DOCUMENT RESUME ED 269 913 EC 182 397 Miller, … · DOCUMENT RESUME ED 269 913 EC 182 397 AUTHOR Miller, Lynn Sharon; And Others ... Penny Sue Peters and Christine Hughes for their

DOCUMENT RESUME

ED 269 913 EC 182 397

AUTHOR Miller, Lynn Sharon; And OthersTITLE Life Centered Career Education: Activity Book One.INSTITUTION Council for Exceptional Children, Reston, Va.; ERIC

Clearinghouse on Handicapped and Gifted Children,Reston, Va.

SPONS AGENCY Office of Educational Research and Improvement (ED),Washington, DC.

REPORT NO ISBN-0-86586-162-5PUB DATE 86CONTRACT 400-84-0010NOTE 104p.; For a r'lated document, see EC 182 398.AVAILABLE FROM The Council for Exceptional Children, Publication

Sales, 1920 Association Dr., Reston, VA 22091 ($9.95,$8.45 member price; Publication No. 303).

PUB TYPE Guides - Classroom Use - Guides (For Teachers) (052)-- Information Analyses - ERIC Information AnalysisProducts (071)

EDRS PRICE mr001/Pc05 Plus Postage.DESCRIPTORS *Career Education; Class Activities; *Daily Living

Skills; *Disabilities; Elementary Education;*Interpersonal Competence; *Job Skills; MiddleSchools

IDENTIFIERS *Life Centered Career Education

ABSTRACTDesigned as part of the Life Centered Career

Education Curriculum, the book describes activities for use withelementary and middle school students with and without disabilities.The Life Centered Career Education Curriculum organizes 22 majorcompetencies and 102 subcompetencies into three domains: daily livingskills, personal-social skills, and occupational skills. The threedomains are addressed separately within the book and activities areidentified by their corresponding competency and subcompetencies.Type of activity, academic components, resource persons, andfollow-up/evaluation information are also provided. Activities aredesigned to use materials and supplies normally available to mostteachers. (CL)

r

********-**************************************************************Reproductions supplied by EDRS are the best that can be made

from the original document.***********************************************************************

LIFECEN1ERED

CAREEREDUCATION

ACIIVITY

BOOK

ONE

U.S DEPARTMENT OF EDUCATION(Mice of Educational Research and Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

This document has Peen reproduced asreceived from the person or organIzationoriginating it

O Minor changes have been made to improvereproduction quality

Pam's of view°, opinions slated inthis docu-ment do nol necessarily represent officialOE RI position or policy

IERIpj

Lynn SharonMillerand

Lynda GayleGlascoe

withCharles J.Kokaska

A product of the ERIC Clearinghouse on Handicapped and Gifted ChildrenThe Council for Exceptional Children

2

U

Library of Congress Cataloging-in-Publication Data

Miller, Lynn Sharon.Life centered career education.

Includes index.Contents: Activity book one.1. Career educationUnited StatesCurricula.

2. Activity programs in educationUnited States.3. Exceptional childrenEducationUnited StatesCurricula.I. Clascoe, Lynda Gayle. U. Kokaska, Charles J. III. Title.LC1037.5.M55 1986 371.9 85-28072ISBN 0-86586-162-5 (bk. 1 : pbk.)

Published in 1986 by The Council for Exceptional Children,1920 Association Drive, Reston, Virginia 22091-1589Stock No. 303 Price $9.95

OWN05x of Edratznal

&sleuth and Improvement

This publication was prepared with funding from the U.S. Department ofEducation, Office of Educational Research and Improvement, contract no. 400-84 -0010. Contractors undertaking such projects under government sponsorshipare encouraged to express freely their judgment in professional and technicalmatters. Prior to publication the manuscript was submitted to The Council forExceptional Children for critical review and determination of professionalcompetence. This publication has met such standards. Points of view, however,do not necessarily represent the official view or opinions of either The Councilfor Exceptional Children or the Department of Education.

3

Contents

iii

Acknowledgments iv

About the Authors iv

Introduction 1

1. Daily Living Skills Activities 5

2. Personal-Social Skills Activities 48

3. Occupational Skills Activities 77

Index 99

4

Acknowledgments

The authors thank the following people who were instrumental in the development of thistext.

Donn E. Brolin for encouraging us to expand on his ideas; Paul J. Perencevic for reviewingour first efforts; Penny Sue Peters and Christine Hughes for their practical advice and in-spiration; Wayne and Doris Henthorn for providing us with a peaceful place to work; JeanNazzaro and June Jordan for a chance to publish; and our families, Greg, Scott, Derek,Sharen, and Laurel, for their support and patience.

About the Authors

Lynn Sharon Miller, M.S., Special Education, teaches an elementary Special Day Class forthe Severely Handicapped, Garden Grove Unified School District, Garden Grove, California.

Lynda Gayle Glascoe, M.S., Special Education, teaches in a junior high Resource SpecialistProgram, Garden Grove Unified School District, Garden Grove, California.

Charles J. Kokaska, Ed. D., teaches at California State University, Long Beach and co-authored with Donn E. Brolin the textbook Career Education for Handicapped Individuals,2nd edition,

Introduction

This book and companion, Life Centered CareerEducation: Activity Book Two, are direct descendantsof another successful publication of The Council forExceptional Children, Life Centered Career Educa-tion: A Competency Based Approach (Bro lin, 1978,1983). These two new activity books add to the LifeCentered curriculum by providing planned activitiesto be used with elementary and secondary school stu-dents. The concept behind the Life Centered CareerEducation approach is to infuse life skills into thebasic curriculum. The material provided in ActivityBooks One and Two gives students practice with ac-ademic skills in practical contexts. Although BookTwo is specifically designed for the adolescent or olderstudent, many of the activities in Book One may needto be practiced by these students as well. It is sug-gested that teachers refer to both books before se-lecting the activity that best meets the needs of theirunique group of students.

The Life Centered Career Education curriculum or-ganizes 22 major competencies and 102 subcompeten-cies into three domains: Daily Living Skills, Personal-Social Skills, and Occupational Skills. A completeoverview of the competencies appears in Figure 1.

The Life Centered Career Education competencieswere originally designed for instruction with mildlymentally retarded secondary students. This approach,however, has been used in regular classrooms andwith other types of exceptional learners at both ele-mentary and middle school levels.

OrganizationEach book is divided into the three major domains:Daily Living Skills, Personal-Social Skills, and Oc-cupational Skills. Within each domain the activitiesare identified by their corresponding competency andsubcompetency. Those who have used the originalBrolin material will find this format familiar. Activ-ities are presented so that the type of activity, the

academic components, resource persons, and follow-up/evaluation are listed in the margin. To use selec-tively, teachers would refer to Figure 1 to identify thesubcompetency and then turn to the correspondinglesson in Book One or Two. An index is provided thatlists activities by type, e.g., role play and by academiccomponent, e.g., math.

ConsiderationsActivities are designed to use materials and suppliesnormally available to most teachers. Teacher-madeprops, games, forms, and worksheets are describedand samples are provided where appropriate. No spe-cial purchases of curriculum materials are requiredfor these activities.

In many cases, teachers may have developed lessonplans similar to those presented. The activities in thesebooks provide only one suggestion at each level forthe subcompetencies. These suggestions are not in-tended to displace but rather to augment the teacher'sown ideas. These books will be especially valuable ifthe Life Centered Career Education curriculum is al-ready installed in a school. Two of the authors arespecial education teachers who have tested these ma-terials in their elementary and middle school class-rooms with a range of handicapped students. As youuse these activities and become involved in creatingor improvising your own, you are urged to submit youractivities for additional volumes of this series. Sendyour ideas to Life Centered Career Education Activ-ities, Department of Information Services, The Coun-cil for Exceptional Children, 1920 Association Drive,Reston, VA 22091-1589.

ReferenceBrolin, D. (1978, revised 1983) Life Centered CareerEducation: A Competency Based Approach. Reston,VA: The Council for Exceptional Children.

Curriculum Ana Compeiancy

DailyLivingSkills

Personal-SocialSkills

>1. Managing Family Finances

2.Selecting, Managing, and >Maintaining a Home

....>3. Caring for Personal Needs

4. Raising Children,Enriching Family Living

FoodF5. Buying and Preparing

6. Buying and Caring forClothing

1Activities

7.AEngegingie

in Civic

18. Utilizing Recreationand Leisure >

........>9. Getting around theCommunity (Mobility), ...... .. :

11. Acquiring Self Confidence

112.Achieving Socially Re- >sponsible Behavior

13. Maintaining Good Inter-personal Skills

114. Achieving Independence

15.Achieving ProblemSolving Skills >

116. Adequatelywith Others- _

17. Knowing & ExploringOccupational Possibilities

18. Selecting & PlanningOccupational Choices

OccupationalGuidance & 19. Exhibiting AppropriatePreparation Work Habits & Behaviors

20. Exhibiting Sufficient -'Physical-Manual Skills

r21.0btaining a SpecificOccupational Skill

21 Seeking, Securing, &Maintaining Employment

4-

1. Identify money andmake correct change

2. Make wise expendi-tures

6. Select adequatehousing

7. Maintain a home

10. Dress appropriately 11. Exhibit propergrooming and hygiene

14. Prepare for adjust-ment to marriage

15. Prepare for raisingchildren (physical care)

18. Demonstrate appro-priate eating skills

19. Plan balanced meals

24. Wash clothing 25. Iron and storeclothing

28. Generally under-stand local laws &government

29. Generally under-stand FederalGovernment

34. Participate activelyin group activities

35. Know activities andavailable communityresources

40. Demonstrate know-ledge of traffic rules& safety practices

41. Demonstrate know-ledge & use ofvarious means oftransportation

43. Attain a sense ofbody

44. Idt ltify interestsand abilities

48. Express feelings ofworth

49. Tell how otherssee him/her

53. Know charactertraits needed foracceptance

54. Know proper be-havior in publicplaces

58. Know how to listenand respond

59. Know how to make& maintain friend-ships

62. Understand impactof behaviors uponothers

63. Understand selforganization

66. Differentiate bipolarconcepts

67. Understand the needfor goals

71. Recognize emergencysituations

72. Read at level neededfor future goals

76. Identify the personalvalues met throughwork

77. Identify the societalvalues met throughwork

82. Identify major occu-pational needs

83. Ider.tify major occu-petional interests

87. Follow directions 88. Work with others

94. Demonstrate satin-factory balance andcoordination

95. Demonstrate satis-factory manualdexterity

98. Search for a job 99. Apply for a job

FIGURE 1Life Centered Career Education Competencies

3. Obtain and use bankand credit facilities

4. Keep basic linen.cial records

5. Calculate andpay taxes

: Use basic appliancesand tools

9. Maintain homeexterior

12. Demonstrate know-ledge of physical fit-ness, nutrition, &weight control

13. Demonstrate know-ledge of common ill-ness prevention andtreatment

16. Prepare for raisingchildren (psycho-logical care)

17. Practice family safetyIn the home

20. Purchase food 21. Prepare meals 22. Clean food prepa-ration areas

23. Store food

26. Perform simplemending

27. Purchase clothing

30. Understand citizen-ship rights andresponsibilities

31. Understand regis-tration and votingprocedures

32. Understand Se lec-tive Serviceprocedures

33. Understand civilrights & responsi-bilities when ques-tioned by the law

36. Understand recre-ational values

37. Use recreationalfacilities in thecommunity

38. Plan and chooseactivities wisely

39. Plan vacations

42. Drive a car

45. Identify emotions 46. Identify needs 47. Understand thephysical self

50. Accept praise 51. Accept criticism 52. Develop confidencein self

55. Develop respect forthe rights andproperties of others

56. Recognize authorityand follow instruc-tions

57. Recognize personalroles

60. Establish appro-priate heterosexualrelationships

61. Know how to estab-lish close relation-ships

64. Develop goalseeking behavior

65. Strive toward selfactualization

68. Look at alternatives 69. Anticipateconsequences

70. Know where tofind good advice

73. Write at the levelneeded for futuregoals

74. Speak adequatelyfor understanding

75. Understand the sub-tleties of communi-cation

78. Identify the remu-nerative aspects ofwork

79. Understand classifi-cation of jobs intodifferent occupe-

' done! systems

80. Identify occupationalopportunities avail-able locally

81. Identify sources ofoccupational infor-mation

84. Identify occupa-tional aptitudes

85. Identify require-ments of appropri-ate and available jobs

86. Make realisticoccupational choices,

89. Work at a satis-. factory rate

90. Accept supervision 91. Recognize the impor-tance of attendanceand punctuality

92. Meet demands forquality work

93. Demonstrate occu-petional safety

96. Demonstrate satin-factory staminaand endurance

97. Demonstrate setis-factory sensory

' discrimination

100. Interview for a job 101. Adjust to competi-tive standards

102. Maintain postschooloccupationaladjustment

1. Daily Living Skills

Competencies

1. Managing Family Finances2. Selecting, Managing, and Maintaining a Home3. Caring for Personal Needs4. Raising Children, Enriching Family Living5. Buying and Preparing Food6. Buying and Caring for Clothing7. Engaging in Civic Activities8. Utilizing Recreation and Leisure9. Getting Around the Community (Mobility)

ACTIVITY BOOK ONE / 5

Domain: Daily Living SkillsCompetency: 1. Managing Family FinancesSubcompetency: 1. Identifying Money and Making Correct Change

How Many Pennies in One Dollar?

Academic Component Objective

Math

Type of Activity

Role Play

The student will recognize specific val-ues of coins (pennies, nickels, dimes, quar-ters, half-dollars) equivalent to a $1.00 bill.

Activity

1. Place students on a behavior modifi-cation program involving an hourlywage of one dollar in classroom money.Example:Week 1Week 3: Each student is paid

an hourly wage of $1.00. The student

9

is paid for (a) completing assign-ments and (b) appropriate workingbehavior. Students receive $1.00 perhour, 5 hours per day. Pay is distrib-uted in $1.00 bills of classroom money.

Week 4Week 6: Pay consists of 2 halfdollars per hour, 5 hours per day.

Week 7Week 9: Pay consists of 4quarters per hour, 5 hours per day.

Week 10Week 12: Pay consists of 10dimes per hour, 5 hours per day.

Week 13Week 15: Pay consists of 20nickels per hour, 5 hours per day.

Week 16Week 18: Pay consists of 100pennies per hour, 5 hours per day.

6 / LIFE CENTERED CAREER EDUCATION

Beyond 18 Weeks: Students are paid indifferent increments on a daily basis.

2. Students are responsible for keepingtheir earnings in their "banking en-velope" in their desks.

3. This activity may need to progress at aslower rate for some students, perhapsover 1 year as opposed to 18 weeks.

Follow-up; Evaluation

The student can make change for a $1bill using pennies, nickels, dimes, quar-ters, and half dollars.

Domain: Daily Living SkillsCompetency: 1. Managing Family FinancesSubcompetency: 2. Making Wise Expenditures

Academic Components

MathLanguage (Oral Expression)

Type of Activity

Role Play

Pay Day

Objective

The student will use classroom savingsand make a wise expenditure at the class-room General Store.

Activity

1. Every other Friday ("Pay Day"), stu-dents withdraw their savings from thebank using a withdrawal slip.

2. Students are responsible for paying thefollowing bills: rent (desk/office), gas(heat), electricity (lights, record player),and supplies (paper, pencils, crayons).Paying student bills can he done as agroup activity using a predeterminedamount for the bills. The banker canbe used as a resource to exchange thecoins earned for the hourly wage intocurrency. Once again, the student° seethe coin equivalent of a $1.00 bill. Ten$1.00 bills should be exchanged for a$10.00 bill in order to pay the rent.

3. Students use their remaining moneyafter payment of their bills at the Gen-eral Store. Students can purchase oneitem or a number of items, equivalentto their allotment. At the lower level,the General Store can be divided into

groups of $3.00 items, $5.00 items, and$10.00 items. This division allows forthe students to work strictly with dollarbills initially and then move on to usean even amount of change. At a higherlevel, the items found at the GeneralStore should be priced according to theiractual purchase cost.

4. Eventually encourage the students tosave money from one or two consecutive"Pay Day" earnings in order to pur-chase an off-campus activity.

Example

1. Rent

2. Gas

3. Electricity

4. Supplies

Bills

EEC El

111

UZI


The student makes wise expendituresusing real money at a public store withinthe community,

10


Domain: Daily Living SkillsCompetency: 1. Managing Family FinancesSubcompetency: 3. Obtaining and Using Bank and Credit Facilities

Academic Components

MathLanguage (Oral Expression)Language (Written

Expression)

Types of Activity

Role PlayClass Field Trip

School/Community ResourcePersons

Community Bank Personnel

Our Bank

Objectives

1. The student will use a classroom bankto deposit daily earnings, to withdrawmoney to pay bills, and to purchase itemsfrom a classroom General Store.

2. The student will also learn to exhibitproper behavior in a bank: standing inline, waiting patiently, taking one'sturn, and using a "bank invoice."

Activity

1. As motivation for this activity, the stu-dents go to a bank within the commu-nity. Notify the bank in advance,indicating the objectives for this fieldtrip and arrange a tour of the bankingfacilities. The objectives for this fieldtrip are (a) to familiarize the studentswith the bank teller's role, (b) to dem-onstrate and explain to the students thepurpose of a savings book, a deposit slip,and a withdrawal slip; and (c) to allowthe students the opportunity to observeappropriate banking behaviors.

2. After the students have returned fromtheir field trip to the bank, discuss thepurpose of a deposit slip and a with-drawal slip. Obtain several samples ofeach to use for discussion purposes andto use as a master for a ditto.

3. The initial activity allows the studentsto deposit their daily earnings in the"bank." (The field trip will motivate thestudents to set up their own bank withinthe classroom. An ideal structure is aconverted puppet theater.) Prepare anenlarged deposit (and withdrawal) slipto be used as a visual aid in demon-strafing the correct way to record in-formation. Demonstrate how to fill inthe information needed on a deposit slip

Il

4.

5.

beginning with the student's name andthe amount of the deposit. With assis-tance from the teacher, the students fillin their individual deposit slips.The students take their completed de-posit slips to the classroom bank, alongwith the money that they intend to de-posit. The teacher assumes the role ofthe bank teller and fills in the students'savings books as the deposits are made.This savings book could be teacher-madeor an actual savings book received fromthe bank attended on the field trip.An extended activity allows the stu-dents to withdraw their monies fromthe "bank" in the same manner used todeposit funds. On a weekly basis (oranother predetermined time), the stu-dents are responsible for completing awithdrawal slip before going to the bankto withdraw their r .vings. This moneyis used to pay bills and to purchase itemsat the General Store. Initially, theteacher once again needs to demon-strate and assist the students in thecompletion of the withdrawal slip.

Follow-up: Evaluation

1. Upon returning from the field trip tothe community bank, the students dis-cuss the ...vents of the field trip. Thediscussion should include (a) the bankteller's role; (b) the purpose of a savingsbook, a deposit slip, and a withdrawalslip; and (c) the appropriate behaviorto be exhibited in a bank.

2. The student demonstrates the use of asavings book, a deposit slip, a with-drawal slip, and appropriate behaviorin a community bank.

3. The student writes a thank-you note tothe bank personnel.


Domain: Daily Living SkillsCompetency: 1. Managing Family FinancesSubcompetency: 4. Keeping Basic Financial Records

My Budget and Expense Record

Academic Components

MathReadingLanguage (Written Expression)

Types of Activity

DiscussionNotebook

Chart 1Income

Date Amount Earned

Total

Objectives

1. The student will record daily incomeand weekly or monthly expenses on a 2.budget record.

2. The student will develop an under-standing of the concepts of budget, in-come, and expenses.

Activity 3.

1. Conduct a classroom discussion involv-ing the concepts of budget, income, andexpenses. The discussion should in-clude the relationship between these 4.three concepts and the banking pro-gram. Show the students a household

budget and expense record as a visualstimulation for the record that they willbe developing.Students are responsible for recordingthe daily amount of money that theyearned (see lesson "Our Bank"). Thisamount is recorded on an Income chartshowing the Amount Earned along withthe specific Date (Chart 1). This chartcan be kept posted on the students' desks.At the end of each week, or anotherpredetermined time, have the studentstotal their earnings by adding the in-dividual amounts recorded from eachday.A second chart (Chart 2) is then com-pleted to record the Weekly (or Monthly)Expenses of Rent, Gas, Electricity, and

Chart 2Weekly Expenses

(or Monthly)

Date Item Amount

Rent

Gas

Electricity

Supplies

Total:

General Store

12

Chart 3Summary of Expenses and Income for

19_Month Income Rent Gas Electricity Supplies

Sept.

OctNov.

Dec.

Jan.Feb.

March

AprilMay

June

Totals

Supplies (see lesson "Pay Day"). Theseexpenses can include such items asWater, Telephone, Vacations (fieldtrips), Repairs on Home (classroom) de-pending on the individual studentswithin the particular classroom.

5. The students total the weekly expensesby adding their recorded Weekly Ex-penses.

6. The totaled Weekly Expenses are sub-tracted from the totaled Amount Earned.The remaining amount is used by the


students to purchase an item from theclassroom General Store.

7. The amount of money used at the Gen-eral Store is recorded on the WeeklyExpenses record sheet.

8. On a monthly basis, students summa-rize their income and expenses (Chart3).

9. All of the completed records are savedfrom week to week, compiled into a book(19_ to 19_ My Classroom Budgetand Expense Record), and reviewed atthe end of the school year for a finaltally of all expenses (Chart 3).


1. The student independently (or aithminimal assistance) and correctly rec-ords the amount earned daily on Chart1.

2. The student independently (or withminimal assistance) and correctly rec-ords weekly expenses on Chart 2.

3. The student independently (or withminimal assistance) performs the ad-dition required to calculate totals andthe subtraction required to determinethe amount of money to be used for theGeneral Store.

4. The student shows an understanding ofthe concepts, budget, income, and ex-penses.

Domain: Daily Living SkillsCompetency: 1. Managing Family FinancesSubcorapetency: 5. Calculating and Paying Taxes

Academic Components

MathLanguage (Written Expression)Language (Oral Expression)

How Much Tax Do I Owe?

Objective

The student will choose several itemsfrom a catalog or from a menu, subtotalthe cost, calculate and add the tax, andfinally total the bill.

13

Activity

1. Ask the students to choose three to fivespecific items either from a catalog (e.g.,one piece of clothing, one piece of fur-niture, and one appliance) or from amenu (e.g., one dinner, one beverage,and one dessert).

2. Have the students place the pictures ofthe items chosen on construction paper


Types ofActivity

Cut/PasteClass Field Trip

School/Community Resource Persons

Community Store PersonnelCommunity Restaurant Personnel

with the price for each listed in a col-umn beside the item.

3. The prices are subtotaled by using ad-dition.

4. Students then use a tax chart providedby the teacher, or calculate the tax byusing multiplication, to locate the cor-rect amount of tax to be added to thesubtotal.

5. The total cost is calculated.6. This activity can be extended to include

the addition to the total bill of theamount of tip to be ircluded after or-dering from a menu.

7. A tip chart can be developed for thestudents or by the students to be car-ried when they go out (see example).


1. The student goes to a local store or toa local restaurant.

2. At the store, the student locates threeto five items and calculates the totalincluding the tax. Items may or maynot be purchased.

3. At the restaurant, the student ordersone item and calculates the total in-cluding the tax.

4. The student compares his or her totalto the total shown on the check.

5. The student pays the bill and gives thewaiter or waitress a tip after referringto the "Tip Chart."

Tip Chart (15%)

Amount of Bill Tip

$1.00 150$2.00 300$3.00 450$4.00 600$5.00 750$6.00 900$7.00 $1.05$8.00 $1.20$9.00 $1.35

$10.00 $1.50$12.50 $1.90$15.00 $2.25$17.50 $2.60$20.00 $3.00

If necessary, this "Tip Chart"along with a "Tax Chart" couldbe taken to a printer to be re-duced in size and printed on cardstock.

Domain: Daily Living SkillsCompetency: 2. Selecting, Managing, and Maintaining a HomeSubcompetency: 6. Selecting Adequate Housing

Academic Component Objective

Where I Live

Language (Oral Expression) The student will identify various typesof housing available within the commu-nity.

Types of Activity

Home InvolvementSharingDiscussionBulletin BoardClass Field Trip

Activity

1. Encourage each student to bring toschool a photograph of his or her home.

2. Discuss these photographs and dividethem into the various types of housingfacilities-house, condominium, town-house, apartment, mobile home.

3.

4.

5.

6.

7.

Discuss the features of each type ofhorsing.Discuss the pros and cons of each typeof housing.Continue the discussion to allow thestudents to see the necessity of varioustypes of housing for differing familyneeds.This information can be placed on abulletin board entitled Many Kinds ofHomes with a photograph accompany-ing each list of specifics.If possible the teacher and the studentsdrive around the community and dis-cuss the various housing facilities. Stu-

14

dents can take pictures of the different 2.kinds of housing. Add these pictures tothe bulletin board containing picturesof the students' homes.

3.


1. The student names the specific housingfacility that he or she lives in.


The student identifies the specific hous-ing facilities in several photographs oractual homes when driving through thecommunity.The student discusses why some fami-lies live in one type of housing facilityand other families live in another type.

Domain: Daily Living SkillsCompetency: 2. Selecting, Managing, and Maintaining a HomeSubcompetency: 7. Maintaining a Home

Academic Components

Language (Oral Expression)Language (Written Expression)

Types of Activity

DiscussionCut/Paste

School/Community ResourcePerson

Parent

These Are My Jobs

Objective

The student will consistently performhousehold maintenance jobs.

Activity

1. Students and their parents decide on alist of household jobs and responsibili-ties appropriate for the students' par-ticular ages and abilities.

2. Students cut pictures out of magazinesrepresenting particular jobs (e.g., a childmaking a bed or feeding the dog).

3. These pictures are then be placed ontag or card stock approximately 4" x5" in size. These pictures may be la-beled.

4. Students may label their jobs on cardsinstead of using pictures.

Job Chart

's Jobs

\\\

Afternoon Evening

i15

5. Students use a Job Chart or a Job Boxas a means of organizing the job cards(see examples). The pockets for the JobChart or the dividers for the Job Boxshould be labeled by pictures or withwords indicating which jobs should bedone in the morning (before school), inthe afternoon (after school), and in theevening (after dinner, before bed).

Job Box

6. Students place the job cards in thepockets on the Job Chart or behind thedividers in the Job Box.

7. Jobs are done at the appropriate timeof day (e.g., morningfeed the dog;afternoonhomework; eveningcleanroom). If a job is done at more than onetime during the day, then two separatecards need to be made.

8. In addition to "sonal and home re-sponsibilities, $ .acurricular activi-


Job Reward Sheet

Morning

///

Afternoon

\\\K

Evening

Sunday

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

ties can be placed on the cards (e.g.,Little League). Surprise cards can alsobe slipped into the Chart or Box (e.g.,bake cookies).

9. Once ajob has been completed, the cardcontaining that job is placed behind therest of the cards.


1. The student is rewarded in some wayfor completing all of the assigned re-sponsibilities. Depending on the indi-vidual student, this reward can be givenat the end of the day or after the morn-ing, afternoon, or evening jobs have beencompleted. The reward should be ap-propriate to the individual. For a youngstudent, a sticker can be given whenthe jobs have been completed (see theJob Reward Sheet).

2. The student eventually moves to thepoint of doing the assigned responsi-bilities without the reminder of eithera Job Chart or a Job Box.

Domain: Daily Living SkillsCompetency: 2. Selecting, Managing, and Maintaining a HomeSubcompetency: 8. Using Basic Appliances and Tools

Academic Components

Language (Oral Expression)Language (Vocabulary)

Types of Activity

Cut/PasteDiscussionHome InvolvementSharing


Parent

Home Appliances and Tools

Objective 3.

The student will identify and state thepurpose of several basic appliances and toolsthat are found in the home.

Activity

4.

5.

1. Students cut out pictures of basic homeappliances and tools from various mag- 6.azines, newspaper ads, and catalogs.

2. These pictures are glued on construc-tion paper with the following headings:Kitchen, Bathroom, Laundry, Leisure,Cleaning, Outside.

The completed pages are compiled intoa book entitled Home Appliances andTools.Every picture in this book is labeled byeither the student or the teacher forpurposes of increasing language skilldevelopment.Upon completion of the book, the stu-dents take them home to share withtheir parents. Encourage the parents totake the time to name the appliancesand tools in the book.Encourage the parents to check thoseitems on the included Checklist of HomeAppliances and Tools that their child:(1) is familiar with by name and (2) hasthe opportunity to become familiar withby use.

16

ChecklistHome Appliances and Tools

Appliance/Tool Kncws by Name Has Used

KitchenCan OpenerToasterCoffee Pot

Pots/PansUtensilsBlenderFrying PanMixerDishwasherMicrowave

TimerNut ChopperPopcorn Popper

RefrigeratorDisposer

Toaster Oven

Crock-Pot

BathroomScale

Hair DryerCurling IronElectric CurlersRavi.:

Shower

Tub

LaundryWasher

___?erMeasuring Cup (Detergent)IronIroning Board

St_gvi MachineNeedle/Thread

Scissors

Continued on next page.

17


7. Ask the parents to demonstrate the ap-pliances and tools used in their home.

8. Have the students return the com-pleted checklist to school within a week.

9. Discuss this checklist with the studentsas a group.


1. The student names and tells the pur-pose of a variety of home appliancesand tools.

2. The student demonstrates the properuse of individual,appliances and toolsfrom the home as the teacher bringsthem to school.


ChecklistHome Appliances and Tools (Continued)

Appliance/Tool

LeisureTV

Knot. 3y Name Has Used

Stereo

Smoke DetectorClock

Telephone

CameraVideo

CleaningVacuum CleanerAttachments

OutsideBBQ

Shovel

Saw

Wrenches

ScrewdriversHose

Domain: Daily Living SkillsCompetency: 2. Selecting, Managing, and Maintaining a HomeSubcompetency: 9. Maintaining Home Exterior

Academic "omponents

Language (Oral Expression)Language (Vocabulary)

Our Garden

Objective

The student will identify and demon-strate the use of basic appliances and toolsused in exterior maintenance.

Activity

1. Have the students construct a scrap-book or booklet containing pictures andlabels of basic appliances and tools usedin exterior home maintenance. Thesepictures may be found in magazines,catalogs, and brochures.

18

Types of Activity

Cut/PasteNotebookDiscussionDemonstration

2. Discuss the use of each appliance andtool.

3. Let the students observe a demon-stration of a variety of these appli-ances and tools.

4. After the demonstrations, have thestudents demonstrate the use of theexterior maintenance items. Theseappliances and tools may be availablefor loan from the school janitor orbrought to school by the teacher orparent.

5. As students use each item, safety pro-cedures are to be strictly enforced.Various appliances and tools could beused in small odd jobs around the schoolgrounds.

6. Take pictures of the students usingeach appliance and tool to illustratethe construction of a bulletin board.

7. If the facilities are available and per-mission has been received, studentsshould plant a garden. This gardenwould not only be a valuable teachingexperience, it would aid in the beau-tification of the school grounds.


8. The maintenance of this garden shouldbe the sole responsibility of the stu-dents. On a weekly basis, the jobs in-volved in maintaining the gardenshould be rotated. The jobs consist ofplanting, watering, weeding, fertiliz-ing, mulching, and insect and snailcontrol.

9. Before the garden is planted, studentsneed to study the procedures involvedin both planting and maintaining agarden. They should decide whichfruits, vegetables, or flowers appro-priate to the season should be planted.

10. This activity involves a great deal ofboth time and actual labor. If the ac-tivity is not feasible, perhaps a varietyof plants could be maintained in theclassroom.


The student independently demon-strates an understanding of various jobsand has the ability to perform jobs in-volved in maintaining a home exterior.

Domain: Daily Living SkillsCompetency: 3. Caring for Personal NeedsSubcompetency: 10. Dressing Appropriately

Academic Components

ReadingHealthLanguage (Oral Expression)Language (Written Expression)Language (Vocabulary)

Types of Activity

DiscussionCut/PasteNotebookDemonstration

What Should I Wear Today?

Objectives

1. The student will identify variousweather conditions and how they arerelated to dress.

2. The student will determine an appro-priate dress for several weather con-ditons (rainy, cold, windy, hot, cloudy,snowy).

Activity One1. Discuss on a daily basis the weather

conditions along with the season. Thismay be done by using the visual aid ofa weather and season chart. (See Chart1.)

19

2. Have the students determine theweather and the season and set thecharts accordingly.

3. A second chart could also be completed.The students place a daily picture de-picting the weather on the chart. Thischart may be used as a permanent chartin which only the name of the monthand the daily weather cards are changed.An alternative chart allows students todraw a daily picture depicting theweather. (See Chart 2 and Alternative.)

Activity Two1. Discuss as a group the four seasons and

the typical weather conditions of each.


Chart 1Weather and Season Chart

2. After the discussion, have the studentslook through various fashion maga-zines and catalogs. These magazines andcatalogs should represent all seasonsand weather conditions.

3. Students cut out several pictures of in-dividuals (children and adults) wearingvarious types of clothing representingdifferent weather conditions. These pic-tures can be placed in booklet form, ona poster to be displayed within the

classroom, or on flannel and used asflannel board figures.

4. Students are given a hypotheticalweather situation. They are asked todiscuss appropriate clothing for thegiven weather situation, appropriatelydress flannel board figures, cut out pic-tures from magazines, draw pictures,or role play by dressing with actualclothing.

Chart 2What Is The Weather?

Month

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

Alternative

Month

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

20

a

Note. This activity could also be adaptedto dressing appropriately for specific jobsand careers. Students will choose varioustypes of dress representing different oc-cupations.

ACTIVITY BOOK ONE 1 17


The student demonstrates a knowledgeof appropriate clothing to be worn for spe-cific weather conditions by wearing ap-propriate clothing on a daily basis.

Domain: Daily Living SkillsCompetency: 3. Caring for Personal NeedsSubcompetency: 11. Exhibiting Proper Grooming and Hygiene

Academic Components

HealthLanguage (Oral Expression)Language (Written

Expression)

Types of Activity

Di 3cussionRole PlayIllustrationNotebookHome Involvement


Parent

Personal Cleanliness

Objective

The student will develop independencein performing grooming and hygiene skills.

Activity

1. Conduct a class discussion on the topicof grooming and hygiene. As motiva-tion for this discussion, use various pic-tures (magazine or photographs) ofunkempt individuals, a doll that is dirtyand ragged looking, or situation cards(e.g., "John has milk on his face frombreakfast. What should he have usedon his face as he was eating breakfast?What should he do now? How does hedo this?").

2. After this discussion, the teacher andstudents focus their attention on onepersonal grooming and hygiene skill ata time. A variety of such skills to becovered include: washing and dryinghands, washing and drying face, wash-ing and drying hair, combing hair, tak-ing a bath/shower, brushing teeth,wiping mouth, using deodorant.

3. Discuss in detail the particular groom-ing and hygiene skill being focused onby the group. As the discussion is tak-ing place, record on the chalkboard all

21

the steps needed to perform this taskfrom beginning to end.

4. Once the task analysis is completed, theteacher or the students illustrate eachstep with a picture using one large sheetof butcher paper or individual pieces ofdrawing paper. This illustration can bean individual project or a group projectin which students illustrate individualsteps.

5. Another way to illustrate the individ-ual steps of a task analysis is for pho-tographs to be taken of the studentsactually performing each step.

6. See the example showing the illus-trated steps to a sample task analysis.

7. The illustrations of a variety of com-pleted task analyses could be compiledinto a booklet entitled "Personal Clean-liness."

8. Make a duplicate of every task analysisfor the students to take home.

9. If necessary, place the individual illus-trated sheets in strategic places (e.g.,above the sink) where they will be aconstant reminder of the successivesteps.


The student performs grooming and hy-giene skills independent of any list or il-lustration.

I

I


Washing Hands

You need: ED 'CToSoap Water Tos-'64

1. Roll Up Sleeves

02. Go to Sink

0',,

3. Turn Water On

0.0.,:kk k I

4. Rub Hands inWater

1k

.

5. Pick Up Soap

1410-

fe

6. Rub Soap on Palmsof Hands

(P.

7. Rub Soap on Backsof Hands

fat'`

8. Put Bar of SoapDown

0i., Ik ri

44;

141%.

9. Rinse Soap OffHands

0$.' \

A

i <

10. Turn Water Off

0

. I"1101

11. Rub Towel onHands to Dry

01 0

12. Hang Up Towel OrThrow Paper Away

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7

Domain: Daily Living SkillsCompetency: 3. Caring for Personal NeedsSubcompetency: 12. Demonstrating Knowledge of Physical Fitness, Nutrition,

and Weight Control

Academic Components

HealthSciencePhysical EducationLanguage (Oral Expression)

What Does It Take?

Objectives

1. The student will recognize the compo-nents of a physically fit body.

2. The student will recognize the conse-quences of a physically unfit body.

Activity One

1. Discuss the three primary componentsof physical fitnessproper nutrition,adequate exercise, and sufficient rest.

2. This information could be used in con-

22

Types of Activity

DiscussionBulletin BoardCut/PasteDemonstration


ParentPhysical Education Instructor

structing a bulletin board entitled "WhatDoes It Take To Have A Physically FitBody?

3. Use magazine pictures as a visual aidaccompanying the lists of informationabout the primary components of phys-ical fitness. Nutrition, involving the fourfood groups protein, dairy products,fruits and vegetables, and breads andcerealsis easily pictured by usingvarious magazines. Exercise can be il-lustrated by using pictures from var-ious sports and fitness magazines. Whendiscussing the component of rest, itshould be explained that rest includesmore than sleep. Rest includes nonag-gressive activities in which the body isallowed to "quiet down."

Activity Two

1. A second activity involves a discussionof a body that does not meet the threecomponents of physical fitness.

2. Students once again ciamine maga-zines, newspapers, and any other ma-terials picturing children, youth, andadults. Use these pictures in comparingphysically fit and physically unfit in-dividuals.

3. Students examine these pictures care-fully and discuss the possible conse-quences of an unfit body: beingoverweight, having a lack of energy,and feeling unhappy about oneself.

4.

5.

6.


This activity provides an opportunityto discuss diet at length. A weight con-tro i diet could be shwa alongside a FourFood Groupe chart to allow easy expla-nation. Many of the pictures found inmagazines showing physically unfit in-dividuals are advertisements for sometype of weight control product .or pro-gram. The pros and cons of these var-ious programs and products should bediscussed and the dangers of manyshould be emphasized.Simple exercises that could aid in at-taining a physically fit body should bedemonstrated to the students by theclassroom teacher, the physical edu-cation teacher, or an individual withexpertise in this area (contact a localhealth club for a representative to cometo the classroom).A discussion of proper and improper at-titudes toward physically different in-dividuals is the crucial ending to theactivity.


1. The student names the three primarycomponents of physical fitness and dis-cusses each.

2. The student discusses the ways in whichan individual could maintain physicalfitness.

Domain: Daily Living SkillsCompetency: 3. Caring for Personal NeedsSubcompetency: t3. Demonstrating Knowledge of Common Illness Prevention

and Treatment

Poison Stay Away

Academic Components Objective

ReadingScienceHealthLanguage (Vocabulary)

The student will identify potential haz-ards in the home.

23

Activity One

1. Introduce students to a vocabulary listof words indicating potential hazards.These words include: DANGER, POI-SON, HARMFUL IF SWALLOWED,


Types of Activity

DiscussionClass Field TripRole PlayDemonstration


PharmacistTelephone Co. Representative

WARNING, CAUTION, CHILD RE-SISTANT, KEEP OUT OF CHIL-DREN'S REACH, WARNING,COMBUSTIBLE, IRRITANT, AVOIDCONTACT WITH EYES. These wordscould be introduced in a variety of ways,such as bringing to the classroom a va-riety of products labeled with thesewarnings. Show the containers, read thelabels, and explain the meanings andcautions.

2. After this introduction, take the stu-dents on a field trip to a local drug storethat carries items such as householdcleaners and drugs.

3. Students observe products and look forvocabulary words that indicate poten-tial hazards.

4. Each student is responsible for forminga list of hazardous products and a vo-cabulary list indicating a potential haz-ard. This activity may need to bereplaced by the teacher's master list.

5. The field trip to the drug store needs tobe prearranged, primarily with thepharmacist. The pharmacist should beasked to take this opportunity to ex-plain to the students the potential haz-ards of many drug items. Have thepharmacist explain the responsibilitiesof the job and the difference betweenprescription and nonprescription drugs.

6. Students collect various brochures atthe drug store and a business card fromthe pharmacist to place in their fieldtrip or careers notebooks.

7. Upon returning to the classroom fromthe field trip, the students should dis-cuss the events of the day. The objectivefor taking this field trip was to makethe students Aware of the many itemsfound in the home that are potentialhazards. An item of potential hazard isrecognized by the vocabulary on theproduct itself.

Activity Two1. A second activity begins with a discus-

sion of treatmert methods when a prod-

uct is misused and becomes a danger toan individual.

2. The teacher should contact the localtelephone company to request materi-als on obtaining emergency assistanceby means of the telephone (e.g., Tele-zoniaa free telephone training kit fromGeneral Telephone). At the same time,the teacher should inquire about re-ceiving a telephone to be used in theclassroom.

3. Students list emergency phone num-bers for contacting the ambulance, po-lice, fire department, and a familydoctor. Students bring the phone num-ber of their family doctor from home orthe teacher locates this information onthe student's emergency card filed inthe school office.

4. Students practice dialing the variousemergency phone numbers.

5. Both the teacher and the students areinvolved in a role-play activity. Var-ious hypothetical situations are given:Who would you call if your house wason fire? What would you say to the per-son you called? Who would you call ifyour baby brother swallowed somedishwasher detergent? What would yousay? As the student "calls," the teacheris on the other line acting as the personreceiving the telephone call.


1. The student reads several vocabularywords indicating potential hazards.

2. The student identifies several productslabeled with a word indicating a poten-tial hazard.

3. The student identifies the proper use ofthese products.

4. The student writes a job description ofa pharmacist to be kept in a careersnotebook.

5. The student demonstrates in a hypo-thetical emergency situation the ap-propriate way to obtain emergencyassistance by phone.

24


Domain: Daily Living SkillsCompetency: 4. Raising Children, Enriching Family LivingSubcompetency: 14. Preparing for Adjustment to Marriage

I'm The HusbandI'm The Wife

Academic Components


Types of Activity

DiscussionRole PlayChart


Husband/Wife GuestSingle Adult Guest

Objectives

1. The student will become familiar withthe various roles and responsibilities ofa husband and a wife in the institutionof marriage.

2. The student will become familiar withthe various roles and responsibilities ofa single adult.

Activity One

1. Students at the elementary level do notneed to begin preparing specifically formarriage. However, they have ob-served the institution of marriage (ifnot at home, through relatives or friends)and the roles of husband and wife.

2. Conduct a class discussion about thevarious roles of a husband and a wife.If desired, include the roles of otherfamily members.

3. As each student contributes to the dis-cnrsion, list these roles on a chart. Thischart could be illustrated with picturesfrom magazines or photographs.

4. As part of this discussion, a husband-wife team (not the parents of any of thestudents in the classroom) should be in-vited to share information about theirroles and responsibilities. Prepare spe-cific questions to ask the husband and/or the wife. (What are your responsi-bilities in marriage? Why did you wantto be a husband or wife? Is it work?What keeps you happy in marriage?).

5. After the discussion, the stage will beset for a role-play activity. (e.g., Whathappens after a parent comes home fromwork? What do the husband and wifedo on a workday around the house? Whathappens if each wants to watch a dif-ferent television program and there isonly one TV in the house?)

25

Activity Two

1. A related activity includes a discussionabout the roles and responsibilities ofa single adult. At best, this activityshould be held with both a husband-wife team and a single adult present togive valuable input as to similaritie 3and differences in roles and responsi-bilities. Again, students should havequestions prepared to ask the singleadult. (Do you have responsibilities asa single adult? Why did you choose tobe single? Do you ever get bored orlonely? Do you wish that you had chil-dren? Do you always want to be single?)

2. As this discussion is taking place, acomparison chart should be developedshowing the similarities and differ-ences between marriage and singleadulthood.

Note: Throughout this activity, stressshould be placed on the fact that both lifestyles (marriage and single adulthood) areacceptable and fulfillment in either de-pends upon the individual.

Follow -up: Evaluation

1. The student discusses the roles and re-sponsibilities of a husband and a wife,the roles and responsibilities of a singleadult, and compares the two life styles.

2. The student writes a sentence or a par-agraph about being a husband and/ora wife.

3. The student shares the role that he orshe would like to assume (marriage orsingle adulthood.).

4. The student writes the special guests athank-you note for sharing time in theclassroom. Within this note, he or shecould share one thing that was learnedbecause of the guests' participation.


Domain: Daily Living SkillsCompetency: 4. Raising Children, Enriching Family LivingSubcompetency: 15. Preparing for Raising Children (Physical Care)

Academic Components

HealthLanguage (Oral Expression)

Toes of Activity

DiscussionRole PlayDemonstrationHome Improvement

School/Community ResourcePencn

Parent

My Egg and I

Objective

The student will demonstrate the pro-cedures necessary in the care of a child'sphysical well-being.

Activity

1. This particular activity is enjoyable forstudents at almost any level.

2. Each student is responsible for caringfor an egg (not hard boiledthat'scheating!) for a 24-hour period. This eggis a "pretend" human child.

3. The student may dress the child appro-priately before taking care of him orher.

4. The importance of proper child careshould be discussed. Basic safety mea-sures for the protection of a child shouldalso be discussed. The students need tosee the importance of their responsi-bility in caring for a child..

5. The students are responsible for the careof their children throughout the entire24-hour periodin the classroom, atrecess, at lunch, on the bus, at home,

and back to school the following day.6. The students may not leave the chil-

dren alone at any time. (What are thehazards of leaving a child alone?) If thestudents choose to leave the children inthe care of other individuals, they mustmake sure that the individuals are re-sponsible and caring persons. (Whatcould possibly happen if a child was leftin the cara of someone who was not re-sponsible or caring?) The studentsshould be made aware that children needto be protected at all times.


1. The student has a "whole" child at theend of the 24-hour period. The physicalwell-being of this "child" has been prop-erly cared for.

2. The student describes his or her expe-riences throughout the 24-hour period.This can be done by discussion, a writ-ten sentence or paragraph, or both.

3. The student discusses the many thingsinvolved in the physical care of a childand its importance.

Domain: Daily Living SkillsCompetency: 4. Raising Children, Enriching Family LivingSubcompetency: 16. Preparing for Raising Children (Psychological Care)

Academic Components

HealthLanguage (Oral Expression)Language (Written Expression)

I Can HelpObjective

The student will become familiar withthe "do's and don'ts" in child care.

Activity

1. Invite a parent with a young child tothe classroom. A hands -on experienceis the best way to accomplish the ob-

Types of Activity

DiscussionDemonstrationRole Play


Parent

jective of familiarizing students withboth the psychological and physical careof children. Although this activity isincluded as a part of the psychologicalcare of children, it will be evident thatthe physical care of children is in-cluded. A child's psychological well-being is developed in a positive sensewhen physical needs are met.

2. Ask the parent to discuss with the stu-dents the do's and don'ts of child care,both psychological and physical. Thesedo's and don'ts include such things asfood and feeding techniques, diapering,play activities, safety and hazard pro-cedures, physical contact, love, and dis-cipline.

3. Have the parent demonstrate as manyof the items discussed as possible. If theopportunity arises, it would be an ed-ucational experience for the students tohave physical contact with the child insome way: feeding, holding, diapering,playing, changing clothes.


4. Throughout the discussion and thedemonstration, practical suggestionsand tips should be given to the studentsby the parent as to how they can helpin caring for a baby or a younger child.

5. While this activity is taking place, acamera is a must! Better yet, a videocamera!


1. The student lists the 'Vs and don'ts inchild care.

2. The student lists ways he or she canassist in the care of a baby or youngerchild.

3. The student explains the difference be-tween the psychological and physicalcare of a child and how they are related.

4. The student writes a thank-you note toThe parent who brought the child to theclassroom.

Domain: Daily Living SkillsCompetency: 4. Raising Children, Enriching Family LivingSubcompetency: 17. Practicing Family Safety in the Home

Academic Components

HealthLanguage (Oral Expression)Language (Written Expression)

Types of Activity

DemonstrationHome Involvement


ParentFire Department

Representative

Safety First

Objectives

1. The student will take. active measuresin assisting the family against poten-tial dangers in the home.

2. The student will identify the emer-gency situations of a fire, an earth-quake, and a storm and will identifythe appropriate action to be taken inthe event of each.

Activity

2.

1. This activity gives students and par-ents the opportunity to hear a repre-sentative(s) from the local fire 3.

27

department speak about safety in thehome. The teacher will need to prear-range this activity by calling the firedepartment and telling them of thepurpose of this classroom visitation (i.e.,avoiding and escaping emergency sit-uations).The representative(s) identifies (withthe use of visual aids) the emergencysituations of a fire, an earthquake, anda storm. Ask tho representative(s) todemonstrate the appropriate safetymeasures to be taken in the event ofeach. Precautionary measures foravoiding these emergency situationsshould be stressed.Give each student the opportunity to


assist at some point in the discussionand presentation.

4. Encourage the parents to ask questionsabout their particular living quartersand the safety procedures involved.

2.Follow-up; Evaluation

1. The student and parents return home 3.with notes from the speaker's presen-tation. Both the student and the par-

ents design a family plan for safetymeasures in their home in the event ofa fire, an earthquake, or a storm. Stu-dent and parents discuss precautionarymeasures to avoid an emergency situ-ation in their home.The student discusses his or her fami-ly's plan with classmates and theteacher.The student writes a thank-you note tothe representative(s) of the fire depart-ment.

Jomain: Daily Living SkillsCompetency: 5. iiuying and Preparing FoodSubcompetency: 18. Demonstrating Appropriate Eating Skills

How Are My Eating Behaviors and Manners?

Ara.*enic Components


Expression)

Types of Activity

DiscussionIllustrationRole PlayDemonstration

Objective 4.

The student will demonstrate appropri-ate eating behaviors and proper mannerson a consistent basis.

Activity

1. Students begin this activity by dis-cussing appropriate eating behaviorsand proper manners. List the students'suggestions.

2. Ask the students to discuss the differ-ences and similarities in eating behav-iors and manners while eating at home, 5.in the cafeteria at school, and at a pub-lic restaurant.

3. Conduct a classroom discussion aboutthe things that bother the students when 6.they are eating lunch in the school caf-eteria. Ask the students how they couldchange the things that bother them.Perhaps the students would enjoydrawing or painting a poster or a mu-ral, to be hung in the cafeteria, illus-trating appropriate eating behaviors and 7.proper manners while eating in the caf-eteria.

28

After this introductory discussion, in-volve the students in a role-play activ-ity. There are three different settingsin this activity: the kitchen table, thecafeteria table, and a table at a restau-rant. Various props will be needed be-fore the activity begins (tables, chairs,plates, cups, silverware, napkins, place-mats, cafeteria trays, menus, uniformsfor the waitress and waiter, pad for or-dering food, tip tray, salt and peppershakers, ketchup bottle, sugar dis-penser). The students role play one set-ting at a time, exhibiting appropriateeating behaviors and proper manners.After the students have had plenty ofpractice in the role-play situation, theywill be ready to venture into the realworld.Ideally, the student is video-taped whileeating at home, in the cafeteria, and ata restaurant. The video-tape is the bestmeans of showing the students how theyactually appear as they are eating. If avideo camera is not available, a camerawill be sufficient.The three video-taped sessions are ob-viously not all taken on the same day.It is difficult for the teacher to video-

tape each of the students while they areeating a meal at home. Elicit the helpof the parents in taking a photographof their child eating at the dinner table.

8. These video-tapes could be viewed oneat a time after the particular meal hasbeen eaten, or viewed as a group of allthree in which case similarities and dif-ferences should be discussed.

9. After the video-tapes have been viewed,the students discuss the events that tookplace. Students should share areas thatthey feel they could improve. The focusshould be placed on appropriate eatingbehaviors and proper manners.



1. The student demonstrates appropriateeating behaviors and proper mannerswhile eating in the school cafeteria.

2. The student writes a sentence or a par-agraph describing what was learnedabout his or her eating behaviors andmanners.

3. The student writes a sentence or a par-agraph describing the eating behaviorsand manners that need to be improvedand those that are appropriate and donot need improvement.

Domain: Daily Living SkillsCompetency: 5. Buying and Preparing FoodSubcompetency: 19. Planning, Balanced Meals

Academic Components

ScienceHealthLanguage (Oral Expression)

Types of Activity

DiscussionChart

The Four Food Groups

Objectives

1. The student will become familiar withthe four food groups and the concept ofa balanced meal.

2. The student will plan a balanced mealto be prepared in the classroom.

Activity

1. Conduct a class discussion about thefour food groupswhat they are andthe food items for each group. It will bemost effective if a chart is used to il-lustrate the food group (contact the Na-tional Dairy Council).

2. Students make a chart or poster illus-trating the food items from the four foodgroups, protein, dairy products, fruitsand vegetables, breads and cereals, byusing pictures of foods cut out from var-ious magazines. Students are also re-sponsible for listing at the bottom ofeach food group the number of servingsthat each food group should have in abalanced meal as well as in a day's time.

29

3. Suggest several meal ideas (1. pizza,salad, and milk; 2. hotdogs, chips, coke,and a cookie; 3. donuts and milk; 4. eggs,bacon, toast, and orange juice). Havethe students use the four food groupschart as a reference in deciding whetheror not the suggested meal is a balancedone.

4. Once again, using the four food groupschart as a guide, have the students plana balanced meal. This can be done onan individual basis and brought to thegroup to discuss or completed as a group.

5. As a group. the students choose one bal-anced meal to prepare in the classroom.The available cooking appliances andutensils need to be taken into consid-eration.


1. The student names the four food groupsand the food items in each.

2. The student plans a balanced mealwithout assistance.


Domain: Daily Living SkillsCompetency: 5. Buying and Preparing FoodSubcompetency: 20. Purchasing Food

Academic Components

MathReadingLanguage (Oral Expression)

Types of Activity

Home InvolvementSharingCut/PasteClass Field TripDiscussion


ParentCommunity Grocery Store

Personnel

A-Shopping We Will Go

Objectives

1. The student will exhibit responsibilityin contributing to the balanced meal tobe prepared in the classroom.

2. The student will accompany classmateson a field trip to a local grocery storeto purchase the necessary food items forthe meal to be prepared in the class-room.

3. The student will be responsible forshopping from a shopping list.

Activity One

1. After the students have planned a bal-anced meal to be prepared in the class-room, instruct each student tz bring anitem of food to contribute to the meal.

2. Have the students notify their parents(verbally or with a note) as to the as-signment. The parents should be al-lowed two days in which to purchasethe food item (e.g., assign the studentstheir food items on Wednesday if themeal is to be prepared in the classroomon Friday).

3. The parents are responsible for takingthe student to a local grocery store topurchase the food item. The studentshould be encouraged to locate the fooditem; find the least expensive brand;wait in line, exhibiting proper behav-ior; pay for the item, making the correctchange; and bring the food item to schoolor the day that the cooking is to takeplace. The parent may need to modelthe above behaviors, provide minimalassistance, or allow the student to per-form the task independent of any as-sistance. In any case, the parent isencouraged to provide as little assis-tance as possible and to take advantageof the learning experience.

4. This activity should be discussed withthe parents ahead of time, perhaps atBack-to-School Night. Hit appears thatthe activity will be difficult to accom-plish due to restrictions of time or fi-nances, then the activity should bemodified.

Activity Two

1. An alternate activity allows for the stu-dents to purchase the food for the mealto be prepared in the classroom as agroup during school hours.

2. Using the planned balanced meal, stu-dents list all of the necessary food itemsneeded to prepare the meal.

3. Divide the list evenly among all of thestudents.

4. If the students are nonreaders, cut outpictures from magazines and newspa-pers or use the actual labels from thefood items (collected by the teacher) andmake the students' grocery lists usingthese pictures. If the students are read-ers, list the food items that they areresponsible for finding while at the gro-cery store.

5. Students take their lists to a local gro-cery store and find each item. The stu-dents walk together through the storeas a group using "grocery store voices."

6. All of the food items could be placed inone grocery cart and paid for at onetime.


1. The student is responsible for bringingdesignated food item to school on theday that cooking will take place.

2. The student develops independence in

30

shopping for one or more items at thegrocery store.

3. The student demonstrates appropriatepublic behavior at a grocery store (e.g.,walking down the aisles, using the


proper voice, not bumping into orstanding in front of people, waiting in!lite patiently at the cash register).

4. The student discusses the consequencesof forgetting an item on a grocery list.

Domain: Daily Living SkillsCompetency: 5. Buying and Preparing FoodSubcompetency: 21. Preparing Meals

Academic Components

ReadingMathLanguage (Vocabulary)Language (Written Expression)

Types of Activity

DiscussionIllustration

My Cookbook

Objective

The student will collect recipes and com-pile a cookbook.

Activity One

1. As the students prepare meals in theclassroom, the recipes for each item areread in detail and the students assistby following them carefully. Review eachstep in the recipe before the food iscooked or baked.

2. After the food has been prepared andeaten, the food preparation area cleaned,and the remaining food stored properly,have the students review the recipe. Asthe students recall the steps taken infollowing the recipe, write these stepson the chalkboard or on tag board. Stu-dents once again have the opportunityto read such words as: oven, preheat,mix, grease bottom only, combine, drop,bake, oil, water, egg, stir, 1/4 cup, 1/2cup, 1 cup. While the teacher is review-ing and writing the recipes on the board,the aide writes the same recipes on aditto master.

3. These dittos are illustrated by the stu-dents.

; , I s 31

4. Place all of the recipes in cookbook format the end of the unit.

Activity Two

1. An alternate activity is for the studentsto place their recipes on recipe cards.This activity requires the students tohove fairly accurate writing skills. Theserecipe cards could be placed in a recipebox instead of a cookbook.

2. Students could add to the cookbook orrecipe box by bringing favorite recipesfrom home.

3. Both the cookbook and the recipe boxmake a personal and practical Mother'sDay gift.


1. The student demonstrates an under-standing of a recipe by following it ac-curately.

2. The student recognizes a variety ofcooking terms found as part of a recipe.

3. The student demonstrates an under-standing of a variety of cooking termsfound as part of a recipe.


Domain: Daily Living SkillsCompetency: 5. Buying and Preparing FoodSubcompetency: 22. Cleaning Food Preparation Area

Academic Components

HealthLanguage (Oral Expression)

Types of Activity

DiscussionDemonstration

Cleanliness Is Important

Objective

The student will demonstrate appropri-ate cleaning procedures before, during, andafter preparation of food.

Activity

1. Students discuss the reasons for per-sonal cleanliness while preparing foodand for cleanliness of food preparationareas.

Clean-Up Duty Wheel

32

2. The cleaning procedures before cook-ing, during the preparation, and afterthe completion should be discussed stepby step.

3. Also have the students discuss the var-ious cleaning supplies needed for per-sonal cleanliness and for cleanliness ofthe food preparation areas. Such clean-ing supplies are: hand soap, dish soap,dishwasher soap, dish cloths, towels,paper towels, scrubbing pad, scouringpowder. There should be a sample ofeach supply.

4. The temperature of the water (hot vs.cold) for washing hands, the dishes, theappliances, and table-tops need to bediscussed.

5. Demonstrate the various cleaning pro-cedures. These include washing dishes,drying dishes, clearing table-tops,washing off table-tops, wiping appli-ances, storing dishes, and taking outthe trash.

6. Assign various tasks to the students.These responsibilities take place as thestudents prepare a snack or a meal.

7. If cooking takes place on a regular ba-sis, the assigned responsibilities needto be on a rotating schedule. (See theClean-Up Duty Wheel.)


1. The student adequately performs as-signed cleaning procedures using theappropriate cleaning pre iuct.

2. The student demonstrates appropriatepersonal cleanliness before and duringthe food preparation time period.


Domain: Daily Living SkillsCompetency: 5. Buying and Preparing FoodSubcompetency: 23. Storing Food

Academic Components

HealthScienceReadingLanguage (Vocabulary)Language (Oral Expression)Language (Written

Expression)

Types of Activity

DiscussionDemonstrationCut/PasteChartNotebookSharingHome Involvement


Parent

Proper Food Storage

Objectives

1. The student will recognize the need forproper food storage.

2. The student will become familiar withthe various means of storing food.

Activity

1. Students discuss the need for appro-priate food storage.

2. Students list various food items and theproper storage of each. These itemsshould be listed in the following cate-gories: refrigerator, freezer, room tem-perature. These lists could be writtenon the chalkboard or a chart.

3. An alternate activity is for the studentsto cut out pictures of food items fromvarious magazines and place them onconstruction paper with the properheading: Refrigerator, Freezer, RoomTemperature. These three headingsshould also be illustrated. These pagesshould then be placed in booklet form.

4. Each student is responsible for bring-ing an item of food from either the list

or the booklet. A specific storage cate-gory is assigned to each of the students(e.g. , Ronaldrefrigerator, Chrisroomtemperature, the teacher freezer).

5. Have the students experiment with thevarious food items (e.g., a portion of themilk will be kept at room temperatureand a portion will be placed in thefreezer). They should realize that re-sults usually take time. But they shouldsee some type of results due to improperfood storage by their next day at school.

6. Have the students describe the conse-quences of storing food items in an in-appropriate place. Let them observe anddescribe the appearance and smell ofeach spoiled item.


1. The student is asked to place variousfood items in the appropriate storageplace.

2. The student explains the consequencesof improper food storage.

Domain: Daily Living SkillsCompetency: 6. Buying and Caring for ClothingSubcompetency: 24. Washing Clothing

This Goes with This Color, This Goes with That Color

Academic Component

Visual Perception

Objective

1. The student will sort laundry in prep-aration for washing it. The laundry,

other than the towels, will be sorted bycolor. There will be a separate groupfor towels.


Types of Activity

DemonstrationDiscussion

Activity

1. Use laundry bags to aid the students indetermining the proper placement oflaundry when sorting. The laundry bagsare easily made by either the studentsor the teacher; a white pillow case isused for the white clothes, a powder bluepillow case is used for the light coloredclothes, a dark brown pillow case is usedfor the dark clothes, and a case madeout of a large beach towel (folded in halfand sewn up the sides) is used for thetowels. Clothes that need special han-dling should be set aside and discussedin detail as another activity.

2. Students sort laundry by placing eachpiece of clothing to be laundered intothe appropriate laundry bag.

3. Carry the activity a step further andtake the students to the laundromat asa field trip.

4. Througl.out this activity, conduct a dis-cussion as to the reason for sortinglaundry into various piles by color andfabric. Also discuss the possible con-sequences if clothing is not sorted be-fore law idering. Bring examples to class,e.g., shrunken shirt, "pink" clothes froma white'red mix, etc.

Follow-up Evaluation

1. The student sorts laundry into thelaundry bags without assistance.

2. The stt,dent sorts laundry into four sep-arate riles (white, light, dark, towels)without using the laundry bags.

3. The st Went discusses the reasons forsorting clothes before they are to belaunde red.

Domain: Daily Living SkillsCompetency: 6. Buying and Caring for ClothingSubcompetency: 25. Ironing and Storing Clothing

1.11:

Academic Components

ReadingVisual Perception

Types of Activity

DiscussionDemonstrationNotebook

I'm Learning to Iron Carefully

Objectives

1. The student will demonstrate the proper 3.technique for ironing basic articles.

2. The student will identify the propertemperatures for ironing a variety ofcommon fabrics.

Activity

1. Demonstrate the proper ironing tech- 4.pique and the appliances needed. Dis-cuss safety precautions when using aniron while the demonstration is takingplace.

2. Give the students an opportunity to usethe iron. The first article to be ironed 5.should be something large and rela-tively simple (e.g., pillow case). Each 6.

item of clothing to be ironed should be-come progressively more difficult.A second activity allows the studentsto become familiar with the control le-ver enc. the temperature settings. Con-duct a discussion about temperaturecontrol: have a drawing of an iron infront of the students as a visual aid (seeexample). Review each temperaturesetting. Discuss the difference betweena steam iron and a dry iron.Demonstrate temperature control byusing a variety of fabrics. Give a dem-onstrati ni of what happens to fabricwhen the wrong temperature setting isused, i.e., an iron that is too hot or toocold.Have the students participate in thisdemonstration.As this demonstration is taking place,

Iron


the students will be compiling a note-book of different kind of fabric typesand the appropriate iron temperatureto be used with each.

7. Include in this notebook the drawing ofan iron and its temperature control.


1. The student irons a large and simpleitem without assistance.

2. The student discusses the temperaturesettings as related to various fabrictypes.

3. The student uses the correct tempera-ture control when ironing various fab-ric types.

4. The student irons, demonstrating ap-propriate safety measures.

5. The student completes a notebook con-taining various fabric types and the ap-propriate iron temperature to be usedwith each.

Domain: Daily Living SkillsCompetency: 6. Buying and Caring for ClothingSubcompetency: 26. Performing Simple Mending

Academic Component

Visual Perception(Fine Motor)

My Sewing Kit

Objective Activity

The student will perform simple and basic 1. Students should each have access to ahand sewing. sewing kit. Items could be brought from


Type of Activity

Demonstration

home or provided by the teacher. Dis-cuss the necessary items in a sewingkit. Such items include scraps of fabric,several buttons, several colors of thread,needles, straight pins, and scissors.Various activities could take place us-ing this sewing kit that provide simpleand basic hand sewing.

2. Students could match several colors ofthread to several scraps of fabric. If thereis not an exact match of thread colorfor a specific color of fabric, studentsdecide on a close match.

3. Students could practice threading sev-eral needles. The size of the eye on theneedles should vary. This is a lesson initself. Students could be taught to usea threader.

4. Students could perform a simple bast-ing stitch by hand. If a sewing machineis available, a simple basting stitch bymachine could be practiced.

5. Students could sew a simple bastingstitch following a pattern that has beenpenciled onto the fabric, for example:

Iv3oo

6. Students could sew several buttons ontothe scraps of fabric. A variety of typesof buttons should be used, i.e., two-hole,shank, and four-hole.

7. A more advanced activity would in-volve the assignment of specific repairsto each of the students (e.g., mendinga split in a pair of pants, sewing a but-ton onto a shirt, repairing a ripped seamin the armhole of a shirt).

8. An even more advanced activity wouldbe for the students to sew a simple itemusing the machine (e.g., an apron). Thisactivity involves several steps in ad-dition to the actual sewing of the item(e.g., cutting the pattern, placing thepattern on the fabric, reading the pat-tern, cutting out the fabric using thepattern).


1. The student independently performssimple and basic hand sewing using thesewing kit. He or she displays a varietyof skills.

2. If a sewing machine is available, skillsshould be performed by each of the stu-dents.

Domain: Daily Living SkillsCompetency: 6. Buying and Caring for ClothingSubcompetency: 27. Purchasing Clothing

Academic Components

HealthMathLanguage (Written

Expression)Language (Oral Expression)

My Clothing and Shoe Sizes

Objective

The student will identify his or her bodysize and shoe eize.

2.Activity

1. Take the students to a clothing storeand a shoe store on a field trip. It iscrucial in this case, as in all field trips, 3.that the teacher prearrange the loca-

tion of the field trip. At both the cloth-ing store and the shoe store, theemployees who are offering their ser-vices must be well aware of the mea-suring techniques in sizing children'sclothing and shoes.Students are measured and sized at boththe clothing store and the shoe store.Only the basic clothing sizes will benecessary (e.g., pants, shirts, dresses,skirts, blouses, socks, and shoes).The student or the teacher records thesesizes and later transfers the sizes to a

36

Types of Activity

Class Field TripDiscussionChart


Community ClothingStore PersonnelCommunity ShoeStore Personnel

wallet-sized card to be carried with thestudent.

4. After all of the sizes hew been re-ceived, the students tour both the cloth- 6.ing and shoe stores to locate those itemsin their sizes. The sizes are usually lo-cated on both the item and the clothingrack. The employee at the shoe store is 7.the person responsible for bringingsamples of various shoes to the stu-dents.

5. Upon returning to the classroom, dis-cuss the weight and height of the stu-dents in relation to the size of clothingthat they wear. Shoe sizes usually arenot consistent among the same size in-

s

Examples Clothing and Shoe Size List

Size List

Name Sizes

Shirt Pants Dress Shoes Socks


dividuals, although the difference be-tween children's size shoes and adult'ssize shoes should be noted.Also discuss with the students the factthat their body size changes until theyreach adulthood, and therefore theirclothing and shoe size will also change.In addition to identifying personal sizesof clothing and shoes, students are re-sponsible for recording the size of cloth-ing and shoes of each of their familymembers (see the example of the Cloth-ing and Shoe Size List). Most studentsat the elementary level do not need thisinformation for purchasing an item ofclothing or shoes for a family member,although the information may be keptin a wallet and used when purchasinga gift.


1. The student discusses the similaritiesand differences among classmates as tosizes in clothing and shoes.

2. The student discusses the consequencesof not changing clothing and shoe sizewhen the body changes in size.

3. The student discusses the roles and ser-vices provided by the employees at boththe clothing and shoe stores.

4. The student returns the clothing andshoe size list of family members.

5. The student writes a sentence or a par-agraph about the experience at theclothing and shoe storm

6. The student writes a thank-you note tothe employees at both the clothing andthe shoe stores.

Domain: Daily Living SkillsCompetency: 7. Engaging in Civic ActivitiesSubcompetency: 28. Generally Understanding Local Laws and Government

Academic Components

Social StudiesLanguage (Oral Expression)Language (Written Expression)

A Police Officer Speaks

Objectives

1. The student will understand the im-portance of local laws and the conse-quences of violating these laws.

37

2. The student will become comfortablewith the status of law enforcement of-ficials and respond accordingly whenquestioned.


Types of Activity

DiscussionRole Play


Police Officer

Activity

1. Invite a police officer to speak to thestudents and ask him or her to discuss(a) why local laws are important, (b)what local laws specifically apply to thestudents, and (c) what the conse-quences are of violating these laws. Itis important for the students to realizethat police officials want to help othersif they are lost or in some type of dangerand that the students need not be afraidof a police officer.

2. Before the police officer actually ar-rives, the students should develop ques-tions pertaining to laws affecting themas citizens. Encourage the students toask these questions.

S. Ask the police officer to use as manyvisual aids as possible so as to reinforcewhat is being said.

4. While the police officer is in the class-room, request him or her to climbs theimportance of having identification inone's possession. This identificationcould be I:zed if the student becomeslost, needs help, or needs to be ques-tioned by "the law" for some reason.

5. Assist the students in filling in the nec-essary information for an identificationcard to be carried in a wallet. In addi-tion to carrying an identification card,the students should be working on

memorizing their identification infor-mationname, address, phone num-ber.

6. The police officer may have time to roleplay a situation with the students inwhich a student is stopped and ques-tioned for breaking the law. The stu-dent needs to show an identification cardor verbally tell the officer his or heridentification information. The studenttells what law has been broken and whyit has been broken. Ask the police of-ficer to explain the consequences ofbreaking this law.


1. The student discusses the position andimportance of a police officer.

2. The student discusses the importanceof the law.

3. The student constructs a chart listingthe laws that specifically apply to himor her. The consequences of violatingthese laws should also be listed.

4. The student carries a completed iden-tification card.

5. The student memorizes identificatoninformationname, address, and phonenumber.

6. The student role plays a situation inwhich a law is heeded or abused.

iNIMDomain: Daily Living SkillsCompetency: 7. Engaging in Civic ActivitiesSubcompetency: 28. Generally Understanding Local Laws and Government

29. Generally Understanding Federal Government

Our Government


ReadingSocial StudiesLanguage (Oral Expression)Language (Written

Expression)

The student will become familiar withlocal, state, and federal government offi-cials.

Activity

1. Conduct a class discussion about thepurpose and need for various govern-ment officials at the local, state, andfederal levels.

Types of Activity

Cut/PasteBulletin BoardIllustrationHome Involvement


ParentLibrarian

2. To :ncrease the students' understand-inf, of which government officials arebeing discussed, a photograph accom-panying the names of the officials wouldbe an excellent visual aid. These pic-tures can be obtained by writing to theyerious officials before this particularactivity takes place. Contact either thelocal City Hall or the State CapitolBuilding.

3. A bulletin board using these photo-graphs could be constructed listing theappropriate name, position, and re-sponsibilities of each official.

4. Another visual aid to help explain thehierarchy of local, state, and federal of-ficials would be a comparison chartshowing the "government officials" ofthe schoolprincipal, ancillary per-sons, teachers, secretary, nurse, jani-tor, and students.

5. Students take a more active interest inthis activity if they are provided the


opportunity to write to the various gov-ernment officials who have been dis-cussed and pictured on the bulletinboard. The students could compose aletter as the teacher writes this dic-tated letter on the chalkboard. The let-ter should then be duplicated, signedby each of the students, and mailed toeach government official.

6. Students will anxiously await re-aponees to their letters. When the an-swers do return, read them together asa group and display them on the bul-letin board.


1. The student identifies the major gov-ernment officials at the local, state, andfederal levels.

2. The student states the purpose and needfor government officials.

Domain: Daily Living SkillsCompetency: 7. Engaging in Civic ActivitiesSubcompetency: 30. Understanding Citizenship Rights and Responsibilities

Academic Components

Social StudiesLanguage (Oral Expression)

Types of Activity

DiscuslionDemonstration

Am I a Responsible Citizen?

Objective 2.

The student will identify the major re-sponsibilities of a "citizen." 3.

Activity

4.1. Conduct a class discussion on the qual-

ities of a "good citizen." Initially, focusthis discussion on the qualities of a "goodcitizen" within the classroom. Have thestudents as a group list the qualitiesthat must be present if a student is tobe called or considered a "good citizen"(e.g., responsible, considerate, obeys 5.given rules, follows through with as-signed tasks, faithful).

Also discuss and have the students listthe consequences of both positive andnegative citizen behavior.One "good citizen" could be appointedat the end of each day. This studentshould be rewarded with a "good citi-zen" ribbon.Extend this discussion and activity toinclude the qualities and responsibili-ties of a citizen within the community(e.g., responsible in taking care of one'shome, considerate to one's neighbors,obeys rules of the community, followsthrough with assigned tasks, supportsevents of the community).Students should discuss the qualitiesand responsibilities of a U.S. citizen (e.g.,voting, paying taxes, observing laws).


At this point in the discussion, intro-due, the students to the Constitutionof the United States and the Declara-tion of Independence. These documentsshould be read and applied to the stu-dents as individuals.

6. Students need to learn that along withthe many "rights" that they have asUnited States citizens come the many"responsibilities" that they should up-hold. Every right that a citizen has(within the classroom, community, andcountry) contains a responsibility of cit-izenship.

7. Students should also be made aware ofthe fact that if citizens do not observe

their responsibilities they may in factbe denied their rights as citizens.


1. The student exhibits the qualities of a"good citizen" within the classroom.

2. The student is able to discuss the rea-sons for being a "good citizen" and theconsequences of positive and negativecitizen behavior.

3. The student discusses the qualities ofa citizen within the community and thequalities of a United States citizen.

Domain: Daily Living SkillsCompetency: 7. Engaging in Civic ActivitiesSubcompetency: 31. Understanding Registration and Voting Procedures

Academic Components

Social StudiesLanguage (Vocabulary)Language (Oral Expression)Language (Written Expression)

Types of Activity

DiscussionCut/PasteRole Play

An Election

Objective

The student will become aware of andfamiliar with the terms election, voting,candidates, Republican, and Democrat.

Activity

1. This activity is most effective at thetime of a major election. Due to the vastamount of news media coverage in-volved at this time, the students willprobably hear or see the terms election,voting, candidates, Republican, andDemocrat.

2. Conduct a class discussion in which thesefive terms are defined and explained indetail.

3. The specific candidates should be pic-tured somewhere in the classroom.These pictures should also be labeledso students can identify the name w ththe face when hearing or seeing thenevamedia coverage. Students should alsobecome familiar with the specific partythat each candidate represents.

4.

5.

6.

7.

40

Encourage the students to collect pic-tures of each of the candidates and ar-ticles about them from variousnewspapers and magazines. These couldbe displayed on a bulletin board or inbooklet form.To increase the students' understand-ing of the terse. s a (..iii, "P-Imicien.tial Election" could be held. Two of thestudents run for classroom "president."Before the election takes place, intro-duce to the students the fact that oneshould not vote for a president on namealone. One needs to study the qualitiesof the candidates before making a de-cision by voting.Discuss with the students the votingprocedures and see that they are fa-miliar with the term ballot. Each stu-dent votes for a candidate for classroompresident on a ballot in the voting boothset up within the classroom.This activity could be repeated aeveraltimes throughout the year in order tohave several different classroom pres-idents. A class president may choose to"run for office" a second time.

Follow-up; Evaluation 2.

1. The student defines and discusses the 3.terms election, voting, candidates, Re-publican, and Democrat.


The student explains the voting pro-cedures for an election.The student explains what one looks forin the various presidential candidatesbefore voting takes place.

Domain: Daily Living SkillsCompetency: 7. Engaging in Civic ActivitiesSubcompetency: 32. Understanding Selective Service Procedures

Academic Component

Social Studies

Types of Activity

DiscussionNotebook


Representative of UnitedStates Armed Forces

The United States Armed Forces

Objective

The student will become aware of andfamiliar with the various armed forces ofthe United States and the reason for eachof them.

Activity

1. At the elementary level, this subcom-petency is not a crucial one other thanfor awareness purposes. Students canbe made aware of the various armedforces and why they are necessary forthe safety of our country.

2. Conduct a class discussion as to the var-ious forces, the similarities and differ-ences of each, those qualified toparticipate in each, and the responsi-bility of each American citizen to up-hold the country's armed forces.

3. At this point in the activity, the stu-dents need to be made aware of boththeir rights and responsibilities asUnited States citizens pertaining toparticipation in the armed forces.

41

4. This activity allows for the opportunityto invite representatives from the var-ious armed forces recruiting offices tospeak to the students in the classroom.These representatives should bring avariety of information concerning thearmed force that they represent to sharewith the students.

5. The students compile all of the infor-mation that they receive from the rep-resentatives of the various armed forcesinto booklet form. The students can keepthis source of information for futurereference.

6. Depending upon the level of the stu-dents, a discussion could take placeconcerning the draftcurrent policy,draft registration, and procedures.


1. The student names the various armedforces and explains the differences andsimilarities of each.

2. The student identifies the responsibil-ity of a United States citizen and par-ticipation in the armed forces.


Domain: Daily Living SkillsCompetency: 7. Engaging in Civic ActivitiesSubcompetency: 33. Understanding Civil Rights When Questioned by Representatives

of the Law

Academic Components

ReadingSocial StudiesLanguage (Oral Expression)Language (Written

Expression)

Types of Activity

Class Field TripIllustration


Community Court Personnel

Our Court System

Objective

The student will be made aware of thebasic United States court system.

Activity

1. Take the students on a field trip to alocal court to see an actual court pro-ceeding. This field trip must be prear-ranged by the teacher.

2. When the arrangements are being madefor this field trip, request a judge or alawyer to explain to the students thepurpose of the court and the actual courtsystem. Also request a tour of the court-house.

3. Expose the students to the court systemthrough books and brochures beforegoing on the field trip. Information of

this type can be found either at the schoollibrary or at a local city library.

4. While reading the information aboutthe court system, students should formquestions that they would like to haveanswered by the judge or the lawyer atthe courthouse.


1. The student discusses or writes abouthis or her experience at the courthouse.

2. The student draws a picture or a muralof the courthouse.

3. The student explains the responsibili-ties of a judge.

4. The student explains the purpose of acourt.

5. The student writes a thank-you note tothose personnel responsible for provid-ing the field trip.

Domain: Daily Living SkillsCompetency: 8. Utilizing Recreation and LeisureSubcompetency: 34. Participating in Group Activities

Proper Care of Recreational Equipment

Academic Components

Physical EducationLanguage (Oral Expression)Language (Written

Expression)

Objective

The student will discuss and demon-strate the proper care of equipment usedin sports or recreational events.

Activity

1. Students will visit a sporting goods storewithin the community. This activityneeds to be prearranged with the store

42

Types of Activity

Class Field TripDiscussionNotebookDemonstration


Community Sporting GoodsStore Personnel

manager. At the time that the field tripis arranged, request that an employeeconduct a tour of the store and the mer-chandise, name the activities for thevarious equipment, and demonstrate theproper use and care of the equipment.

2. Photographs should be taken during thisactivity. The teacher or the aide shouldbe taking notes about specific pieces ofrecreational equipment, their use, andproper care. Use these notes for a classdiscussion.

3. Collect brochures and pamphlets whileat the sporting goods store.

4. Discuss the events of the day with thestudents upon returning to the class-room. Conduct a class discussion focus-ing on recreational equipment, its use,and its proper care.

5. Have the students compile a scrapbookusing the various brochures and pam-phlets collected from the sporting goods


store and pictures from sporting mag-azines. Beside the pictures, students (orteacher) will list the recreationalequipment's name, use, and proper care.


1. The student discusses the proper careof a variety of pieces of equipment usedfor sports and recreational activities.

2. The student discusses the consequencesof improper care of recreational equip-ment.

3. The student demonstrates proper useand care of the recreational equipmentused within the classroom, on the play-ground, and during physical education.

4. The student writes a thank-you note tothe personnel who assisted during thefield trip to the sporting goods store.

Domain: Daily Living SkillsCompetency: 8. Utilizing Recreation and LeisureSubcompetency: 35. Knowing Activities and Available Community Resources

My Community Resources Notebook

Academic Components

Language (WrittenExpression)

Language (Oral Expression)

Types of Activity

Class Field TripsNotebookIllustration


Variety of CommunityResource Persons

Objective

The student will compile a notebook ofvarious community resources.

3.

Activity

1. Students participate in several field tripethroughout the school year. Even if pri-vate transportation is available, stu-dents should be exposed to publictransportation. Often, available com-munity resources for field trips arewithin walking distance of the school.

2. Field tripe within the community pro- 4.vide an excellent learning experiencefor the students. Not only do the stu-dents become familiar with those re-sources available to them within their

43

community, they also gradually learnabout and demonstrate appropriatepublic behavior. Knowledge of thesedaily living skirts is crucial for all in-dividualsAs the students attend the various com-munity resources on their field trips,mental and written notes should be col-lected. Also take photographs when ap-propriate. Have the students collectbrochures and pamphlets and alwaysrequest a business card. They are alsoalways responsible for sending a thank-you note to the places and persons in-volved in providing the various fieldtrips.When the students return to the class-room after their field trip, have themrecord the events of their experience.This could be done in a variey of ways:story form (as a group or individually),


picture form, outline form, question andanswer, or by completing a communityresources survey. The survey should in-clude such items as name/place of busi-ness; address; phone number, type ofbusiness, activity, or agency; owner ormanager's name; employee who was thecontact person; type of service provided;type of transportation needed to get tothis resource.

5. Compile these recorded events into abooklet entitled "My Community Re-soures Notebook." This notebook will

be added to from time to time as fieldtrips are taken or when guest speakerscome to the classroom. The notebookcould include business cards, bro-chures, pamphlets, and photographs.


The student uses the community re-sources notebook adequately when re-quested to find the name of a resourceoffering a specific service.

Domain: Daily Living SkillsCompetency: 8. Utilizing Recreation and LeisureSubcompetency: 36. Understanding Recreational Values

Academic Components

HealthPhysical EducationLanguage (Vocabulary)Language (Oral Expression)Language (Written

Expression)

Types of Activity

DiscussionChartHome Involvement


Parent

How I Spend My Time

Objective

The student will differentiate betweenleisure and work time in both the schooland home setting.

Activity

1. Conduct a class discussion as to thedifference between leisure time andwork time. How do you spend your freetime? Do you listen to records? Do youwatch television? Do you go to themovies? Do you go on picnics? Do youride a bike? Do you have a hobby? Doyou play games? Do you like to visitwith your friends? Do you like to goplaces with a group? Do you like tospend some of your free time alone?What do you do during work time? Doyou like to work?

2. Students keep a daily record of howthey spend their time. This activitywill initially take place at school.

3. Prepare a chart listing all of the hoursin a school day. This can be done ac-cording to individual schedules by hour,by half-hour, by periods. Duplicate

44

4.

5.

6.

7.

8.

enough copies for each student to haveone chart per day for a designated pe-riod of time (one week, one month).Demonstrate to the students how thesecharts are to be filled out. In everytime increment (hour, half-hour, pe-riod), record the events that took place.These charts may need to be filled outas a group or with the assistance ofthe teacher or the aide. (See the Ac-tivity chart.)At the end of the school day, discusswith the students the events of theirday. Discuss the difference betweenleisure and work activities. Ask whichactivities would be considered leisureactivities and which would be consid-ered work activities.With a colored marker, indicate whichactivities of the day were consideredleisure activities.Discuss with the students how theycould better use their time and theimportance of leisure activities in one'slife.A second activity allows the studentsthe opportunity to record how theyspend their time on the weekend (Sat-urday, Sunday, or both days). This ac-


School and Home Activity Chart

A.M.

School DayName

Weekend-SaturdayNameDate

1:002:003:004:00

Date

8:00 Bus Ride8:30 Arrive - Recess9:00 Reading9:30 Recess

A.M. SleepSleepSleepSleep

10:00 Math 5:00 Sleep10:30 Recess 6:00 Sleep11:00 P.E. 7:00 Sleep11:30 Independent Work 8:00 Get Up/Watch Cartoons

P.M. 12:00 Lunch/Recess 9:00 Watch Cartoons/Eat Breakfast12:30 Language 10:00 Chores

1:00 Movie 11:00 Play Outside1:30 Bank P.M. 12:00 Eat Lunch2:00 Social Studies 1:00 Ride Bike2:30 Bus Ride 2:00 Help had in Yard3:00 Home 3:00 Eat Snack/Watch TV

4:00 Play Outside5:00 Eat Dinner6:00 Movies with Family7:00 Movies8:00 Movies9:00 Home/Bed

10:00 Sleep11:00 Sleep12:00 Sleep

tivity may require the assistance ofthe parents. The teacher should stressto the parents the importance of thisactivity.

9. Prepare a chart listing all of the hoursin a 24-hour day. Once again, this couldbe done by listing hours or half-hours.Duplicate enough copies for ealh stu-dent to have at least one copy.

10. Parents are responsible for recordingor seeing that the student records theevents of a 24-hour period on the chart.(See the Activity chart.)

11. Students return to school on Mondaywith their charts.

12. Discuss with the students the differ-ence between leisure and work activ-ities. Ask which weekend activitieswere considered leisure and which wereconsidered work.

13. These charts will then be marked with

45

a colored marker indicating which ac-tivities were leisure activities.

14. Discuss with the students how theyused their time. Also discuss with themthe importance of their leisure activ-ities and a balanced schedule.


1. The student completes a daily recordshowing how he or she spent time on aschool day.

2. The student completes a record show-ing how he or she spent time on theweekend.

3. The student can differentiate betweenleisure activities and work activities.

4. The student evaluates the record of ac-tivities and gives at least one sugges-tion for better use of time


Domain: Daily Living SkillsCompetency: 8. Utilizing Recreation and LeisureSubcompetency: 37. Using Recreational Facilities in the Community

Academic Components

HealthPhysical EducationLanguage (Oral Expression)

Types of Activity

DiscussionClass Field TripsBulletin BoardHome Involvement


ParentVarious Recreational

Facility Representatives

Community Recreation

Objective

The student will be made aware of sev-eral recreation and leisure activities foundwithin the community.

Activity

1. This activity requires the teacher tomake several contacts and phone callsbefore beginning. As many appropriaterecreational facilities in the commu-nity as possible should be contacted andthe details of these facilities obtained.Who can participate in their programs?What programs are offered? Where arethey located? When do the programstake place?

2. Conduct a class discussion on the topicof recreation. "Do you know what rec-reation is?" Recreation is what we dofor fun, for refreshment. "What do youlike to do for fun?" Hobbies, games,sports, and travel are all things thatcan be done for fun, for refreshment."Where would you like to go for fun?Are there zoos or museums or other in-teresting places near you? Do you thinkthat everyone needs recreation? Why isrecreation important to us?"

3. The most effective way to expose thestudents and their families to a varietyof recreational facilities found withinthe community is to visit the sites. Spe-cial speakers representing these facil-

ities could be invited to visit theclassroom. Representatives could be in-vited from the following. YMCA/YWCA;City Recreational Department; LittleLeague; Library; Boy Scouts; Commu-nity Colleges; Girl Scouts; SalvationArmy: Boy's/Girl's Club; Churches; andRecreation. Centers at the Park.

4. Collect brochures and pamphlets fromeach of these organizations. Use themfor a bulletin board presentation alongwith a city map indicating where theyare located. Each student should alsoreceive brochures and pamphlets fromeach organization to take home andshare with the family.

5. Students and parents should be en-couraged to follow through with the or-ganizations of interest. Students shouldenroll and participate in one or morerecreational opportunities in the com-munity.

6. Have the students add their names tothe bulletin board next to the organi-zation or facility of their choice.


1. The student names a variety of recre-ation and leisure activities found withinthe community.

2. The student actively participates in onerecreational activity found within thecommunity.


Domain: Daily Living SkillsCompetency: 8. Utilizing Recreation and LeisureSubcompetency: 38. Planning and Choosing Activities Wisely

Academic Components

Physical EducationMathLanguage (Written Expression)Language (Oral Expression)

Types of Activity

DiscussionChartHome Involvement


Parent

What Do I Like to Do?

Objective 3.

The student will develop a list of rec-reational activities of interest and discussthe cost, time, and location of each.

Activity

1. Have the students make a list of at least10 of their favorite activities outside theschool setting.

2. Discuss these activities, specifying thenecessary cost, time, location, andtransportation.

Favorite Activities Chart

Activity Cost Time Location Transpor-tation

1. Swimming Free Warm Days Home-Backyard None

2. Movies $3.50 7-9 PM Lakewood CarDad/Shopping Center Mom

3. Bike Free Daylight Around Home NoneRiding

4. Roller Free Daylight Around Home NoneSkating

5. Miniature $5.00 Saturday Long Beach CarDad/Golf Mom

6. Baseball Free Saturday School WaikPlayground

7. Play Free After School Inside/Outside None8. Fishing $5.00 Saturday Park Walk

Fish Lic.

9. Batting $5.00 After School Buena Park CarDad/Cages Weekend Mom

10. Fast Food $5.00 After School Down Street Ride Bike/Weekend Walk

4.

5.

6.

Put this information in chart form foreasy reading (see example).Discuss their charts with the students.Which activities are free? How do I getthe money for those activities that cost?What do I do if Mom and Dad cannotdrive me where I need to go? Can Igoto the movies at night? If not, when canI go?These charts should be discussed withthe students' parents. A reward systemfor behavior or accomplishments maybe developed using the student's favor-ite activities chart.Parents could also help their child plana budget incorporating recreational ex-penses after seeing those activities onthe chart that involve expense.


1. Attar comparing charts with the othersin the classroom, the student developsa list of at least 15 activities outsidethe school setting, including the cost,time, location, and transportationneeded for each.

2. Student and parent incorporate a re-ward system at home (jobs, allowance)based on the chart that lists the stu-dent's favorite activities.


Domain: Daily Living SkillsCompetency: 8. Utilizing Recreation and LeisureSubcompetency: 39. Planning Vacations

Academic Components

MathReadingLanguage (Oral Expression)

Types of Activity

DiscussionRole PlayCut/PasteBulletin Board

Our Classroom Vacation

Objective

The student will be a part of a planningcommittee for a "summer vacation." Thisimaginary vacation will be planned for allof the members of the classroom.

Activity

1. Begin several weeks ahead of the ac-tual planning stages. An ideal timewould be in September; this anweenough time for the students to savethe money needed for this vacation.

2. Each week a set amount of money des-ignated strictly for the summer va-cation needs to be put into a savingsaccount at the classroom bank. Thisset amount is $100.00 of classroommoney per week.

3. Throughout the following months, ob-tain information on various vacationspots. Students could take a field tripto a travel agency or the teacher couldobtain brochures of several differentvacation sites from a travel agent. Askstudents for suggestions of sites theywould like to visit on their vacation.Brochures of places within reasonshould be obtained.

4. As spring approaches, students needto seriously explore all vacation pos-sibilities.

5. Send the students to the classroombank to find out how much money theyhave saved for their summer vacation.They should calculate how much morethey will be able to save and figureout the total amount of money thatthey will have to spend on their sum-mer vacation.

6. Have the students consider the follow-ing as it relates to cost: where theywant to go as a group, how long theywant to spend on their vacation, how

much they will spend on transporta-tion, how they will travel, what theyneed to take with them, what they willeat, what they should allow for spend-ing. Remind the students that theymust work within their budget. If onevacation plan proves to be too expen-sive, they must choose another plan.

7. Once the vacation site within thespecified budget has been chosen, routea map to show where they will be going,the roads that will be traveled, andthe places that will be visited.

8. Have the students plan a tentativemenu.

9. Students also need to pack a suitcaseincluding all of the necessary personalitems and the appropriate clothing.This could be done by actually packingthe items into a real suitcase (only onesuitcase will be needed to representall of the suitcases), making a list, orcutting out pictures from magazinesof all the needed items and placingthem on construction paper shaped asa suitcase.

10. Finally, the students are ready to leavefor their "family vacation." Because thisvacation will not actually take place,it would be fun to have a party in whichall of the decorations, clothing, and foodrepresent the vacation site.


1. The student writes about his or her ex-periences in planning the "family va-cation."

2. The student, along with classmates,constructs a bulletin board displayingall the information and pictures of the"family vacation."

3. The student shares the various steps tobe considered in planning a vacation.


Domain: Daily Living SkillsCompetency: 9. Getting Around the Community (Mobility)Subcompetency: 40. Demonstrating Knowledge of Traffic Rules and Safety Practices

There Is Safety in Obeying the Rules

Academic Components

ReadingArtLanguage (Vocabulary)Language (Oral Expression)

Types of Activity

DiscussionDemonstrationIllustration

Objective

The student will recognize and demon-strate knowledge of common traffic signsand rules.

Activity One

1. Introduce students to a variety of trafficsigns and rules by means of posters,flashcards, and/or dittos. Discuss thenames of signs and the meaning of each.Ask the students, "What would a citybe like without traffic signs and rulesto follow?" In the class discussion, dif-ferentiate between pedestrian and ve-hicle traffic rules and discuss theirsimilarities and differences.

2. Students demonstrate the meaning oftraffic rules for pedestrians.

3. Students take a walk through the com-munity fur the purpose of observing thepedestrian traffic signs and rules. Havethem identify signs and rules and fol-low them. Discuss with the students theimportance of observing traffic signs andrules.

4. A photograph of the students observ:ngthe various pedestrian rules should betaken for bulletin board and discussionpurposes.

5. A related activity can take place if avehicle is available for transportation.Students ride through the communityto observe traffic signs and rules. Theyare responsible for directing the driverin observing and obeying the traffic signsand rules.

6. If possible, photographs should be taken

of the various traffic signs and the driverobeying these signs and rules.

Activity Two

1. This activity is an art project to be car-ried out when the students return fromtheir walk and drive throughout thecommunity.

2. Provide pictures of traffic signs like thoseon the posters, flashcards, and photo-graphs, as a visual aid.

3. Assign at least one traffic sign to eachstudent. He or she reproduces the signon a large piece of butcher paper (30"x 30"). The poster should be a replicaof only one traffic sign, and the studentsi,ould use any supplies necessary (cra-yons, markers, paint) to do the very bestjob possible.

4. When this reproduction is completed,student or teacher writes any and allinformation about this particular signon the back (name, shape, color, pur-pose).

5. These posters can then be used in theclassroom to provide an excellent class-room environment.


1. The student names and tell the purposeof a variety of traffic signs.

2. The student explains the purpose in fol-lowing traffic signs and rules.

3. The student explains the difference be-tween pedestrian traffic rules and ve-hicle traffic rules.

4. The student demonstrates a proper ob-servance of a variety of traffic signs.

461 LIFE CENTERED CAREER EDUCATION

Domain: Daily Living SkillsCompetency: 9. Getting Around the Community (Mobility)Subcompetency: 41. Demonstrating Knowledge and Use of Various Means

of Transportation

Academic Components

ReadingLanguage (Oral Expression)Language (Written

Expression)

Type of Activity

Class Field Trip


Printer

My I.D.

Objective

The student will recognize and namepersonal data including first and lastnames, address, and phone number.

Activity

1. Before a student independently usesvarious means of transportation, he orshe needs to be familiar with such per-sonal data as name, address, and phonenumber. Ideally, the students shouldhave this information memorized. Atall times, the students should carry theirpersonal identification information withthem (see example).

Christopher Lee

0000 Roxanne Ave.Long Beach, CA 90808 000/000-0000

amount, although many printers willconsider this a tax deductible expense.

4. This field trip gives the students an op-portunity to view a means of commu-nication, i.e., the world of print. Perhapsthe students will see the actual oper-ation of the printing equipment. In anycase, they will be introduced to the roleand responsibilities of the printer.

5. Students place their identification cardsin their wallets to be carried at all times.


1. The student uses his or her identifica-tion card as a means to memorizing hisor her personal data.

Stephanie Fry

0000 Kenyon DriveHuntington Beach, CA 92648 000/000-0000

2. This activity involves a field trip to a 2.community printer. Prearrange thisfield trip, requesting a torr of the printshop and the various pieces of printingequipment.

3. Also request that identification cardsbe printed for each of the students in-cluding name, address, and phone num- 3.ber. This activity may cost a minimal

The student writes a sentence or a par-agraph and illustrates the events of thefield trip to the community printer. Thisinformation along with a business cardfrom the printer is placed in the stu-dent's Community Resources Note-book.The student writes a thank-you note tothe printer.

50


Domain: Daily Living SkillsCompetency: 9. Getting Around the Community (Mobility)Subcompetency: 42. Driving a Car

Academic Component

Reading

Types of Activity

Role PlayDiscussionDemonstration

I Can't Wait to Drive

Objectives

I. The student will be made aware of theimportance of obeying traffic signs andrules as a "driver of a vehicle."

2. The student will be made aware of theimportance of wearing seat belts bothas a passenger and as a driver of a ve-hicle.

Activity

1. At the elementary level, students arenot actually expected to drive a ve-hicle of any kind, although they doanticipate the day that they will beable to.

2. Students do need to become familiarwith and observe traffic signs and rules.They also need to observe passengersafety while riding in a vehicle. Ex-cellence in both of these areas en-hances a student's ability to drive avehicle when he or she reaches theappropriate age.

3. Students have already been given dif-ferent opportunities to become famil-iar with traffic signs. It is time topractice observing these signs while"driving a vehicle"a bike.

4. On the playground, set up a bicyclecourse and place a variety of trafficsigns at different places throughoutthe course, for example:

STOP, GO, YIELD,

0

51

5. A second activity related to driving acar is discussing passenger safety.Stress the importance of wearing seatbelts. Printed information, films, andactivity pages about passenger safetyand wearing seat belts can be obtainedfrom AAA.

6. The following is an object lesson thatdemonstrates what iaappens when apassenger wears seat belts and whenone does not wear seat belts and anaccident occurs. A wagon, blocks or adoll, and tape or string are needed forthis activity.

7. Stand the blocks inside the wagon. Tapeor tie a couple of the blocks to the backor the sides of the wagon. Let the otherblocks stand free.

8. Take the wagon for a walk with thestudents. While walking, come to asudden stop to avoid hitting or run-ning into an obstacle.

9. Observe with the students what hap-pens to the blocks "wearing seat belts"and to those not "wearing selt belts."

10. Continue the discussion in the class-room and apply the object lesson to thestudents as passengers and as futuredrivers.


I. The student discusses the importanceof following traffic signs and rules when"driving a vehicle."

2. The student discusses the importanceand consequences of wearing and notwearing seat belts as a passenger andas a driver of a vehicle.


2. Personal-Social Skills

Competencies

10. Achieving Self-Awareness11. Acquiring Self-Confidence12. Achieving Socially Responsible Behavior13. Maintaining Good Interpersonal Skills14. Achieving Independence15. Achieving Problem-Solving Skills16. Communicating Adequately with Others

Domain: Personal-Social SkillsCompetency: 10. Achieving Self-AwarenessSubcompetency: 43. Attaining a Sense of Body

Academic Components

Language (Oral Expression)Language (Written

Expression)Language (Listening)

Types of Activity

DiscussionNotebookSmall Group

All About Me

Objective 3.

The student will name personal char-acteristics.

4.

Activity One

1. Take two photographs of each student:one of the face and one of the entirebody.

2. Discuss the individual characteristicsof each student. Major characteristics,listed by the student or by the teacher,include color of eyes, hair color, height, 5.weight, clothing, size of foot, birth-marks, and scars.

52

Discuss those characteristics that arechangeable (weight, hair color/style, etc.)and those characteristics that are un-changeable (eye color, fingerprints, etc.).Discuss what students like most aboutthemselves and those characteristicsthat they wish were different. Relatethis activity to the previous discussionconcerning changeable and unchange-able characteristics. If a student wishesto change a particular characteristic andit is realistically changeable, assist bygiving suggestions as to ways to imple-ment change.Students compile all of this informationinto booklet form (including the pho-tographs at a later time).

Activity Two

1. Using the photographs from ActivityOne, students join in a group activityin which, one at a time, each studentchooses a photograph from the centerpile but does not show it to anyone.

2. The student then describes the personin his or her photograph without givingaway the name of the person.

3. The rest of the students try to guesswho is being described.

4. The student who guesses correctlychooses the next photograph.



1. The student lists several characteris-tics about himself or herself, tellingwhether these characteristics arechangeable or unchangeable.

2. The student determines who is beingdescribed by the description of thephysical characteristics (excludingclothing) in a game called "I am think-ing of..."

Domain: Personal-Social SkillsCompetency: 10. Achieving Self-AwarenessSubcompetency: 44. Identifying Interests and Abilities

Academic Component


Types of Activity

DiscussionCut/PasteChart

My Interests and Abilities

Objective

The student will list personal interestsand abilities.

Activity

1. Define "interest" (feeling of want, a like)and "ability" (skill, talent).

2. Discuss the difference between the twoas related to the students.InterestsI like to...

Go to baseball games.Eat hamburgers.Play with animals.Swim.Go to the movies.Read.

AbilitiesI am good at...Being a friend.Working problems.Riding my bike.Swimming.Being a student.Roller skating.

t-'

...x 53

3. Students construct a poster or bannerindicating specific interests and abili-ties. They cut pictures from magazinesdepicting the following:

(a) In Box 1 is a picture of somethingthat I like to do at school.

(b) In Box 2 is a picture of somethingthat I like to do at home.

(c) In Box 3 is a picture of somethingthat I like to eat.

(d) In Box 4 is a picture of someone thatI like to be with.

(e) In Box 5 is my favorite color.(f) In Box 6 is something that I am

good at.

(See example.)


1. The student completes his or her posteror banner.

2. The student verbally identifies severalinterests and abilities.


's Flag

Box 1. A picture of something that I like to do at school.Box 2. A picture of something that I like to do at home.Box 3. A picture of something that I like to eat.Box 4. A picture of someone that I like to be with.Box 5. My favorite color.Box 6. A picture of something that I am good at.

1 2 3

Domain: Personal-Social SkillsCompetency: 10. Achieving Self-AwarenessSubcompetency: 45. Identifying Emotions

Academic Components

Language (Oral Expression)Language (Listening)

Types of Activity

Discussion/Sharing,Small Group

I Feel This Way When...

Objective

The student will share reasons for feel-ings.

Activity

1. This activity is a group activity withall of the students participating. Stu-dents sit in a circle on the floor or at atable.

2. Prepare flashcards with an emotion ora feeling listed on each (e.g., sad, happy,

54

scared, confused, excited, surprised,frustrated, angry, mad, thankful, hun-gry, sleepy, hurt, sick, brave, joyful,afraid, etc.). Pictures should also be at-tached to these flashcards depicting thevarious emotions and feelings.

3. Place all of the flashcards in one pileface down in the middle of the group.

4. Students take turns taking the top card.5. Students read the word on the flashcard

and complete the statement "I feel thisway when...." Each student should haveat least one turn, and the teacher par-ticipates.


This activity may be difficult for the stu-dents to participate in the first time. Stu-dents will show more comfort and ease in


sharing emotions in front of their peerseach time the activity takes place. Thisactivity should take place frequently inorder to be effective.

Domain: Personal-Social SkillsCompetency: 10. Achieving Self-AwarenessSubcompetency: 46. Identifying Needs

Academic Component

Health

Types of Activity

DiscussionCut/PasteNotebook


School Nurse

My Needs

Objective

The student will identify basic physicaland emotional needs.

Activity

1. Arrange for the school nurse to come tothe classroom and talk with the stu-dents about basic physical needsfood(three balanced meals a day), shelter(warmth, air), clothing. If available, vi-sual aids should be used.

2. Following the school nurse's discus-sion, students develop a notebook en-titled "My Needs." Pictures from

magazines can be used to compile thisnotebook.

3. This activity could be extended to in-clude emotional needs (love, security,self-worth, acceptance, etc.). The note-book used for physical needs could alsoinclude a collection of pictures depict-ing emotional needs being met (a motherhugging a child, etc.).


1. The student completes a notebook en-titled "My Needs."

2. The student discusses needs and tellswhich needs are physical and whichneeds are emotional.

Domain: Personal-Social SkillsCompetency: 10. Achieving Self-AwarenessSubcompetency: 47. Understanding the Physical Self

Academic Components


Expression)

Male/Female

Objective

The student will distinguish betweenmale and female.

55

Activity

This activity is geared toward the youngstudent but can easily be extended in avariety of ways to include older students


Types of Activity

Cut/PasteChartHome InvolvementSharingChart (Form)

or students with more ability and/or moremature language skills.1. Two large pieces of tag board are needed

for this activity in addition to severalmagazines, scissors, and glue.

2. Title one of the pieces of tag MALEM, and below the heading write Boy,Man, Dad, Grandfather, Uncle, etc. Thesecond piece of tag is entitled FE-MALEF and below the heading writeGirl, Lady, Woman, Mom, Grand-mother, Aunt, etc.

3. Students locate pictures of both malesand females from a variety of maga-zines to place on the tag. Also encour-age them to bring pictures of familymembers from home to place on the ap-propriate piece of tag.

4. A second activity involves the compe-tency Seeking, Securing, and Main-

taming EmploymentApplying for aJob. Students can begin becoming fa-miliar with the personal data neededin filling out ,.. job application, or anyapplication for that matter. As studentslearn personal identifying information,this information should be used in awritten manner as well as expressively.Rather than have students always writetheir personal data on lined school pa-per, have them use a simple applicationform at times. (See example.)


The student distinguishes between maleand female and checks the appropriate sexcategory on an application form.

Application for Employment

DatePlease Print

NameFirst Middle Last

AddressNumber Street City State Zip

Phone

Social Security No

Check one: MaleFemale

BirthdateMonth Day Year

AgeWeightHeight

I" ace of BirthCity State

Note: This is an example of the first portion of an application for employment. At theelementary level, students should be learning this personal data.

56


Domain: Personal-Social SkillsCompetency: 11. Acquiring Self-ConfidenceSubcompetency: 48. Expressing Feelings of Worth

Academic Components


Type of Activity

Discussion/Sharing

Our Super Job Tape

Objective

The student will share feelings of worth.

Activity

1. Conduct a class discussion as to themeaning of a "super job." What makesa job a "super job"?

2. A tape recorder is necessary for thisactivity which takes place over a periodof several months.

3. This activity requires the teacher tocontinually observe the students forthose performing a "super job" at as-signed tasks. Upon completion of a "su-per job," the student is interviewed bythe teacher.

4. This interview is recorded on tape. Thestudent will be asked, "What job did

you just complete? What made your joba `super job'? How do you feel about thejob that you just completed?"

5. Reserve this tape for those studentsperforming a super job. Play the tapeback for the students upon completionof the interview.

6. "Our Super Job Tape" is a valuable andenjoyable activity both for the studentsas they express their feelings of worthand for the parents, perhaps at OpenHouse.


1. The student is stimulated to perform asuper job at a given task.

2. Most important, the student developsconfidence in expressing feelings ofworth.

Domain: Personal-Social SkillsCompetency: 11. Acquiring Self-ConfidenceSubcompetency: 49. Telling How Others See Him/Her

Academic Compenents

Language (Written Expression)Language (Oral Expression)Language (Listening)

I See You

Objective

The sti dent will list one positive char-acteristic about each member of the class-room.

57

Activity

1. Conduct a class discussion of the dif-ference between positive and negativecharacteristics of an individual.


Types of Activity

Discussion/SharingSmall Group

2. As a group, list positive characteristicsof popular TV stars.

3. This activity requires a photograph ofeach individual in the classroom.

4. Hand each student a photograph of an-other member of the class.

5. The student writes the name of the per-son in the photograph on a lined pieceof paper.

6. Next to this name, the student writes(or orally expresses, if necessary) howhe or she views that person in a positiveway.

7. Complete this activity for each studentin the classroom. Every student writesone sentence about how he or she viewseach other student.

Domain: Personal-Social SkillsCompetency: 11. Acquiring Self-ConfidenceSubcompetency: 50. Accepting Praise

51. Accepting Criticism

8. This activity may require a great dealof adult assistance and will not be ac-complished in one sitting, but in sev-eral.


This follow-up is a very important partof the overall activity.1. Each student shares his or her re-

sponse.2. Anywhere from a simple to a sophis-

ticated discussion takes place as to feel-ings regarding the responses. This needsto be monitored closely by the teacher.

Academic Components


Types of Activity

DiscussionSharingGameSmall Group

What Do I Say?

Objective

The student will identify statements ofpraise and statements of criticism and re-spond appropriately.

Activity

1. Prepare a variety of hypothetical sit-uations in which students will be re-quired to respond in an appropriatemanner. Such situations are as follows:Someone says to you"You look nice today.""You did a nice job on this paper.""You forgot to comb your hair this

morning.""When was the last time you took a

bath?""I like your new shirt.""I'm not happy with your behavior to-

day."

"I appreciate the way you played withChris at recess today."

"I don't appreciate the way you pushedin line."

Someone picks up something that youdropped.

Someone says to you, "Hal Ha! I did itbetter than you."

How do you respond?2. These situations or commentsare writ-

ten on 3" x 5" cards.3. Read each situation or comment and

allow one student at a time to commentas to how best to respond.

4. Students will need direction in variousways of responding appropriately.


The student responds appropriately whenfaced with statements or comments of praiseor criticism.


Domain: Personal-Social SkillsCompetency: 11. Acquiring Self-ConfidenceSubcompetency: 50. Accepting Praise

51. Accepting Criticism

Academic Components

Language (Oral Expression)Reading

Types of Activity

DiscussionWorksheet

What's the Difference?

Objective

Student will respond appropriately tostatements of praise and to statements ofcriticism.

Activity

1. Conduct a class discussion about themeaning of "praise" and the meaningof "criticism." The teacher will differ-entiate between the two concepts bygiving examples of each: 'Thank you,John, for being such a good listener!""Eric, you are not sitting in your seatcormy."

2. Continue the discussion by talking abouthow praise and criticism make one feel.

3. Discuss the importance of each. Praisemakes people feel good about them-selves and will help them want to domore of the same thing; criticism helpspeople by reminding them of what theyare doing wrong and should work on toimprove.

4. The activity involves several state-ments of praise and statements of crit-icism to be listed on x 5" cards. Suchstatements are, "You make me sohappy," "I don't appreciate your sloppy

work," "I love your new dress," "Youdidn't do your best, I hope that you tryharder next time," "You are being agood friend," and "You bumped into me."Students could assist in developingstatements.

5. Two gameboards are required, one en-titled "Praise" and one entitled "Crit-icism." The Praise gameboard hasvarious subtitles of responses to praisestatements such as, "Thank you," "I ap-preciate that," and "I'm glad." TheCriticism gameboard has various sub-titles of responses to criticism state-ments such as 'TA try harder next time,""I'm sorry," and 'Thank you, I will."

6. Students take turns at placing oneflashcard under the appropriate head-ing and subtitle on the gameboard.Students may be required only to placethe flashcard.


1. The student differentiates betweenstatements of praise and statements ofcriticism.

2. The student responds appropriately toboth types of statements.


Domain: Personal-Social SkillsCompetency: 11. Acquiring Self-ConfidenceSubcompetency: 52. Developing Confidence in Self

Academic Components



Types of Activity

SharingChartDiscussion

I Am Good at...

Objective

The student will evaluate abilities in avariety of areas.

Activity

1. Prepare a ditto to be given to each ofthe students. Listed on the left sidenames (or names along with pictures,or pictures alone) of a variety of age-appropriate activities. Such activities72--ay include the following:(a) Riding a bike(b) Rollerskating(c) Handwriting(d) Math(e) Reading(f) Spelling(g) Mannerseating(h) Mannersspeaking(i) Helping others(j) Working(k) Sitting correctly(1) Bouncing a ball

(m) Swinging(n) Talking on the telephone(o) Tetherball(p) Hopscotch(q) Sewing(r) Baseball(s) Soccer(t) Babysitting

2. Students rate themselves using a happyface or a sad face, or they may ratethemselves by checking the appropri-ate category (see example).

3. Discuss the responses with the stu-dents. If they placed a sad face or checkedI CAN'T Do, discuss whether or not itwould be something that the studentwould like to do and if so, how to goabout learning it.


The student discusses those things thathe or she can do well and those he or shecannot do well but wants to be able to.

I Can Do Well I Can Do Moderately I Can't Do

60


Domain: Personal-Social SkillsCompetency: 12. Achieving Socially Responsible BehaviorSubcompetency: 53. Knowing Character Traits Needed for Acceptance

Academic Components

Language (Listening)Language (Oral Expression)Language (Written Expression)

Types of Activity

DiscussionGameSharingHome InvolvementSmall Group

School/Community Rv.oumePerson

Parent

We See This in You

Objective

The student will recognize acceptablecharacter traits in others as well as in him-self or herself.

Activity

1. Conduct a class discussion as to the dif-ference between "acceptable" charactertraits and "unacceptable" charactertraits. Such character traits could in-clude: Acceptable---Kind, Honest/Truthful, Cooperative, Dependable,Friendly, Helpful, Unselfish/Sharing/Generous, Good Listener. Unaccepta-

Date

Dear Parent,e have been talking about acceptable and unacceptable character traits.

We feel that it is important to recognize acceptable character traits inour selves and others. We believe that good character traits can be learned.

We also believe that to help us get along with others we must be able tosee some of the good qualities in them. Today at school, we talked aboutgood qualities in our classmates.

Attached is a list of the good character traits that describe your child.Please review the list with your child and make additions of your own tothe list.

Please return the list to school with your child so that it can be sharedwith the class.

Parent Signature

Sincerely,

Teacher

61

2.

3.

4.

5.

6.

7.

ble -Unkind, Dishonest/Lying, Unde-pendable, Unfriendly/Mean, NotHelpful, Selfish/Stingy, Poor Listener.Write the listed character traits indi-vidually on 3" x 5" cards.Place all of the cards into a box called"Character Traits."Each student has a set of faceshappyand sadglued to or drawn on tonguedepressors.The teacher or student draws a cardfrom the "Character Trait" box. Afterthe listed trait has been read, studentshold up their happy face or their sadface illticating whether the trait is ac-ceptable or unacceptable.Discuss with the students the fact thatunacceptable character traits can bechanged and that everyone can learnacceptable character traits.Students list (in writing or verbally)one acceptable character trait they findin each of their classmates.


A letter is sent home to the parents ofeach of the students. Parents are re-quested to return this letter the followingday. (See example.)


Domain: Personal-Social SkillsCompetency: 12. Achieving Socially Responsible BehaviorSubcompetency: 54. Knowing Proper Behavior in Public Places

I Don't Want to Be Noticed Because of Improper Behavior

Academic Component


Types of Activity

DiscussionRole PlayClass Field TripsNotebook


Various Community ResourcePersons

Objective

The student will demonstrate appropri-ate behavior in public places.

Activity

1. Conduct a class discussion on the topicof behavior in public places. Cover thosebehaviors that are appropriate for allpublic places (being in control, follow-ing rules/authority, being polite, etc.)and those behaviors that are acceptablein specific public places (e.g., church,baseball game).

2. Prepare a "Public Places" box. This boxcontains cards each awning a differentpublic place.

3. A variety of props should be madeavailable (e.g., menus, napkins, dishes,eating utensils).

4. One student chooses a card from thebox.

5.

6.

7.

Students role play the appropriate be-havior for that particular public placeusing the available props.If the opportunity b available, field tripsare an effective means for the studentsto become familiar with the appropriatebehaviors for public places. Studentsneed to be made aware of socially ac-ceptable behavior as a means to devel-oping independent living skills.As students participate in field trips,pictures should be taken (or better yet,a video tape) of the actual experience.These pictures are used for classroomdiscussion and included in a field tripCommunity Resources Notebook.


The student demonstrates appropriatebehavior in public places. A progressiveimprovement will be evident with fre-quent field trips in the community.

Domain: Personal-Social SkillsCompetency: 12. Achieving Socially Responsible BehaviorSubcompetency: 55. Developing Respect for the Rights and Properties of Others

Academic Components


Respect for Others

Objective

The student will identify reasons for re-specting the rights and property of others.

Activity

1. Request the students to bring to classan object or an article from home that

Types of Activity

SharingHome ImprovementDiscussionRole Play

SchoollCommunity ResourcePerson

Parent

they value. Send a letter home to theparents explaining the activity. (Seeexample.)

2. Students share their valued items withtheir classmates. The teachers may alsochoose to share a valuable item of theirown with the students.

3. Conduct a class discussion using suchquestions as:"Why is this item important/special to

you?"

Date

Dear Parent,Our class will soon discuss reasons for respecting the rights and properties

of others. In order to do this activity effectively, we are requesting yourchild to bring to school an object or an article of real value to him or her.Please send this item to school tomorrow. It will be returned tomorrow also.

Thank you for your cooperation!Sincerely,

TeacherParent Signature

4.

5.

6.


"Because it is special to you, how doesthat make you want to take care ofit?"

"How would you feel if this item weredamaged or broken?"

"How would you feel if someone elsedamaged or broke your item?"

"Would you feel any different if you werethe one to damage or break the item?"

"How should you care for others' things?'Discuss with the students the meaningof the word "respect" (treating others/things as you want to be treated) andreasons for respecting the rights andproperty of others.Role play using and abusing an itembelonging to another person.Discuss the feelings of the person thatthe item belongs to and the feelings ofthe person who was irresponsible incaring for the item.


1. The student identifies several reasonsfor respecting the rights and propertyof others.

2. The student identifies feelings at-tached to irresponsibility in caring foranother's belongings.

Domain: Personal-Social SkillsCompetency: 12. Achieving Socially Responsible BehaviorSubcompetency: 56. Recognizing Authority and Following Instructions

+It Is Important to Follow Rules




Types of Activity

ChartBulletin BoardDiscussion

The student will identify common au-thority roles that affect his or her envi-ronment.

Activity

1. Students list those who are in authorityover them at school, home, and extra-

curricular activities (e.g., parents,teacher, principal, Little League coach).

2. Along with the listed individuals, stu-dents list examples of instructions givenby each. This list could be written ontagboard as a poster or developed intoa bulletin board.

Examples:Parents: Teacher

(a) Clean room (a) Take out pencil(b) Brush teeth (b) Sit quietly


(c) Take outtrash

(d) Do homework(e) Feed dog

(c) Feed fish

(d) Line up(e) Read vocabulary

words(f) Take out your

math book

Principal: Little LeagueCoach:

(a) Walk in (a) Wait turnhallways appropriately

(b) Obey teacher (b) Rememberbatting order

(c) Use (c) Wear a cleanappropriate uniform to gamelanguage

(d) Do not throw (d) Play assignedfood in positioncafeteria

(e) Do not play in (e) Do yoar bestbathrooms even when

behind(f) Respect others (f) Don't argue

3. Conduct a class discussion using thecompiled list of instructions given byauthority figures.

4. Identify reasons for following each listedinstruction and the consequences of notfollowing each.

ExamplesParents:(a) Clean roomwhy? company's com-

ing; consequence? lose allowance(b) Feed dogwhy? the dog needs to

eat just like you; consequence? hun-gry and unhappy pet

Teacher:(a) Sit quietlywhy? so everyone can

work without noise; consequence?removal from classroom

(b) Take out your math bookwhy? it'stime for math; consequence? im-complete assignment

Principal:(a) Walk in hallwayswhy? so you or

someone else does not get hurt; con-sequence? citation

(b) Use appropriate languagewhy?others do not want to have to listento bad language; consequence? sus-pension

Little League Coach:(a) Wait turn appropriatelywhy?

coach does not have time to tell youto behave; consequence? cannot fin-ish playing the game

(b) Do your best even when behindwhy? you and your team deserveyour best efforts; consequence? youmay forfeit a win because you didn'ttry your hardest


1. The student identifies three individu-als in authority within his or her en-vironment.

2. The student lists two instructions givenby each authority figure, the reason forfollowing the instructions, and the con-sequence of not following the instruc-tions.

Domain: Personal-Social SkillsCompetency: 12. Achieving Socially Responsible BehaviorSubcompetency: 57. Recognizing Personal Roles

Academic Components

Language (Listening)Language (Oral Expression)Language (Written

Expression)

I'm an Important Member

Objective

The student will recognize the impor-tance of and need for each member of afamily/group to carry out his or her re-sponsibility as a member of the group.

Activity

1. Arrange for a school band director, aschool choir director, or a director of amusical group outside the school to cometo the classroom and perform. Let the

64

Types of Activity

DiscussionIllustrationDemonstration


Director of a Musical Group

students see that each member of thegroup has an individual role and re-sponsibility. Make a comparison be-tween the musical group and a family.

2. Ask the musical group to perform sev-eral numbers as well as discussing andillustrate the following:"What is the responsibility of each

member of the group?""Why is it important for each member

of the group (family) to carry out hisor her job?"

"Do all members sing or play the samenote at the same time?" (Do all fam-ily members make the same bed atthe same time?)

"What does this sound like?" (It doesn'tsound bad, but it could sound better!)

"What happens when a member of thegroup plays or sings the wrong thingor doesn't follow directions?"


"What are 'harmony' and 'dishar-mony'?"

"When do they occur?""What does harmony sound like?""What does disharmony sound like?"

3. Various community clubs (i.e., 4H,Scouts) could be invited to the class-room for the same objective.


1. The student discusses his or her roleand responsibilities as a member of afamily and the importance of perform-ing these well.

2. The student writes a sentence or a par-agraph about the activity.

3. The student writes a thank-you note tothe special guest(s).

Domain: Personal-Social SkillsCompetency: 13. Maintaining Good Interpersonal SkillsSubcompetency: 58. Knowing How to Listen and Respond

Academic Components

ReadingLanguage (Listening)Language (Oral Expression)Language (Vocabulary)

Types of Activity

DiscussionRole Play

Am I a Good Listener?

Objective 2.

The student will listen to directions andrespond adequately. 3.

Activity

1. Conduct a class discussion on the do'sand don'ts of a good listener. Items toinclude are:

Do's Don'ts1. Eye Contact 1. No Eye Contact2. Hands to Self 2. Hands Bothering

3. Patience-WaitTurn to Talk

4. No Talking/Interrupting

6. FacialExpressions-LookingInterested

Others/Things3. No Patience-Not

Waiting Turn toTalk

4. Interrupting

6. Facial Expressions-Looking Bored

G5

4.

5.

Discuss the importance of listening andthe consequences of both listening andnot listening.Using teacher prepared flashcards, stu-dents play a group game in which theydetermine who is giving a direction andgive an adequate response to this di-rection.The flashcards contain possible direc-tions given by various community per-sons (e.g., police officer, grocery clerk,teacher, fast food employee).One at a time, students take a flashcardfrom a center pile, read or have readthe direction, tell which communityperson would give such a direction, andshare an adequate response to the di-rection. An alternate activity would beto have the students place the flash-cards with the direction next to the ap-proxiate picture of a community person.


Example:

Direction"You must ride

your bike onthe right sideof the street."

Grocery Clerk:'That will be

$9.60 please."Teacher:"Please return

this movie toMrs. Stevensin Room 6."

Fast FoodEmployee:

"Please take a Student will take anumber and number and waitstand in line." for turn in line.

6. Using the flashcards, discuss the con-sequences of listening and not listeningto a given direction.

Possible StudentResponse

"Yes, I will ride mybike on the rightside of the street."

Student will give thegrocery clerk $9.50.

"OK, I will return themovie to Mrs.Stevens in Room 5."

Example:

Police Officer:"You must ride your bike on the right

side of the street."Consequence of Consequence of Not

Listening Listening"I will ride on "I may ride the left

the right side side of the streetof the street because I did notremaining listen to the correctsafe." side and may

therefore be ridingunsafely."

66

Grocery Clerk:"That will be $9Consequence of

Listening"I will give the

grocery clerkthe correctamount ofmoney$9.50."

Teacher"Please return this movie to Mrs.

Stevens in Room 6."Consequence of Consequence of Not

Listening Listening"I will return

the movie toMrs. Stevensin Room 6 soher class canwatch it."

.60 please."Oonsequence of Not

Listening"I may give the

grocery clerk$19.50 and getripped off."

"I may return themovie to Mrs.Stevenson in theoffice. She will sendthe movie back andno one else will beable to see it."

Fast Food Employee:"Please take a number and stand in

line."Consequence of

Listening"I will take a

number andwait in 'linegettingservice assoon aspossible."

Consequence of NotListening

"I may not listen tothe direction tellingme to take anumber and willnot be served andwill waste mytime."


The student will respond adequately tofour out of five given teacher directions.

ACTIVI'T'Y BOOK ONE / 63

Domain: Personal-Social SkillsCompetency: 13. Maintaining Good Interpersonal SkillsSubcompetency: 59. Knowing How to Make and Maintain Friendships

Academic Components

Language (Oral Expression)Language (Listening)Language (Written

Expression)

Types of Activity

DiscussionSharing (Creative Writing)Role PlayBulletin BoardDemonstration


Playground PersonnelBus DriverCafeteria Personnel

A Friend An Unfriend

Objective

The student will identify characteristicsof a friend and of an "unfriend."

Activity

1. Conduct a class discussion on the topicof friendships."What is friendship?""What do you look for in a friend?""Why wouldn't a person be called 'afriend'?"

2. Students write a sentence or a para-graph on the topics "A Friend" and "AnUnfriend." Teacher-prepared creativewriting worksheets could be used.

3. Students are involved in a role-play ac-tivity in which photographs are takenof the students illustrating friendly anaunfriendly activities. Use these photo-graphs in constructing a bulletin boardentitled "A FriendAn Unfriend."


The student demonstrates the attri-butes of a amid in the classroom, on theplayground, on the bus, and in the cafe-teria. Evaluate this behavior by checkingit against the student's own list of friend-ship behaviors.

Domain: Personal-Social SkillsCompetency: 13. Maintaining Good Interpersonal SkillsSubcompetency: 60. Establishing Appropriate Heterosexual Relationships

I Like This, You Like That, We Both Like These

Academic Components


Objective

The student will identify various inter-ests within the group.

67

Activity

1. Students brainstorm various kinds ofactivities (e.g., hopscotch, riding bikes,swimming), types of entertainment (e.g.,TV, music, movies), brand names (e.g.,Hello Kitty, OP), items (e.g., coloring


Types of Activity

Discussion/SharingChartDiscussionDemonstration

EntertainmentTV Shows

books, puzzles), and food that are of cur-rent interest to boys and girls.

2. List these ideas on graph paper groupedaccording to the general category.

3. A survey is then taken in which an equalnumber of boys and girls will be ques-tioned as to whether they like or dislikethe item. Only the likes are recorded.Record boys in one color and girls in asecond color (bee example).

4. Conduct a class discussion using thecompleted graphs. Evaluate which items

B G B G B G

more boys liked, which items more girlsliked, and which items both boys andgirls liked.


The student demonstrates an awarenessof those interest activities in which he orshe would appreciate and be appreciatedparticipating with the opposite sex.

B G B G

A-Team WonderWoman

CHIPS LittleHouseon thePrairie

Domain: Personal-Social SkillsCompetency: 13. Maintaining Good Interpersonal SkillsSubcompetency: 61. Knowing How to Establish Close Relationships

Spider-Man

Academic Components



Relationships

Objective

The student will list types of close re-lationships and characteristics of close re-lationships.

Activity

1. Students view magazine pictures show-ing relationships and characteristics ofrelationships (happiness, sadness, an-ger, :-Yve, hate, etc.).

68

Types of Activity

Cut/PasteDiscussionSharing (Creative Writing/

Verbal)Demonstration

2. Conduct a class discussion using thesepictures in classifying types of relation-ships (family, friend, husband-wife,boyfriend-girlfriend, person-pet, etc.).

3. Each of the students chooses one of thepictures and writes a sentence or a par-agraph about it.

4. Students discuss ways in which feel-ings of friendship can be demonstratedin a relationship (a handshake, a hug,giving a gift, helping with a need, etc.).



1. The student expresses feelings to oneindividual he or she has a close rela-tionship with.

2. The student shares with classmates whoit was that he or she shared feelingswith, what type of relationship it was,what expression of friendship was dem-onstrated, and why he or she considersthe relationship a close one.

Domain: Personal-Social SkillsCompetency: 14. Achieving IndependenceSubcompetency: 62. Understanding Impact of Behavior Upon Others

Academic Components



Types of Activity

Role PlayDiscussion/SharingChart (Worksheet)Demon tration


ParentVarious Career PersonsVarious Students on Campus

Things That Bug Me

Objectives

1. The student will identify various be-haviors that affect emotions.

2. The student will be made aware of var-ious behaviors that affect other indi-viduals.

Activity

1. Conduct a role-play activity. Preparecards using pictures or photographs de-picting a variety of emotional expres-sions.

2. Each student chooses a card from the"Emotion Box" and role plays the par--4:111er emotion that the picture card

represents.3. Conduct a class discussion about emo-

tions and the various things that affectindividual emotions. People have thingsthat bother them, and often it helps totalk about the things that "bug us."

4. As the discussion is taking place, an-other adult or the teacher records thevarious items that each student shares.These statements can be written downon a worksheet showing an outline ofa VW "bug" containing several re-sponse lines. (See example.)

69

5. Parents and various career people (oreven other students on campus) shouldbe invited to share their feelings as tothe things that "bug" them in their dailyjobs and social relationships.

6. Special questions should be directed tospecific individuals.

Examples:Other students:

(a) "What things do others do that 'bug'you in the classroom?"

(b) "What things 'bug' you at breaktime/recess?"

(c) "What things 'bug' you about yourclose friends?"

(d) "What do adults do that 'bug' you?"

Parents:(a) "What things 'bug' you the most

about children in general?"(b) "What things 'bug' you about other

adults?"

Career People:(a) "What habits do fellow employees

have that 'bug' you?',(b) "What 'bugs' you about your job?"

7. Responses by the various individualsquestioned as to their feelings about thethings that `bug" them should be re-corded on the VW Bug Worksheet.



1. The student lists five things that "bug"him or her.

VW "Bug"Elementary and Junior High Worksheet

2. The student lists two things that "bug"two other people that he or she knows.

3. The student demonstrates a sensitivityto those things that "bug" others.

Domain: Personal-Social SkillsCompetency: 14. Achieving IndependenceSubcompetency: 63. Understanding Self-Organization

My Puzzle


All Academic Areas The student will complete planned ac-tivities on a daily basis.

Types of Activity

Chart (Puzzle)DiscussionCut/Paste

Activity

1. Prepare several ditto masters of var-ious puzzles. Use simple puzzles con-

70

taining the same number of pieces asthe number of assigned tasks for theday.

2. On each puzzle picture, write a task tobe accomplished (e.g., Mathpages 3and 4; one Fine Motor paper; Readingwrite letters AH, ah; Artpaint).

3. Individually, teacher and student dis-cuss daily the tasks that the student isexpected to complete.

4. Students or teachers cut out the puzzlepieces and place them in an envelope.

5. Upon completion of each assigned task,students add another piece to their puz-zle.



1. The student completes the puzzle.2. The student organizes his or her own

day and the teacher writes down sug-gestions on the puzzle.

Domain: Personal-Social SkillsCompetency: 14. Achieving IndependenceSubcompetency: 64. Developing Goal-Seeking Behavior

What I Want to Be When I Grow Up

Academic Components

Social StudiesLanguage (Oral Expression)Language (Written

Expression)

Types of Activity

DiscussionSharingResearchChart

Objective

The student will define a personal goaland will name several steps necessary inattaining that goal.

Activity

1. Define "goal." Discuss setting goals asbeing a personal decision about some-thing an individual wants to accom-plish.

2. Discuss the goal that each student hasfor an occupation. "What do you wantto be when you grow up?" At the ele-mentary level, occupational goal set-ting should not be overemphasized,although it is a relevant way to discussgoals.

3. With the assistance of the teacher, par-ent, aide, or librarian, the student finds

71

information related to the student'schoice of occupations.

4. Each student uses the information todiscover the various steps necessary inattaining the occupational goal.

5. The student discusses these steps withthe teacher. A time line could be drawnon graph paper to illustrate the periodsin the student's life when certain stepswould be achieved.

6. Upon completion of the discussion, stu-dents reevaluate their occupationalgoals and their feasibility.


The student writes a sentence or a par-agraph defining a personal occupationalgoal and some steps necessary to attainthe goal.


Domain: Personal-Social SkillsCompetency: 14. Achieving IndependenceSubcompetency: 65. Striving Toward Self-Actualization

Academic Components


Types of Activity

DiscussionChart

Am I Doing My Best?

Objective

The student will identify whether he orshe did his or her best throughout a dayof activities.

Activity

1. Involve the students in evaluating thevarious events of their day as to theefforts they exhibited.

2. Conduct a class discussion as to the dif-ference between (a) not being good atsomething, and (b) not doing one's best.Begin the discussion by sharing those

things that you the teacher cannot dowell although you try your very best.

3. Periodically, students evaluate theirefforts at the close of a school day. Theycan write yes or no, or use a happy oran unhappy face in indicating their re-sponse. (See chart.)

4. Discuss the feelings attached to doingone's best and not doing one's best.


Discuss with each student his or her areasof weakness and strength and how theseare related to his or her efforts. Rememberto praise students in specific areas so asto aid in developing self-confidence.

Activities of the Day Did I Do My Best Today?

AttentionWork HabitsAttitudesReadingMathSpellingLanguageP.E.

ArtMusic

PlaygroundTalking with OthersCleanliness, etc.

72


Domain: Personal-Social SkillsCompetency: 15. Achieving Problem-Solving SkillsSubcompetency: 66. Differentiating Bipolar Concepts

Academic Components


Type of Activity

Discussion/Sharing

What's Right and What's Wrong?

Objective

The student will examine the rights andwrongs of a variety of situations.

Activity

1. Conduct a class discussion using 3" x5" situational cards. Such situations willread as follows:(a) A student finds $5.00 on the play-

ground and keeps it.(b) A teacher bumps another teacher's

car in the parking lot and doesn'tsay anything.

(c) A student sees her friend stealsomeone's pencil and she tells theteacher.

(d) Your friend borrows your pencil andbreaks it. He says that he did notbreak it.

(e) You forgot to study your spellingwords and your mom will "kill you!"

if you flunk. Your neighbor did studyand you copy from her paper.

(f) Bobby calls your sister a bad nameso you beat him up.You break Mr. Johnson's stapler andyou just put it back on his deskwithout saying anything to himabout breaking it.

(h) You and a friend are in a store andyou steal some candy. The storemanager asks you if you or yourfriend stole the candy and you say,"He did."

2. Students share their ideas as to the var-ious situations, whether they were rightor wrong, and the positive and negativeaspects of each.

(g)


The student examines the rights andwrongs of real life situations.

Domain: Personal-Social SkillsCompetency: 15. Achieving Problem-Solving SkillsSubcompetency: 67. Understanding the Need for Goals

Goals Are Important to Improve Weaknesses

Academic Components

Language (Written Expression)Language (Oral Expression)

Objective Activity

The student will set a goal for an area 1. Students complete an activity paper en-titled "My Strengths and Weaknesses."of personal weakness.

73


Types of Activity

Chart (Worksheet)DiscussionDemonstration

Assistance may be required. (See ex-ample.)

2. Discuss with the students their com-pleted papers. Give praise for the areasof strength and set goals for at leastonearea of weakness (e.g., Finishing whatI startW; goalI will finish two as-signments todayone Math and oneReading; Helping othersW; goalIwill help my mother do the dishes to-night after dinner).

3. Do this activity again in two or threemonths' time and compare the resultsof each list of strengths and weak-nesses.


The student demonstrates an under-standing of the need for setting goals byshowing an improvement in areas ofweaknesses.

Directions: Place an "S" next to the things that are your Strengths. Place a "W"next to the things that are your Weaknesses.

ReadingMathSpellingArtMusicPEWritingTalking to othersRiding a bikeRollerskatingCutting w/scissorsColoring

Helping othersSitting still during a movieTaking care of my thingsBeing on timeTelling the truthFinishing what I startBeing kind to othersFollowing directionsRunning errandsDoing my monitor jobEating appropriatelyPlaying nicely on playground

My biggest STRENGTHS are:1

23

My biggest WEAKNESSES are:1

23

Domain: Personal-Social SkillsCompetency: 15. Achieving Problem-Solving SkillsSubcompetency: 68. Looking at Alternatives

Academic Components

MathLanguage (Oral Expression)Language (Listening)

How Do We Get Enough Money?

Objective

The student will list possible alterna-tives with respect to a classroom goal.

Activity

1. Challenge the students to explore allpossibilities in obtaining enough moneyto eat lunch at a restaurant.

Types of Activity


2. Among these possibilities could be:Teacher pays, parent pays, student pays.

3. For this particular activity, neither theteacher nor the parent are allowed topay for the lunch.

4. Another rule for this activity is that allof the students will have to have enoughmoney to buy a lunch at a restaurant.

5. Students are responsible for seeking al-ternatives to attaining enough moneyfor their lunch (e.g., candy sale, makingsomething to sell, working to earn themoney either at home or at school).


6. As a group, students choose one of thealternatives to be done to earn enoughmoney to be spent cb.n lunch.

7. Goals are then set for attaining the al-ternative.


Each student has enough money for allof them to eat lunch at a fast food restau-rant. Have fun!

Domain: Personal-Social SkillsCompetency: 15. Achieving Problem-Solving SkillsSubcompetency: 69. Anticipating Consequences

Academic Components


Types of Activity

DiscussionSharing

I Didn't Do My Job

Objective

The student will list ways in which be-havior produces consequences.

Activity

1. Conduct a class discussion revolvingaround the word "responsibility" (a job)and "consequence" (an outcome).

2. Each student lists five responsibilitiesthat he or she has in a day's time.

3. Discuss the consequences if the respon-sibilities are not carried through.

Consequence of NotResponsibility Meeting

(a) Brush teeth (a) Bad BreathFriendsstay away

(b) Do not completework; bother others;teacher upset

(c) Not able to eat lunch

(b) Sit quietlyduringmath

(c) Bring lunchor lunchmoney

75

(d) Sit in seaton bus

(e) Feed andgive waterto pet

(d) Fall when come to astop; bus citation

(e) Pet hungry/thirsty;unhappy pet; momunhappy; noallowance

4. Discuss the positive and negative re-actions of those affected by someone notfollowing through with given respon-sibilities.

5. Have the students discuss their reac-tions to the consequences.


1. The student defines "responsibility" andlists several responsibilities pertainingto himself or herself.

2. The student defines "consequences" andthe feelings of those affected by conse-quences.


Domain: Personal Social SkillsCompetency: 15. Achieving Problem-Solving SkillsSubcompetency: 70. Knowing Where to Find Good Advice

Academic Components


Types of Activity

DiscussionResearchHome Improvement

Who Do I Go To?

Objective

The student will become aware of a va-riety of community facilities available tofind advice pertaining to his or her needs.

Activity

1. Students discuss the definition of theword "advice" (give information aboutwhat to do).

2. Students share different occasions onwhich they would need advice. At theelementary level, many of these occa-sions pertain to emergency situations.Others occur at home or at school. Suchoccasions in which a student may needadvice are the following:(a) "I have a toothache, what should I

do?"(b) "I lost my lunch ticket, what should

I do?"(c) split my pants, what should I do?"(d) "There's a fire in the oven, what

should we do?"(e) "I think that someone is in our

backyard, what should we do?"(f) "Stift is not eating her food, what

should we do?"(g) "Bob is bothering me in the bath-

room, what should I do?"

3.

4.

(h) "I have a stomachache, what shouldI do?"

(i) "I can't find my baseball glove, whatshould I do?"

Students tell who they feel they shouldgo to in seeking advice about the listedoccasions:(a) parent, dentist(b) teacher, secretary in the office(c) parent(d) parent, fire department(e) parent, police(0 veterinarian(g) teacher, principal(h) parent, doctor(i) parent, grandparent, friend, Little

League coachUsing the telephone book, emergencyphone numbers are located and re-corded. Students are expected to takethis list home and add to it the phonenumber of a personal doctor, dentist,veterinarian, grandparents, closefriends. This list should be kept by thehome telephone.


The student identifies who he or shewould go to for advice in a variety of hy-pothetical situations.


Domain: Personal-Social SkillsCompetency: 16. Communicating Adequately with OthersSubcompetency: 71. Recognizing Emergency Situations

Academic Components

HealthLanguage (Oral Expression)Language (Listening)Language (Written

Expression)

Types of Activity



Representatives from Var-ious Emergency Facilities

Hello, I Need Help!

Objective

The student will identify the appropri-ate authority to contact in an emergencysituation and the appropriate way to ex-plain an emergency situation.

4.

5.

Activity 6.

1. Students discuss a variety of emer-gency situations (e.g., fire, flood, heartattack, power line down, a gas leak, anearthquake).

2. Students discuss the appropriate per-sonnel to contact in the various emer-gency situations.

3. Invite to the classroom a representativefrom one or many of the emergency fa-cilities (e.g., fire department, policedepartment, emergency squad, para-medics) or if possible, take a field tripto each. This is the most effective way

of communicating with the students.The representative from the emergencyfacility, or the teacher, demonstratescontacting the operator of the specificdepartment and explaining an emer-gency situation.The specific steps are listed as the dem-onstration is taking place.Using a real telephone as a visual aid,involve the students in demonstratingthe appropriate person to contact andthe appropriate way to explain anemergency situation.


1. The student demonstrates who to calland what to spy in an emergency sit-uatio.:.

2. The student writes a thank-you note tothe special guest(s) who came to theclassroom.

Domain: Personal-Social SkillsCompetency: 16. Communicating Adequately with OthersSubcompetency: 72. Reading at Level Needed for Future Goals

Academic Components

ReadingLanguage (Vocabulary)

Correctly Opening Packages

Objective

The student will open various packagescorrectly by reading and following the di-rections.

77

Activity

1. Acquaint the students with the variousways of opening packages.

2. A teacher-prepared illustration of sev-


Types of Activity

DemonstrationIllustrationDiscussion

PressTo

Open

To OpenPress HereTear Top

Back

eral package-opening instructions isreviewed with the students. Review vo-cabulary words (see example).

3. Use a variety of packages in the dem-onstration. Give the students an op-portunity to demonstrate the proper wayof opening each different package ac-cording to the written directions foundon each package.

4. Conduct a class discussion on the rea-son for opening packages properly. In-clude an illustration of what takes place

when packages are not opened cor-rectly.


1. The student reads the printed direc-tions on various packages.

2. The student demonstrates the correctway of opening a variety of packagesby following the written directions.

Open Here

PressTo Open

Activity adapted from TeachingFunctional Academics by Mi-chael Bender and Peter J. Val-letutte, published by UniversityPark Press, Baltimore, 1982.


Domain: Personal-Social SkillsCompetency: 16. Communicating Adequately with OthersSubcompetency: 73. Write at the Level Needed for Future Goals

Academic Component


Types of Activity

DiscussionSharing (Written Letter)Class Field TripNotebook

To You, From Me

Objective

The student will demonstrate ability towrite a personal letter.

Activity

1. Students discuss the proper way to writea personal letterstructure and con-tent.

2. Students choose a person they wouldlike to write a letter to.

3. With the assistance of the teacher, stu-dents write the letter. If appropriate,include in the letter a request for theindividual to respond by letter as soonas possible.

4. As a group, students discuss the correctway to address and to stamp an enve-lope.

5. Students obtain the address of the in-dividuals that they are writing to, fromhome if necessary.

6. Students address their envelopes, in-cluding the ZIP code, write the returnaddress in the proper place, and stampand seal the envelope.


1. The student participates in a class fieldtrip to a local post office to mail theletter.

2. Information about the post office shouldbe included in the student's Commu-nity Resources Notebook.

Domain: Personal-Social SkillsCompetency: 16. Communicating Adequately with OthersSubcompetency: 74. Speaking Adequately for Understanding

Academic Components


Types of Activity

SharingRole Play

Communicating Politely

Objective

The student will practice appropriate so-cial conversation.

Activity

1. Place descriptions of social situationson 3" x 5" cards. Students choose one

79

card at a time and respond appropri-ately to the situation. Such situationsand responses could be as follows:(a) Your grandparents buy you a T-shirt

while they are on their vacation inthe mountains. What do you say?"Thank you!"

(b) You bump into someone whilewalking down the aisle at the gro-cery store. What do you say?


"Excuse me."(c) Your teacher thanks you for pick-

ing up a piece of litter. What do yousay?"You're welcome."

(d) Mr. Johnson brings a visitor to theclassroom. What do you say?"Hi! My name is."

(e) You accidentally spill your moth-er's soda. What do you say?"I'm sorry!"

(f) You see a person walking aroundthe school campus who looks asthough he is lost. What do you say?"May I help you?"

(g) Your bus driver picks you up forschool in the morning and says "Hi!"What do you say?"Hi!" or "Good morning!"

(h) You Are thirsty and would like adrink of water. What do you say?"May I have a drink of water,please?"

(i) You are asites if you would like oneof your friend's chocoiaik chip cook-ies? What do you say?"Yes, please" or "No, thank you."

(j) You are at the store and the clerkasks you, "How are you today?"What do you say?"I'm fine, thank you. How are you?"

2. Students respond to the situation cardsusing a tape recorder. This will allowthe students to hear themselves andjudge whether or not their response wasappropriate.

3. While using the tape recorder, studentsdemonstrate control in the volume oftheir voices. Students may need extrawork in this area of voice volume.


The student demonstrates appropriatesocial conversation without the use of anyprompting.

Domain: Personal-Social SkillsCompetency: 16. Communicating Adequately with OthersSubcompetency: 75. Understanding the Subtleties of Communication

Academic Component

Reading

Types of Activity

GameRole Play

What Was Said?

Objective

The student will identify the verbalstatements that correspond to picturedfaces.

Activity

1. Students examine several pictures ofindividuals from magazines and/orphotographs.

2. Students connect written statementswith the appropriate picture. Write these

statements ahead of time on word stripsor balloons like those used in c. rtoons(e.g., a picture of a child with chocolatecake smeared on his face showing a bigsmilethe corresponding statementcould read, "Oh, that was so yummy!").


The student correctly matches verbalstatements to pictured faces.

so

3. Occupational Ski 11.1

Competencies

17. Knowing and Exploring Occupational Possibilities18. Selecting and Planning Occupational Choices19. Exhibiting Appropriate Work Habits and Behaviors20. Exhibiting Sufficient Physical-Manual Skills21. Obtaining a Specific Occupational Skill22. Seeking, Securing, and Maintaining Employment


Domain: Occupational SkillsCompetency: 17. Knowing and Exploring Occupational PossibilitiesSubcompetency: 76. Identifying the Personal Values Met Through Work

Academic Components

Social StudiesLanguage (Oral Expression)Language (Listening)Language (Written

Expression)

Types of Activity

DiscussionChart (Questionnaire)Home InvolvementChart (Graph)

Why Do You Work?

Objective

The student will learn that many per-sonal needs and values can be met by work.

Activity

1. Conduct a class discussion on the topicof "Why Does a Person Work?" At theelementary level, the primary responsewill be "to earn money to be able to buythings." Students need to be motivatedin order to think of other reasons thatrelate to personal needs and values ofworking.

2. One or two special guests could be in-vited to the classroom to share theirreasons for working (e.g., the principal,

81

a parent). As the special guests aresharing their thoughts, notes should betaken.

3. Students are responsible for distribut-ing a questionnaire entitled "Why DoYou Work?" to working individuals (e.g.,another teacher, a friend, a parent). (Seeexample.)

4. Upon return of the questionnaires, thegroup should graph the responses in or-der to see the results. (See example).


1. The student lists various personal needsand values that can be met by working.

2. The student sends a thank-you note tothe special guests.


Dear ,

We are learning in ourclassroom that it is impor-tant to work for many dif-ferent reasons. Thank youfor taking the time to com-plete the attached ques-tionnaire that we will bediscussing as a class.

Sincerely,

"Why Do You Work?"

Name.

VeryMuch

Occupation.

Please rate the following: VeryLittle

My Work Provides .. . 1 2 3 4 5A sense of fulfillment 1 2 3 4 5Worth 1 2 3 4 5Positive self-concept 1 2 3 4 5Success 1 2 3 4 5Money 1 2 3 4 5Acceptance by others 1 2 3 4 5Importance 1 2 3 4 5Independence 1 2 3 4 5

Please comment on what you feel are the primary reasons for working.

Do you like your present job? YES NODo you foresee a career change in the future?

_YES NO

.._Doing what?

______

Why?

Number

8

7

6

5

4

3

2

1

A Sense of Fulfillment

1 2 3 4 5


Domain: Occupational SkillsCompetency: 17. Knowing and Exploring Occupational OpportunitiesSubcompetency: 77. Identifying the Societal Values Met Through Work

Academic Components


Types of Activity

DiscussionResearchBulletin BoardNotebook

We Are All Important

Objective

The student will identify wags in whichspecific occupations contribute to society.

Activity

1. Students brainstorm and list as manyoccupations as possible. A wide varietyofjobs should be covered.

2. These various occupations should beexplored, and the major contributionsto society of each should be discussed.

OCCUPATION CONTRIBUTIONTeacher Educate aad prepare

individuals forindependent living

Nurse/Doctor Take care of the sick

Police OfficerJanitorFarmerBank Teller

Mail CarrierTruck DriverPilot

RestaurantEmployee

Protect societyKeep properties cleanGrow foodProtect our money/Give

us our moneySend and deliver mailDeliver food, cargoFly passengers/cargo to

destinationsSell food

3. A bulletin board or notebook could beconstructed using the compiled list ofoccupations and contributions.


The student identifies the contributionof each occupation to the community on awritten or oral examination.

Domain: Occupational Skillscompetency: 17. Knowing and Exploring Occupational PossibilitiesSubcompetency: 78. Identifying the Remunerative Aspects of Work

Academic Components

MathSocial StudiesHealthLanguage (Written Expression)

Bills, Bills, Bills!

Objective

The stunt will list priority personalneeds that are met by an incom..

83

Activity

1. Have the students list the various ex-penses that they feel they would haveif they were adults (e.g., rent, gas, elec-tricity, water, furniture, clothing, shoes,


Types of Activity

DiscussionChart

fend car, gasoline, insurancecar,health).

2. Students use this list to evaluate whicht)f these expenses they feel are priori-ties. "Which of these do you feel are themost important things to spend yourmoney on?"

3. Conduct a discussion around the prior-ities. (e.g., "You don't feel that rent fira place to live is a priority? Where canyou live in order that you won't haveto pay rent?" A car may not be a prior-ity. "What would you use to get to yourjob?" "What if your job is an hour awayfrom home?" "What expenses would you

not have if you didn't havea car?" "Whatis most important to youa place tolive or a car?")

4. Total each of the listed items so thestudents can see the estimated r.7 onthlyexpenses requiring an estimatedmonthly income.


The student lists various needs thatmustbe met with an income.

Domain: Occupational SkillsCompetency: 17. Knowing and Exploring Occupational PossibilitiesSubcompetency: 79. Understanding the Classification of Jobs into Different

Occupational Systems

Occupation Notebook


Social Studies The student will identify three majorScience categories of occupational possibilities.MathLanguage (Oral Expression)

Types of Activity

DiscussionCut/PasteNotebook

Activity

1. Students develop an "Occupation Note-book." This notebook is divided intothree general categories: People whowork with (1) People, (2) Things, (3)Information.

2. Students make a notebook using var-ious pictures and photographs of occu-pations involved in each of the threecategories.

3. These three general categories are di-vided further into more specific cate-gories:

(a) People: Teachers, Nurses, Dentists,etc.

(b) Things: Mechanics, Truck Drivers,Machinists, etc.

(c) Information: Computer Program-mers, Accountants, Bank Employ-ees, etc.

4. Listed facts should accompany the pic-tures included under occupational cat-egory.


The student names and explains whyvarious occupations are included as partof each general category in the "Occupa-tion Notebook."

ACTIVITY BOOK Ui.,E 181

Domain: Occupational SkillsCompetency: 17. Knowing and Exploring Occupational PossibilitiesSubcompetency: 80. Identifying Occupational Opportunities Available Locally

Academic Components


Expression)

Types of Activity

GameSharing (Creative Writing)Role Play

Who Wears This Hat?

Objective

The student will become familiar withseveral occupations available locally.

Activity

1. This activity involves a variety of hatsrepresenting different jobs (e.g., nurse'scap, hard hat, baseball cap, fire fight-er's hat, chefs hat).

2. Students name the job represented byeach hat

3. Each job named is listed on a flashcardand the students match each flashcard

correctly with the hat representing thejob.

4. Students each choose a hat and write asentence or a paragraph about the jobrepresented by the hat. A picture of thehat should accompany the sentence orthe paragraph.

5. Students role ;lay the job of the personwho wears each hat.


The student correctly names the job rep-resented by each hat presented.

Domain: Occupational SkillsCompetency: 17. Knowing and Exploring Occupational PossibilitiesSubcompetency: 81. Identifying Sources of Occupational Information

Academic Components

Social StudiesLanguage (Written

Expression)

Types of Activity

Class Field TripHome Involvement

There's More Than One Job in the Library

Objective

The student will become familiar with 2.sources of occupational information avail-able in the school library.

3.

Activity

1. Meet with the school librarian to de-termine the extent of books and sources

i 85

4.

of information about jobs and occupa-tions.Students meet in the library for a briefreview of how to find certain kinds ofbooks.Students are given an assignment tolocate at least two books on a specificjob or occupation. (Identify availablebooks so that students do not searchneedlessly.)Students check the books out of the li-brary and report on the jobs or occu-

I



ParentEmployment Agency

Personnel

pations during a class discussion.5. The jobs or occupations and their sources

are recorded on a class bulletin boardso that other interested students caninvestigate the books.


1. The student reports on the book's con-tents.

2. The student lista three jobs or occupa-tions that were discussed in class.

3. The student identifies one other bookas a source of job information.

Domain: Occupational SkillsCompetency: 18. Selecting and Planning Occupational ChoicesSubcompetency: 82. Identifying MRjor Occupational Needs

Academic Components


Expression)

Types of Activity

Discussion/SharingChart

My Needs

Objective

The student will see the relationship be-tween personal interests/needs and occu-pational needs.

Activity

1. Students identify personal interests us-ing an "Interest Banner" (similar to theexercise in 10.44).

2. Conduct a class discussion using theseinterests, relating each to a need. (e.g.,I like all kinds of sports and exercisedneed to be active. I like to be aroundpeopled need to be around people. I likethe fresh smell of the outdoors/I needto be outdoors.)

3. Further the discussion and relate thepersonal needs to an occupational need.(e.g., I need to be activeI do not needa desk job, I do need a job in which I

can keep moving. I need to be aroundpeopleI do not need a job in which Iam by myself, rather : need a job inwhich I come in contact with differentpeople daily. I need to be outdoorsIdo not need an office job but a job inwhich I work primarily outside.)

4. Students take their list of occupationalneeds and relate these to a specific job.(e.g., A job in which I can keep mov-ingUPS delivery person, teacher,nurse. A job in which I am with differ-ent people dailysalesperson, bankteller, waitress/waiter. A job in whichI am primarily outsidegardener,painter, city maintenance worker.)


The student keeps on file a list of oc-cupational needs.


Domain: Occupational SkillsCompetency: 18. Selecting and Planning Occupational ChoicesSubcompetency: 83. Identifying Major Occupational Interests

Academic Components

Social StudiesReadingLanguage (Written

Expression)

Types of Activity

NotebookCut/PasteSharingResearch

School /Community ResourcePerson

School/Community Librarian

0.11

I Want to Be...

Objective

The student will identify and researchone occupation/job that he or she is inter-ested in.

Activity

1. Students identify one occupation/job ofinterest (e.g., fire fighter, police officer,nurse, teacher, astronaut, veterinar-ian).

2. Students compile a notebook entitled "IWant to Be A(n) ." In this note-book students place pictures and arti-cles from sources such as magazine°catalogs, newspapers, and journals.

3. Encourage the students to use the schooland/or public library to research the oc-

cupational choice. N.),:es should be takenfrom what is read and included in thenotebook. Students may need assis-tance with this portion of the activity.The school librarian may be availableto provide this assistance.

4. Students may choose to develop a sec-ond notebook exploring another occu-pational choice.

5. Notebooks should be kept for displaypurposes (Open House) and also as apart of the studert's file.


The student discusses several charac-teristics, qualities, responsibilities, andprerequisites of the occupational choice.

Domain: Occupational SkillsCompetency: 18. Selecting and Planning Occupational ChoicesSubcompetency: 84. Identifying Occupational Aptitudes

Academic Components

Social StudiesLanguage (Oral Expression)Language (Written Expression)

My Aptitudes

Objective

The student will identify necessary ap-titudes related to an occupational choice.

Activity

1. Each students makes an occupationalchoice.

87

2. These occupational choices are listed onthe chalkboard or on tagboard.

3. Next to these occupational choices listvarious related aptitudes (abilities).

OCCUPATIONALCHOICE

TeacherAPTITUDES

Reading, writing,math, language,spelling, anddiscipline skills,love; organization;


Types of Activity

SharingChart Police Officer

Store Clerk

ability to be onfeet for longperiods

Skills in driving acar/motorcycle,writing, talking,shooting a gun,reading, defendingself, protectingothers, studyingand learning laws

Skills in reading,math, workingwith money,taking inventory,being on feet forlong periods

4. Students identify aptitudes that theyfeel they exhibit.

5. Of the occupetions/jobs discussed, stu-dents choose the one that they feel wouldbe an occupational choice suited forthem.


The student lists various aptitudes heor she manifests and a possible related oc-cupational choice.

Domain: Occupational SkillsCompetency: 18. Selecting and Planning Occupational ChoicesSubcompetency: 85. Identifying Requirements ofAppropriate and Available Jobs

Academic Components


Expression)

An Appropriate Job for Me

Objective

The student will list the requirementsfor two appropriate local jot 9.

Activity

Types of Activity 1.

Class Field TripResearchChart (List)

2.

School/Community ResourcePersons 3.

Personnel of Various Availableand Appropriate Community Jobs

Precede this activity by considering thestudents in the classroom and choosingtwo appropriate and realistic occupa-tional choices within the community foreach student.If feasible, invite the students to par-ticipate in choosing two realistic localoccupational choices.Arrange a field trip with the manage-ment of two or three of the occupationalchoices made. If the students' occupa-tional choices overlap, take advantageof this overlap and visit a job site thatis appropriate to more than one, if notall, of the students.

88

4. Students are responsible for listing therequirements for the specific jobs suchas: kinds of skills needed, abilitiesneeded, education or training needed,any experience necessary, demands in-volved (standing, sitting, inside, out-side, pressure, noise, crowded). Discussthese requirements with the studentsahead of time so they will know whatto look for.

5. Before the field trip students shouldprepare a list of questions that specif-ically relate to the requirements in-volved in the job.


The student rates the visited places ofemployment according to the jobs that heor she would choose based on the require-ments involved.

ACTIVITY BOOK ONE 85

Domain: Occupational SkillsCompetency: 18. '3electing and Planning Occupational ChoicesSubcompetency: 86. Making Realistic Occupational Choices

Academic Components

ReadingSocial StudiesLanguage (Written

Expression)

Types of Activity

Discussion/SharingResearch

I Like This Job

Objective

The student will identify ajob of interestfound in the Want Ads.

Activity

1. Introduce the students to the want adsfrom a local newspaper.

2. Teacher and students read through thewant ads, discussing possible jobs of in-terest. As a student mentions a job ofinterest, circle and write down that stu-

dent's name next to the job. Use thispaper as a visual aid on a bulletin board.(See example).

3. Each student writes a sentence as towhy he or she chose the job. Add thesesentences to the bulletin board.


Discuse each student's occupationalchoice. Direct the student toward a secondoccupational choice.

44440As"d1.0.40.100.01/ NO.40010406.0601/41460411661/401/4".-w-60110AsIke#.BAShe640.40W.hOWftIkAst404.60.4Aote./104.4004400.

\ISSAS.

A.ASS .AISSS.0 VS.0S.Ss.A.4.AS

S.A.4ASs%A.AASs

..4AS.A.A0A.%A0A

AAAAA V.AIS.AS%.4AA.A

.4AASMAASS. *AASASs \A.A0AAA.MA oSSS.A.4.0 %ASA.k.AaAAASSA AA.V.0wwwS. wr 4AASA.Ao

IftAA.AAO.A.Ar S.AAA.N\"0.A.A.A. 4.A.6.A.A440

AASSftA.A hIS.A.AAw

IL J. _IL

0 s e_

Ellen

89

Mara..

C- L.) c- K.


Domain: Occupational SkillsCompetency: 19. Exhibiting Appropriate Work Habits and BehaviorsSubcompetency: 87. Following Directions

Academic Component

Language (Listening)

Type of Activity

Demonstration (FollowingInstructions)

Our Listening Center

Objective

The student will perform a series of as-signments in response to verbal instruc-tions.

Activity

1. Prepare a tape recording of a variety ofinstructions ranging from serious tosilly. Such instructions could be:Feed the fish. Not too much!Go to Mr. Johnson's office and say "Good

Morning" to both Mr. Johnson andMrs. Stevenson.

Choose a Aece of red, white, and bluepaper from the paper drawer. Makea sailboat with the paper using scis-sors and glue.

Write your name three times on thepaper next to this tape recorder.

You want to help clean up WarrenSchool. Take the brown bag on yourdesk, go outside, find five pieces oflitter and place them in the bag.

Tell Mrs. Miller, "I am finished withthe listening tape."

2. This tape recorder should be set up at"The Listening Center." Students workmost eff ciently without any visual orauditor:, distractions. Earphones mayalleviate many distractions.

3. Students may need to practice using thetape as a group before they are expectedto use it independently. Review the me-chanics of the recorder. The sound of abell, timer, or a command "now turn thetape recorder off' will be necessary be-tween instructions.

4. Prepare several sets of instructions toprevent the students from memorizingwhat is requested.


1. The student correctly carries out thegiven instructions.

2. The student increases accuracy in fol-lowing through with those verbal in-structions.

3. The student leaves the "Listening Cen-ter" in proper order.

Domain: Occupational SkillsCompetency: 19. Exhibiting Appropriate Work Habits and BehaviorSubcompetency: 88. Working with Others

Academic Components

Languagc (Oral Expression)Language (Listening)

We're a Team!

Objective

The student will complete a task whichinvolves working with other persons.

Activity

1. With the class, discuss the reasons forworking with other persons.

90

Types of Activity

DiscussionSmall GroupDemonstration

2. Identify activities in which more thanone person working together would dothe job more efficiently.

3. Discuss the pro's and con's of workingas a "team."

4. Assign two students to a task. Such taskscould include: collating and staplingpapers, lifting a box, stuffing envelopes,bagging newspapers, moving a table,delivering two items to two separate in-dividuals, washing a car, popping pop-corn for the classroom, paper clippinga 5" x 7" card to an 8 1/2" =< 11" sheetof paper, cleaning the classroom aquar-ium.


5. Divide students into groups of two orthree and assign each group ("team")to a task. Each student is required tohave a responsibility.


The student evaluates whether the as-signed task was done efficiently by usinga partner or whether it could have beenaccomplished better by one person.

Domain: Occupational SkillsCompetency: 19. Exhibiting Appropriate Work Habits and BehaviorsSubcompetency: 89. Working at a Satisfactory Rate

Academic Components

MathSpellingReading

Types of Activity

DiscussionTimed Performance

On Your Mark, Get Set, Go!

Objective 5.

The student will be challenged to com- 6.plete a task correctly and within an ap-propriate amount of time.

Activity

1. Assign students a task such as sorting(e.g., coins, colors, shapes, numbers,letters, buttons).

2. Initially, assign each student the sametask.

3. Students race against one another. Therules for the race are:(a) the task must be done correctly,(b) the task will be judged according to

how much has been completed.4. The race starts at the beginning of the

"William Tell Overture" and stops atthe end of the song. A substitution couldbe made in the selection of the song.

91

7.

Determine the winner of the race andreward him or her accordingly.Students eventually perform a giventask several times racing only againstthemselves. A record/graph should bekept recording the results at the end ofeach interval in order fir students tovisualize their progress. Note: both ac-curacy and speed are necessary.Progress from using mum c as motiva-tion to the timer, to the clock, to nomotivational aspect at all other thanthe personal satisfaction of working ata satisfactory rate.

Follow-up; Evaluati-1

The student performs all given tasks(academic and nonacademic) at a f atisfac-tory rate.


Domain: Occupational SkillsCompetency: 19. Exhibiting Appropriate Work Habits and BehaviorsSubcompetency: 90. Accepting Supervision

Academic Components

Language (Listening)Language (Oral Expression)

Types of Activity

Role PlayDemonstrationDiscussion/Sharing

Supervising My Friends

Objectives

1. The student will complete a job toucw-ing supervisory instructions.

2. The student will assume the role of asupervisor.

Activity

1. Have the students complete a cookingassignment (e.g., baking a cake, mak-ing a sandwich, making macaroni andcheese) while under direct supervision.

2. The supervisor (teacher) needs to be ex-plicit in giving directions (perhapswriting each specific step on the chalk-board as it is done) and be careful notto assume the role of supervisee.

3. Upon completion of the cooking assign-ment, one student is chosen as the newsupervisor. The other students and theteacher are the supervisees.

4. The supervisor directs the same cook-ing assignment as has just been com-pleted. The supervisees complete theassignment.

5. Do not interfere with the supervisor'srole. Supervisees are expected to follow.he supervisor's direct instructions.


1. The student shares his or her reactionsto being supervised.

2. The supervisor discusses his or her feel-ings about the "role."

3. Roles and responsibilities of the super-visor and supervisee are defined anddiscussed.

4. A comparison is made as to the outcomeof both cooking items (e.g., similarities,differences).

Domain: Occupational SkillsCompetency: 19. Exhibiting Appropriate Work Habits and BehaviorsSubcompetency: 91. Recognizing the Importance of Attendance and Punctuality

Academic Components

Language (Oral Expression)MathLanguage (Written Expression)

It's Important to Be on Time!

Objective

The student will recognize the need forand importance of attendance and punc-tuality.

Activity

1. Discuss attendance and punctuality, theimportance of each (loss of work time,possible loss of pay, angry boss, lack of

Types of Activity

DiscussionChart

trust), and the consequences if not ad-hered to (possibility of being fired).

2. Post a time clock in the classroom. Nextto the time clock place a traditional clockand a digital clock.

3. Students are responsible for filling outa time card both when arriving andwhen leaving the classroom. (This couldtake place before and after each breakor just at the beginning and at the endof the school day.) It could be a simpletime card developed by the teacher orone used at actual places of employ-ment.

4. On a daily or weekly basis, studentstally the total number of hours worked.


5. Students could be rewarded in an ap-propriate way for perfect attendance perweek (month) and/or for being punctualon a daily basis. A surprise reward isexciting for those students arriving atschool on time.


The student exhibits frequent punc-tuality and regular attendance.

Domain: Occupational SkillsCompetency: 19. Exhibiting Appropriate Work Habits and BehaviorsSubcompetency: 92. Meeting Demands for Quality Work

Academic Components


Types of Activity

Chart (Evaluation)Role PlayDemonstration

Employee of the Day

Objective

The student will perform responsibili-ties as an "employee" to the best of his orher ability.

Activity

1. Students are called "employees" whilethey are on their job site (in the class-room, on the playground, and in thecafeteria).

2. At the end of every "work day," the em-ployees are evaluated as to perfor-mance, attitude, behaviors, andappearance. The teacher ("employer")chooses the specific areas to be evaluatedat the completion of each work day (seeexample).

3. This activity should be geared towardthe needs of the students within the

93

program. For many students, it is nec-essary to have an "Employee of the Day"in order to give a fairly immediate re-sponse. Some students may only needto be nominated an "Employee of theWeek."

4. A reward can be included with the nom-ination. This reward depends on the in-dividual employees (e.g., a bonus in pay,a certificate, a food or toy item, nameand photo placed on a bulletin board ora ribbonsee examples on the nextpage).


1. The student lists the various qualitiesof an outstanding employee and dis-cusses the reason for each.

2. The student exhibits the various qual-ities of an outstanding employee on amore frequent basis.


DayWeekMonth

Brandon Chris H. Henry Kim Luis Chris V.RegularAttendanceOn TimeFollowDirections

Grooming

CleanWorkArea

SuperEmployee

of theDay

Domain: Occupational SkillsCompetency: 19. Exhibiting Appropriate Work Habits and EehaviorsSubcompetency: 93. Demonstrating Occupational Safety

Academic Co:.iponents


SafetyA Must!

Objective Activity

The student will identify potential safety 1. Students choose five different occupa-hazards of several occupations. tions in which potential ',ezards are ob-

9 4

Types of Activity

Cut/PasteChartNotebookSmall GroupDiscussion


Personnel RepresentingVarious Occupations

vious (e.g., cock, machinist, janitor,truck driver/pilot, homemaker).

2. Students locate pictures from catalogsand magazines that show possible haz-ards in the specific occupations chosen(e.g., cookappliances, tools; machin-isttools, machines; janitorvacuum,mop (wet floor), accidents; home-makerappliances, smoke detector,oven). This project could be done indi-vidually, with each student responsiblefor all five occupations, or as a group,with one student responsible for one oc-cupation.

3. These pictures are glued to construc-tion paper or to tagboard.


4. Next to each item is listed the name ofthe item and why it is a potential haz-ard.

5. Conduct a class discussion on the safetyprecautions necessary in avoiding thepotential hazards listed.


Invite a representative from one or moreof the discussed occupations to the class-room. Ask this representative to focus onoccupational safety at his or her particularjob site.

Domain: Occupational SkillsCompetency: 20. Physical-Manual SkillsSubcompetency: 94. Demonstrating Satisfactory Balance and Coordination

Academic Components

Social StudiesArtLanguage (Oral Expression)

Types of Activity

Role PlayDemonstrationDiscussion

I'm a Painter

Objective

The student will demonstrate balanceand coordination while "painting a house."

Activity

1. In this activity the students assume therole of painter. The task is to paint ahouse.

2. Prepare an extremely large (approxi-mately 8" x 15") picture of a house onbutcher paper.

3. Attach this picture to a wall in theclassroom or preferably to an outsidewall if permission has been received.

4. In order for the students to realisticallyassume the role of painter, appropriateclothing and supplies shcild be ob-tained.

95

5.

6.

In painting the house, students mustuse a ladder for those places too highto reach from the ground. Studentspainting the lower portions of the housestand on a balance beam as they paint.Both the ladder and the balance beamwill require balance and coordination(and supervision on the teacher's part!).Discuss occupational hazards in rela-tion to the ladder, balance beam, andvarious supplies being used whilepainting.


1. The student participates in the com-pletion of painting the house.

2. The student demonstrates satisfactorybalance and coordination.


Domain: Occupational SkillsCompetency: 20. Physical-Manual SkillsSubcompetency: 95. Demonstrating Satisfactory Manual Dexterity

+Academic Components

Visual PerceptionSocial Studies

Type of Activity

Demonstration

I'm a Carpenter

Objective

The student will demonstrate satisfac-tory manual dexterity on work tasks re-lated to the occupation of carpentry.

Activity

1. Collect various lengths, sizes, and kindsof nails and screws and combine themin a coffee can.

2. Students (one at a time at a work sta-tion or as a group) sort the nails andscrews according to type and size. Havethe students sort them into separatecontainers (margarine tubs) with orwithout a sample attached to the bat-tom of the container.

3. A second, related activity allows thestudents to demonstrate manual dex-

terity in using a hammer and a screw-driver.

4. Prepare a sample of a sequence of nailson a 2" x 4" x 12" piece of wood ard a'sequence of screws on a 2" x 4" x 12"piece of wood.

5. Students are responsible for hammer-ing the nails and screwing the screwsin the same way as the sample.


1. The student, at a progressive rate, dem-onstrates increased manual dexterity.

2. The student leaves the work station inorder.

3. The students demonstrates occupa-tional safety precautions while usingvarious tools.

Domain: Occupational SkillsCompetency: 20. Physical-Manual SkillsSubcompetency: 96. Demonstrating Satisfactory Stamina and Endurance

Academic Components

Social StudiesPhysical EducationHealthLanguage (Oral Expression)

What a Day's Work

Objectives

1. The student will identify jobs in whichstamina and endurance are critical.

2. The student will demonstrate satisfac-tory stamina and endurance while per-forming an assigned task.

Activity

1. Define "stamina" and "endurance."Conduct a class discussion on the typesof jobs in which stamina and enduranceare critical (e.g., mail carrier, construc-tion worker, assembly line employee,

96

Types of Activity


chef, hair stylist, gas station attendant,delivery person, city maintenance em-ployee, painter).

2. Discuss different types of physical ac-tivity required for specific jobs requir-ing stamina and endurance.

3. Assign each student a task on the schoolcampus requiring a demonstration ofstamina and endurance (e.g., washingdesks, sweeping school grounds, sta-pling papers while standing, washingwindows, picking up litter).

4. Students are evaluated in terms ofamourt of time that they participated


in their tasks and how they performedtheir tasks (very good, good, average,poor).

5. Students discuss evaluations and areasin which improvement is necessary.


The student demonstrates continuedgrowth in the areas of stamina and en-durance.

Domain: Occupational SkillsCompetency: 20. Physical-Manual SkillsSubcompetency: 97. Demonstrating Satisfactory Sensory Discrimination

Academic Components

Language (Listening)Visual Perception (Discrimi-

nation)

Types of Activity

GameSmall GroupDemonstration

What's That I Hear?

Objective

The student will auditorily discriminateenvironmental sounds.

Activity

1. Prepare or have students prepare a taperecording of numerous environmentalsounds (e.g., train, chirping bird, bark-ing dog, water running, teapot whis-tling, opening a can, walking feet,laughter, snapping fingers, alarm,doorbell, telephone).

2. Also provide pictures depicting each ofthe individual sounds found on the tape.

3. Students work as a group or individu-ally and listen as the recording is played.

97

If they are working as a group, the firststudent to raise a hand to indicate rec-ognition of the sound finds the picturethat corresponds with the sound. Ifworking individually, the student placesthe pictures in the same sequential or-der as heard on the tape.

4. Include on a portion of the tape severalenvironmental sounds occurring at once(e.g., the hustle and bustle of the city,dogs howling, sirens screaming; bath-water running, the stereo blaring, thetelephone ringing). Students discrimi-nate among the sounds.


The student demonstrates progressingacuteness in the area of auditory discrim-ination.


Domain: Occupational SkillsCompetency: 22. Seeking, Securing, and Maintaining Employmentnn ... saeart.zung for a dOla

Academic Components

Social StudiesReadingLanguage (Oral Expression)

Types of Activity

Discuaw!onChartResearch

Is This Job for Me?

Objectives

1. The student will identify possible jobsavailable through various employmentresources.

2. The student will become familiar witha step-by-step method of searching fora job.

Activity

1. Discuss various sources of informationavailable about employment opportun-ities (e.g., want ads; yellow pages; em-ployment agencies; contacts throughfamily, friends, acquaintances; postedadvertisements).

2. Prepare an enlarged example from thelocal want ads. This will aid in dis-cussing the specifics of a want ad.

3. Students discuss what other types ofinformation, not included in the ad,might be necessary to know before de-ciding about the job (e.g., exact loca-tion, hours, wage, how often paid,benefits, experience necessary, specif-ics of the job expectations).

4. Students locate in the actual want ad

section of the newspaper the enlargedad that was used as the visual aid .

5. As a group, students develop specificquestions about the job at hand.

6. Students choose a representative fromthe group (this may need to be theteacher) who will be delegated to callthe place of employment.

7. This representative asks the contactperson each question that the group hasdeveloped.

8. The information received is used by thestudents for the following: (a) locatingthe place of employment on a map, (b)determining the means of transporta-tion that could be used to get to the jobsite, (c) times of leaving home for workand arriving home from work, ;4) daily,weekly, monthly income, (e) qualifica-tions.

9. Students evaluate whether they feel thatthe job investigated "is for them."


1. The student lists several sources sup-plying employment opportunizies.

2. The student lists several possible stepsinvolved in searching for a job.

ACTIVITY BOOK C NE / 95

Domain: Occupational SkillsCompetency: 22. Seeking, Securing, and Maintaining EmploymentSubcompetency: 99. Applying for a Job

Important Information About Me

Academic Components

Social StudiesReadingLanguage (Written Expression)

Types of Activity

DiscussionChartChart (Form)

Objective

The student will become familiar withan application for a social security numberand an employment application.

Activity

1. Discuss the reason for both a social se-curity number and an application foremployment.

2. Enlarge on tagboard both (a) an appli-cation for a social security number and(b) an employmert application. Con-struct model forms.

3. As a group activity, review both formsusing the enlarged examples as a visualaid. Be the applicant filling in the re-quested information.

4. With assistance, students record as muchinformation as possible on their socialsecurity and employment applications.Specific skills include:(a) Printing name(b) Printing address

(c) Writing telephone number(d) Writing social security number(e) Writing the numerals of birth date(f) Writing the numerals of age(g) Writing the date of application(h) Indicating sex(i) Indicating color or race(j) Indicating mother's full name

(maiden name)(k) Indicating father's full name(1) Listing educational background in-

formation(m) Signing name


1. The student discusses the reason for anapplication for a social security numberand an employment application.

2. The student independently providesseveral pieces of information necessaryfor completing an application for a so-cial security number and an employ-ment application.

Domain: Occupational SkillsCompetency: 22. Seeking, Securing, and Maintaining EmploymentSubcompetency: 100. Interviewing for a Job

Academic Components

Social StudiesLanguage (Oral Expression)Language (Listening)

You're Hired

Objective

The student will complete a simulatedjob interview.

99

Activity

1. Define "interview."2. Conduct a class discussion identifying

appropriate interview behaviors (e.g.,


Types of Activity

DiscussionRole PlayDemonstration

appropriate dress, make-up, hair style,shoes; appropriate language and man-ners; cleanliness; sitting appropri-ately).

3. Teacher and aide role play an inter-view, both properly and improperly.

4. Students are required to interview forthe available classroom jobs (weekly,bimonthly, monthly). Discuss ques-tions ahead of time so students will knowwhat will be expected of them. Thispreparation will gradually cease. ("Whatis your name and age?" "Why do youwant this job?" "Do you have any ex-perience?" "Why do ycu feel that youshould have this job over someone else?")

5. Make sure students are made aware ofthe date for the job interview. They areexpected to dress appropriately.

6. While the students are being 'liter-viewed, the conversation should be re-corded. Use this tape for discussionpurposes. Evaluate interview skills ona rating form.


The student progressively improves se-lect interview skills, as recorded on a rat-ing form.

Domain: Occupational SkillsCompetency: 22. Seeking, Securing, and Maintaining EmploymentSubcompetency: 101. Adjusting to Competitive Standards

Academic Components


Types of Activity

DiscussionClass Field TripDemonstrationSmall Group


Personnel of CommunityCar Wash

44:...--

How Did I Do?

Objective

The student will maintain job perfor-mance acceptable to the supervisor. 4.

Activity

1. Students participate in a car wash as aclassroom project. Depending on thepolicy of the school district, this couldbe a fund raising activity in addition toits primary purpose of developing ac-ceptable job performance skills.

2. This activity could take place on a school 5.day, in which case the faculty would bean ideal source of customers. If this isnot permissible, an after-school activitycould be substituted, with neighbors andparents of the school children as cus- 6.tomers. .

3. Teacher and students prearrange suchthings as necessary supplies (water,soap, bucket, sponge/rags, towels, win-. dow wash, vacuum, trash container,

etc.), area for the job to take place, hoursof operation, cost (if any), and job de-scriptions.Students discuss the most efficient wayof completing the task of washing a car.If possible, a field trip to a local carwash would enable the students to vi-sualize the various steps in washing acar. Such steps include: vacuum car (ina dry area!), wipe down the interior witha damp cloth, empty ash trays, washexterior, dry exterior, wash windowsinside and outside.Students can be assigned to one job forthe entire time period, or a rotatingschedule of jobs can be assignedthroughout the shift. Breaks may needto be provided.An evaluation form is given to eachcustomer. This evaluation is critical tothe activity (see example). This eval-uation should be returned immediatelyor as soon as possible if faculty mem-bers are customers.

1 00

Car Washing Evaluation

Name of Student(s) or EmployeesDate TimeSalary

Yes No1. Was the employee polite?

2. Was the car vacuumed properly?

3. Was the interior of the car clet..-sd properly?

4. Were the ashtrayg emptied?

5. Was the car exterior washed properly?

6. Were the windows rolled up before the car waswashed?

7. Were the tires washed properly?

8. Was the car exterior dried properly?

9. Were the windows washed properly both insideand outside?

Comments

Please rate the Employees

VeryGood

5 4Poor

3 2 1

Thank you very much for allowing us to be of service to you. You arecontributing to our education!



1. Discuss in detail the results of the eval-uation forms.

2. The student evaluates his or her per-formanceareas of weakness and areasof excellence.

3. The student discusses the events of theday.

4. The student follows through with theresponsibility of leaving the job site inorder.

Domain: Occupational SkillsCompetency: 22. Seeking, Securing, and Maintaining EmploymentSubcompetency: 102. Maintaining Postschool Occupational Adjustment

AN,

Academic Components


On The Job

Objective

The student will identify methods fordealing with identified problems occur-ring in adjustment in the regular class-room.

1 01

Activity

1. This activity pertains to those studentsable to be mainstreamed into the reg-ular classroom. If possible, all specialeducation students should be given a


Types of Activity regular classroom experience even if ona very limited basis (i.e., art, music,

Discussion P.E., academic areas).Demonstration

Regular Classroom ExperienceEvaluation Form

Student NameSubject Date

1. Did student behave appropriately'inappropriately'

2. What was the given task or assignment'

3. Did student perform/complete the given task or assignment adequately?

4. How did your students react towards 9

5. In your opinion, is capable of future mainstreamingexperiences'

In your classroom'

Thank you very much for your timeSignature and for your support!

Signature

2. Students discuss as a group or individ-ually problems that they might en-counter "on the job" in the regularclassroom. Such problem areas could bepeer pressure, adjustment to differentroutines and expectations, making newfriends, following directions, time pres-sures.

3. Each specific potential problem areashould be discussed in detail. A discus-sion at this particular time is not asbeneficial as it will be after the regularclassroom experience. However, it al-lows the students to discuss openly anyapprehensions they may have.

4. Identify practical methods for dealingwith any problems that the studentsmay foresee.

5. Stud mth participate in a regular class-room experience. It is crucial whenmainstreaming to have the completesupport of the regular classroom teacher.The special educator provides assis-tance to the regular classroom teacherin any way possible.

6. After the student has spent time in theregular classroom, the regular educa-tor is requested to complete an evalu-ation form. This evaluation form shouldbe simple, although it must provide ad-equate information to assist the stu-dent in his or her next regular classroomexperience (see example).


1. Teacher and student discuss regularclassroom experience/problems andmethods for dealing with these prob-lems.

2. Teacher and student discuss the com-pleted evaluation form on which theregular educator evaluated the stu-dent's experience in the classroom.

3. The student participates in a second orongoing regular classroom experienceshowing continued improvement inidentified problem areas.

102

Index

(Activities are listed by subcompetency number.)

Activities by Academic Areas

All Academic Areas63

Art40, 94

Health10, 11, 12, 13, 15, 16, 17, 18, 19, 22, 23, 27, 3i,, 0 ,

46, 47, 71, 78, 96

Language (Listening)43, 45, 48, 49, 50, 51, 52, 53, 55, 56, 57, 58, 59, 60,61, 62, 68, C9, 71, 74, 76, 87, 88, 90, 97, 100

Language (Oral Expression)2, 3, 5, 6, 7, 8, 9, 10, 11, 12, 14, 15, 16, 17, 18, 19,20, 22, 23, 27, 28, 29, 30, 31, 33, 34, 35, 36, 37, 38,39, 40, 41, 43, 44, 45, 47, 48, 49, 50, 51, 52, 53, 54,55, 56, 57, 58, 59, 60, 61, 62, 64, 65, 66, 67, 68, 69,70, 71, 74, 76, 77, 79, 80, 82, 84, 85, 88, 90, 91, 92,93, 94, 96, 98, 100, 101, 102

Language (Vocabulary)8, 9, 10, 13, 21, 23, 31, 36, 40, 72


Language (Written Expression)3, 4, 5, 7, 10, 11, 14, 16, 17, 18, 21, 23, 27, 28, 29,

36, 38, 41, 43, 47, 49, 52, 53, 56, 57,64, 65, 66, 67, 70, 71, 73, 76, 78, 80,85, 86, 91, 99

31, 33, 34, 35,58, 59, 61, 62,81, 82, 83, 84,

Math1, 2, 3, 4, 5, 20, 21, 27, 38, 39, 68, 78, 79, 89, 91

Physical Education12, 34, 36, 37, 38, 96

Reading4, 10, 13, 20, 21, 23, 25, 28, 29, 33, 39, 40, 41, 42,58, 72, 75, 83, 86, 89, 98, 99

Science12, 13, 19, 23, 79

Social Studies28, 29, 30, 31, 32, 33, 64, 76, 77, 78, 79, 80, 81, 82,83, E4, 85, 86, 92, 93, 94, 95, 96, 98, 99, 100, 101,102

Spelling89

Types of Activities

Bulletin Board6, 12, 28, 29, 37, 39, 56, 59, 77

Chart14, 19, 23, 27, 36, 38, 44, 47, 52, 56, 60, 62, 63, 64,65, 67, 76, 78, 82, 84, 85, 91, 92, 93, 98, 99

1"93

Class Field Trips3, 5, 6, 13, 20, 27, 33, 34, 35, 37, 41, 54, 73, 81, 85,101

Cut/Paste5, 7, 8, 9, 10, 12, 20, 23, 28, 29, 31, 39, 44, 46, 47,(31, 63, 79, 83, 93


Demonstration9, 10, 12, 13, 15, 16, 17, 18, 22, 23, 24,34, 40, 42, 57, 59, 60, 61, 62, 67, 68, 71,90, 92, 94, 95, 96, 97, 100, 101, 102

Discussion4, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16,21, 22, 23, 24, 25, 27, 28, 30, 31, 32, 34,39, 40, 42, 43, 44, 45, 46, 48, 49, 50, 51,55, 56, 57, 58, 59, 60, 61, 62, 63, 64, 65,69, 70, 71, 72, 73, 76, 77, 78, 79, 82, 86,91, 93, 94, 96, 98, 99, 100, 101, 102

Game50, 51, 53, 75, 80, 97

Home Improvement15, 55, 70

Home Involvement6, 8, 11, 17, 20, 23, 28, 29, 36, 37, 38,81

25,72,

18,36,52,66,88,

47,

26,87,

19,37,53,67,89,

53,

30,88,

20,38,54,68,90,

76,

Illustration11, 18, 21, 28, 29, 33, 35, 40, 57, 72

Notebook4, 9, 10, 11, 23, 25, 32, 34, 35, 43, 46,79, 83, 93

Research64, 70, 77, 83, 85, 86, 98

Role Play1, 2, 3, 11, 13, 14, 15, 16, 18, 28, 31, 39,58, 59, 62, 74, 75, 80, 90, 92, 94, 100

Sharing6, 8, 20, 23, 45, 47, 48, 49, 50, 51, 52,60, 61, 62, 64, 66, 69, 73, 74, 80, 82, 83,

Small Group43, 45, 49, 50, 51, 53, bt1, 93, 97, 101

Timed Performance89

54,

42,

53,84,

73, 77,

54, 55,

55, 59,86, 90

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