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Caitlyn Carralejo

on 30 July 2014

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Transcript of Kindergarten

Career Week

ASCA National Standards
Standard B: Students will employ Strategies to achieve future career goals with success and satisfaction
ASCA National Standard
Standard B: Students will employ Strategies to achieve future career goals with success and satisfaction
ASCA National Standards
Standard C: Students will understand the relationship between personal, qualities, education, training, and the world of work
ACTIVITY: Positive Penguin Puppet Show
B:1: Acquire Career Information

C:1: Acquire Knowledge to Achieve Career Goals
C:C1.2 Explain how work can help to achieve personal success and satisfaction

C:2: Apply Skills to Achieve Career Goals
C:C2.2 Learn how to use conflict-management skills with peers and adults
C:2: Apply Skills to Achieve Career Goals
C:C2.3 Learn to work cooperatively with others as a team member

A-1. Develop Career Awareness
C:A1 Develop awareness of personal abilities, skills, interests and motivations
A:2: Develop Employment Readiness
C:A2.7 Develop a positive attitude toward work and learning
C:B1.4 Know the various ways in which jobs can be classified
B:1: Acquire Career Information
C:B1.7 Describe traditional and nontraditional career choices and how they relate to career choice
Standard B: Students will employ strategies to achieve future career goals with success and satisfaction.
Competency B:2: Identify Career Goals
C: B2.3 Use employability and job readiness skills in internship, mentoring, shadowing, and/or other work experience.
Being Grown-ups
Creative Dramatics
Standard: Social Studies
Given an occupation, student will use the appropriate tools to role play their job in the community.
Needed Materials
Community helper tools (money, tools, books, etc.)
Preselected occupations and groups
We have talked about several community helpers over the last few weeks. Now it is your turn to show me what you have learned!
Have students review community helpers and ask students to pick one of the preselected occupations to role play.
Have whole group participate in role play while the rest of the classes guesses what occupation is being demonstrated.
At end discuss again why tools are important, where do they work, and what do they do for the community.
Tell students to think about what they want to be when they grow up because next time we are going to share.

Competency B:2: Identify Career Goals
C:B2.5 Maintain a career planning portfolio
Whose Vehicle is This?
1. Raise your hand if your mom or dad drives a car for work
4. Give student picture of vehicle, and on that back have them draw the person that uses the vehicle
3. Discuss: How vehicles can be used for jobs
2. Read book: have students guess whose vehicle it is
5. Students share drawings with each other
6. Discuss: There is no such thing as "girl" or "boy" jobs
Community Journal Entry
Social Studies
Given a journal, students will acknowledge their role in their community by writing a message and drawing a picture of an act of kindness that helped someone in their community
Needed Materials
Students will love the guessing game created as we read the book and share drawings
Students will stay engaged as we read, draw, and share
Students will walk away understanding different jobs, vehicles associated, and break gender stereotypes
Standards: Share Knowledge, Exhibit cooperative behavior in a group
A journal, Crayons, Markers, Pencils
Competency C:1: Acquire Knowledge to Achieve Career Goals
C:C1.2 Explain how work can help to achieve personal success and satisfaction

Stick a picture of a community helper on each student’s back. Ask students to not tell their classmates what community helper is on their back.
Students will go around asking questions to their classmates to figure out what community helper they have. Once they have figured it out correctly students may look at their community helper and continue to answer questions to help other students figure out their helper.
Reflect with students. What was hard about this activity? What was easy about this activity? What kind of questions did you ask?
After students have reviewed the tools and jobs of community helpers ask students, are we community helpers?
List examples of how we help the community.
What are some ways you think you help the community each day?
What does a community helper look like?
Tell students that today they are going to have to think about what they have done in the past that has made them a community helper.
Have students pair up and discuss what they wrote about and compare how their picture differed. Were both students being community helpers? What are some other things you did during the day to help be a community helper?

When I Grow Up...
In this activity students will become aware of the many types of jobs that exist by thinking about
the people they know. As a class, students will chart the jobs of people they know and the work
these people do. Students will share what they would like to be when they grow up and why
they have made the choice they have
Language Arts
Lesson and Materials
Discuss importance of positive attitude
Bring in stick puppets with attitude issues and introduce them to the students
Each animal whines, complains, and makes excuses when they can't or will not do something
Ex: Cranky Crab, Whining Whale, Bored Bat, and Not in the Mood Mouse
Positive Attitude Penguin DOES NOT. "sure I will," "Yes Ma'am," or "Yes sir"
End lesson with a puppet show!
Important to see what a poor attitude looks like and sounds like
Puppet show reinforces ability to hear and distinguish positive attitudes from poor ones
Many may recognize themselves in some of the puppets, and hopefully strive to be like Positive Penguin!

"Match the Career with the Duty"
Give a small presentation on a few popular career interests. For Kindergarten it is usually doctor, police officer, firefighter, teacher or vet.
Than hand out a worksheet to the students. One on side there will be pictures of jobs. On the other side there will be pictures of career duties. Have the students draw a line from the picture of the job to the duty that relates to that job.
When creating the worksheet try to break career stereotypes. For example, have a female police officer and a male teacher.
K- Connection:
This activity allows students to begin to become aware of possible careers and gives them accurate information.
Attempting to break career stereotypes, as mentioned by Gottfredson, is key in students developing self- concept and believing they can do other jobs.
A-1 Develop Career Awarness
C: A1-4 Work Cooperatively
"Building Together"
Give each student 4 blocks
Instruct them to build something. Before long they will notice they can't build much of anything.
Don't give out more blocks, instead encourage children to share blocks and build together.

This activity shows the students how working together will have much greater results than working alone.
A-2 Develop Employment Readiness
C: A2.1 Acquire Skills Working on team problem solving and organizational skills
"Memory Game"
Show the kids the egg carton with 2-3 different colored eggs in them.
Than close the lid and ask the students which colors were in the carton.
Add 1-2 different colored eggs each time.
K- Connection:
This improves childrens memory and organizational skills.
Allows them to rely on their recall skills as well.
The "Real Me"
Discuss with the students how each of them has their own unique qualities and things they enjoy doing, influencing career choice
Have each student fill out a "real me" worksheet individually helping them get a better understanding of their personal traits and interests
Students will then get into small groups and share their results with each other
Students will then draw a picture of themselves, based on the answers from their "real me" worksheets
At the end, I will discuss with students what jobs they can do based on the answers from their worksheets
This activity will help students get a better understanding of their personal preferences and qualities, helping them figure out what jobs they would be most interested in pursuing
Classroom Supplies
Students will be told that they will be working together in table groups of four
Each table group will have a set of supplies, including markers, pencils, crayons, scissors, glue, and erasers
Students will be asked to individually draw a picture of whatever they want, but each group needs to work together in sharing supplies, since there won't be enough for each person to have their own
Teachers and helpers will walk around discussing with students how they need to take turns using the supplies, be patient, and ask politely when requesting a supply
This activity teaches students to effectively use conflict-management skills, since each group needs to figure out how they all can get a chance to use the supplies, even with limited amounts
Activity: Cows and Ducks
Have each player decide privately if they want to be a cow or duck
When the game begins, each player makes their animal sound out loud, and try to join others making the same sound
At the end, all the cows should be in one area, and all the ducks in another area
This game can be played with eyes open or closed, depending on the obstacles in the room
This teaches students that they need to work together cooperatively as a team, because each player needs to listen for others making their same sound, and both teams of animals has an end goal they need to accomplish. Each player can't accomplish the goal alone
Treasure box full of career clothes.
Allow natural course for children to dress themselves *take note and see if any child dressed out of societies gender role expectations
Challenge students to dress in opposite gender stereotypical career clothes
Discussion: How do you feel? *Note any resistance
Ask to define how they feel.
Discussion: There are female: businesswomen, doctors, military, fire people and police officers
There are male: teachers, secretaries, nurses, etc....
Dress-up & Role Play
Why Kindergarten?
Preoperational Stage

During this stage, young children are able to think about things symbolically. Their language use becomes more mature. They also develop memory and imagination, which allows them to understand the difference between past and future, and engage in make-believe.
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