Career Development System - Integrating Learning Standards and Career Awareness - sponsored and coordinated by

 
Integrating Learning Standards and Career Awareness

              sponsored and coordinated by

        Career Development System
                   a   regional   educational   cooperative
Career 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 -
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