work is often physical so he must be in good health and enjoy using his hands. He must be able to tolerate the strong smell of fish and not mind outdoor work in inclement weather. The fish hatcher needs skill in meeting the public. This skill will assist him in-distribution of his product. He is usually a sporting person who appreciates the thrill of outdoor fishing. His ambitions are more toward making environmental contributions than toward accumulating monetary rewards. 518 531 Appendix A CAREER DEVELOPMENT MAJOR CONCEPTS Attitudes and Appreciations Society is dependent upon the productive work of individuals. Career Information Basic career information will aid in making career-related decisions. Coping Behaviors Certain identifiable attitudes, values, and behaviors enable one to obtain, hold, and advance in a career. Individuals can learn to perform adequately in a variety of occupations and occupational environments. Decision Making Life involves a series of choices leading to career commitments. Basic components of the decision-making process can be applied to the establishing of personal goals and the making of career-related decisions. Educational Awareness Educational skills and experiences are related to the achievement of career goals. Lifestyle . Work affects an individual's way of life, in that a person is a social being, an economic being, a-family being, a leisure being, and a moral. being. Self-Development An understanding and acceptance of self is important. Social, economic, educational, and cultural forces influence selfdevelopment. Individuals differ in their interests, aptitudes, values, and achievements. 519 .535 Appendix B DEvELopmENTAL DImENsIoNs SCOPE AND SEQUENCE SUBCONCEPTS FOW EXPERIENCE LEVELS READINESS THROUGH SIXTH ; DIMENSION MAJOR CONCEPT READINESS LEVEL An individual should learn to cope with authority exercised by others. Certain identifiable attitudes, values, and behaviors enable one to obtain, hold, and advance in a career. FIRST LEVEL An individual should learn to cope with the rights and feelings of others. SECOND LEVEL : An individual should learn how to give and take criticism. THIRD LEVEL A contribution to group effort can be made by demonstrating ability to both compromise and exercise influence in achievement of group FOURTH LEVEL Certain behaviors are appropriate to specific job settings. goals. Individuals can learn to perform adequately in a variety of occupations and occupational environments. Different*skills are required for different tasks. Life involves a series of choices leading to career commitments. Basic components of the decision-making process can be applied to the establiihing of perSonal goals and the making of careerrelated decisions. . Several skills may be required to perform a given task. Some skills can be transferred from one job to Choice means "making up one's mind" and there are certain situations where one can make choices. Things change and these changes influence the choices and decisions one makes. An individual should recognize what "a goal" is and learn how to set one's own goals. Problems which conflict with one's goals can be identified and assessed. FIFTH LEVEL There is'a universality of feelings and aspirations of all people--regardless of physical appearance, nationality, creed, sex, or ethnic background. SIXTH LEVEL There are effective interpersonal relations skills for giving or evaluating instructions. Perfurmance requirements for a job vary with the work setting. PerforManCe requirements for a job may change with time. It is important for a person to be able to make the transition from one job to another. There are characteristics which differentiate between occupations--both within and between job families. An individual's decisions affect himself and others. People change and these chdnges influence the choices and decisions one makes. Decision making involves risks. Decision making can precipitate chain reactions. Previous decisions, peers, gratifications, needs, interests, and career information influence present and future decisions. An individual should consider alternative ways to reach a given Decision making plays a role in the setting of immediate and long-range goals. The decisionmaking process can be used to set priorities .in developing personal goals. Setting goals can be enhanced by analyzing decisior-making The decisionmaking process can be Used to determine one's preferences,at that point in time, between another. .goal. . processes., uarinlia mppermix o LUfl1UJ DEVELOPMTAL DIMENSIONS SCOPE AND SEQUENCE SUBCONCEPTS FOR EXPERIENCE LEVELS READINESS THROUGH SIXTH DIKENSION MAJOR CONCEPT READINESS LEVEL P Work affects an individual's way of life, in that a person is a social being, an economic being, a family being, a leisure being, and a moral being. Most people work and there are many reasons why people work. FIRST LEVEL Family members perform work they are capable of performing, responsibilities are shared, and the family is an interdependent SECOND LEVEL THIRD LEVEL Lifestyles within a community differ, Relationships exist between a person's occupation and the people with whom a person tends to associate. FOURTH LEVEL oral principles are an integral part of one's work life.. FIFTH LEVEL Relationships exist between desired lifestyles and career monetary rewards. unit. SIXTH.LEVEL Leisure-time activities and interests may lead to a career, and one's career may, in turn, affect the amount and use of leisure time. An understanding and acceptance of self is im6ortant. Awareness of oneself within the context of the family structure is important. An individual experiences various roles-friend, student, group member, etc. There are certain An individual's physical, social, feelings relative and emotional to happiness, characteristics fear, anger, which make an loneliness, etc., individual unique. are diverse. A person's membership in a group affects the group as well as himself. Interests and abilities mature and change as well .s one's physical being. There is a relationship between an individual's knowledge and acceptance of self and his career preference. - Social, economic, educational, and cultural forces influence self-development. An individual is influenced by other people. The school can provide an opportunity to enhance self-development. An individual's feelings and the feelings of others'relate to commonly held beliefs and customs. Groups outside of school influence an individual's personal development. An individual is influenced by economic forces. Changes in an individual influ= ence his environment and changes in environment influence him. An individual's values and personal goals are influenced by the values of other people. Individuals differ in their interests, aptitudes, values, and Achievements. An individual -should be aware of the tasks that he performs and .begin to determine his interests in these tasks. An individual's interests, aptitudes, values, and achievements are not always the same as those of his peers. An individual has social, physical, and intellectual aptitudes for various tasks. Individuals differ in their physical characteristics. Achievements in school and out of school are often dependent upon interests, aptitudes, and values. An individual can differentiate between himself and others in terms of interests, aptitudes, values, and achievements in and out of school. There is a relationship among interests, aptitudes, achievements, values, and occupations. Appendix C INTERACTING DIMENSIONS SCOPE AND SEQUENCE DIMENSION MAJOR CONCEPT Educational skills and experiences are related to the achievement of.career SUBCONCEPTS APPROPRIATE FOR ALL EXPERIENCE LEVELS (READINESS THROUGH SIXTH) Knowledge and skills in subject matter areas are helpful in occupational competence. Career-oriented learning may take place in school or out of school. Learning is a lifelong process. goals. Learning achievement depends upon effort and ability. Society is dependent upon the productive work of individuals. Completion of a worthwhile task has value for the worker and for society. Work involves the acceptance of responsibility for a task. A great many tasks car be performed by men or women. Most occupations include common expectations, such as punctuality, dependability, and avoidance of excessive absence. A given work setting requires certain policies and procedures. Specialized occupations result in an interdependent society. INTERACTING DIMENSIONS SCOPE AND SEQUENCE DIMENSION MAJOR CONCEPT SUBCONCEPTS APPROPRIATE FOR ALL EXPERIENCE LEVELS (READINESS THROUGH SIXTH) Basic career. information Occupations may have certain dress requirements. will aid in Occupations require the use of specific materials and equipment. making career.- related deci- Occupations have their own vocabularies. sions. The individual worker determines which aspects of an occupation may be pleasant or unpleasant. Occupations have their own work settings. cn. Occupations require special personal characteristics. GO z 0 H b"; Earnings vary with occupations. . E-I 0 44 z Career development includes progression through stages of educational and occupational training. I-4 e4 43 43 c4 -.4 0 Costs of training for occupations vary. Technological, economic, social, and political factors influence supply and demand of jobs. .