Who Works at Our Port

Posted by on Apr 9, 2013 in 4-7, Work and Home | 0 comments

This lesson is informed by the big idea of Connection. Students will create an original game (board game, domino game or card game) on the topic of careers and jobs at the Port. The game will depict the skills needed for each job, the equipment used to do the jobs, and how the jobs link together to fulfill the main tasks and activities at the Port of Prince Rupert.


Two activities of 30-40 minutes, and 3 activities of 40-50 minutes


Students will:

  • Classify jobs according to career clusters (e.g., type of work/industry, personal interests)
  • Relate personal attributes and skills used in school and recreation to various types of work


  • Board games, guessing games, dominoes, card games.
  • Persistence and Change text book
  • Bulletin board
  • KWL chart
  • Enough of the following for the whole class (see Resources section):
    • Sequencing graphic organizer
    • Summary graphic organizer
    • 3-2-1 sheet
  • The three terminal videos: (see Resources page)
    • Fairview Container Terminal Video
    • Ridley Terminal Video
    • Prince Rupert Grain Terminal Video
  • Bristol board, brads, other paper, card stock, and felt pens for making games
  • Online resources describing port related jobs and careers (see Resources section)


  • Computer lab
  • Computer and projector / Smart Board (in the classroom)


  • Prepare bulletin board with KWL chart
  • Photocopy Sequencing Graphic Organizer, Summary Graphic Organizer and 3-2-1 Sheet
  • Watch videos in Resources and the three port terminal videos for background information

CRITICAL VOCABULARY (see Glossary for definitions)

Bomb cart, Electrician, Canadian Coast Guard – Vessel Traffic Officer, Gantry Crane Operator, Canadian Border Service Agency Customs Officer, Long Shore worker / Stevedore, Canadian Coast Guard – Navigation Officer, Marine Engineer, Fleet Officer Marine Pilot, Container / Cans, Railway Conductor, Drayage Truck Driver, Tug Boat – 1st Mate


  • Present to the class a variety of board games, guessing games, dominos and card games. Ask:
    • Do you have a favourite or traditional game you play at home?
  • Read ‘Puzzles’ on page 72 of Persistence and Change as an example of a traditional Ts’msyen game.
  • Share with students that they be making a game that will help others learn about jobs and careers at the Port of Prince Rupert, and that, in order to make their game, they will be learning about what people do at a busy trading port. Their game will illustrate:
    • Similarities between what people do in their jobs
    • How people work together to supply a good or service
    • The skills that people use in their jobs and how their jobs match their interests
  • Lead a discussion with students about the jobs and careers that are available at or related to the port in Prince Rupert and what skills are needed for those jobs and careers. Complete what you know and what you want to know on the KWL chart during the discussion. (Create a bulletin board KWL chart for this activity, as students will be asked to add to it later in the class by posting information as they find it.)
  • KWL Chart


  • Watch the Fairview Container Terminal, Ridley Terminal and Prince Rupert Grain Terminal videos. Have students make notes individually on a Sequencing Graphic Organizer about how the different jobs that people are doing work together to achieve a bigger goal. (For example, several people work together with different pieces of equipment to unload a container.)
  • Have students pair up and share with each other what they learned about how the different jobs that people are doing at the port work together to achieve a bigger goal.
  • Display students’ Sequencing Graphic Organizers on the KWL bulletin board. (See Resources section).
  • Check that students understand that the big goal of the port, that all the various jobs work together to achieve, is processing the resources and goods through the port.
  • Check and update the KWL chart by:
    • Checking if what you know is correct
    • Checking if you have answered any questions in what you want to know
    • Making new questions


(this activity takes place in the computer lab)

  • Put students into pairs at a computer. Each pair will watch one the videos about specific jobs at the port. (see Resources page for links to videos)
  • Before watching the videos, decide as a class what headings could be used to summarize the information from the videos, based on the objectives of the lesson. Possible examples are:
    • What the person does in his/her job
    • Who the person works with
    • What the person’s interests are that lead him/her to the job
  • In their pairs, have students make notes on the video they have been assigned using the Summary Graphic Organizer. (See Resources section) Pairs share with the class what they have summarized. Display the Summary Graphic Organizers on the KWL bulletin board.
  • Check and update the KWL chart.
  • Complete a 3-2-1 check for understanding. (See Resources section)


(this activity can be done in class or as a homework assignment)

  • Have the students play at least two to three different types of game. (For example: a board game, a card game, dominoes, or a charade/puzzle game.)
  • Students write or discuss the answers to the questions on the Game Summary Sheet in order to think about what type of game they would like to make. (See Resources section)


  • Discuss with the students how their game will be evaluated as a way to review and organize the information. (See Assessment below for more details and suggestions.) Address any questions or misconceptions that arose from the 3-2-1 check for understanding.
  • As a class, practise making a game. Draw domino shapes on the board and, using the example of the Fairview Container Terminal, figure out how the various jobs would be sequenced. Ask:
    • What jobs would fit together? (For example, a gantry crane operator to a bomb cart operator – they are both longshore workers)

    • How would you include the skills/interests of a person in those occupations?
  • Create a couple of sample dominos with the students.
  • Have students create their own game as a homework project.
  • When the games are completed, celebrate by playing everyone’s games.


  • Use the KWL chart, Sequencing and Summarizing Graphic Organizers, and the 3-2-1 tool as checks for understanding.
  • Lead students through the development of an evaluation rubric. (You can do this as the lesson is taught or as a review at the end of the lesson.) The process of developing the rubric with the students could include:
    • Students brainstorm criteria
    • Teacher and students negotiate criteria
    • Using student language, co-develop standards, or a rubric outlining the content to be included, depth of information, and conventions
  • The game should describe a sequence of jobs at one of the terminals at the Port of Prince Rupert by:
    • Type of work (e.g. hands‐on, paperwork, using technology, research, indoors and/or outdoors, longshore workers, trades, marine related, etc.)
    • Personal interests (e.g. how the jobs relate to personal interests, values, aptitudes, skills, knowledge, and successes)
  • The game should include:
    • The rules
    • The objective of the game
    • A list of the game pieces
    • A name for the game
    • Information from the students’ graphic organizers


  • As an enrichment activity, students could read articles or look at photo essays on the websites listed in the Lesson Plan Resources.
  • Students could find their own resource materials about jobs at the port using Google, the public or school library, the local museum, etc.
  • In groups of 4, students can combine their research and develop a game together.


Join with a younger class and together, play the games that students have made.



Various careers:

Canadian Coast Guard:

Longshore Worker

Marine Pilot


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