Community+Job+Lessons


 * __Community Jobs__**

Information Literacy Standard 1 Recognizes the need for information, formulates questions based on informational needs) Object of this Unit: 1. To know the meaning of a community. 2. To identify who the members of a community are 3. To understand the roles of community members. 4. To recognize the relationship and dependency of each other
 * A third grade** Social Studies Standards requires learning the community and the roles of the citizens within the community. Students compare communities with others. (Standard 5 Individuals, Society, and Culture 3.5.1 Give examples of how the local community is made up of many individuals, as well as many different groups.)

This three to five day lesson opens up with a //Chart Talk// activity. This is similar to a KWL (what I **K** now, what I **W** ant to know, what I have **L** earned ) chart. Each poster sized paper is either hung on a board, the wall, door, or placed on group table. Students are read the questions from each paper. Quietly they are to walk to each paper ~ no order necessary~ to write an answer – one answer from each child. If they don’t know the answer, they need to write just that “I don’t know”. Discussion on the answers written begins. Each statement written is shared. Conversing about the topics in objectives 1,2, and 3 from above should go rather quickly. Most of the “I don’t know” answers will come from # 4. The focus of this paper will be directed towards a clearer understanding of dependency of citizens on another. Modeling an example is shown first. Using a web organizer I would write the word STUDENT in the center. What jobs are dependent on students (thinking just within their knowledge of elementary school settings)? Answers such as: teachers, health aides, special area teachers, LMS, custodians, text book publishers, school suppliers(Wal-Mart) and cafeteria cooks to name a few would be responses given. To conclude that days lesson each child would be assigned to interview their parent(s) and web those who are dependent on their parents job(s). Project generated from this lesson will be teams of 4 to 5 students will choose an agreed upon job and determine who and what other jobs are dependent upon this occupation or product manufactured. Students will generate 6 to 7 job titles interested. LMS and classroom teacher will link to media center web page sites students can use for their searches. Model idea first by using the Smart Board: Job = making candy. What jobs depend on candy making? What ingredients are in candy? http://www.sugarcraft.com/catalog/candies/candyingred.htm - Also print resource material will be available. - Where do those ingredients come from? (search for the different ingredients would be made) Web organizers will be used for recording information found and then cite for the source. Students will have the opportunity to choose a job source of their own or “pick from the jar” of possible job types. Once students have had time to think of questions that require research sources, the class will use the computer lab and the media center to locate answers to their information. **//Kidspiration//** will be used to share the information. Students will enter in their report the dependency of other jobs needed to maintain the initial job being investigated. The observation will reveal that jobs are reliant upon other jobs that come not only from the U.S., but foreign countries as well.

-Standard 8- Economics - 8.4.11 Compare and contrast job skills needed -Information Literacy Standards 1 – Accesses information, 2 – Evaluates information, and 4 – Pursues information Objectives of this Unit: To understand that jobs take learned skills To identify cost of living expenses To recognize needs and wants to match salary earned
 * Jr. High 8th** graders are mandated to take a //Careers// class. These students are taking the first steps into their own job possibilities and their one day role as members in society.

This topic will take approximately one month. To begin students will be asked, does anyone plan on owning a car? What about going on vacations when you finish your school years? Anyone thinking of living out on their own away from their parents? Then the big question, How do you hope to afford these expenses? Students will be asked to write on a prepared handout distributed to students’ possible answers under the column headings: Job interests -Location to live/ Activities enjoyed -Dwelling to call home

Students will be asked to write 4 or less ideas in each column. Their goal will be to use their thought to decide (hypothetically) if their job choice will coexist with their life style. Inquiry questions will be generated. Using the //BIG6// model, students will proceed through the steps to achieve an outcome. Examples for job: What skills are required to do the job? What is the job description for the job? What is the salary for the job? For location: What part of the country do I want to live; cold, hot, beach, snow, city, country ? What activities do I enjoy in free time? What’s the cost of living in area? For dwelling: Wanting to live in a house, apartment, or condo? What are the general costs of living in a particular dwelling? Compare: Will the job support your life style? Model –Using Smart Board to show web sites such as: http://jobs.careerbuilder.com/?sc_cmp2=JS_Nav_FindJobs&ff=21 to show skill requirements needed for particular degree towards getting desired job. (McDonald’s) Find the skills needed, job description, and salary given. Continue with the search strategies for looking at real-estate companies to price possible dwellings. Record the findings on a blog, a graphic organizer, or even paper and pencil. Individuals will give information found for the three areas examined on their report. Students will show their results using a mind mapping process (Blue Book p. 331). Extra credit is given to students who share their findings with the class.