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Students will define work and recognize that all people
work. |
Primary Learning Outcomes
What work do I do? What work do my parents do?
Additional Learning Outcomes
Assessed QCC Standards:
Grade: 2
Guidance
B. Educational and Occupational Exploration
4
Topic: Awareness
of the benefits of educational achievement.
Standard: Describe how academic skills can
be used in the home and community. Identify personal strengths and weaknesses in
subject areas. Identify academic skills needed in several occupational groups.
Describe relationships among ability, effort, and achievement. Implement a plan
of action for improving academic skills. Describe school tasks that are similar
to skills essential for job success. Describe how the amount of education needed
for different occupational levels varies.
5
Topic: Awareness
of the relationship between work and learning.
Standard: Identify different types of work,
both paid and unpaid. Describe the importance of preparing for occupations.
Demonstrate effective study and information-seeking habits. Demonstrate an
understanding of the importance of practice, effort, and learning. Describe how
current learning relates to work. Describe how one’s role as a student is like
that of an adult worker.
6
Topic: Skills to
understand and use career information.
Standard:
Describe work of family members, school personnel, and
community workers. Identify occupations according to data, people, and things.
Identify work activities of interest to the student. Describe the relationship
of beliefs, attitudes, interests, and abilities to occupations. Describe jobs
that are present in the local community. Identify the working conditions of
occupations (e.g., , inside/outside, hazardous). Describe ways in which
self-employment differs from working for others. Describe how parents,
relatives, adult friends, and neighbors can provide career information.
Procedures/Activities
Step:
1 Duration: 5 min.
Arrange students in a discussion circle. Introduce the saying
“A child’s work is a child’s play.” Ask students what this might mean (the task
of a young child is to explore his or her environment and to make meaning of
these experiences. Play is exploring, experimenting, and developing skills and
knowledge.) Explain that playtime in school is just as important as work time.
Ask students if this is true: “Going to school is your job.” Ask them to give
examples of ways they work outside of school.
Step:
2 Duration: 15 min.
Ask students to draw pictures of work that they do, either in
school or out of school. Have them explain their pictures to the
class.
Step: 3 Duration:
Display their pictures on the captioned bulletin
board.
Step: 4 Duration: 10
min.
Introduce the occupations of students’ parents. Create a
bulletin board display or use the chalkboard to list the following categories.
Those Who Wear A Uniform Those Who Work Outside Those Who Work Inside Those Who
Work With Animals Those Who Protect Us From Danger Those Who Need to Drive Those
Who Care for Our Bodies Those Who Help Us Do Things Those Who Do Things for Us
Step: 5 Duration: 5 min.
Have students gather information so their parents’ names can
be entered under the headings.
Materials and Equipment
Drawing paper, Crayons, Bulletin board caption
Standards (Local and/or National)
Total Duration
30 min.
Technology Connection
Assessment
Students participation in the activity will be
evaluated.
Extension
Ask students to interview their parents to find out what kind
of work their parents do at home.
Remediation
Have students divide a piece of paper into two sections and
label each one home or school. Have them draw an example of work at school and
then work at home.
Accommodation
Modification
For students with significant disabilities, what changes can
be made in instruction and teaching delivery to allow students to participate in
classroom instruction while working on IEP objectives and off grade level QCC
standards. Below are suggested modifications correlated to the procedures of
this lesson plan.
