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When I Grow Up...
Students talk about their family members and what jobs they hold. Students share ideas about what they would like to be when they grow up and discuss what people who have these professions do.
15-25 min.
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whole class and individual
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CA Language Arts Listening and Speaking 1.1: Understand and follow one- and two-step oral directions. 1.2: Share information and ideas, speaking audibly in complete, coherent sentences. 2.1 Describe people, places, things, (e.g., size, color, shape), locations, and actions.
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- Have students sit in a circle. They then should take turns sharing their family make-up, professions in their family, and what they want to be when they grow up. Explain to students that only one student may speak at a time, and that the child holding the large object is the one whose turn it is to share. When he/she finishes speaking he/she will pass the object to the person sitting next to them and they will have the opportunity to speak.
- Here are some opening questions:
- Who makes up their family? (e.g., father, mother, grandparents, aunts, uncles).
- Do they know what these family members do for a living?
- What would they like to be when they grow up?
- On the chart paper write down the different professions that they would like to be when they grow up and note the professions that are popular.
- Have students color in and cut out a profession that they are interested in from the What Do You Want To Be When You Grow Up? worksheet (if their profession is included).
- Have students think of phrases the person would say in his/her profession. Have students go around and say some of those phrases.
For example:
"Get the firehose"
"Pay attention class"
"Open your mouth and say 'ahhh'"
"Pass me the ball!"
"Put a stamp on your envelope"
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Firefighter
Teacher
Doctor
Basketball player
Mailperson
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Other Language Arts Activity
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Capital Letters:
Start off by reviewing the difference between capital letters and lower case letters. Re-read some pages in the story that include words with capital letters (e.g., p. 9 "Tita" and p. 12 "Rafi" and "Luis Manuel"). Point out that these words are capitalized because they are the names of people in the story. Hand out worksheets with one of the following sentences:
_______________ is a clown.
_______________ is a dentist.
_______________ is a baker.
_______________ is a carpenter.
Have students fill in their names in the blank spaces. Make sure that they use a capital letter for the first letter in their name. Have them draw a picture of themselves in this role. |
What's In Our Community?
In this activity, students tour the school and its surrounding neighborhood. Through observation and discussion, they become familiar with the physical layout of the campus and the jobs of the people they see.
| two 30 minute sessions |
whole class |
| CA Social Science Standard 3: Students match simple descriptions of work that people do and the names of related jobs at the school, in the local community, and from historical accounts. 4.5: Demonstrate familiarity with the school's layout, environs, and the jobs people do there.
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Butcher paper, markers, paper, pencils, crayons, paper |
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- Take students on a tour of the school and the neighboring streets to identify people doing different jobs. Point out and introduce students to as many people they see along the way, such as teachers, other school staff, crossing guard, corner store clerk, mailperson, street vendor, etc.
- Upon returning to the class, recall with students the places and the people from the tour. Record this information on the board. Discuss the different jobs that people were doing.
- Have students draw pictures of the people and places they saw.
Other Social Studies Activities
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Job Interviews:
Invite a parent to do a class presentation and interview. Have parent talk about their job, what they do, and what they like and dislike about their job. Ask them to bring in along any objects from their job that they may have. Have students prepare and ask additional questions about their jobs. |
My Neighborhood Collage
Students will find images of things they see in their neighborhoods and create a collage with those images.
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30-40 min. over two days |
whole class or small groups |
| CA Visual Arts Standards: Creative Expression 2.2: Demonstrate beginning skill in the use of tools and processes, such as the use of scissors, glue, and paper in the creation of a three-dimensional construction. 2.3: Make a simple collage with cut or torn paper shapes. 2.4: Paint pictures expressing their ideas about family and neighborhood. |
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Magazines; books that included pictures of different businesses; index cards; crayons; markers; watercolors; glue; scissors; large poster board or construction paper.
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- Pass out magazines and books. Have students search for things that they see in their neighborhoods, e.g., buildings, houses, stores, banks, cars, and libraries.
- Students should cut out images and paste them onto index cards or copy and color in images onto the index cards.
- Arrange the cards on the large poster board or construction paper to make one large class collage.
- Next day: have the students brainstorm the names of the places they included in their collage (bank, store, dentist office, etc.). Label the collage elements.
Making Sense of Numbers
Students will understand the relationship between numbers and quantities.
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15-25 min. |
small groups |
| CA Mathematics Standards: Number Sense 1.0: Students understand the relationship between numbers and quantities (i.e., that a set of objects has the same number of objects in different situations regardless of its position or arrangement). |
- Counting and Number Sense and Jobs worksheets to students.
- Have students follow along as you demonstrate tracing the numbers on the Counting and Number Sense worksheet.
- Explain to students that they will have to select one occupation from the Jobs worksheet for each of the numbers. They will then cut out the same number of figures depending on the number they selected for that job. Demonstrate this by tracing the number 1 on the first line. Then select one of the professions for number 1 and cut out one of those figures. Glue the figure next to the number 1. Do the same for the number 2, 3, 4, and 5.
- Have students complete the worksheet on their own.
Other Math Activities
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Graphing Future Job Goals:
Have students use the pictures they used for the Language Arts: When I Grow Up activity to create a graph showing which jobs were chosen by the students. Guide students to arrange and display the pictures by job in vertical columns on a bulletin board, label the columns, and then count the totals in each column. Have students figure out which jobs are more popular. |
Cake Bake-Off
Students will look at the physical properties of ingredients for a cake. As they follow the recipe, they make predictions, observations, and conclusions about the nature of physical and chemical changes.
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40 min. (includes 25 min. baking time) |
whole class and small group |
| CA Science Standards: Physical Sciences 1.a: Students know that objects can be described in terms of the materials they are made of (e.g., clay, cloth, paper) and their physical properties (e.g., color, size, shape, weight, texture, flexibility, attraction to magnets, floating, sinking). Investigation and Experimentation 4.a: Observe common objects by using the five senses.
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Cake recipe:
- 4 eggs
- 3/4 cup white sugar
- 1 cup butter, melted
- 3 cups self-rising flour
- 1 cup raisins (optional)
- 1 cup semi-sweet chocolate chips (optional)
- 3 apples - peeled, cored and diced (optional)
Directions:
1. Add sugar into melted butter, stir until sugar is melted and blended with butter. Beat in eggs.
2. Stir in self-rising flour bit by bit until mixture is well blended. Stir in one of the optional ingredients, if desired, according to your own taste to add special flavor to your cake.
3. Pour mixture in a greased 9 x 13 inch cake pan. Bake for 25 minutes in a preheated 350 degrees F (275 degrees C) oven.
Recipe from: cake.allrecipes.com/az/EsyPlainCk.asp
Small and large mixing bowls; spoons; oven; chart paper.
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- Prep: Pre-measure all the ingredients in small bowls for students to pour into large bowls. Grease cake pan. Make a poster that includes pictures and labels for the verbs involved in making a cake: measure, pour, mix, bake, cut.
- Remind students that two of Quinito's neighbors, Rafi and Luis Manuel, are bakers (p. 12). Today, students will be bakers, too, just like Rafi and Luis Manuel.
- Brainstorm with the class first. Ask them what they know or think will happen when you mix the flour with the other ingredients. Ask them to make predictions about that mixture being hard or soft. Write down their responses on chart paper.
- Point out the ingredients that you have prepared for them. Ask them to look at the ingredients. What do they observe? Ask them to be as specific as possible and to use all of their senses in making their observations. Record their observations about each ingredient on a piece of chart paper.
- Now that all of the observations are recorded, ask students, with the help of your classroom assistants, to mix the ingredients according to the recipe. On your chart, record how much of each ingredient you added to the mixture. Point out to your class that you are using specific quantities of ingredients for this recipe. If you don't use these specific quantities the cake will not come out right.
- Before you bake the cake, ask the class to predict what they think will happen to the ingredients. What will they see, hear, and smell? Record these predictions on a piece of chart paper.
- Once the cake is done, have the class observe the finished products. Compare these observations to their observations from their original observations. How did the ingredients change?
- Enjoy the fruits of your labor with your students!
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