Elementary Practical Living Skills

Vocational Studies Subdomain

 

Academic Expectation 2.36: Students use strategies for choosing and preparing for a career.

Organizing Standard: Jobs and careers reflect both individual and societal needs.

Core Content for Assessment: PL-E-4.1.1 People need to work (e.g., chores, jobs, employment) to meet basic needs (e.g., food, clothing, shelter), provide self-satisfaction, and provide enjoyment. PL-E-4.1.2 Male and female roles are changing in numerous occupations (e.g., medical, corporate, teaching, military, athletics). PL-E-4.1.3 There are different job opportunities in the home, school, and community (e.g., home business, flexible schedule). PL-E-4.1.4 A person may hold several different jobs before deciding on a career.

Demonstrators: Communicate the concepts of work and career. Examine and group careers found in the community. Relate school studies to life pursuits. Analyze and compare how different careers affect life roles (e.g., parent, spouse, community leader). Compare different careers to determine the various requirements.

Sample Activities:

Brainstorm different jobs people have and qualifications needed.

Discuss reasons we work

Talk about jobs men and women have now and compare them to jobs men and women had in the past.

Discuss the jobs we have in the home, school, and community.

Read about different jobs and why they are important.

Make costumes for jobs (e.g., police, doctors, postal worker)

Choose a job and share why you would want this job.

Role Play

Distinguish the difference between job and career.

Critical Vocabulary:

Career, job, community, work, application, skills, occupation, wants and needs, businesses, self-satisfaction

 

 

Elementary Practical Living Skills

Vocational Studies Subdomain

Academic Expectation 2.36: Students use strategies for choosing and preparing for a career.

Organizing Standard: Many factors need to be considered when selecting and preparing for employment or a career path.

Core Content for Assessment: PL-E-4.2.1 Self-knowledge (e.g., interests, abilities) is helpful when selecting and preparing for a career path. PL-E-4.2.2 As a person grows and changes, career choices may change.

Demonstrators: Communicate the concepts of work and career. Examine and group careers found in the community. Relate school studies to life pursuits. Analyze and compare how different careers affect life roles (e.g., parent, spouse, community leader.) Compare different careers to determine the various requirements.

Sample Activities:

Brainstorm a list of jobs that one may encounter throughout his or her life beginning with chores and ending with desired career

Hold a class career fair

Choose a job you would want and discuss school subjects that would be most important to your success in this job

Practice filling out applications for employment

Categorize careers (e.g., medical, service workers)

Critical Vocabulary:

Role play, employment, requirements

 

 

 

Elementary Practical Living Skills

Vocational Studies Subdomain

Academic Expectation 2.37: Students demonstrate skills and work habits that lead to success in future schooling and work.

Organizing Standard: Positive and negative work habits impact success.

Core Content for Assessment: PL-E-4.3.1 Personal responsibility and good work habits (e.g., good attendance, honesty, dependability, punctuality, courtesy, cooperation) are important at home, school, and work. PL-E-4.3.2 The completion of job responsibilities is important at home, school, and work.

Demonstrators: Demonstrate positive work ethics and habits.

Sample Activities:

Brainstorm a list of chores from home and tell why they are important

List characteristics needed to enhance good work habits

Discuss character education traits and relate how they will instill good work habits

Critical Vocabulary:

Honesty, perseverance, determination, dependability, cooperation, work ethics

 

 

 

Elementary Practical Living Skills

Vocational Studies Subdomain

Academic Expectation 2.37: Students demonstrate skills and work habits that lead to success in future schooling and work.

Organizing Standard: Special skills are needed for success in future schooling and in the workplace.

Core Content for Assessment: PL-E-4.41 Academic skills (e.g., science, physical education, math, health, reading, writing, social studies, art, music) that relate to various jobs and careers are needed for future success. PL-E-4.4.2 Technology (e.g., computer programs, Internet, e-mail, cellular phones, ATM, VCR) is used in many homes, schools, jobs, and careers. PL-E-4.4.3 Many tasks can be completed more efficiently when team skills (e.g., cooperation, communication) are used.

Demonstrators: Use team skills in a group to complete a task and/or solve problems. Use technology to display information in various ways. Share tools and work cooperatively on a task.

Sample Activities:

Research academic skills needed for specific jobs and careers

Demonstrate the different types of technology used in homes, schools, jobs and careers

Choose a career and do a presentation of technology needed for that career

Simulate assembly line versus individual production

Critical Vocabulary:

Assembly line, production, technology, cooperation, communication, work habits

 

 

Elementary Practical Living Skills

Vocational Studies Subdomain

Kindergarten

Open Response Question #1

Academic Expectation 2.36: Students use strategies for choosing and preparing for a career.

Organizing Standard: Jobs and careers reflect both individual and societal needs.

Name 3 jobs you think you might want. Choose your favorite job and draw a picture below.

 

Kind of question: Scaffolded

Format: Description

Kindergarten Vocational Studies Rubric 2.36

Open Response #1 RUBRIC
4	Student lists three jobs they think they would like to have. Student chooses one job to illustrate. Student uses extensive detail to illustrate job and explain why they would want the job.
3	Student lists 2 or 3 jobs they would like to have. Student chooses one job to illustrate.
2	Students lists 1 or 2 jobs they would like to have. Student chooses one job to illustrate. Student uses little detail in illustration.
1	Student lists 1 job they would like to have. Student illustrates job.
0	Response is totally incorrect or inaccurate.
Blank	No response.

 

Elementary Practical Living Skills

Vocational Studies Subdomain

Kindergarten

Open Response Question #2

Academic Expectation 2.37: Students demonstrate skills and work habits that lead to success in future schooling and work.

Organizing Standard: Positive and negative work habits impact success.

 

Being courteous to others is very important. Draw a picture of yourself being courteous to someone. Explain why being courteous is important.

Kind of question: Single dimension

Format: Description

Kindergarten Vocational Studies Rubric 2.37

 

Open Response #2 RUBRIC
4	Student uses extensive detail to illustrate himself/herself being courteous to others. Student uses extensive detail to explain why being courteous to others is important.
3	Student uses broad detail to illustrate himself/herself being courteous to others. Student gives broad explanation of why being courteous to others is important.
2	Student uses basic detail to illustrate himself/herself being courteous to others. Student uses basic details to explain why being courteous to others is important.
1	Student illustrates himself/herself being courteous to others using stick figure. Student uses minimal or no details explaining why being courteous to others is important.
0	Response is totally incorrect or inaccurate.
Blank	No response.

 

 

Elementary Practical Living Skills

Vocational Studies Subdomain

Primary 1-2

 

Open Response Question #1

Academic Expectation 2.36: Students use strategies in choosing and preparing for a career.

Organizing Standard: Job and career reflect both individual and societal needs.

Describe a job or chore that you have. Explain how your job or chore is important.

Kind of Question: Single Dimension

Format: Description

Primary 1-2 Vocational Studies Rubric 2.36

Open Response #1 RUBRIC
4	Student uses extensive detail to describe a job or chore they have. Student uses extensive detail to explain how the job or chore is important.
3	Student uses broad detail to describe a job or chore they have. Student gives clear explanation of why they think this job is important.
2	Student uses basic detail to describe a job or chore they have. Student uses basic information to explain why this job or chore is important.
1	Student uses minimal or no details describing a job or chore they have. Student uses minimal or no information explaining why this job or chore is important.
0	Response is totally incorrect or inaccurate.
Blank	No response.

 

 

Elementary Practical Living Skills

Vocational Studies Subdomain

Primary 1-2

Open Response Question #2

Academic Expectation 2.37: Students demonstrate skills and work habits that lead to success in future schooling and work.

Organizing Standard: Positive and negative work habits impact success.

Describe a job you have at school. Give three reasons why you should complete this job.

Kind of Question: Single Dimension

Format: Description

Primary 1-2 Vocational Studies Rubric 2.37

Open Response #2 RUBRIC
4	Student describes a job they have at school using extensive detail. Student uses extensive detail to explain three reasons they should make sure they complete the job.
3	Student uses broad detail to describe a job they have at school. Student gives broad explanation of reasons they should complete the job.
2	Student uses basic details to describe a job they have at school. Student uses basic details to explain why they should complete a job.
1	Student uses minimal to describe a job they have at school. Student uses minimal detail to explain why they should complete a job.
0	Response is totally incorrect.
Blank	No response.

 

 

Elementary Practical Living Skills

Vocational Studies Subdomain

Elementary 3-5

Open Response Question #1

Academic Expectation 2.36: Students use strategies in choosing and preparing for a career.

Organizing Standard: Job and career reflect both individual and societal needs.

Men and women’s jobs have changed in the last century. Select a job and give three examples how it has changed in the last 100 years.

Kind of Question: Single Dimension

Format: Comparison

Elementary Greades 3-5 Vocational Studies Rubric 2.36

Open Response #1 RUBRIC
4	Student identifies job. Student gives three relevant examples of job changes. Student uses extensive detail to elaborate on the job changes.
3	Student identifies job. Student gives three relevant examples of job changes. Student uses broad detail to elaborate on the job changes.
2	Student identifies job. Student gives two or three examples of job changes that may or may not be relevant. Student uses basic detail to elaborate on the job changes.
1	Student identifies job. Student gives one examples of job changes that may or may not be relevant. Student uses minimal detail to elaborate on the job changes.
0	Student may or ma not identify job. No examples are given. Answer is irrelevlant.
Blank	No response.

 

 

Elementary Practical Living Skills

Vocational Studies Subdomain

Elementary 3-5

Open Response Question #2

Academic Expectation 2.37: Students demonstrate skills and work habits that lead to success in future schooling work

Organizing Standard: Special skills are needed for success in future schooling in the workplace.

Working on an assembly line requires people to work together as a team. Each person is assigned a task and the product is then passed onto the next person. The product is completed when the last person on the team completes his/her task.

Explain why a company would want to use an assembly line to complete a product rather than having the work completed by one person. Support your answer with at least three reasons why this would benefit the company.

Kind of Question: Single Dimension

Format: Analysis

Elementary Greades 3-5 Vocational Studies Rubric 2.37

Open Response #2 RUBRIC
4	Student uses extensive detail to explain why a company would use an assembly line to complete a product instead of having only one person complete the product. Student uses three or more reasons to support answer. Student communicates information in an organized manner.
3	Student gives broad explanation why a company would use an assembly line to complete a product instead of having only one person complete the product. Student uses two or three or more reasons to support answer. Student communicates information with some lapses in organization.
2	Student uses basic detail to explain why a company would use an assembly line to complete a product instead of having only one person complete the product. Student uses one or two reasons to support answer. Student communicates information with lapses in organization.
1	Student uses minimal detail to explain why a company would use an assembly line to complete a product instead of having only one person complete the product. Student uses only one reason to support answer. Student has poor organization and inaccurate information.
0	Response is totally incorrect.
Blank	No response.