Career Development System - Integrating Learning Standards and Career Awareness - sponsored and coordinated by
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
Integrating Learning Standards and Career Awareness
sponsored and coordinated by
Career Development System
a regional educational cooperativeCareer Development System
a regional educational cooperative
16333 South Kilbourn Avenue
Oak Forest, Illinois 60452
(708) 225-6022
fax (708) 225-6025
www.careerdevelopmentsystem.org
Debbie Canna
Executive Director
Janice Stoettner
Assistant Director
Pam Heim
Office Manager
This publication was funded through the State of Illinois
Career and Technical Education Grant and the
Federal Perkins and Tech Prep Grants.Introduction.......................................................................................................................... 4
Business Partners................................................................................................................ 5
Lesson Plans
Arts and Communications........................................................................................................ 8
Christine Makinney ..........................Eisenhower Elementary School .............................. 9
June Rokita.......................................Lincoln Elementary School ..................................... 10
Business, Management & Technology ................................................................................... 13
Jennifer Donovan.............................TF North High School.............................................. 14
Elizabeth Merrifield ..........................TF South High School ............................................. 17
Steven Valant ...................................Thornridge High School ......................................... 18
Engineering & Industrial Technology....................................................................................... 19
Peter Goeghegan ............................Hillcrest High School ............................................. 20
Health Services ........................................................................................................................ 21
Brenetta Allison................................Hillcrest High School ............................................. 22
Amanda Bogner ..............................Oak Glen Elementary School ................................ 23
Lisa Webster.....................................Wentworth Junior High School ............................. 24
Human Services...................................................................................................................... 25
Carmelita Cross ...............................Hoover Elementary School.................................... 26
Aimee Lessner .................................Hoover-West Elementary School .......................... 27
Mary Mahoney ................................Oak Glen Elementary School ................................ 28
Colin Milton ......................................Oak Forest High School......................................... 29
Barbara Pliszka ................................Hoover Elementary School.................................... 30
Wanda Russell .................................Thornton High School ........................................... 32
Multiple Career Areas............................................................................................................. 33
Sharon Hosari ..................................Thornridge High School ........................................ 34
Phyllis Loslo ......................................Hoover Elementary School.................................... 35
Pamela Marcus................................Hoover-West Elementary School .......................... 36
Terri Taylor........................................Hoover-West Elementary School .......................... 38
Linda Taylor Varnado ......................Thornwood High School ....................................... 39
Karen Vondrak.................................Oak Forest High School......................................... 40
Counselors ............................................................................................................................... 41
Jennifer Ambrose ............................Tinley Park High School ........................................ 42
Benita Cole .......................................McKinley Junior High School ................................ 43
Sharon Holland................................Hillcrest High School ............................................. 45
Anitrese Jordan................................Tinley Park High School ........................................ 47
Jennifer Luberda ..............................Tinley Park High School ........................................ 48
Glenda Townsend ...........................Hillcrest High School ............................................. 49
Disclaimers ........................................................................................................................50
-3-The purpose of educators’ job shadowing is to discover how to better apply
school curriculum to the real world and better understand the needs of
employers. By participating in work situations, teachers learn how to
identify and incorporate the skills needed to be productive in the
workplace.
In June, 29 educators in the Career Development System service region
participated in the Summer Business Institute that placed them into
the world of work to learn what challenges awaited their students.
Educators reported to a participating job site for an intense, three-day job
shadowing experience in a variety of business and industry settings.
On the final day of the institute, the educators came together to share
their experiences and developments for teaching students skills that
will help prepare them for future careers.
This compendium is a collection of lessons developed from these
shadowing experiences. Each teacher and counselor created a method
of integrating the skills and attitudes needed “on the job” into the
existing curriculum.
This project is the result of businesspeople working with educators to develop
programs to better serve the students of our schools.
Special thanks to the businesses
who welcomed the educators of the
Summer Business Institute.
-4-American Eagle Steel........................................................................... Jim Bush
Steve Valant ............................................ Thornridge High School
American Flyers Flight School ...................................................... Dustin Zeitler
Glenda Townsend .........................................Hillcrest High School
Blue Island Travel ................................................................. Mary Ann Martino
Karen Vondrak..........................................Oak Forest High School
Body and Soul Health Care ....................................................... Sheila Robinson
Jennifer Luberda...................................... Tinley Park High School
Brake Tec..................................................................................... Matt Bradford
Peter Geoghegon ..........................................Hillcrest High School
Calumet City Police Department ........................................................ Bill Siems
Carmelita Cross ...........................Hoover West Elementary School
Christine Makinney.........................Eisenhower Elementary School
Pamela Marcus ............................Hoover West Elementary School
Teri Taylor ..................................Hoover West Elementary School
Calumet City Public Library ........................................................Gale Krekovich
Carmelita Cross ...........................Hoover West Elementary School
Pamela Marcus ............................Hoover West Elementary School
Teri Taylor ..................................Hoover West Elementary School
Catherine’s Clothing Store ......................................................Darlene Baginski
Barbara Pliszka .................................... Hoover Elementary School
CenterPoint – GSU............................................................... Hillary Burkinshaw
Elizabeth Merrifield ..................................... TF South High School
Community Hospital ....................................................................... Kathy Jones
Amanda Bogner ................................ Oak Glen Elementary School
Dave’s Camera............................................................................... Larry Kaplan
Phyllis Loslo.................................Hoover West Elementary School
Dudley Beauty College .................................................................Betty Clausen
Sharon Holland .............................................Hillcrest High School
DuPage County Coroner ........................................................... Charles Dastych
Brenetta Allison ............................................Hillcrest High School
-5-Flavors Restaurant ..................................................................... Rochelle Kemp
Linda Varnado .........................................Thornwood High School
Griffith Dental Offices ................................................................. Jamie Sainato
Amanda Bogner ................................ Oak Glen Elementary School
Harmony’s Hamburgers............................................................. Georgia Christy
Barbara Pliszka .................................... Hoover Elementary School
Human Development Services.............................................. Anthony McCaskill
Wanda Russell ............................................ Thornton High School
Ingalls Center for Outpatient Rehabilitation (ICOR) ................ Leonard Mason
Karen Vondrak..........................................Oak Forest High School
Juvenile State’s Attorney’s Office................................................. Teri McGinnis
Benita Cole............................................. McKinley Jr. High School
Lansing Airport................................................................................ Bob Malkas
Glenda Townsend .........................................Hillcrest High School
Lansing Fire Department................................................................ Beth Musser
Mary Mahoney .................................. Oak Glen Elementary School
Lansing Police Department ............................................................. Pat Gannon
Mary Mahoney .................................. Oak Glen Elementary School
Manpower .................................................................................. Suzanne Dubel
Christine Makinney.........................Eisenhower Elementary School
McDonald’s Corp.......................................................................... Tricia Frawley
Jennifer Ambrose..................................... Tinley Park High School
Panera Bread................................................................................. Darrin Burns
Aimee Lessner .............................................. Hoover West School
Property Management.................................................................. Ted McKenna
Colin Milton ..............................................Oak Forest High School
RGIS ............................................................................................... Eileen Shorr
Amanda Bogner ................................ Oak Glen Elementary School
Red Carpet Travel....................................................................... Dennis Wrobel
Karen Vondrak..........................................Oak Forest High School
-6-Robinson Engineering ................................................................. Russ Prekwas
Steve Valant ............................................ Thornridge High School
SSC Massage Therapy ......................................... Mike Schnur & Vince Romans
Sharon Holland .............................................Hillcrest High School
Sertoma Centre ........................................................................... Melanie Jones
Lisa Webster ................................. Wentworth Junior High School
Southwest Airlines ...................................................................... Jacob Adames
Glenda Townsend .........................................Hillcrest High School
The Success Center ...........................................................................Kelly Anoe
Mollie Jacobs ............................................ Heritage Middle School
Vaughn’s Hair Salon .......................................................................Sherita Ross
Anitrese Jordan........................................ Tinley Park High School
Village of South Holland ................................................................... J. Wynsma
Benita Cole............................................. McKinley Jr. High School
WGCI Radio ................................................................................................ Staff
Teresa Langel............................................... Bremen High School
Windy City Thunderbolts ........................................................... Lydia Bergeron
Jennifer Donovan.........................................TF North High School
Christine Makinney.........................Eisenhower Elementary School
Yesterday’s Upholstery ................................................................. Sylvia Tewes
Sharon Hosari.......................................... Thornridge High School
-7--8-
2004 SUMMER BUSINESS INSTITUTE FACULTY LESSON PLAN
THIS LESSON PLAN RELATES TO THE
English Language Arts-Reading and Writing
FOLLOWING AREAS:
Academic
Name: Christine Makinney Area: Elementary
SUBMITTED BY
Grade
School: District 151-Eisenhower School Level: 2
ILLINOIS LEARNING Goal 1 Read with understanding and fluency.
STANDARD(S) Standard A Apply word analysis and vocabulary skills to comprehend words and selections.
(list goal number(s) &
descriptions from handout Goal 3 Write to communicate for a variety of purposes.
sheet only) Standard A Use correct grammar, spelling, punctuation, capitalization, and structure.
Upon completing this lesson, students will be able to:
INSTRUCTIONAL OBJECTIVE 1. Apply phonics and vocabulary skills to comprehend word meanings and words in a selection.
Describe how objective
2. Learn to read their books independently to the class.
might apply to business with
which you partnered 3. Write a simple book report that will explain their assigned books to the class.
4. The students will visit the library and have ample time to become familiar with the library and
to be able to locate books at their reading level.
1. Sandcastle 3 Book Series, “The Alphabet.”
MATERIALS/SUPPLIES
2. “My Letter Book-My First Steps in Reading.”
NEEDED
3. Simple Book Report Outline.
1. Each child will be given a letter book from the above listed series.
2. With help the child will be able to master the vocabulary in their books and read them orally to
the class.
PROCEDURES/ACTIVITIES 3. The child will fill in a simple book report outline about the book they have read.
4. The child will read the book report orally to the class.
5. The child will make a booklet filled with words and illustrations from their assigned book.
6. The children will go on a field trip to the local library.
1. Oral presentation
a. Read the book to the class.
ASSESSMENT CRITERIA b. Read book report to the class.
2. Show the vocabulary and illustrated booklet to the class.
ADDITIONAL RESOURCES
Must include at least one
website address with
http://canteach.ca/elementary/novel.html
content description; list any
guest speakers, field trips,
SBI host site, etc.
Calumet City Police Department
Calumet City Public Library
Calumet City, Illinois
SBI HOST SITE
Manpower
South Holland, Illinois
-9-2004 SUMMER BUSINESS INSTITUTE FACULTY LESSON PLAN
THIS LESSON PLAN RELATES TO THE
Museum Curator
FOLLOWING AREAS:
Academic Language Arts, Social
Name: June Rokita Area: Science, Fine Arts
SUBMITTED BY
Grade
School: Lincoln School Level: 3-4
Language Arts Goal 3B: Compose well-organized and coherent writing for specific purposes and
ILLINOIS LEARNING audiences.
STANDARD(S) Language Arts Goal 3C: Communicate ideas in writing to accomplish a variety of purposes.
(list goal number(s) &
Social Science Goal 18A: Compare characteristics of culture as reflected in language, literature,
descriptions from handout
sheet only) the arts, traditions and institutions.
Fine Arts Goal 27A: Analyze how the arts function in history, society and everyday life.
Upon completing this lesson, students will be able to:
• Collect and assemble a set of objects and/or artwork to communicate a self-designated
theme/idea.
• Create an exhibit based on the designated theme.
• Discuss and decide the importance and function of an object found in everyday life.
INSTRUCTIONAL OBJECTIVE • Convey the theme of the exhibit through didactic (teaching) panels.
Describe how objective
might apply to business with • Convey the theme through verbal explanation.
which you partnered
In this lesson, the students play the role of a museum curator. Experiencing a museum tour given
by a curator prior to the lesson would be of great benefit. Also, completing a self-guided tour of an
exhibit in which the students read the didactic, or teaching, panels would allow the students to
experience the theme through written communication. These experiences would enable the
students to see the importance of verbal and written communication skills.
• Various objects and/or artwork collected or photographed by students
MATERIALS/SUPPLIES • Means to create written communication
NEEDED • A space to display the exhibition, such as a corner of the classroom or section of the library
• Tape, string, and other materials students brainstorm as helpful to create the exhibition
If possible, complete this lesson plan after a museum field trip.
Week 1
Day1
• Introduce the following vocabulary: exhibition, theme/idea, collection, object, curator,
artist, time period, and history. Ask students to think of a place where all of these words
would be used… museum.
• Jog the students’ prior knowledge by listing museums they have visited. Have students
share brief phrases describing the exhibits and objects they found at the museums.
• Discuss the concept of theme or idea in museum collections. Compare and contrast the
given objects in a collection. Do the different objects serve the same purpose? Do we
use similar objects today? If artwork, did the artists use the same medium and/or subject
matter? Does gathering up the objects together tell a story or theme?
PROCEDURES/ACTIVITIES
Day 2
• The students take on the role of a curator. Students brainstorm and vote on a theme/idea
that would represent their generation and/or time period. For example, the students could
concentrate on what and how they eat or how and why they communicate.
• Students vote on a theme for their exhibition.
• In small groups, students brainstorm and list objects and/or artwork that represent the
theme. They vote on a group leader/ or director. (The teacher may want to assign
leaders and switch leaders when beginning the next class project.) The leaders meet to
review idea lists, create sub-categories, and divide the work. (The leaders could meet
while the students are in centers.) If the theme was What and How We Eat, the sub-
categories might be; utensils, restaurants, school lunches, food at home, and grocery
stores.
(continued on next page)
- 10 -June Rokita
2004 Summer Business Institute Faculty Lesson Plan
Page 2
Day 3
• Students meet in small groups and determine what object and/or artwork will be each
student’s responsibility. (Each student in the classroom should be responsible for the
same amount of objects. For successful management of the collection as a whole, the
teacher should limit the number of objects to one per student. With success, the teacher
may want to increase the limit when creating future exhibits.)
Days 4-5
• Students locate their chosen objects. They either bring in the actual object or make an
image of the object. For example, a student might photograph a drive through window or
bring in a table setting.
Week 2
Day 1
• Students meet in small groups to share their objects or photographs. Each student
justifies the significance of his/her object to the collection.
• The teacher catalogs each object with an accession number. Each object will be given a
four-digit number followed by a period and the current year. For example, a student might
bring in a clean Subway sandwich wrapper. The student is the fourteenth to hand in their
object. The catalog number would be 0014.2004.
Day 2
• The teacher models how to write a didactic panel. This panel will be used as an
PROCEDURES/ACTIVITIES introductory panel for the exhibit. While listening to student suggestions, the teacher
(continued)
models his/her thinking process on the overhead or chart paper. Remember to
demonstrate editing skills.
• Independently, students create a didactic panel that gives a brief description and history
of their object. The first line will include a secret curator code/ accession number. The
second line will include the name of the object. (If it is an art object, this line contains the
title of the work and the year it was created. The next line would include the artist’s name
or say artist unknown. The last line would state the medium the artist used to create the
work.)
• Students meet in groups to brainstorm realistic display possibilities.
• Leaders meet to narrow down display options and decide on a suitable design. The
design must convey the theme of the exhibit.
Day 3-4
• Students meet in groups to create the installation design.
• Each student incorporates his/her object and didactic panel into the exhibit.
• The leaders review the order and design of the exhibit to make sure the collection is
assembled in a way that tells the story of the theme/idea.
Day 5
• Each student becomes a curator for the object they brought into the collection.
• Students give brief verbal presentations for their objects.
• The presentation should point out why the object is part of the collection.
• This could be done within your own class or shared with another class.
Prior to writing didactic panels, have students design a rubric that evaluates the grammar and
thoroughness of their writing.
ASSESSMENT CRITERIA Through written and/or verbal communication, students should be able to describe the significance
of their object/ artwork to the collection. They should show their knowledge of the function and
design of the object. They should compare the object’s importance to similar objects of our time or
to ancient artifacts.
(continued on next page)
- 11 -June Rokita
2004 Summer Business Institute Faculty Lesson Plan
Page 3
Website: www.museum.state.il.us/ismsites/lockport
This website gives the history and contact information for the Illinois State Museum Lockport
Gallery. You may find out about current and upcoming shows through this website.
Website: www.museum.state.il.us/muslink
This website is an excellent resource for teachers and students in the elementary grades.
Students in grades 6-12 may use this site as a learning guide. This site provides Illinois-specific
information, resources, activities, and lesson plans. You will find information on museum careers,
Native American heritage, forest and prairie ecosystems, and art.
ADDITIONAL RESOURCES
Must include at least one Guest Speaker: Invite a curator to describe the qualifications and responsibilities of their
website address with profession and/or the steps involved in creating an exhibition.
content description; list any
guest speakers, field trips, Guest Speaker: Invite a local artist to share their body of work. Before the visit, brainstorm a list of
SBI host site, etc. questions they believe a curator would ask an artist. Use the list of questions to interview the artist
during their visit.
Field Trip: Plan a field trip to The Illinois State Museum Lockport Gallery. Have the students
prepare a list of questions to interview the curator about the exhibit and hi/her profession. Have
students note how the work is displayed and the general theme/idea the curator is portraying.
Field Trip: Visit other local museums to compare and contrast how exhibits are organized.
Discuss the experiences they have in each exhibit. Question whether ideas are similar and/or
different from each other.
Illinois State Museum Lockport Gallery
SBI HOST SITE
Lockport, Illinois
- 12 -- 13 -
2004 SUMMER BUSINESS INSTITUTE FACULTY LESSON PLAN
THIS LESSON PLAN RELATES TO THE
Management or Marketing
FOLLOWING AREAS:
Academic
Name: Jennifer Donovan Area: Business
SUBMITTED BY
Grade
School: Thornton Fractional North H.S. Level: 11-12
Goal 3 Writing
ILLINOIS LEARNING Goal 4 Listening and Speaking
STANDARD(S) Goal 5 Research
(list goal number(s) & Goal 6 Number Sense
descriptions from handout Goal 11 Process
sheet only) Goal 21 Team Building
Goal 24 Communication and Decision Making
Upon completing this lesson, students will be able to:
• Make management or marketing decisions related to the sports industry
• Communicate with group members to achieve a common goal
INSTRUCTIONAL OBJECTIVE • Make and analyze both individual and group decisions
Describe how objective
might apply to business with
which you partnered Based on my partnership with the Windy City Thunderbolts the students will receive a lesson that
will demonstrate a variety of management issues or marketing tasks directly and indirectly related
to the sports industry as well as demonstrate the importance of teamwork and/or a fiscal
responsibility to the business owners.
The materials and/or supplies needed are:
MATERIALS/SUPPLIES
• Computers equipped with MS Office Suite and Internet access
NEEDED
• Poster board and markers
Management: Students will take on the role of a General Manager. Each team will assemble a
GM’s team and then compete for the contract from the Windy City Thunderbolts. GM teams will be
given financial data to analyze, synthesize and make recommendations to Crestwood Professional
Baseball LLC. for next year’s season.
1. Group students into teams of four - five
2. Each team is to generate an “Executive Business Plan”
a. Part 1 = Financial Data (MS Excel)
Create a comparison chart (Current 2004 vs Projected 2005) depicting: income,
expenses (admin., game day, team and, other)
b. Part 2 = Stadium Operations(MS Excel)
Create new concession stand menu and include cost, margin, and sales price
PROCEDURES/ACTIVITIES Note fiscal sales goal in part 1 and be sure to set pricing to meet or exceed goal
c. Part 3 = Community Relations and Merchandising
Create flyer to generate community awareness, excitement and involvement (MS
Publisher)
Assignment Requirements:
• Display Executive Business Plan in a MS Excel workbook and MS Publisher flyer
• In the header of Excel workbook, identify each team members name and role
• In the corner of the flyer put all team members names
• Staple all documents and turn in (flyer on top)
(continued on next page)
- 14 -Jennifer Donovan
2004 Summer Business Institute Lesson Plan
Page 2
(continued from previous page)
3. Team member roles
a. General Manager
presenter, leader, facilitates discussion, oversees team and accepts ultimate
responsibility for groups success or failure
b. Director of Finance and Administration
crunches numbers, meets budget and, explains data
c. Director of Stadium Operations
establishes concessions menu, pricing and meets budget
d. Director of Promotions and Media Relations
generates awareness and grows fan base
e. Director of Community Relations and Merchandising
Marketing: Students will take on the role of an outsourced marketing firm. Each team will name
their marketing firm and then compete for the $1.5 million dollar marketing contract for that
professional sport team. Sport teams will be drawn randomly after teams have been decided.
PROCEDURES/ACTIVITIES (Example: 8 teams in a class = 4 sports; 2 teams will compete in a randomly drawn sport –
(continued) football, basketball, baseball, and soccer)
1. Group students into teams of two or three
2. Each team is to fulfill a three-part marketing plan
a. Part 1 = Maximize ticket sales
Create 3 ways to generate revenue for your event (example: sell tickets to
watch the game)
b. Part 2 = Gain Sponsors
Create 3 packages to offer businesses for sponsorship. Remember to maximize
your revenue.
c. Part 3 = Event or Game Day Promotions
Create 3 promotions which will run at your event to generate excitement and
bring repeat business – more revenue!
Assignment Requirements:
• Display your marketing plan in a 3-6 slide PPT show
• Include minimum 1 chart, 1 table and 1 graphic
Team member names are to appear in the footer of the last s
Project Rubric
20-18 17-15 14-12 11-9
Content
complete, organized, original, creative,
grammatically correct
ASSESSMENT CRITERIA Product
color, layout, chart, graphic
Teamwork
cohesiveness, goal orientated,
contributed positive attitude
Total & Comments
(continued on next page)
- 15 -Jennifer Donovan
2004 Summer Business Institute Lesson Plan
Page 3
ADDITIONAL RESOURCES
Must include at least one
website address with www.wcthunderbolts.com
content description; list any Possible Guest Speaker: Lydia Bergeron, General Manager
guest speakers, field trips,
SBI host site, etc.
Windy City Thunderbolts
SBI HOST SITE
Crestwood, Illinois
- 16 -2004 SUMMER BUSINESS INSTITUTE FACULTY LESSON PLAN
THIS LESSON PLAN RELATES TO THE
Researching, analyzing numbers, and writing a business plan
FOLLOWING AREAS:
Academic
Name: Elizabeth Merrifield Area: Algebra
SUBMITTED BY
Grade
School: T.F. South High School Level: 10
• Goal 5 (Research): Standard B—Analyze and evaluate information acquired from various
sources.
• Goal 3 (Writing): Standard B—Compose well-organized and coherent writing for specific
ILLINOIS LEARNING purposes and audiences. Standard A—Use correct grammar, spelling, punctuation,
STANDARD(S) capitalization, and structure.
(list goal number(s) & • Goal 6 (Number Sense): Standard D—Solve problems using comparison of quantities, ratios,
descriptions from handout proportions, and percents.
sheet only) • Goal 8 (Algebra and Analytical Methods): Standard D—Use Algebraic concepts and
procedures to represent and solve problems.
• Goal 10 (Data Analysis and Probability): Standard B—Formulate questions, design data
collection methods, gather and analyze data and communicate findings.
Upon completing this lesson, students will be able to:
INSTRUCTIONAL OBJECTIVE • Formulate a business idea
Describe how objective • Write a business plan including word descriptions and financial data
might apply to business with • Compile and interpret pertinent census data
which you partnered • Research and analyze the applicable industry costs and profits
• Analyze the financials to determine if and which loans would be available to the situation
• Access to the Internet for research
MATERIALS/SUPPLIES • Access to a computer for word processing and spreadsheet software
NEEDED • Scientific calculator for financial analysis
• Business plan outline
• Students will be given a business plan outline consisting of the areas overall summary,
company and industry, product or service, market analysis, marketing strategy, operations,
management and organization, schedule of activities, critical risks and problems, financial
information, and conclusion. Students will be given an explanation of what each area must
contain. Written areas must have correct grammar, fluency, and spelling
• Students will do research through talking to people in their industry and on the Internet to
prepare valid cost numbers and their specific business necessities.
PROCEDURES/ACTIVITIES • During the financial analysis, students will be given a program that has a cost sheet and
balance and income statement sheet. Students can fill in their researched data for the needed
2-year financial projections.
• Students will use algebra, their number sense, and ratio analysis to analyze the financials to
determine how much equity and debt capitol they need in order to generate a positive cash
flow.
• Students will have due dates for each area of the business plan so they stay on schedule.
• The business plan is the result of the project.
Students will be given a rubric with the assignment so they understand the assessment criteria.
ASSESSMENT CRITERIA
The business plans will be graded according to the rubric.
Prior to the assigning the project, Hillary Burkinshaw will be invited to be a guest speaker. Hillary
ADDITIONAL RESOURCES is from Center Point, the region’s local small business development center. They give one-to-one
Must include at least one business counseling, and are certified to administer government 504 loans. She will explain the
website address with
components and necessity of a business plan for business success.
content description; list any
guest speakers, field trips,
SBI host site, etc. The students will access the website: illinoisbiz.biz –A very informative web site for many Illinois
facts as education, census 2000 data, grants, business incentives etc.
Center Point at GSU
SBI HOST SITE
University Park, Illinois
- 17 -2004 SUMMER BUSINESS INSTITUTE FACULTY LESSON PLAN
THIS LESSON PLAN RELATES TO THE
Economics
FOLLOWING AREAS:
Academic
Name: Steven Valant Area: Social Studies
SUBMITTED BY
Grade
School: Thornridge High School Level: 10-12
ILLINOIS LEARNING GOAL 15:
STANDARD(S) A. Understand how different economic systems operate in the exchange, production,
(list goal number(s) & distribution and consumption of goods and services.
descriptions from handout B. Understand how scarcity necessitates choices by producers.
sheet only) C. Understand trade as an exchange of goods or services.
Upon completing this lesson, students will be able to:
1. Explain how scarcity causes countries to have to make decisions on how to use their
resources and what opportunity costs could be incurred.
INSTRUCTIONAL OBJECTIVE 2. Demonstrate how the amount of resources a country has as well as the type of government
Describe how objective
that exists determines how competitive a country will be in the world market.
might apply to business with
which you partnered
The example I will use comes from American Eagle Steel. Steel is a very competitive market that
has other factors involved besides who makes the best steel. You must be aware of what type of
government a country has as well as its raw material resources. Other factors include existing
tariffs and trade agreements.
textbooks
MATERIALS/SUPPLIES internet access
NEEDED large quantity of some common object (anything that can symbolize a specific resource, e.i.
erasers, pencils, or candy)
1. The first few minutes of the lesson will be spent reviewing important concepts from past
lessons that will help with this assignment. After the students have reviewed with the
instructor they are broken into groups of 3 to 4 students and given a country to research.
They must pay close attention to what type of government the country has as well as its
level of technology and population.
2. The teacher will then distribute various amounts of the common objects that you are using
as the scarce resource. The teacher will break the amount down according to how much of
PROCEDURES/ACTIVITIES
the chosen resource the country has in reality. In our case we will use steel or our ability to
use steel.
3. Using information that the students have gathered they should be able to determine who can
produce the most steel at the lowest cost. Remind them to take into account what type of
government is running the country as well as their population, pay and benefits offered.
4. Given all data the students will put themselves in order from most competitive to least
competitive and why.
• Students will be assessed on the accuracy of the data that they collected as well as how they
were able to interpret the data to come out with an accurate conclusion of least to most
ASSESSMENT CRITERIA competitive.
• A rubric will be used to judge their quality of work in several areas such as team work,
accuracy of information, conclusion, and several other areas.
ADDITIONAL RESOURCES This assignment can utilize a number of guest speakers to discuss competition in the international
Must include at least one market. such as Jim Bush from American Eagle Steel. Field trip to a steel mill in the area to see
website address with
how the plants work, and hear the story behind the plant.
content description; list any
guest speakers, field trips, http://www.worldbank.org/research/trade/
SBI host site, etc. http://www.whitehouse.gov/fsbr/international.html
American Eagle Steel
SBI HOST SITE
South Holland IL. 60473
- 18 -- 19 -
2004 SUMMER BUSINESS INSTITUTE FACULTY LESSON PLAN
THIS LESSON PLAN RELATES TO THE
Automotive Technology
FOLLOWING AREAS:
Academic
Name: Peter Geoghegan Area: Industrial Technology
SUBMITTED BY
Grade
School: Hillcrest high School Level: 9 - 12
ILLINOIS LEARNING 1: C Reading with understanding and fluency
STANDARD(S) 4: B Listen and speak effectively in a variety of situations
(list goal number(s) & 5: A, B, C Use the language arts to acquire information
descriptions from handout 6: B, D Demonstrate and apply a knowledge and sense of numbers
sheet only) 7: A, B Estimate, make and use measurements of objects.
Upon completing this lesson, students will be able to:
INSTRUCTIONAL OBJECTIVE • Identify Air Conditioning Components and Related Areas
Describe how objective • Diagnose a variety of problems associated with AC
might apply to business with • Determine whether or not the AC system is R-12 or the newer R-134a Refrigerant
which you partnered • Correctly use the Snap-On Refrigerant Leak Detector.
• Determine exactly where the leak is coming from. i.e. fittings, hoses or connections
• Cross-reference parts for Retro-Fit, if necessary.
Snap-On Leak Detector
MATERIALS/SUPPLIES
Milton AC Recovery System
NEEDED
Cross Reference Catalog
1. Identify whether or not the system is R-12 or the newer R-134a.
2. Using Recovery System, completely evacuate the system and determine how much
Freon is in the system.
3. Once this is known, recharge system according to manual for proper amount of Freon,
usually located on firewall or evaporator.
PROCEDURES/ACTIVITIES 4. Inject Infra-red dye into system and start vehicle.
5. Use Snap-On leak Detector, probe the complete system and all the fitting and see if leak
can be found.
6. If this is not successful, using optical glasses and red light, see if leak can be found this
way.
7. Repair necessary components as needed: recheck system.
1. Check to see if student properly identified system R-12 or R-134a.
2. Question student about how much Freon was in the system and how much Freon does
the system hold.
ASSESSMENT CRITERIA
3. Have student identify where leak was found using the Snap-On Leak Detector or using
the Infra-red dye system.
4. Was system properly repaired and fully charged: Is it working?
ADDITIONAL RESOURCES
Must include at least one www.snap-on.com
website address with
content description; list any
guest speakers, field trips, Brake-Tec, Worth, IL
SBI host site, etc.
Brake-Tec
SBI HOST SITE
Worth, Illinois
- 20 -- 21 -
2004 SUMMER BUSINESS INSTITUTE FACULTY LESSON PLAN
THIS LESSON PLAN RELATES TO THE
Careers in science and health-related fields
FOLLOWING AREAS:
Academic
Name: Brenetta Allison Area: Science
SUBMITTED BY
Grade
School: Hillcrest High School Level: 11-12
ILLINOIS LEARNING 13.B4b Analyze a particular occupation to identify decisions that may be influenced by a
STANDARD(S) knowledge of science
(list goal number(s) &
13. B5e Assess how scientific and technological progress has affected other fields of study,
descriptions from handout
sheet only) careers and job markets and aspects of everyday life
Upon completing this lesson, students will be able to:
INSTRUCTIONAL OBJECTIVE
Describe how objective 1. Explain how areas of science are related to certain careers
might apply to business with 2. Demonstrate where specific science content can be found in various forensic careers
which you partnered 3. Understand why and how content area is presented in the world through researching
science careers and presenting them
Internet/computer lab
MATERIALS/SUPPLIES Instructional media resources, handbooks, and resource texts
NEEDED Web-based resource links
Power point-Microsoft works
1. Student to research a specific forensic science related career using internet links
2. Research job description, salary, education background and other job-related information
PROCEDURES/ACTIVITIES 3. Prepare a power point presentation on chosen career
4. Power point should include at least 6 slides
5. Prepare a career brochure (Optional)
Students will be required to produce a power point presentation on selected forensic related
career. Power point should include graphics. The presentation including its oral component will be
ASSESSMENT CRITERIA
worth 120 points, Students should be prepared to take questions from peers based on educational
background, job description and salary-rubric prepared.
ADDITIONAL RESOURCES
Must include at least one
website address with www.sciencecareerweb.net
content description; list any www.science.education.nih.gov
guest speakers, field trips,
SBI host site, etc.
DuPage County Coroner’s Office
SBI HOST SITE
Wheaton, Illinois
- 22 -2004 SUMMER BUSINESS INSTITUTE FACULTY LESSON PLAN
THIS LESSON PLAN RELATES TO THE
Health and Hygiene
FOLLOWING AREAS:
Academic
Name: Amanda Bogner Area: Health
SUBMITTED BY
Grade
School: Oak Glen Elementary Level: Special Education 1 - 2
ILLINOIS LEARNING
STANDARD(S) Goal 22 Understand principles of health promotion and the prevention and treatment of
(list goal number(s) & illness and injury.
descriptions from handout Standard A Explain the basic principles of health promotion, illness prevention and safety.
sheet only)
Upon completing this lesson, students will be able to:
1. Choose healthy foods
INSTRUCTIONAL OBJECTIVE 2. Brush teeth and floss
Describe how objective
3. Wash hands using soap and water
might apply to business with
which you partnered 4. Perform simple exercises
In health care professions the employees are required to practice and promote healthy habits.
4 Posters with written and illustrated instructions floss
4 spaces throughout the room for centers cups
MATERIALS/SUPPLIES plastic food and place settings soap
NEEDED sink water
toothbrush towels
toothpaste exercise mat
A. First the teacher will ask the students what they know about healthy habits.
B. Together the class and teacher will write a list of the items the students know.
C. Next the teacher will discuss with the class the healthy habits they will learn about.
D. There will be 4 centers set up throughout the classroom.
E. Each day the teacher will go to a different center and do the following steps.
1. Introduce the center, for example, today we are going to learn how to wash our hands
correctly.
2. The teacher will show the poster and go over the steps verbally and show the pictures.
PROCEDURES/ACTIVITIES 3. The teacher will demonstrate the steps.
4. Students can practice the steps with teacher assistance.
5. Students can practice the steps without teacher assistance.
6. When students are ready to be evaluated they will notify the teacher and perform the
steps, when the student accomplishes all the appropriate steps they will be rewarded
with a sticker.
F. Once the teacher has gone through the six steps above for each center, the teacher and
the class will go back to their list of healthy habits and add to it new habits that they have
learned.
Students will be expected to perform all the steps for the 4 centers. The teacher will be able to
ASSESSMENT CRITERIA
keep track based on how many stickers each child has been rewarded.
Students can visit a local hospital or dentist. The teacher can arrange to have a nurse and dental
hygienist come in as guest speakers.
ADDITIONAL RESOURCES
Must include at least one Appropriate web sites:
website address with www.freshdelmonte.com
content description; list any this site provides healthy snacks and recipes
guest speakers, field trips, www.zoothland.com
SBI host site, etc. this site will show how to brush and floss, it provides games and education to parents and teachers
www.lhj.com
this site will provide information to parents about hygiene
Munster Community Hospital Pediatrics, Munster, Indiana
SBI HOST SITE Broad Dental Offices, Griffith, Indiana
RGIS Inventory Specialists, Homewood, Illinois
- 23 -2004 SUMMER BUSINESS INSTITUTE FACULTY LESSON PLAN
THIS LESSON PLAN RELATES TO THE
FOLLOWING AREAS: This lesson plan will assist students in developing an understanding and awareness of
individuals with mental illnesses and physical disabilities.
Academic
Name: Lisa Webster Area: Reading/LA/Social Studies
SUBMITTED BY
Grade
School: Wentworth Jr. High Level: 6
ILLINOIS LEARNING 3B Compose well-organized and coherent writing
STANDARD(S) 3C Communicate ideas in writing
(list goal number(s) &
4B Speak effectively
descriptions from handout
sheet only) 5A Locate, organize, and use information to communicate ideas
Upon completing this lesson, students will be able to:
INSTRUCTIONAL OBJECTIVE 1. Acknowledge, respect, and become sensitive to individuals with mental illness and physical
Describe how objective
disabilities, thereby reducing stigma.
might apply to business with
which you partnered 2. Articulate an understanding of mental illness and physical disabilities.
3. Compose an informative research report about mental illness or physical disability and present
report to the class.
MATERIALS/SUPPLIES
Computer Lab for students to do research and type their reports.
NEEDED
1. Students will play a game as partners.
a. One is blindfolded.
b. Partner must direct blindfolded student to a specific location in the room by giving verbal
clues only.
c. Partners switch roles and repeat the activity.
d. Teacher will lead a discussion where students process the experience.
2. Teacher will introduce the term ‘stigma’ and discuss labels that are placed on individuals.
PROCEDURES/ACTIVITIES
3. Teacher will generate discussion among students about difficulties people have when dealing
with the disabled.
4. Students will write a report:
a. Students will receive a list of mental illnesses and/or physical disabilities.
b. Student will be divided into groups of 3-4.
c. Groups will select and research topic, write a report and present information to the class.
5. Extra Credit: provide visual aid to accompany report.
Develop rubric for research paper – students receive rubric prior to embarking on research project.
ASSESSMENT CRITERIA
Reflection component for students to self-assess.
ADDITIONAL RESOURCES
Must include at least one Website: www.sertomacenter.org provides information on various programs offered – how to
website address with
arrange a tour of facility, schedule guest speakers, etc.
content description; list any
guest speakers, field trips, Contact person: Melanie Jones l(708-371-9700 ext. 206)
SBI host site, etc.
Sertoma Center
SBI HOST SITE
Alsip, Illinois
- 24 -- 25 -
2004 SUMMER BUSINESS INSTITUTE FACULTY LESSON PLAN
THIS LESSON PLAN RELATES TO THE
FOLLOWING AREAS: Community Fire Protection and Law Enforcement
Academic
Name: Carmelita Cross Area: Writing/Listening
SUBMITTED BY
Grade
School: Hoover School Level: Kindergarten
State Goal 3 Write to communicate for a variety of purposes.
Standard C Communicate ideas in writing to accomplish a variety of purposes.
ILLINOIS LEARNING State Goal 4 Listen and speak effectively in a variety of situations.
STANDARD(S) Standard A Listen effectively in formal and informal situations.
(list goal number(s) &
descriptions from handout
sheet only) State Goal 24 Promote and enhance health and well-being through the use of effective
communication and decision-making skills.
Standard A Demonstrate procedure for communicating in positive ways, resolving
differences and preventing conflict.
Upon completing this lesson, students will be able to:
Listen to a particular situation, over a tape recorder, to draw and write the information that was
INSTRUCTIONAL OBJECTIVE described over the tape. For Example: My name is Billy and I see Mrs. Johnson’s house is on fire.
Describe how objective The children should draw a picture of a house on fire and the fireman coming to put the fire out.
might apply to business with
which you partnered This relates to the Police Department 911 Operators. The operators listen to people calling in to
give them information about various situations. When calls are received, the dispatcher will send
the call to the correct department depending on the information received from the customer.
Tapes ( with recordings of various situations)
MATERIALS/SUPPLIES
Tape Recorder with earphones Pencil or Pen
NEEDED
Paper Crayons or Markers
After a visit from the Police Department, the teacher will tape record various situations for the
students to hear.
PROCEDURES/ACTIVITIES
The students will role play as well as illustrate the information they hear from the recording.
Once they illustrate the information, they will write information describing their picture.
The assessment will be the role play the students do as well as the pictures the students illustrate
and write after listening to the tapes.
ASSESSMENT CRITERIA
The teacher will also get feedback from students via a survey with face. The faces are happy/smile
(because they liked it) sad/frown (because they did not like) or no emotion/straight (if it was just an
alright activity).
ADDITIONAL RESOURCES
Must include at least one Take a field trip to the police station.
website address with Have a policeman come to the school and discuss his various duties.
content description; list any www.illinoisbiz/communityprofiles/calumetcity.htm#community
guest speakers, field trips, www.calumetcitypl.org (Calumet City Public Library website)
SBI host site, etc.
Calumet City Police Department
SBI HOST SITE
Calumet City, Illinois
- 26 -2004 SUMMER BUSINESS INSTITUTE FACULTY LESSON PLAN
THIS LESSON PLAN RELATES TO THE
Food Industry: Cook/Chef, Dietician
FOLLOWING AREAS:
Academic Math, Science, Reading and
Name: Aimee Lessner Area: writing
SUBMITTED BY
Grade
School: Hoover-West School Level: K-1
ILLINOIS LEARNING
STANDARD(S) 1A Read words that are on Food Pyramid
(list goal number(s) & 10 A & B Organize, collect and display data using pictures
descriptions from handout 6A Count up the number of foods they have in each part of the Food Pyramid
sheet only)
Upon completing this lesson, students will be able to:
INSTRUCTIONAL OBJECTIVE
Describe how objective 1. construct a KWL chart on what they know about the food pyramid.
might apply to business with 2. construct a graphic organizer to classify foods into the four food groups.
which you partnered 3. take the information they were taught about the Food Pyramid and put foods in the correct
area on the pyramid.
Food Pyramid chart
MATERIALS/SUPPLIES
Poster size (blank) pyramids for each group
NEEDED
Magazines, grocery ads, scissors, glue/tape
1. Introduce the Food Pyramid to the students
a. Talk about healthy and unhealthy food choices.
b. Bring in different food items, have the students put the foods in the correct category,
healthy and unhealthy.
c. Talk about the different categories of the food pyramid and what foods are in each
category.
2. Read The Berenstain Bears and Too Much Junk Food, by Jan and Stan Berenstein.
a. Discuss the story.
PROCEDURES/ACTIVITIES
b. Ask questions about the food choices the bears made.
3. Divide the class into cooperative groups.
a. Give each group a poster with the food pyramid on it.
b. Have each group find pictures from magazines or grocery ads of food to illustrate each
section of the pyramid.
c. When the groups are finished they will count up each part of the pyramid to see if they
have enough servings in each category.
d. Each group will share their pyramid with the class.
• We will take a field trip to Panera Bread in Schererville, Indiana.
• The students will all have a copy of the food pyramid with them as we are at Panera.
• Each student will have to choose food items that can go in each section of the food pyramid.
ASSESSMENT CRITERIA
• When the students have made their food choices, we will match them up on the pyramid to
see if they are correct.
• Then we will eat our healthy food choices.
ADDITIONAL RESOURCES
Must include at least one
website address with
www.panerabread.com
content description; list any
guest speakers, field trips,
SBI host site, etc.
Panera Bread
SBI HOST SITE
Schererville, Indiana
- 27 -2004 SUMMER BUSINESS INSTITUTE FACULTY LESSON PLAN
THIS LESSON PLAN RELATES TO THE
Community Workers: Police and Fire Departments
FOLLOWING AREAS:
Academic
Name: Mary Mahoney Area: Reading and Writing
SUBMITTED BY
Grade
School: Oak Glen School Level: Kindergarten
ILLINOIS LEARNING 3 A, B, & C Write to communicate for a variety of purposes.
STANDARD(S) 5 A, B, & C Use the language arts to acquire, assess and communicate information.
(list goal number(s) & 14 A, B, & D Understand political systems, with an emphasis on the United States.
descriptions from handout 22 A & B Understand principles of health promotion and the prevention and treatment of
sheet only) illness and injury.
Upon completing this lesson, students will be able to:
INSTRUCTIONAL OBJECTIVE
Describe how objective 1. Discuss the duties of a police officer and fire fighter.
might apply to business with 2. After the teacher has read several books about these occupations, the students will retell the
which you partnered stories.
3. The students will participate in a writing lesson that will be put into a class book.
Books: A Visit to the Sesame Street Firehouse by Dan Elliott
Firefighters A to Z by Chris Demarest,
Police Officers A to Z by Jean Johnson
MATERIALS/SUPPLIES Videos: I Wanna Be a Firefighter, 1995 by Greg James Production
NEEDED I Wanna Be a Police Officer, 1996 by Greg James Production
Fire Safety for Kids 1995 Children’s Video Development.
Chart and chart paper for KWL and writing prompt on paper for children: ‘What I learned on the
field trip to the firehouse and police station was ____________________.’
Teacher will:
• Develop a KWL chart: “What I Know, What I Want to Know, and What I Learned.”
• Read the literature about police officers and firefighters and show videos.
• Prepare and schedule a field trip to the fire department and police department.
• Finish KWL chart after field trip
• Prepare a writing lesson with prompt ‘What I learned on the field trip to the firehouse and
police station was _______________________.’
PROCEDURES/ACTIVITIES • Bind class book to be read by teacher and students.
Students will:
• Engage in the KWL chart.
• Participate in class discussion after reading and viewing of videos.
• Participate in class field trip
• Contribute a class page to the class book about what they learned. This will consist of a
writing activity and picture.
Children will compile information from the KWL and discuss what they learned. They will complete
ASSESSMENT CRITERIA
a page for our class book that will be used in the reading center.
ADDITIONAL RESOURCES http://teacher.scholastic.com/ilp/index.asp?SubjectID=2&SubheadID=36&TopicID=201
Must include at least one This website has several lesson plans on community workers and worksheets to supplement this
website address with lesson. The Lansing Fire Department and Police Department are currently working on their
content description; list any website.
guest speakers, field trips,
SBI host site, etc. Field trip to the Lansing Fire and Police Departments.
Lansing Fire Department and Lansing Police Department
SBI HOST SITE
Lansing, Illinois
- 28 -You can also read
