ED4562 – Unit Plan – Careers AGE GROUP: High School LANGUAGE LEVEL: A2.2 GENERAL ACADEMIC CONTENT or LIFE SKILL AREA: Careers/Employment THEME: Careers/Employment EXPERIENTIAL GOAL (FINAL PROJECT): At the end of this unit, students will be able to successfully complete a mock job interview and create a resume promoting themselves for employment. MULTIDIMENSIONAL OBJECTIVES FOR UNIT: During this unit students will… -­‐Communication/experience • Students will brainstorm as a class. • In small groups students will help each other to learn the material. • Students will evolve their vocabulary by using context as well as matching exercises. • Students will develop skills that will aid them in an interview setting. • Students will work individually to promote their own skills and talents. -­‐Language • Students will be able to write simple texts about an experience or event. (A2.2 –Writing) • Students will be able to write a description of an individual or character. (A2.2 – Writing) • Students will be able to understand the general meaning of a discussion about subjects I know well. (A2.2 – Listening) • Students will be able to generally identify changes in the topic of discussion if people speak slowly. (A2.2 – Listening) • Students will be able to use everyday reference materials. (A2.2 – Reading) • Students will be able to understand instructions expressed in simple language. (A2.2 – Reading) • Students will be able to have short conversations with friends and ask and answer simple questions about familiar topics. (A2.2 – Spoken Interaction) • Students will be able to have a conversation about a past experience. (A2.2 – Spoken Interaction) • Students will be able to describe experiences. (A2.2 – Spoken Production) • Grammar – Students will be able to use ability modals (I can, I am able to…) -­‐Content (Subject Area) or Cultural (Life Skill)-­‐ Students will be able to search for a job and know the resume and job interview process. ED4562 – Winter 2013 – S. MacLellan & M. Creighton 1 MULTIPLE INTELLIGENCES: Interpersonal: Group work, discussions, pair activities, role play Linguistic: Brainstorming, reading, writing, listening, tongue twisters Logical/Mathematical: Matching activities, identify key elements or main ideas Spatial: Use of graphic organizers to map out ideas Intrapersonal: Self-­‐reflection on experiences and education, individual sheet work TEACHING TECHNIQUES: Advanced Organizers: Getting the Mind in Gear for Instruction Chapter 37 p. 222 Graphic Organizers: Visually Representing Ideas, Text, and Connections Chapter 44 p. 261 Scaffolding English Writing: Matching Instruction to Language Development Chapter 28 p. 165 Small Groups and Partners: Interaction to Enhance Instruction Chapter 4 p. 30 RESOURES CONSULTED/MATERIALS USED: • Herrell & Jordan (2008). 50 Strategies. Pearson. • http://www.youtube.com/watch?v=k6DK3XRmhJI (Jazz chant motivation) • http://www.youtube.com/watch?v=iOu-­‐QkmInKc (Songs developing phonemic awareness) • http://www.youtube.com/watch?v=gHXKitKAT1E (Job interview clip) • http://www.faculty.mercer.edu (Resume Grading Rubric) • http://www.nwabr.org/sites/default/files/students/Mock_Interview_Skills.
pdf (Job Interview Rubric) STEPS (LESSONS) TO FOLLOW TO COMPLETE UNIT: Lesson#1: Introduction to Jobs Pre-­‐activity: T. and Ss. will participate in a jazz chant of the first verse and chorus of “Taking Care of Business” by Bachman Turner Overdrive (http://www.youtube.com/watch?v=k6DK3XRmhJI). Activity: T. will lead a discussion about the meaning of the phrase “Taking Care of Business” in the song. T. will prompt Ss. to discuss what a job is and what some requirements of jobs may be. Post activity: T. will ask students to verbally provide jobs they know or ones their family members have while compiling a list on the board that students can copy and have for future reference. Lesson #2: Vocabulary – Types of Jobs (see attached) ED4562 – Winter 2013 – S. MacLellan & M. Creighton 2 Lesson #3: How to Find a Job Pre-­‐activity: T. will provide current job ads from newspapers, and online printouts. There will be two computers available with access to online job search websites. Ss. will spend time reading and reviewing the ads choosing jobs that interest them. Ss. will then go around the classroom and share one of the jobs that they found. Activity: T. will get students to individually read the following job ads, and match fictional people with the jobs that best suit them. 1. Needed: Full time secretary position available. Applicants should have at least 2 years experience and be able to type 60 words a minute. No computer skills required. Apply in person at United Business Ltd., 17 Browning Street. 2. Are you looking for a part time job? We require 3 part time shop assistants to work during the evening. No experience required, applicants should between 18 and 26. Call 366 -­‐ 76564 for more information. 3. Computer trained secretaries: Do you have experience working with computers? Would you like a full time position working in an exciting new company? If your answer is yes, give us a call at 565-­‐987-­‐7832. 4. Teacher Needed: Tommy's Kindergarten needs 2 teacher/trainers to help with classes from 9 a.m. to 3 p.m. Applicants should have appropriate licenses. For more information visit Tommy's Kindergarten in Leicester Square No. 56. 5. Part Time work available: We are looking for retired adults who would like to work part time at the weekend. Responsibilities include answering the telephone and giving customer's information. For more information contact us by calling 897-­‐
980-­‐7654. 6. University positions open: The University of Cumberland is looking for 4 teaching assistants to help with homework correction. Applicants should have a degree in one of the following: Political Science, Religion, Economics or History. Please contact the University of Cumberland for more information. Comprehension Questions Which position is best for these people? Choose ONLY ONE position for each person. • Jane Madison. Jane recently retired and is looking for a part time position. She would like to work with people and enjoys public relation work. ED4562 – Winter 2013 – S. MacLellan & M. Creighton 3 • The best job for Jane is _____ • Jack Anderson. Jack graduated from the University of Trent with a degree in Economics two years ago. He would like an academic position. The best job for Jack is _____ • Margaret Lillian. Margaret is 21 years old and would like a part time position to help her pay her university expenses. She can only work in the evenings. The best job for Margaret is _____ • Alice Fingelhamm. Alice was trained as a secretary and has six years of experience. She is an excellent typist but does not know how to use a computer. She is looking for a full time position. The best job for Alice is _____ • Peter Florian. Peter went to business school and studied computer and secretarial skills. He is looking for his first job and would like a full time position. The best job for Peter is _____ • Vincent san George. Vincent loves working with children and has an education license from the city of Birmingham. He would like to work with young children. The best job for Vincent is _____ Post activity: T. and Ss. will review worksheet and Ss. will share why they chose to match the people with the specific jobs selected. Lesson #4: On the Job Vocabulary Pre-­‐activity: T. will initiate a class discussion about what people do when they get a job. T. will be sure to mention some specific vocabulary words that will be deciphered later in the unit including: -­‐ job -­‐ career -­‐ boss -­‐ pay -­‐ career -­‐ work -­‐ skills -­‐ people -­‐ employees -­‐ coworkers Activity: T. and Ss. together complete a reading exercise that utilizes various on the job vocabulary words. The words will be explained somewhat in the passage through the context provided. T. will stop the reading process after a difficult or unfamiliar word has been read in order to ensure that Ss. understand the meaning of the word. Post activity: Ss. are each given various words learned throughout the class and asked to place them on the smart board when the associated picture appears. Lesson #5: Pronunciation – Building Phonemic Awareness (see attached) Lesson #6: Grammar – Simple Modals to Express Ability (see attached) Lesson #7: Writing a Resume (see attached) ED4562 – Winter 2013 – S. MacLellan & M. Creighton 4 Lesson #8 (Part 1): The Job Interview Process and Questions Pre-­‐activity: Ss. will watch a clip from the movie The Pursuit of Happiness. http://www.youtube.com/watch?v=gHXKitKAT1E Activity: T. will then explain to students that they will have the opportunity to take part in a job interview process taking the role of interviewee. Using the video clip as a prompt T. will ask students the various questions that they heard and record the questions on the board. Ss. will then brainstorm other questions that they feel could be asked in a job interview using all the knowledge they have learned throughout the unit. T. will address any questions students have about the job interview process and provide students with the rubric that they will be assessed with in the future. Post activity: Ss. will pair off and practice asking and answering the questions on the board to each other. This will serve as a mock interview process. Lesson #8 (Part 2): Role Play – Job Interview Pre-­‐activity: Ss. will continue to practice asking and answering questions from the previous lesson until they are called upon by the teacher. Activity: T. will call upon students individually to complete a job interview, with the teacher taking the role of the future employer. Ss. will be assessed based on the checklist attached below. Post activity: After completing a mock job interview with the teacher, students will work on their resume if not yet complete or read one of the short stories available. FINAL ASSESSMENT Resume Grading Rubric Points (50) Elements of Review (5) Opening/Intro Includes name, address, telephone, email, mailing address Objective is focused, targeted, and concise
(5) Objective ED4562 – Winter 2013 – S. MacLellan & M. Creighton 5 (10) Education Education section emphasizes relevant coursework, GPA
if better than average, what degree student expects to
attain.
Education is put before employment unless student has
extensive career-related job experience.
Education is listed chronologically and all
institution/degree info is listed.
Work experience includes job titles, locations, list of
duties or accomplishments
(10) Work (10) Format (10) Grammar and punctuation Work experience included is most relevant to job target
1-2 pages
Balanced, white space, good font choices, pleasing
design
No spelling errors
No grammatical errors
Word processing mechanics are perfect
Rubric for Role Play – Job Interview Skill First Impressions Interview Content Excellent Interview Average Interview Poor Interview You should get a job offer You could get a call back You would not get this job 5 3 1 Greeting: Greet and shake hands with interviewer Preparation: Arrives with enough copies of resume for interviewers Conversation: Enthusiastic and engaging Knowledge: Clear understanding of job requirements and use of bioinformatics Confidence: Displays poise and confidence Ability: Able to list 3-­‐4 bioinformatics skills that relate to the job Greeting: Forgot to shake hands with interviewer Preparation: Arrives with at least one copy of resume Conversation: Somewhat enthusiastic and engaging Greeting: Does not greet or shake hands with interviewer Preparation: Does not arrive with copies of resume Conversation: Not energetic Knowledge: Some understanding of job requirements and/or use of bioinformatics Confidence: Displays some confidence Ability: Able to list 1-­‐2 bioinformatics skills that relate to the job Knowledge: Does not seem to understand job requirements or use of bioinformatics Confidence: Not confident in answering questions Ability: Unable to list bioinformatics skills ED4562 – Winter 2013 – S. MacLellan & M. Creighton 6 that relate to the job Interview Skills & Techniques Eye Contact: Excellent Language and Grammar: Appropriate. Did not use “um” or “and” Voice: Speaks at the right speed Closing Express Interest: Successfully shows interest in the position Research: Asks questions that show understanding of the position Closure: Sincerely thanks the interviewer Eye Contact: Adequate Language and Grammar: Adequate. Use of “um” or “and” does not distract from interview Voice: Speaks a little to fast or a little too slow Express Interest: Shows some interest in the position Research: Asks general, non-­‐specific questions Closure: Thanks the interviewer Eye Contact: Poor Language and Grammar: Poor. Overuse of “um” or “and” Voice: Speaks too fast or too slow Express Interest: Does not show interest in the position Research: Does not ask questions Closure: Fails to thank the interviewer ED4562 – Winter 2013 – S. MacLellan & M. Creighton 7 Lesson #2: Vocabulary Lesson • As students enter the classroom they are handed identity cards with a description of a career on it. Students should draw on prior knowledge and guess unknown vocabulary from context. Card descriptions are connected and will scaffold the activity for students. • Once class begins students are encouraged to move about the class and discuss their jobs with others trying to determine what the job titles are and familiarize themselves with the vocabulary words. • Teacher will be circulating and assisting students as necessary. • Once students have made connections between descriptions and vocabulary words the class will reconvene. • Teacher goes around the room asking students to reveal their job title and description as he/she writes the list on the board so students can see spelling. As this is being done an informal discussion about the words and activity will further students understanding. • To conclude students will be given a matching worksheet to reinforce the vocabulary that was covered in class. This worksheet can be kept for future reference. ED4562 – Winter 2013 – S. MacLellan & M. Creighton 8 Sample Cards: Your name is Mrs. Smith. You design buildings. You go see Mr. Parks to have a website developed. Your name is Dr. Fields. You fill people’s cavities. Mrs. Banks answers the phone and books the appointments at your office. Your name is Miss. Billings. You make delicious treats. You are going on a trip and Mr. Phillips is flying you there. Your name is Mr. MacLean. You solve problems using your University Degree. You go to Dr. Butts when you are sick. Your name is Mr. Reid. You make learning fun. For career day you asked Ms. Lee to tell your class about stopping crime. Your name is Mr. Fox. You use a big hose to put out fires. You talk to Mrs. Dryer about the event after it happened. Your name is Mr. Parks. You went to University and received a Computer Science Degree. You go see Dr. Fields to get your teeth checked. Your name is Mrs. Banks. You process the paperwork at Dr. Fields’ office. Sometimes you need to go see Miss Billings for special occasions. Your name is Mr. Phillips. You fly over the bridge built by Mr. MacLean. Your name is Dr. Butts. You decide what medicine people should take. Your daughter goes to High School and learns from Mr. Reid. Your name is Ms. Lee. You stop bad things from happening and keep the streets safe. You call Mr. Fox when you see flames. Your name is Mrs. Dryer. You write about things that happen. You love to watch Mr. Essex run up and down the field. ED4562 – Winter 2013 – S. MacLellan & M. Creighton 9 Your name is Mr. Essex. You get paid to play soccer. You hired Ms. Lair to make your house look nice. Your name is Mr. Lexus. You fight for people’s rights. You are looking for a new house and ask Miss. Lobby for advice. Your name is Mr. Arbour. You check the wiring in buildings. When you need a relaxing break you go to see Mrs. Creed perform live. Your name is Ms. Lair. You give people advice about what looks good in their home. You go see Mr. Lexus to get help when people don’t like your designs. Your name is Miss. Lobby. You help people find their dream homes. If the lights are not working you call Mr. Arbour. Your name is Mrs. Creed. You play music for a living. You go see Mrs. Smith to find out about the best place to put a window in your house. ED4562 – Winter 2013 – S. MacLellan & M. Creighton 10 Career Vocabulary Matching Worksheet
Name:_______________
Write the letter of the correct match next to each problem.
1.
Doctor
a. Puts out fires.
b. Makes sure the wiring in a house works
2.
Secretary
properly.
3.
Teacher
c. Stops crime.
4.
Dentist
d. Teaches students.
5.
Lawyer
e. Designs and builds bridges.
6.
Policemen
f. Helps people find their perfect home.
7.
Pilot
g. Provides oral health care.
8.
Firefighter
h. Gets paid to play sports.
9.
Engineer
i. Answers the phone.
j. Gives customers advice on how to style their
10.
Journalist
Professional
11.
home or office.
k. Develops websites.
Athlete
l. Makes delicious treats for customers and
12.
Baker
13.
Interior
special occasions.
m. Fights for people's rights.
ED4562 – Winter 2013 – S. MacLellan & M. Creighton 11 Decorator
14.
Graphic Designer
n. Plays music for a living.
15.
Electrician
o. Makes people feel better when they are sick.
16.
Musician
p. Writer for newspaper and magazines.
17.
Real Estate Agent
q. Flies airplanes.
ED4562 – Winter 2013 – S. MacLellan & M. Creighton 12 KEY: Career Vocabulary Matching Worksheet
Write the letter of the correct match next to each problem.
1.
o
Doctor
a. Puts out fires.
b. Makes sure the wiring in a house works
i
2.
Secretary
properly.
3.
d
Teacher
c. Stops crime.
4.
g
Dentist
d. Teaches students.
5.
m
Lawyer
e. Designs and builds bridges.
6.
c
Policemen
f. Helps people find their perfect home.
7.
q
Pilot
g. Provides oral health care.
8.
a
Firefighter
h. Gets paid to play sports.
9.
e
Engineer
i. Answers the phone.
j. Gives customers advice on how to style their
p
10.
Journalist
Professional
home or office.
k. Develops websites.
h
11.
Athlete
l. Makes delicious treats for customers and
l
12.
Baker
Interior
special occassions.
m. Fights for people's rights.
j
13.
Decorator
ED4562 – Winter 2013 – S. MacLellan & M. Creighton 13 14.
k
Graphic Designer
n. Plays music for a living.
15.
b
Electrician
o. Makes people feel better when they are sick.
16.
n
Musician
p. Writer for newspaper and magazines.
17.
f
Real Estate Agent
q. Flies airplanes.
ED4562 – Winter 2013 – S. MacLellan & M. Creighton 14 Lesson #5: Pronunciation: Building Phonemic Awareness • Teacher will play video encouraging students to sing along when they feel comfortable. (http://www.youtube.com/watch?v=iOu-­‐QkmInKc). • Explain that there are many phonemic sounds (like in the video –g) in the English language and knowing these sounds will help in the pronunciation of unknown words. • Give an example of a word and get students to help decipher the beginning and ending sounds in the word. Then provide examples of other words that have the same sounds. Have students generate additional examples demonstrating understanding of phonemic sounds. • For example: cheque -­‐ (ʧ -­‐ chapter, cheese, catch / k – kite, bike, neck). Explain while doing the example that the sound can be in the beginning, middle, or ending of the words. • As a class students will brainstorm a list of career related words as the teacher writes them on the board. Some Possible Word Suggestions -­‐ job -­‐ career -­‐ boss -­‐ pay -­‐ career -­‐ work -­‐ skills -­‐ people -­‐ employees -­‐ coworkers • Students are then broken up into groups of 3-­‐4 and each group will choose one word off the list to work with the phonemic sounds. • Students will make two lists: one list with words that have the same phonemic sound as the beginning of their chosen word, and one list that has the same phonemic sound as the end of their chosen word. Teacher will provide white poster paper to make lists on. • Once lists are made students will post them around the room. • Class recites each list together practicing the different phonemic sounds, and evaluating the words with the target sound. • Teacher will address easily confused sounds as they arise (p-­‐b, v-­‐f) ED4562 – Winter 2013 – S. MacLellan & M. Creighton 15 •
Students will get back into their groups and work on making a sentence that uses the same phonemic sound 5 times or more. •
Teacher will provide and example (Peter Piper picked a pack of pickled peppers. How many peppers did Peter Piper pick?) •
Once completed students will share their sentences with the class. ED4562 – Winter 2013 – S. MacLellan & M. Creighton 16 Lesson #6: Simple Modals to Express Ability • Introduce modals showing how they are pertinent to the resume writing and job interview process. Explain that they are statements that can be used on a resume to show an ability to preform a job related task, or can be used by the employer in an interview to ask what abilities the interviewee possesses. • Explain that simple modals are verbs that demonstrate a person's ability to do something. Modals express the mood of a verb (such as ability) and they are used with a main verb to form a sentence or question. The word order in a statement is subject + modal + main verb and in questions it becomes modal + subject + main verb. For example: Statement – I can type quickly. Question – Can you type quickly? • Practice the structure with a partner and come up with one example for each of the following prompts. Explain that the two statements and questions have the same meanings in English. I can… I am able to… Can you… ? Are you able to… ? • Go around the room and have each person share one sentence aloud. ED4562 – Winter 2013 – S. MacLellan & M. Creighton 17 Lesson #7: Writing a Resume Pre-­‐activity: 1. Ss. get into pairs. 2. T. distributes paper and pencils to each group. 3. T. introduces the activity asking groups to draw pictures of scenarios where you would use a resume. 4. T. shows an example of an already completed drawing and explains it to the class. 5. Ss. given time to draw scenarios. Ss. present and explain their drawings to the class. Activity: 1. T. explains objective (Can-­‐Do) for the activity. 2. T. contextualizes a resume, asking questions to activate prior knowledge (What is a resume? Have you seen a resume? What is in a resume?). 3. T. introduces the resume format. 4. T. provides and distributes a resume template (advanced organizer), and an already started graphic organizer to use during the brainstorming activity. 5. T. reviews the different sections of the resume template; for example contact information, education, and previous work/volunteer experience. 6. T. shows an already completed resume template (hard copy/smart board) and reviews all of the sections; specifically going over the examples. 7. Ss. participate in a brainstorming activity with the whole class discussing experiences that would be appropriate on a resume (using the graphic organizer to write down thoughts and ideas). 8. Ss. get into groups of 2-­‐3 to help each other fill in their own individual resume templates. 9. Ss. fill in their individual resume template. 10. Ss. use this time to request help with anything that is causing them difficulty. Ss. reminded that writing requires many drafts and this template is the first draft aimed at organizing their ideas. ED4562 – Winter 2013 – S. MacLellan & M. Creighton 18 Post activity: 1. Ss. get into pairs. 2. Ss. review each other’s resumes. 3. Ss. offer feedback based on the following question (written on board): • Does the resume cover the three sections discussed (personal information, education, work/volunteer experience)? • Is the resume clear? • Does the resume follow the template (information in the appropriate spots)? 4. Ss. provide partner with one positive comment or question (something that stands out). Consider the following questions: The teacher will collect the resumes at the end of class. They will be assessed and feedback will be provided. Resumes will be redistributed at the start of the next class so that students can work on revisions and rewriting before they are handed in for final evaluations. Students will be given exit slips to complete at the end of class with the question: What are the three parts of a resume? Both of these are good forms of formative assessment. Assessing students’ progress, checking for understand, and providing feedback. ED4562 – Winter 2013 – S. MacLellan & M. Creighton 19 RÉSUMÉ TEMPLATE Name___________________________________________________ First Middle Last Address_________________________________________________ City, ____________________Province_________ Postal Code___________ Phone (____)____________Email Address ____________________ JOB OBJECTIVE __________________________________________________ _________________________________________________________________ EDUCATION School_________________________ Graduation Date____________ Grade______________ WORK EXPERIENCE Job Title ________________________________________________ Name of Organization______________________________________ Responsibilities and Duties ________________________________________________________ ED4562 – Winter 2013 – S. MacLellan & M. Creighton 20 ________________________________________________________________________
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________________________ Job Title ________________________________________________ Name of Organization______________________________________ Responsibilities and Duties ________________________________________________________ ________________________________________________________________________
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________________________ Job Title ________________________________________________ Name of Organization______________________________________ Responsibilities and Duties ________________________________________________________ ________________________________________________________________________
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________________________ Job Title ________________________________________________ Name of Organization______________________________________ Responsibilities and Duties ________________________________________________________ ________________________________________________________________________
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________________________ ON RÉSUMÉ: REFERENCES AVAILABLE UPON REQUEST ED4562 – Winter 2013 – S. MacLellan & M. Creighton 21 (You will need to take REFERENCES to an interview.) #1 Name __________________________________________________ Address_________________________________________________ City __________________ Province ___________ Postal Code___________ Telephone number (________)_______________________________ Fax number________________ E-­‐Mail_________________________ #2 Name __________________________________________________ Address_________________________________________________ City __________________ Province___________ Postal Code___________ Telephone number (________)_______________________________ Fax number________________ E-­‐Mail_________________________ #3 Name __________________________________________________ Address_________________________________________________ City __________________ Province ___________ Postal Code___________ Telephone number (________)_______________________________ Fax number________________ E-­‐Mail_________________________ ED4562 – Winter 2013 – S. MacLellan & M. Creighton 22 RÉSUMÉ TEMPLATE Name Sarah Elizabeth Cook Address Address 29 Bliss Drive City Toronto Province Ontario (ON) Postal Code B2N 5J1 Phone (614) 752-­‐0095 Email Address [email protected] JOB OBJECTIVE To obtain part time employment in the service industry. EDUCATION School Toronto High School Graduation Date June 2014 Grade 11 WORK EXPERIENCE Job Title Sunday School Teacher (Assistant) Name of Organization Younge Street Community Church Responsibilities and Duties • Assist teacher in setting up and preparing for the class •
Take attendance •
Help with distributing worksheets and crafts •
Assist children with the work ED4562 – Winter 2013 – S. MacLellan & M. Creighton 23 Job Title ________________________________________________ Name of Organization______________________________________ Responsibilities and Duties ________________________________________________________ ________________________________________________________________________
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________________________ Job Title ________________________________________________ Name of Organization______________________________________ Responsibilities and Duties ________________________________________________________ ________________________________________________________________________
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________________________ Job Title ________________________________________________ Name of Organization______________________________________ Responsibilities and Duties ________________________________________________________ ________________________________________________________________________
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________________________ ON RÉSUMÉ: REFERENCES AVAILABLE UPON REQUEST ED4562 – Winter 2013 – S. MacLellan & M. Creighton 24 (You will need to take REFERENCES to an interview.) #1 Name Dr. Kendra Dolittle Address 374 Sunset Way City Toronto Province Ontario Postal Code B7Y 6D3 Telephone number (614) 387-­‐0376 Fax number (614) 387-­‐2673 E-­‐Mail [email protected] #2 Name __________________________________________________ Address_________________________________________________ City __________________ Province___________ Postal Code___________ Telephone number (________)_______________________________ Fax number________________ E-­‐Mail_________________________ #3 Name __________________________________________________ Address_________________________________________________ City __________________ Province ___________ Postal Code___________ Telephone number (________)_______________________________ Fax number________________ E-­‐Mail_________________________ ED4562 – Winter 2013 – S. MacLellan & M. Creighton 25