Individuals' Changing Roles



PA Career Education & Work StandardsLesson Planning GuideIndividuals’ Changing RolesStrand #13.1: Career Awareness and PreparationCEW Standard #13.1.3C: Recognize that the roles of individuals at home, in the workplace and in the community are constantly changing.CEW Standard #13.3.3F: Identify the changes in family and friend’s roles at home, at school and in the community.Additional CEW Standards: 13.1.3EApproximate Time: Six or seven 45-minute periods. Prerequisite SkillsReading, Writing, Speaking and Listening*1.1.3 Learning to Read Independently F. Understand the meaning of and use correctly new vocabulary learned in various subject areas. 1.6.3 Speaking and ListeningA. Listen to others.B. Listen to a selection of literature.D. Contribute to discussions.E. Participate in small and large group discussions and presentations.Mathematics*NoneScience and Technology*NoneCareer Education and Work*NonePerformance StandardsPerformance StandardSuggested Evaluation MethodRecognize that there are three roles settings in which individuals can find themselves: home, school, and community, with 85% accuracy as determined by the teacher.Teacher observationArrange the changing roles of individuals into three categories: home, school, and community, with 80% accuracy as determined by the teacher.Teacher observationIn pairs, create a pictorial timeline of an individual’s day and the changing roles that they hold with 75% on the product rubric.Product evaluation: rubricSuggested ProjectsNoneMultiple Intelligence TypesVerbal/LinguisticVisual/SpatialBodily/KinestheticInterpersonalResources1.Book: What is a Community? from A to ZISBN - 10:08650541422.Book: My Mom is a FirefighterISBN - 10:00605864003.Handout – “Individual Roles Graphic Organizer”See attached4.Handout – “Cards for Sorting Activity”See attached5.Teacher resource - observation checklistSee attached6.Book: Career DayISBN - 10:00602756507.Rubric – “Making a Poster: Community Roles Timeline Poster”See attachedEquipment/Materials/SoftwarePocket chartAny supplier2.Note cardsAny supplier3.White construction paperAny supplierSuggested Learning SequenceStrategyOutlineResources/EquipmentPerformance Standard 1IntroductionRead the book What is a Community? from A to Z to the students. Have a class discussion about what and who make up a community. Create a definition of community together to refer to during the unit. Next, present to the students the planned upcoming activities:A. Identify roles with a graphic organizer.B. Sort roles during workstations on a pocket chart.C. Interview school personnel and create a list of roles.Related Academic Skills: 1.1.3F; 1.6.3B, DResource #1Presentation/ DiscussionRead My Mom is a Firefighter. Have a discussion about the different roles that the mom holds in the book throughout her day. Relate this to the children by talking about other people they know that hold different roles. For example, you could list on the board what you do in one day and what roles you hold (mother, neighbor, teacher, part-time cashier, etc).Next, provide students with a copy of the three-column graphic organizer. Together, make a list of the types of roles people hold at home, at school, and in their community. Let the students be the “idea generators” for this list. The students can write the ideas on their forms. They should keep their sorting sheet to help them with the upcoming learning center. This list will not be a full list. As they continue with the following activities, their understanding of different roles people hold will improve and therefore, their list will grow.Related Academic Skills: 1.6.3BRelated SCANS/Soft Skills: Information BResource #2Resource #3Performance Standard 2Introduction/ DiscussionExplain to the children how to work in small groups to show what they have learned about roles. Introduce/model the workstation to the class. Use pre-cut picture cards (glued onto note cards) to complete the activity on a pocket chart. “Heading cards” (home, school, and community) would be at the top of the pocket chart. The picture cards would then be sorted into the appropriate columns.As the teacher sorts the cards, with the help of the students, they should discuss why each card goes under that particular heading. Finally, explain to the students that this activity is part of the next workstation rotation.Resource #3Resource #4Equipment #1Equipment #2ActivityAssign groups of 3 students to visit the workstation at a time. Have the headings already on the pocket chart and the picture cards in a small basket. Also, have the three-column sorting sheets available.The students need to first sort the picture cards under the appropriate headings: home, school, or community as a team. They should discuss why they are putting each card in the place that they choose.They should also write the names of each role on the cards into the correct column of their graphic organizer. As a class, explain that they will be evaluated of how they are participating in their groups. Share the rubric with them.If they finish early, they can look through any of the community helper books that may be available in the classroom. At the close of workstations, the group should be ready to share at least one role from each of the columns and why they put that role there.Related Academic Skills: 1.6.3DRelated SCANS/Soft Skills: Interpersonal A; Information A, B, CResource #3Resource #5EvaluationAs the students work in teams use the teamwork observation sheet to evaluate their teamwork skills. Also have at least one member of each student’s team evaluate them using the same observation sheet. Discuss the results of both the teacher and peer teamwork evaluations with each student. Resource #5DiscussionRead “Career Day” to the students. This book is about parents who come to school and discuss their work/career with a classroom. After reading the story, talk to the children about the roles that their parents have and how these roles are constantly changing.Next, explain to the students that you have invited in 3 of their parents to talk with the class about their daily roles. This will be taking place during the next school day.Related Academic Skills: 1.6.3BResource #6Guest SpeakerIntroduce the three parents who have volunteered to come in and speak with the class. Allow the guests to speak of their roles throughout a typical day. Allow the children time to ask each speaker questions.After the speakers have finished, talk to the children about how similar and how different people’s roles can be. Next, explain to them that tomorrow they will be asking people who work at our school about their roles and then create a timeline to share.Related Academic Skills: 1.6.3A, DActivity/ AssignmentAssign a school personnel to each pair of students. Next, allow them to go and interview this person. They need to find out at least three roles that this person holds throughout a typical day.Next, they must create a timeline poster together. They will use a piece of white construction paper folded into thirds. In each section, the students should draw and label a role held by the person they spoke to. The first section should be for a role held before school, the second section should be for a role held during school, and the final section should be for a role held after school. An example would be: father, principal, and coach.Review the rubric as a class.Related Academic Skills: 1.6.3A, ERelated SCANS/Soft Skills: Interpersonal A; Information A, B, CResource #7EvaluationHave the groups display their poster and explain their pictorial timeline to the class.Related Academic Skills: 1.6.3EResource #7Related SCANS/Soft SkillsResourcesNoneInterpersonalA. Participates as Member of a TeamInformationA. Acquires and Evaluates InformationB. Organizes and Maintains InformationC. Interprets and Communicates InformationSystemsNoneTechnologyNoneThinking SkillsNonePersonal QualitiesNoneRelated Worksite/Work Based ActivitiesNoneAdditional ResourcesNone______________________________This planning guide was written by Michelle Bennett, Kindergarten Teacher, Cochran Elementary School, Williamsport, PA.Individual Roles Graphic OrganizerName: _____________________________________________________________________HomeSchoolWorkCards for Sorting ActivityTeachers: Cut and glue onto note cards for use at pocket chart center.41592515748000Fire Fighter34925015748000Mom32067515748000Principal32575515240000Dad32575515240000Police Officer7810511811000Secretary5397519050000Farmer24003019050000Brothers and Sisters3873504254500Doctor4210058572500Teacher2540008572500Neighbor1638308572500CustodianCards for Sorting ActivityTeachers: Cut and glue onto note cards for use at pocket chart center.33020015240000BakerVeterinarianGrandparentsLibrarian40195518097500DentistConstruction WorkerMayor6350020955000Aunts and UnclesSoldierBabysitterMail Carrier30670524320500Cafeteria WorkerStudent Name: ______________________________Date: _______________Observer: __________________________________________+ indicates action was observed- indicates action was missing____ Student worked as a team member and did his/her share of the work.____ Student helped sort picture cards into correct columns.____ Student discussed his/her work during workstation time with his/her team.____ Student copied names of roles onto three-columned sorting sheet.____ Student shared a role under each column with his/her peers after workstations.Student Name: ______________________________Date: _______________Observer: __________________________________________+ indicates action was observed- indicates action was missing____ Student worked as a team member and did his/her share of the work.____ Student helped sort picture cards into correct columns.____ Student discussed his/her work during workstation time with his/her team.____ Student copied names of roles onto three-columned sorting sheet.____ Student shared a role under each column with his/her peers after workstations.Making a Poster: Community Roles Timeline Poster___________________________________________________________________Teacher Name: Student Name: ________________________________________CATEGORY4321Required ElementsThe poster includes all required elements as well as additional information.All required elements are included on the poster.All but 1 of the required elements are included on the poster.Several required elements were missing.Content AccuracyAt least 3 accurate roles are displayed on the poster.2 accurate roles are displayed on the poster.1 accurate role is displayed on the poster.0 accurate roles are displayed on the poster.Use of Class TimeUsed time well during each class period. Focused on getting the project done. Never distracted others.Used time well during each class period. Usually focused on getting the project done and never distracted others.Used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others.Did not use class time to focus on the project OR often distracted others.Knowledge GainedStudent can accurately answer all questions related to facts in the poster and processes used to create the poster.Student can accurately answer most questions related to facts in the poster and processes used to create the poster.Student can accurately answer about 75% of questions related to facts in the poster and processes used to create the poster. Student appears to have insufficient knowledge about the facts or processes used in the poster. ................
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