Written By: Wendy Miyasato, Lisa Casey, and Yuuko Wright

Background

This unit was written during our student teaching semester when we were given the opportunity to apply for a student teaching grant. This thematic unit focused on the kindergarten curriculum with an emphasis in social studies.

Because children begin to form ideas about future careers at an early age, it is important for children to learn about different kinds of careers available to them. Many children see community helpers only as those people who wear uniforms or have jobs that we see or hear about frequently. Children often don't realize there are many other workers who contribute to a successful community. The purpose of this thematic unit was to help our students realize that it takes many different jobs for a city or town to work together as a community. Students need to understand and realize that how the various careers are needed in order for communities to function safely and effectively to make the environment a more comfortable place to live.

Having the opportunity to make your own choices is a must in our socitey. Our students need to know that they can make their own choices when it come to choosing a career they want to go into. We wanted our students to become aware of the different occupations and choice that are available to them. This unit helped our students begin their schooling eager to learn, grow, and prepare for their futures. Students will learn about different careers through read-a-louds, guest speakers, lessons, and field trips. They will show their understanding by writing, drawing, speaking, and completing a careers unit matrix. The activities will integrate language arts with other subjects such as, social studies, science, geography, math, technology, and art.

Many of these students have limited opportunities to know about career choices and may not see themselves as professionals or community leaders. They need to be exposed to a range of career possibilities and recognize that they are capable of making a contribution to their community. They also need to appreciate the contributions that various people who work in the community make to the children's lives. The purpose of this thematic unit was to help our students realize that their community is made up of a system of dependence and interdependency. We want them to understand that all parts of the system work together to make up their community that functions safely and effectively. With out one another the community would not function as effectively as it does.

Objectives

• Students will know the services, duties, and responsibilites provided by different community members and know what they need in order to prepare for a career.
• Students will be able to draw/write the services of each career.
• Students will be able to draw/write the duties and responsibilites of each career person.
• Students will be able to identify and tell the purposes of the tools each career person uses.
• Students will be able to identify and tell the skills that are needed for each career (social, cooperative working, literacy, and technology skill)
• Students will be able to be aware of the different choices and careers they have and understand how they are building a foundation of learning skills that they may one day use in their career choice.
• The students will be able to discuss and write about what they can be when they grow up.
• Students will be able to complete the first column of the matrix by drawing the career person.
• Students will be able to fill out a matrix organizing the services of each career.
• Students will be able to fill out a matrix organizing the duties and responsibilities of each career.
• Students will be able to identify and evaluate their personal behaviors, decisions, actions, and choices they make that may affect their safety of themselves and others in their community.
• Students will be able to identify and discuss which community members affect their lives.

Annotated Bibliography

Broekel, Ray. (1986). I Can Be An Author. Chicago: Childrens Press. (J 371.4268 Authorship-B).

• This book provides information on how an author works and what they do.

Deedrick, Tami. (1998). Zoo Keepers. Mankato: Capstone Press. (Classroom Book).

• Each page covers a different subject such as, what zoo keepers do and what tools they use.

Green, Carol (1988). I Can Be A Librarian. Chicago: Childrens Press. (J-371.4268-Library Work-G).

• Students can relate to the content of this book because they are familiar with the library system and librarian in school.

Hankin, Rebecca. (1985). I Can Be A Fire Fighter. Chicago: Childrens Press. (J-371.4268-Fire Fighters-H).

• This book shows how fire fighters rescue people, fight fires, give medical care, and give safety talks.

Kunhardt, Edith. (1989). I'm Going To Be A Fire Fighter. New York: Scholastic, Inc. (Classroom Book).

• Even though this book talks about a voluntary fire fighter, it also provides information about the fire truck itself and the equipment that is used. Brief descriptions about what to do in case of a fire are included in this book.

Kunhardt, Edith. (1995). I'm Going To Be A Police Officer. New York: Scholastic, Inc. (Classroom Book).

• This book was written from the viewpoint of a child whose father is a police officer. It also does not show any pictures or tell about "scary" incidents that police officers often encounter.

Martin, Claire. (1987). I Can Be A Weather Forecaster. Chicago: Childrens Press. (J-371.4268-Meteorology-M).

• This book is useful to connect to the weather that is discussed during morning business.

Matthias, Catherine. (1984). I Can Be A Police Officer. Chicago: Childrens Press. (J-371.4268-Law Enforcement-M).

• A picture dictionary of a police officer's services is provided in this children's book.

Raatma, Lucia. (1999). Crawl Low Under Smoke. Mankato: Capstone Press. (Classroom Book).

• This book is specifically written for students who want to know the details of what to do when a fire does occur.

Raatma, Lucia. (1999). Home Fire Drills. Mankato: Capstone Press. (Classroom Book).

• The importance of knowing the proper exits and practicing a fire drill is featured in this book.

Raatma, Lucia. (1999). Stop, Drop, and Roll. Mankato: Capstone Press. (Classroom Book).

• The big pictures in this book are easy to follow if students want to practice.

Ready, Dee. (1997). Doctors. Mankato: Capstone Press. (Classroom Book).

• This book mainly gives background information about where they work and what they wear.

Ready, Dee. (1997). Fire Fighters. Mankato: Capstone Press. (Classroom Book)

• This book is organized into sections such as, what fire fighters wear and what tools fire fighters use.

Ready, Dee. (1997). Police Officers. Mankato: Capstone Press. (Classroom Book).

• The illustrations in this book are excellent because they are big and easy to see for students during read-alouds.

Rowan, James P. (1985). I Can Be A Zoo Keeper. Chicago: Childrens Press. (J-371.4268-

Zoos-R).

• This is a good resource book to use if a field trip to the zoo is arranged.

Sipiera, Paul P. (1987). I Can Be An Ocenographer. Chicago: Childrens Press. (J-371.4268-

Ocenographer-S).

• Since a lot of the students on the Waianae coast grow up near the beach, they may find this career of interest to them.

Internet Sites

http://www.sparky.org/

• This site provides the students to go through a fire truck gallery to see the different kinds of trucks fire fighters use.

http://www.usfa.fema.gov/kids/index.htm

• Students can plan an escape route of their house in case of a fire. Information about smoke alarms are also provided at this site. A section where students can color on the internet is featured or can be printed out for their own use.

back to top

Copyright 2000 All Rights Reserved