The Music Connection K
Silver Burdett Ginn copyright 1995
Unit 20 Lesson 4
Pages 174-175
"When I Grow Up"
This musical lesson encourages students to share ideas about the
type of jobs they want when they grow up.
Previously Published
Data
Busy Town
Computer Curriculum Corporation, 1996 (CD-ROM).
This program encourages children to explore models of communities inspired
by Richard Scarry. Each of the twelve areas has activity sheets, rhymes,
discussion questions, and hands-on
activities. Twelve themed modules are
combined with animated characters. Children interact with the program at
their own pace as they manipulate the
various community environments (Bruno's Deli,
Building a House, Captain Salty's Ship,
Delivery Truck,
Dr. Diane's Hospital, Fire Station, Gas Station).
Jamaica's Find. Havill,
Juanita. Houghton-Mifflin, 1986.
Katy and the Big Snow.
Burton, Virginia Lee. Hougtlton-Mifflin, 1973.
What is a Community?
Lollipop Dragon Explores
Community.
Society for Visual Education, 1994 (Video).
In this production, Lollipop and friends explore
the meaning of community. Episodes
illustrate ways a community uses resources,
how community members work together, how communities are interdependent,
and the methods of transportation,
communication and trade.
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Make a chart of the
different jobs that students brainstorm that are performed by their parents,
adults at school, or in the community. Next to each job listed add
a picture of one tool or piece of equipment used to perform that job.
Previously Published
Data
1.) Students will listen to a read-aloud on
community workers such as Jamaica's Find by Juanita Havill or Katy and
the Big Snow by Virginia Lee Burton. Discuss occupations students may know,
such as community workers or parents' occupations.
2.) After the read-aloud, students will brainstorm lists
of jobs held by families and by people in pictures and community.
3.) Students will draw pictures of workers in various
occupations. Encourage them to include the tools the worker might use.
Share the pictures.
4.) Students will bring a tool or a picture of that tool
used by a family member for his or her job. Share thoughts about the job.
Students might invite the person to come and share the use of the tool
in that job.
5.) Students will draw, write, or dictate a story about
the jobs held by their family members and these will be used to make a
bulletin board display. Students will then tell about the tools used by
their family member. Match or identify the tools with the jobs posted on
bulletin board.
6.) Read the section of Katy and the Big Snow where Katy
plows out the town. Discuss the community workers that are mentioned and
why they were important to getting the job done. Help children understand
that all workers and jobs are important to a community and often are dependent
on each other.
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Student will draw a
picture of the job his or her parent does. Picture will include either
a uniform, outfit typically worn to work, or a tool used in the trade.
Student will orally list three different jobs
that people do at the school.
Previously Published
Data
Ask students to match simple descriptions of
work that people do and the names of those jobs. Ask
students to identify the types of work performed by various
school, community, and fictional characters using the class
bulletin board job display. After students identify the types
of work performed, ask them to explain why that work is important
for the community to operate successfully.
Alternative Assessment Strategy: In a discussion ask
children to provide examples from the school and local community
of people who might perform certain jobs. (ExampIe: Who helps
us cross the street at school? What tool does this person use?)
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