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Examples of Career Education Learning Experiences in Third & Fourth Grade

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Public Utilities

1.    Major concept: Individuals must adapt to a changing society.

2.    What curriculum areas were incorporated into the experience? How?

a.    Listening and investigation skills
b.    Reading-of brochures
c.    Science and math-in explanation of principles of electricity

3.    Objectives to be met:

a.    Name three sources of electrical power.
b.    Name three jobs offered by the local gas and electric company.
c.    Name ten electrical appliances in home.
d.    Name five jobs that would be impossible without electricity.
e.    Name ways in which the jobs in the gas and electric company have changed and how workers could face these changes.

4.    Preparation required (steps or discussions leading into experience): Three students in class had fathers with the gas and electric companies come to class and discuss their jobs. The paraprofessional contacted the company representative to arrange for truck and a crew, including one of the fathers, to come to school to demonstrate and explain equipment and job.

5.    Describe the experience:

Truck and a three-man crew demonstrated line equipment and explained some of the job's techniques. Students asked questions spontaneously. In demonstrating some of the equipment, one of the crew used a measuring tape to measure distance, thus illustrating how math is used. The following week, a company representative brought a film and some brochures and explained the basic principles of electricity and offered information about the many types of jobs included in the operations. He stressed the importance of education to a prospective worker, and answered student questions.

6.    Resource people used: Public relations personnel and line crew.

7.    What other concept or concepts were incorporated into the experience?

a.    Individual must adapt.
b.    College education had not previously been, but is now required.
c.    The grasp of science concepts was seen as important.

8.    Follow-up: Students read and studied public utility brochures and then made up questions for each other concerning various impacts of the public utility in the community.

Post Office

1.    Major concept: There is an interrelationship between jobs.

2.    What curriculum areas were incorporated into the experience? How?

a.    Language-spelling, writing of letters, writing in preparation of questions
b.    Art-drawing some of the machines seen, or pictures of stamps
c.    Social studies-study of Germany (received answers to letters written, and samples of money and stamps)
d.    Questions and discussion skills

3.    Objectives to be met:

a.    Name three jobs done at the post office.
b.    Describe three jobs and tell their relationship.
c.    Name two jobs and describe the education of training required for both.
d.    Tell about two machines and their function.
e.    Name two functions of the post office.

4.    Preparation required (steps or discussions leading into experience):

a.    During a study of Germany, the students wrote letters to American servicemen's children in the third grade in Germany.
b.    Class discussion of the importance of the post office and its functions.
c.    Kinds of jobs done in the post office and student's preconception of education needed.
d.    Discuss the role of machines, as opposed to 20 years ago.
e.    Prepare questions to ask on tour.

5.    Describe the experience:

Students brought their letters to Germany to be mailed, and upon entering the post office, bought stamps for them. On a guided tour, they watched their letters being canceled, and followed the route in which their letters were taken through the post office. Many of the machines were in operation, causing excitement and activity. The guide described the jobs of the workers seen and explained the various operations taking place. The students asked both spontaneous and prepared questions.

6.    Resource people used:

a.    Tour guide and other post office personnel
b.    Career education specialist

7.    What concept or concepts were incorporated into the experience?

a.    Increased occupational awareness creates career interest and development.
b.    Interrelationship of work structures and contribution to society.
c.    Increased self-knowledge and job awareness.


Nature Awareness

1.    Major concept: An individual's interest makes possible a choice of occupations or hobbies.

2.    What curriculum areas were incorporated into the experience? How?

a.    Science-bird and insect classification
b.    Ecology-through observation-gaining greater understanding of lifecycles
c.    Science-through observation-noting the interaction of plants and animals
d.    Reading, writing, and spelling-keeping notebooks on information gathered

3.    Objectives to be met:

a.    Name and identify four trees native to this area and describe conditions for their growth.
b.    Name and identify three birds.
c.    Name and identify three insects.

4.    Preparation required (steps or discussions leading into experience): Schools participating in the outdoor education program involve their fourth graders in a week of nature participation. Study and excursion were lead by knowledgeable teachers and included numerous nature walks to gain information about the lifecycles of plants and animals and the interrelationship of nature's creatures, including man's effects on and responsibilities to the environment.

5.    Describe the experience:

Class-size study groups participated in observation, recording, and discussion of information gained about plant and animal life on nature walks, stream investigation, and survival training. The paraprofessional accompanied one of the study groups on such a nature walk, which was a fairly sophisticated biological study of the environmental life encountered on the walk. The students were asked to observe various situations and draw conclusions about what they saw. Visual and audio awareness was encouraged. Flora and fauna were identified.

6.    Resource people used:

a.    The fourth grade teacher, former student of zoology and employee of the Fish and Game Department
b.    Participant in outdoor education program
c.    Bird watcher, and someone who appreciates the outdoors
d.    Career education specialist

7.    What other concept or concepts were incorporated into the experience?

Through the outdoor education program, many students are afforded the opportunity (which they might not otherwise have had) to come within intimate contact of nature and gain information about her workings. In some students, this may awaken an interest and curiosity which causes them to further the knowledge they gain from this experience and expand it into either a hobby or an occupation, through the perusal of scientifically oriented courses in school, or outside study or training. Creation of interest in a satisfying, possible, leisure-time activity.

Mail Order Catalog

1.    Major concept: Certain skills are necessary for many jobs.

2.    What curriculum areas were incorporated into the experience? How?

a.    Math-totaling cost and weight, using adding machine
b.    Reading-cataloging information
c.    Language-letter writing and addressing of envelopes (the class had been practicing this skill, and the opportunity provided a realistic experience for the skill)

3.    Objectives to be met:

a.    Learn to fill out order form.
b.    Learn use and operation of adding machine.
c.    Learn how to use tax table.
d.    Learn to read for information; i.e., what is the required information for the order form.
e.    Total items with tax correctly.
f.    Total weights of merchandise ordered. g. Write thank-you letters.

4.    Preparation required (steps or discussions leading into experience):

a.    Cut pages from Sears catalog to be used in math.
b.    Duplicate order form from center of catalog.
c.    Mount tax table for opaque projector.
d.    Contact Sears Catalog Department to arrange visit.
e.    Arrange transportation.

5.    Describe the experience:

The class took one page of Sears catalog from the boys and girls clothing section. The students selected the items they would like to buy, determined the color, size, and weight. They then filled out an order form for the items; totaled the cost and weight, and used a scale to determine the tax. They checked their totals with the use of the adding machine. After this classroom experience, the students were curious as to how the Catalog Department actually operates, so a visit to Sears was organized to see how the orders are kept straight, handled, and picked up.

6.    Resource people utilized: Manager, mail order catalog department

7.    What other concept or concepts were incorporated into the experience?

The manager explained changes in the ordering department and why they were necessary. Technology affects job change. Skills used in filling out order forms were the same as those used on the job by the telephone operators receiving orders. Certain skills are necessary for many jobs.
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