Occupational Circles

Students will distinguish service occupations from product occupations.

Assessed QCC Standards:

Grade: K

Guidance

B. Educational and Occupational Exploration

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

Place occupational pictures (from magazines or other sources) on circles; include a variety of service and product occupations on the circles. Place the circles on the floor around the room before beginning the activity. Discuss how occupations are divided into two groups: Service: Contributes to the welfare of others. Product: Makes or grows things for people to use and/or eat. Tell students you have placed occupation circles around the room; identify the location and occupation represented on each circle. Ask students to go to the circle of the occupation that interests them. Once students have chosen, go around to the groups and ask if the occupational circle they prefer is a service or product occupation.

Assessment

Students' participation in the activity will be evaluated.

Accommodation

For students with exceptional needs, what changes can be made in instruction and teaching delivery to enhance student participation and learning? Each area below is a direct link to general classroom accommodations.

Non-readers     Physical Impairments     Sensory Impairments     Attention/Behavior

Each disability below is a direct link to general classroom accommodations specific for that disability.

    Autism
    Deaf - Blind
    Deaf/Hard of Hearing
    Emotional and Behavioral Disorder
    Mild Intellectual Disability
    Orthopedic Impairment
    Other Health Impairment
        Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder
        Tourette Syndrome
    Significant Development Delay
    Specific Learning Disability
    Speech - Language Impairment
    Traumatic Brain Injury
    Visual Impairment

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.