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Students will recognize how they depend on different
producers. |
Primary Learning Outcomes
What is the difference between a product and a service? Who do
I depend upon to provide me with products and services?
Additional Learning Outcomes
Assessed QCC Standards:
Grade: 4
Guidance
B. Educational and Occupational Exploration
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.
8
Topic: Awareness
of how work relates to the needs and functions of society.
Standard: Describe how work can satisfy
personal needs. Describe the products and services of local employers. Describe
ways in which work can help overcome social and economic problems.
Procedures/Activities
Step:
1 Duration: 5 min.
Distribute drawing paper (or magazines) to students. Talk
about some of the things students do during the course of the school day. Ask
students to name more things. Then say that in their school work they sometimes
end up with a thing or an object that can be seen. Sometimes after doing work,
they end up having helped someone.
Step:
2 Duration: 5 min.
Give them examples of tasks and have them tell you what the
action most involves, helping or making. Closing the door (helping) Writing a
story (making) Picking up paper (helping) Drawing a picture (making)
Step: 3 Duration: 5 min.
Point out that sometimes tasks involve some of both, but there
may be more of one than the other. Tell students that the word in the world of
work for a helping kind of job is service; the word for a job where something is
made is production.
Step:
4 Duration: 5 min.
Discuss some of the different producers in the community and
how they depend on these producers.
Step:
5 Duration: 20 min.
5. On a large bulletin board put the captions “Products” and
“Services.” Have students draw pictures or cut pictures from magazines of people
working. Label them with a marker according to the work. Then discuss with
students the heading under which the picture goes. Help them think it through,
if necessary.
Materials and Equipment
Drawing paper, Crayons, Magazines
Standards (Local and/or National)
Total Duration
60 min.
Technology Connection
Assessment
Students' participation in the activity will be
evaluated.
Extension
Another activity along the same theme is to reproduce several
copies of the local telephone Yellow Pages. Divide students into groups and
distribute the reproductions. Ask students to work together to find the name and
phone number of workers they would call to: a. Fix a broken tooth. b. Get the
furnace going again. c. Fix the leaking faucet in the bathtub. d. Check to see
if you need glasses. e. Get the car tuned up. f. Send flowers to someone. g.
Ship a package. Ask them to identify workers specific to their local community.
Remediation
Ask two people to come into the classroom and talk about how
their jobs provide either a product or service to the community.
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.
