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CE 001 291

Distribution: Cluster Guide.Central Michigan Univ., Mount Pleasant.Michigan State Dept. of Education, Lansing. SpecialNeeds Program.73157p.; For the other teaching gsee CE 001 286-290 and CE 001 2program guide, see CE 001 296University Press, Central dichiPleasant, Michigan 48859 ($30.0documents)

uides in this series,92-295. For the

gan University, Mt.0 per set of 11

EDRS PRICE NF-S0.75 MC Not Available from EDRS. PLUS POSTAGEDESCRIPTORS Behavioral Objectives; Cooperative Education;

*Distributive Education; Employment Qualifications;Instructional Materials; Job Skills; OccupationalClusters; Occupational Information; *Retailing;*Special Education; Task Analysis; Teacher DevelopedMaterials; *Teaching Guides; Vocational Education

IDENTIFIERS *Michigan

ABSTRACTThis teacher's guide is one of a series of

publications focusing on the occupational preparation of persons withspecial education needs. The material was developed and tested bycooperating teachers over a period of three years. Task analysisinformation is presented using occupational descriptions from theDictionary of Occupational Titles, covering entry level occupationsgenerally available in Michigan. Instructional task modules arepresented in detail under the headings: behavioral taskknowlelges/task skills, instructional methods, task-relatedcompetencies, instructional materials, basic information forcooperative teaching (language of the task and quantitativeconcepts), and suggestions. An instructional materials bibliographyis included, followed by two appendixes, an instructional materialscode indicating probable learning sensations, and a task-relatedcompetencies code. This guide describes 2 tasks common to thedistribution occupational cluster, 22 tasks for six selected entryoccupations in the material handling subcluster, and 31 tasks foreight selected entry occupations in the retailing subcluster. (SA)

luse UUS DEPARTMENT OF HEAL TN

E OUCATION a WELFARENATIONAL INSTITUTE OF

EDUCATIONINIs 130(uM1IT NT ...AS OLIN IF P.OO//CEO EloAt To_ Y A> 1 :tr14./(o t.omime PCNsON cuo ORGANItAnoh ORIGINAloNG ,/ PO.N7S CO r,F A- Om OPIN/ON5STATED DO NOT NT (f_7`.ANIL T let NIASENT OFtiCIAL NATIONAL ,..7TitutE OAEDuCAT ION POSITION OR FOL .0 T

An Instructional Resource Guide to Enhance Cooperative

Vocational Education / Special Education Teaching

Copyright° 1973 by Central Michigan UniversityAll rights reserved. No part of this book may be reproduced in any form, electronic or mechanicalincluding photo-copy, recording or any other information storage and retrieval system, without per-mission in writing from Central Michigan University.

Permission was obtained from The U. S. Department of Labor Manpower Administration to reprintselected portions of the "Dictionary of Occupational Titles" Volume 1 Third Edition.

DISTRIBUTION CLUSTER

VOCATIONAL EDUCATION/SPECIAL EDUCATION PROJECT

Director:

Cocrdinator:

Speaial EducationConsultant:

Vocational EducationConsultant:

M. LeRoy Reynolds

Ronald J. Lutz

Cleo B. Johnson

L. Allen Phelps

Secretary: Jackie Champion

Funding Source

VOCATIONAL EDUCATION AMENDMENTS of 1968Part B Handicapped

Funding Agency

MICHIGAN DEPARTMENT OF EDUCATIONVocational Education and Career Development Service

Special Needs Programs

Educational Agency

CENTRAL MICHIGAN UNIVERSITYMt. Pleasant, Michigan 48859

PREFACE

This teacher's guide is oneof a series of publicationsfocusing upon the occupational

preparation of persons with special education needs.It is intended to be used jointly by concerned teachersas they work collectively to serve students with uniqueeducational problems. Developed and tested by coopera-ting teachers, these materials represent the culminationof three years of intensive listening, communication,cooperation, and positive action between vocational andspecial education teachers. If the exciting ideas inthese pages are actively and ,cooperatively implemented,the impact upon our young people could well be tremendous.

ii

Charles MaseCoordinator

Ruth SnyderRetailing

Ivan ThompsonShipping/Receiving

Julie McIntyreMerchandising

ACKNOWLEDGEMENTS

Field Evaluation Teachers

Beverly KihnSpecial Education

Charles DunhamWayne Booton

Special Education

Kitty MedlarSpecial Education

Jeff Dickeson Mary FoutyDistributive Education Careers English

Consultants

Alpena High School3033 S. ThirdAlpena, Michigan 49707

Calhoun Area Vocational Center475 East RooseveltBattle Creek, Michigan 49017

Career Opportunities Center2102 Weiss StreetSaginaw, Michigan 48602

Michigan School for the Blind715 WillowLansing, Michigan 48906

Robert Miller, Department of Business Education, Grawn Hall, Central Michigan University,Mt. Pleasant, Michigan 48859.

Advisory Personnel

Jim Kenyon, BORDON, INC., Saginaw, Michigan

Larry Williams, GALEWOOD HOME FURNISHINGS, Wyoming, Michigan

Donald Kroll, COOPERSVILLE COOPERATIVE, Coopersville, Michigan

Bill Hollenbeck, STUDENT BOOK EXCHANGE, Mt. Pleasant, Michigan

Chuck Tamlyn, UNIVERSAL MANUFACTURING CO., St. Ignace, Michigan

Jim Adams, CENTRAL MICHIGAN UNIVERSITY BOOKSTORE, Mt. Pleasant, Michigan

Carl Finton, ALPENA BOARD OF EDUCATION-WAREHOUSE, Alpena, Michigan

Melinda Appel, ZODY'S, Mt. Pleasant, Michigan

Gloria McNally, OREN'S FABRIC SHOP, Mt. Pleasant, Michigan

Deborah Bender, COVER CITY, Mt. Pleasant, Michigan

Phyllis Dorr, MIDWAY MARKET, Alpena, Michigan

Rebecca Buck, THE JEAN HOUSE, Mt. Pleasant, Michigan

Mary Schnepp, Diana Fox, OREN'S DEPARTMENT :TORE, Mt. Pleasant, Michigan

iii

A Special Thanks is Extended to:

MICHIGAN DEPARTMENT OF EDUCATIONVocational Education and Career Development Services

Special Needs Section, Disadvantaged and Handicapped Unit

Mr. Robert Kennon, Supervisor

Mr. Lawrence Barber, Specialist

PROJECT CONSULTANTS

Donald Burke, Professor of Special EducationMichigan State University

Esther Kuenker, Consultant for Blind and Deaf Education

iv

CONTENTS

PREFACE

ACKNOWLEDGEMENTS

TASK ANALYSIS INFORMATION

ii

iii

Cluster Organization 1

Clustered Occupations 2

Dictionary of Occupational Titles 3

Cluster Commonality Analysis 6

Subcluster Commonality Analysis:vMaterial Handling 7

Subcluster Commonality Analysis:Retailing 9

INSTRUCTIONAL TASK MODULES

Common Cluster Tasks (CT) 11

Subcluster: Material Handling (MH) 17

Subcluster: Retailing (RT) 71

INSTRUCTIONAL MATERIALS BIBLIOGRAPHY 139

APPENDIX

Instructional Materials Code 143Task-Related Competencies Code 145

TASKANALYSISINFORMATION


CLUSTER ORGANIZATION

CLUSTERED OCCUPATIONS

DICTIONARY OF OCCUPATIONAL TITLES

CLUSTER COMMONALITY ANALYSIS

SUBCLUSTER COMMONALITY ANALYSIS:

MATERIAL HANDLING

SUBCLUSTER COMMONALITY ANALYSIS:

RETAILING

CLUSTERORGANIZATION

DISTRIBUTION CLUSTERCOST1

SUBCLUSTER :

RETAIL IN(

( RT )

1

SUBCI.USTER:

MATER IAL

HANDLING(Mn)

CLUSTERED OCCUPATIONS

CLUSTER : DISTRIBUTION

OE PRO-GRAM CODE SUBCLUSTER TITLE D.O.T. OCCUPATIONAL TITLES

04.06 Material Handling *829.887 Material Handler04.08 929.137 Yardman04.11 922.887 Laborer, Stores04.19 292.887 Salesman, Driver-Helper04.20 919.883 Deliveryman

*329.476 Receiving Room Clerk

04.02 Retailing *260.458 Salesperson. glowers04.05 *299.887 Stock 0+1, Women's Apparel04.06 *299.468 Cashir...4.-Checker

04.08 299.587 BP:ery Girl04.16 920.887 Bagger

*211.4P; Cashier289.458 Salesperson, General

*915.867 Auto Service Station Att'd.

*Key Analysis Occupation

2

DICTIONARY OF OCCUPATIONAL TITLES

The following is a list of occupational descriptions taken from Chethird edition (1965) of the Dictionary of Occupational Titles. Theserepresent Che key analysis occupations for the Distribution Cluster.

Each occupational title represents an entry -level occupation which isgenerally available (in demand) across the state of Michigan at the presenttime. However, teachers and curriculum planners must carefully study thegeneralizability of this information/data to their specific community.Local or regional manpower information and data must be carefully reviewedand analyzed in making decisions related to local vocational programofferings and specific curriculum or course content.

329.478 RECEIVING ROOM CLERK Receives and delivers or forwardspackages, baggage, freight, and other items for hotelguests: Accepts packages, baggage and other articlesfor hotel guests from delivery men and keeps record of itemsreceived. Delivers or arranges for delivery of parcels toguests. Writes notices of receipt of articles to be placedin guests' cailboxes when unable to deliver them. Wrapspackages for mailing, prepares baggage and other items, andmails or makes arrangements to ship them. Forwards items todeparted guests or returns them to sender. Arranges forcleaning, laundering, and repairs of guests' clothing andother items. Computes charge slips for services rendered toguests and forwards them to bookkeeping department.

299.468 CASHIER/CHECKER Itemizes and totals customer's purchasesin self-service grocery or department store, using cashregister: Reviews price sheets to note price changes.Records price on cash register. Collects money from cus-tomer and makes change. May stock shelves, weigh items,bag merchandise, and issue trading stamps.

260.458 SALESPERSON, PLOVERS (Florist Helper) Sells natural andartificial flowers, potted plants, floral pieces, and ac-cessories. Advises customer regarding types of flowers,floral arrangements, and decorations desirable for specificoccasions, utilizing knowledge of social and religious cus-toms. Arranges display of flowers and decorative accessories,such as vases and ceramics. Refers to local directoriesand newspapers to verify information, such as addresseswhere flowers are to be delivered and time and place offunerals end other occasions. Contacts florists in othercommunities by telegraph or telephone to place orders forout-of-town delivery. May design and make up corsages,wreaths, sprays, and other floral decorations.

3

929.887 MATERIAL HANDLER (MATERIAL HANDLER/LABORER) Loads,unloads, and conveys materials within or near plant,yard, or worksite performing any combination of thefollowing duties, under specific instructions: Readswork order or follows supervisor's direction to ascertainmaterials or containers to be moved. Opens containerswith steel cutters, crowbar, clawhammer, or other hand-tools. Counts and weighs materials or containers and re-cords information on form. Loads and unloads materialsonto or from pallets, trays, racks, conveyors, furnaces, andmachines by hand. Loads materials into vehicles andinstalls strapping, bracing, or padding to prevent shiftingor damage in transit, using handtools. Conveys materialsfrom storage to designated area or between workers ordepartments, using wheelbarrow, handtruck, electric dolly,elevator, industrial truck, or other device. Secureslifting attachments to materials and conveys load todestination, using floor-operated crane or hoist, or signalscrane or hoisting operators to move load to destination.Records number of units of materials moved or handled ondaily production sheet. Attaches identifying tags or labelsto materials or marks information on cases, bales, or othercontainers. Loads truck for Industrial-Truck Operator.Stacks or assembles materials into bundles and bands bundlestogether, using banding machine and clincher. Clampstogether sections of portable conveyor or places conveyorsections on blocks or boxes. Tends movable conveyor systemor opens chutes to load loose materials, such as rock, sand,ore, chemicals, and coke, into railway cars and motortrucks.Removes samples of materials, labels them with identifyinginformation, and takes samples to laboratory for analysis.Aids machine operators by lifting heavy objects by hand orby use of power hoist,and cleaning work areas, machines,and equipment, using broom, rags, and cleaning compounds.Aids in making simple adjustments or repairs, such es re-alining belts or replacing rollers. Assembles crates tocontain products, such as machines or vehicles, using hand-tools and precut lumber. Shovels loose materials, such asmetals, plastics, chemicals, or small parts, into machinehoppers, and sand, gravel, sawdust, and metal chips intovehicles and containers, such as wheelbarrows, scrap truck,or barrels. Loads and unloads powdered materials, such asflour or fertilizer, into vehicles or containers, usingsuction hose, screw or bucket conveyor, or drag shovel.Releases gates of vehicles, such as cre cars or dump trucks,to dump materials into chutes, bins, hoppers, or conveyors.Operates platform lift to dump materials from truck.

299.887 STOCK GIRL, WOMEN'S APPAREL [STOCK GIRL (apparel)) Replacesgarments tried on by customers: Gathers garments from stockcounters, dressing rooms, or sales personnel. Refastensbelts, buttons, and zippers. Refolds garments, replaces themin boxes, or places them on hangers and hangs on rack. Maysew on missing and loose buttons, hooks, and loops. May ac-count for garments tried on by customers and be designated

4

299.887

STOCK GIRL, WOMEN'S APPAREL (STOCK GIRL (apparel)), continued.

Checker, Fitting Room.

211.468

CASHIER

Receives cash from customers or employees in payment

for goods or services and records amounts received:

Recom-

putes or computes bill, itemized lists, and tickets showing

amount due, using adding machine or cash register.

Makes

change, cashes checks, and issues receipts or tickets to

customers.

Records amounts received and prepares reports of

transactions.

Reads and records totals on cash register and

verifies against cash on hand.

May be required to know value

and features of items for which money is received.

May give

cash refunds or issue credit memorandums to customers for

returned merchandise.

May operate ticket-dispensing machine.

May sell candy, cigarettes, gum, and gift certificates, and

issue trading stamps.

Usually employed in restaurants, cafe-

terias, theaters, retail stores, and other establishments.

May be designated according to nature of establishment.

915.867

AUTO-SERVICE-STATION ATTENDANT Services automobiles, buses,

trucks, and other automotive vehicles with fuel, lubricants,

and accessories:

Fills fuel tank of vehicles with gasoline

or diesel fuel to level specified by customer:

Observes

level of oil in crankcase and amount of water in radiator,

and adds required amounts of oil and water.

Adds necessary

amount of water to battery, and washes windshield of vehicle.

Lubricates vehicle and changes motor oil (Lubrication Man).

Replaces accessories, such as oil filter, air filter, wind-

shield-wiper blades and fan belt.

Installs antifreeze and

changes spark plugs.

Repairs or replaces tires (Tire Re-

pairman).

Replaces lights, and washes and waxes vehicle.

Collects payment for services and supplies in cash or by

completing credit card sales form.

May adjust brakes (Brake

Adjuster).

May sell batteries and automobile accessories

usually found in service stations.

May assist in arranging

displays, taking inventories, and making daily reports.

5

CLUSTER COMMONALITY ANALYSIS


COMMON CLUSTER TASKS

SUBCLUSTERS(DST)


CTO1 Use the telephone correctly and efficiently

CTO2 Interpret transportation rate scales

x - essential

o - desirable

6

ix

SUBCLUSTER COMMONALITY ANALYSIS

MATERIAL HANDLING

SELECTEDENTRY

OCCUPATIONS


MH01 Take and maintain inventories

MH02 Mark and/or remark goods

MH03 Check incoming shipments

MH04 Fill a stock order

MHOS select appropriate shipping containers

MH06 Pack merchandise for shipment

MHO7 Weigh a shipment

MHO8 Mark a shipment

MH09 Use leading ramps

M1110 Use handtrucks

Mill Operate fork lift carriers

MH12 Set-up and operate conveyors

MH13 Load rail shipments

MH14 Load motor carriers

MH15 Handle and store building materials

MH16 Use measurement and layout tools

MH17 Use saws

MH18 Select and wear appropriate personal safetyequipment

ME19 Recognize safety color designationsx - essentialo - desirable

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OCCUPATIONS


MH2O Develop and maintain safety consciolsness

MH21 Operate safety equipment

MH22 Report and/or record accidents

x - essentialo - desirable

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RETAILING

SELECTEDENTRY

OCCUPATIONS


RTOI Write out sales checks

RT02 Handle cash sales transactions

RT03 Handle layaway sales transactions

RT04 Handle credit card transactions

RT05 Bag and wrap merchandise

RT06 Operate a cash register

RT07 Make change

RT08 Receive checks for payment ofmerchandise

RT09 Handle cash refunds to customers

RT1O Balance cash fund and cash register

RT11 Use props in displays

RT12 Dress mannequins

RT13 Prepare point-of-purchase advertising

RT14 Plan display signs and show cards

RT15 Prepare type-set signs and show cards

RT16 Prepare hand-lettered signs and showcards

RT17 Set-up point-of-purchase displays

RT18 Construct display floor coverings

r - essentialo - desirable

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RETAILING

SELECTEDENTRY

OCCUPATIONS


RT19 Construct display backgrounds

RT20 Build mass displays

RT21 Assist in preparing interior displays

RT22 Assist in preparing window displays

RT23 Decorate a flowering pot plant

RT24 Identify common cut flowers

RT25 Identify common flowering pot plants

RT26 Receive and invoice garments

RT27 Interpret alteration tags and markings

RT28 Lubricate vehicle chassis and changeengine oil and filter

RT29 Mount, balance, and rotate tire

RT30 Instal:. auto accessories

RT31 Wash and wax cars

x essentialo - desirable

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INSTRUCTIONALT SK MODULES



SUBCLUSTER: MATERIAL HANDLING

SUBCLUSTER: RETAILING

COM MONCLUSTER

TASKS


CTO1 Use the telephone correctly and,efficiently

CTO2 Interpret transportation rate scales

11


TASK: Use the telephone corrcctly and efficientlyCode: DST- CII31

Student Name:

Sheet ____

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StudentProgress

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Behavioral Task Knowledges/Task Skills Instructional Methods

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Given the necessary tools, materials,equipment, and requisite knowledge, thelearner will :

1. demonstrate the following techniques furusing the telephone:a. when originating calls

1) plan the call2) look up the number3) dial carefully4) identify yourself promptly5) state purpose clearly6) close call in pleasant r:anner.

b. when receiving calls1) answer promptly2) identify yourself3) respond to inquir'es4) take appropriate notes5) verify important details

c. when answering for others1) answer promptly2) identify yourself3) advise if person is unavailable4) offer to help on transfer call5) obtain caller's name and number6) record message accurately

d. when handling complaints1) listen carefully, let caller talk

. 2) express interest and understanding3) avoid "buck passing"4) take careful notes5) maintain your poise6) undertake required action.

Teacher demonstrates and students return demonstrationon use of telephones.

Students role play phone conversations using simulatedphones.

Students arrange and conduct field trip to telephoneoffices.

Students from secretarial program speaker to class onthe techniques of using the phone.

Teacher gives assignments via the simulated phoneset-up.

.

Task-RelatedCompetencies

,

Instructional Materials

Title Media Bib.

KNOWLEDGEA 3,4,7,8

NUMBERSB 1,2a,b

APPLICATIONC 4,5,6,8,9

PHYSICALD la,b,c,d,

3c

_

The Teletrainer Simulator

" Telephone Manners "

2 1

8

g-

17


Code: DST - CTO1 TASK: Use the telephone correctly and efficiently

Basic Information for Cooperativa Teaching Suggestions:

Stress importance of good communica-tion skills.

Practi:e on phone call pads.

Demonstration of correct and incorrectprccedures to highlight importanceof correctrtss.

_-

Language of ti.e Task Quantitative Concepts

Communication

Receiver

Mouthpiece

Transfer

Message

"Return your call"

Verify/Confirm

Number and letter associationi.e. NA9=629

Penmanship in writing messages

Use of phone directory

Supportive Instructional Materials:

TASK: Internret transportation

Code: PST- (T02


Student name:

Sheet i of 1

StudentProgress Behavioral Task Knowledges/Task Skills Instructional Methods

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1. interpret transportation rate scales for:a. package weighth. classification of material

c. distance/zone in which to he traveled,

Teacher provides a denonstrition on how to read and inter-

pret different rate scold~.

Teacher desions 1 sinole eano Olich teaches the teehni-ques of reading a rote ::cafe.

Students collect copies of rats: scales from various con-

munity's businesses.

Students review appronrLate sections of Illustrated text.



Title Media Rib.

KNOWLEDGE

A 3,9

NUMBERSR 2a,b,4b

APPLICATIONC 3,4,6,8,9,

5?

PHYSICAL

n 2a

'faterials Pandlin,, 13

1

9

sample rate scales


Code: DST CTO2 TASK: Interpret transportation rate Reales

Basic Information for Cooperative Teaching Suggestions:

Informally encourape voluntary buddysystem for assistinp deaf students(individualize without calling atten-tion to the individual).

Language of the Task Quantitative Concepts

Special service

firthLengthWidth

Block system (REA)

COD

FOB (Shipping point)

FOB (Destination)

Valuation of shipment

"ntfori freight classification

EOM (End of month)

Ron (Receipt of goods)

Interpret rate/100

Package weights

Zoning rates (distance)


MATERIALHANDLING


MH01 Take and maintain inventories

MH02 Mark and/or remark goods

MH03 Check incoming shipments

MH04 Fill a stock order

MHOS Select appropriate shipping containers

MH06 Pack merchandise-for shipment

mu07 Weigh a shipment

MH08 Mark a shipment

MH09 Use loading ramps

MHIO Use handtrucks

;!fill Operate fork lift carriers

MH12 Set-up and operate conveyors

MML3 Load rail shipments

MH14 Load motor carriers

MH15 Handle and store building materials

MH16 Use measurement and layout tools

MH17 Use saws

M018 Select and wear appropriate personal safety equipment

MH19 Recognize safety color designations

MH2O Develop and maintain safety consciousness

MH21 Operate safety equipment

MH22 Report and/or record accidents

17


TASK: Take and maintain inventoriesCode: DST- MH01 Student Name:

Sheet 1 of 2

!rogStudent'Press Behavioral Task Knowledges/Task Skills Instructional Methods

32 32 41.1 1 CD Given the necessary tools, materials, Students and teacher role play the techniques for bendingwt.,

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J2 equipment, and requisite knowledge, the and lifting properly.120 ° U> 0 >I0 learner will :1.-

4-)0 "00-4 0 .-0 Students view film on Safety in Bending.

.5. Ot6 1. identify by name and describe the diffe-rent types of inventories: Students ccliect and fill in sample inventory sheet:;,

a. perpetual inventory I stock record cards, bin tickets, stock requisition sheets,

b. physical inventoryc. partial inventoryd. spot inventory.

and keypunch cards.

2. describe the basic importance of inven-tory.

3. describe the different media for a per-petual inventory:a. stock record cardsb. bin ticketsc. stock requisitions Task-Related Instructional Materials

d. automated inventory (keypunch cards). Competencies Title Media Bib.

4. demonstrate the procedure for registeringand recording the perpetual stock level.

KNOWLEDGEA 2,3,8,9 Sample materials 1

S. describe and complete a basic physicalinventory:a. total stock count once per year and

NUMBERS

B 2,4b,5

"Safety at Work"

Physical Distribution

5

13

on an inventory: APPLICATIONMaterials Handling 13 9

1) merchandise description Materials Handling 13 9

2) stock numberC 2,3,4,6,8 Receiving, Checking, & Markini 13 9

3) quantity on hand4) unit cost price PHYSICAL

5) extension. D la,b,c,d,2a,lc


Cole: Ds'. - rtrrol TASK: Take and maintain inventories


Develop a tagging system for visuallyimpaired students (Braille or largeprint)

.

Encourage blind student to graciouslyaccept help from others in learningthis task.

Teacher and deaf student should co-operatively develop some simplesigns related to language of thetask.


Physical inventory

Perpetual inventory

Inventory control

Stock shrinkage

Stock record cards

Automated inventory

Requisitions

Stock Drder

Emergency order

Purchase order

1

Stress accuracy and its importance

--


Stock Record CardsInventory SheetsClip Boards

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SUBCLUSTER: MATERIAL HANDL=

TASK: Take and maintain inventoriesCode: DST - :1101 cont. Student Name:

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Given the necessary tools, materials,equipment, and requisite knowledge, thelearner will:

6. describe and complete a basic scot inven-tory:

a. one section of stock is counted inspot checking.If discrepencies occur, a completeinventory is taken.

7. describe and complete a partial inventor!,a. a partial method of periodically

checking a portion of the totalinventory.

.



Title 'Media

,

Bib.

KNOWLEDGE

NUMBERS

APPLICATION

PHYSICAL

SUBCLUSTER:

Code: - TASK:





TASK: Mark and/or remark goodsCode: DST- MH02 Student Name:

Sheet 1 of 2

StudentProgress Behavioral Task Knowledg es/Task Skills Instructional Methods

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. describe the following marking informa-tion:

a. cost priceb. sizec. data receivedd. manufacturer or wholesalesc. additional information

1) style number2) selling department3) fabric4) seasonal letters

2. collect pricing information from in-voice.

. identify the basic types of pricetickets:a. pin ticketsb. pressure labelsc. string ticketsd. print-punche. handwritten.

4. demonstrate the appropriate methods andoperations of ticket printing and marking:a. electric label machinesb. mechanical hand machinesc. electronic data processingd. rubber stampe. crayon or grease pencil.

Students organize a field trip to local businesses wheredifferent marking procedures are used.

Teacher matches successful students who are interestedin helping those having difficulty.

Para-professionals provide sustained involvement withstudents having difficulty with this task.

Students review illustrated materials.



Title Media Bib.

KNOWLEDGE

A 8,9

NUMBERSB 2a

APPLICATIONC 2,5,6

PHYSICALD la,b,c,d,

2a/b

Sample bin tickets, pressure labels,string tickets, and invoice sheets

Physical Distribution 13

4

13

9

13

9

"Stocking,Marking, & Displaying"

Materials Handling


Code: DST MH02 TASK: Mark and/or remark goods

Basic Informatio

Language of the Task

for Cooperative Teaching

Quantitative Concepts

Pin tickets

Pressure labels

String tickets

Rubber stamp marking

Grease pencil marking

Remarking

Cost code

Selling price

Size

Suggestions:

Develop a tagging system for visuallyimpaired student (braille or largeprint).

Give the blind student ample time foraccumulating finger knowledge. Instr-uctor must aid student in moving fin-gers for gathering information.

Teacher and deaf student should coo-peratively develop some simple signsrelated to language of the task.

Speak distinctly and slowly, use sim-ple sentences, and look directly atlip reading deaf students.


TicketsPencilsTicket information


TASK: Mark and/or remark goodsCode: DST - NHO2 cont. Student Name:

Sheet _2 2

Student!Progress) Behavioral Task Knowledges/Task Skills Instructional Methods

13a)

t-)=1704JL.

c1.4

13a+

."--0.0>C

$.4

>W

4a0=13

WiICI

ct

aELa


. u the procedure for remarkingdemonstrategoods:

a. insert a new or corrected ticketb. mark prices up or down by hand.


Instructipnal Materials

Title 'Media Bib.

KNOWLEDGE

NUMBERS

APPLICATION

PHYSICAL

SUBCLUSTER:

Code: - TASK:

L Basic Information for Cooperative Teaching Suggestions:


el



TASK: Check incoming shipmentsCode: DST MH03 Student Name:

Sheet 1 of 1


12a:

U=120ti

.5

12GP

2r-0>4

W>

4-)4--0

U=.8

Jtifi

Wv-

4324

Given the necessary tools, materials,equipment, and requisite knowledge, theleatner will:

1. identify by name the different methods ofchecking incoming shipments:a. direct checkb. blind checkc. spot checkd. quality check.

2. describe the procedures and purpose forconducting each of the above checks.

3. demonstrate the basic procedure for pre-paring the receiving record:a. complete quality and/or quantity

checksb. check original purchase order against

shipper's invoicec. check appropriate disposition:

1) pay

2) damaged goods received3) shipment incomplete4) more merchandise received than

ordered5) wrong goods received.

Teacher and students role play and demonstrate propertechniques of lifting, bending, stacking, etc.

Sbidents view filmstrip and illustrated text materials.

Student works in teams checking in shipments of materialsin the school receiving room.




Title Media Bib.

KNOWLEDGE

A 3,8,9

NUMBERSB 2a,b,4b,c,5

APPLICATIONC 3,5,6,8

PHYSICAL

D lc,d,2c

Sample packing slip, purchase order.receiving record

"Safety at Work" - filmstrip

Materials Handling

5

13

1

9


Code: DST - MH03 TASK: Check incoming shipments


informally encourage voluntary buddysystem for assisting deaf students(individualize without calling atten-tion to the individual).

r:-


Provide many tactile and hearing ex-periences for the blind student toreinforce task knowledges/skills^


Direct check

Blind check

Spot check

Quality check

Receiving report

Receiving apron

Invoice

Packing list

Stress the importance of being posi-tive that the materials received arein agreement with the packing slip.

Interpret packing slip information:Data of shipmentNo. of packages in shipmentQuantitiesDescription



TASK: Fill a stock orderCode: DST - M1104 Student Name:

Sheet 1 of 1


wLI=o1..

4a

4

'0w>Io>-c

0J>.-Jm4.3

U=-00ctEl

J

(C)

>'00

materials,Given the necessary tools, materialsequipment, and requisite knowledge, thelearner will :

1. demonstrate the following basic proceduresfor filling stock orders:a. collect items by cart, hand, or fork-

lift truck following a location/sto-rage code

b. check bin numbers and aisle numberson materials

c. fill order accuratelyd. mark nos" (out-of-stock) on requisi-

tion if unavailablee. have order checked against stock

by another employee at assembly areaf. send order to shipping areag. have foreman check back against out-

of-stock items.

Teacher or paraprofessional demonstrates using requi-sition and order forms.

Students view filmstrip/record an illustrated text mate-rials.

Students practice filling simulated stock orders fromteacher prepared requisition order forms.

Teacher concentrates his effort with students having dif-fieulty.

Teacher encourages small peer group cooperation and inter-

action.



Title Media Bib.

KNOWLEDGEA 3

NUMBERSB 2

APPLICATIONC 3,5,6

PHYSICALD lb,2d,3b,c,

f,g

Requisition and order forms

Fork lift truck

"Stocking, Marking, and Displaying"

Materials Handling

14

13

13

9


Code: DST - MH04 TASK: Fill a stock order


Informally encourage voluntary buddysystem for assisting deaf students(individualize without calling atten-tion to the individual).



Stock requisition

Purchase order register

Packing slip

Purchasing department

Accounting department

Purchase requisition

Purcbase order number

Purchase order

Back order

Read and interpret the quantity priceextensions.

Supportive. Instructional Materials:


TASK: Select appropriate shipping containersCode: DST - tHO5 Student Flame :

Sheet of

Student

Progress Behavioral Task Knowledges/Task Skills Instructional Methods

0 .0w>64. w Civen the necessary tools, materials, Students review appropriate portions of the illuArated0_,

>,-.0, .,-) toequipment, and requisite knowledge, the tex L .

IDo 0> 0= 0 learner will:

...i=1.4

'0 Students organize and conduct a field trip to shippinga1"

1. a°-"1 1. describe the primary box selection criteria: department of local manufacturing plant to view the use

a. product size

b. product weight

of different shipping containers.

c. product value Teachers discuss the section of shipping containers for

d. distance to be transported. a variety of products.

2. interpret specific box testing characteris-tics of a specific box:a. bursting strength testb. puncture test.

3. describe the consequences of improper boxselection:a. too large

1.) product shifting and damage Task-Related Instructional Materials

b. too small. Competencies Title Media Bib.1) no room for cushioning material2) break open in shipment. KNOWLEDGE

A 6 Naterials Handling 13

NUMBERS

APPLICATIONC 5,6,8

PUYSICALD ld,2a/c

SUSCLUSTER: MATERIAL HANDLING

Code: DST - MHOS TASK: Select appropriate shipping containers.".


Provide many tactile and hearing ex-periences for the blind student toreinforce task knouledges/skills.

Informally encourage voluntary buddysystem for assisting blind students(individualize without calling atten-tion to the individual).

Discuss possible financial classesincurred by companies because ofusing unappropriate containers.


Corrugated fiberboard

Single-faced corrugated fiber-board

Single-wall corrugated fiberboard

Double-wall corrugated fiberboard

Filler

Size and weight comparison


I

SUBCLUSTER: mATERIAL HANDLING

TASK: Pack merchandise for shipmentCode: DST - M1106

Student Name:

Sheet 1 of 2

Student'Progress Behavioral Task Knowledges /Task Skills Instructional Methods

0wuM.o0s-4..

VWr->o..c-,

CD>,.9-.0U.1,0ctiti

tl)

>I

,--

Given the necessary tools, materials,s

equipment, and requisite knowledge, thelearner will;

1. demonstrate the basic procedure for check-ing the order with an invoice copy:a. check the goods description against

the invoiceb. count the number of items in the box

against invoice totalc. check goods for damaged. if any errors are located have them

correctede. sign name on packing-slip copy of

invoice.

. select the appropriate inner packing mate-rial for:a. heavy articlesb, light articles.

3. demonstrate the basic techniques or pro-cedures for packing:a. small fragilo itemsb. large fragile itemsc. several items in one boxd. gift itemse. soft goods (clothing)f. bulky goods.

4. demonstrate the basic procedures andtechniques for closin!-.. boxes.

Teacher and/or resource person (local material handier)provides a demonstration of the basic packing proceduresusing, a variety of different sizes and types of merchan-dise,

Students role-play and redemonstrate the procedures forpachinct, different types of merchandise.

Class organizes a field trip to local shipping outletsto view packing procedures.

Teacher encourages small peer group cooperation andinteraction.




Title Media Bib.

KNOWLEDGE

NUMBERS

APPLICATION

PHYSICAL

Material Nandltm 14

5

1

9

1"Safety at cork"

sample merchandise


Cede: - lgr TASK: Pode merchandise for shipment


Language of the Task Quantitative Concepts Informally encourage voluntary buddysystem for assisting blind students(individualize without calling atten-tion to the individual).

Provide many tactile and hearing expeiences for the blind student to rein-force task knowledges/skills.

p-

'

Inner packing

Scared and folded

Reinforced tape

Quantity check

Quality check

Packing slip

"Signing for the shipment"

Filler

Excelsion.

Cellulose

Partitions

H-strap

Steel straping

Uniform freight classification



TASK: Pack merchandise for shipmentCode: DST - MHO cont. Student Name:

Sheet 2 of 2


.

[012wU12oS-4-,

14

w>--12a..C

D-1

0a.--

4-v

U=1210ii

w

113

or.E4,15.


demonstrate the basic procedures for tyingboxes using:a. single string tieb. double string tie.



Title Media Bib.

KNOWLEDGE

NUMBERS

APPLICATION

PHYSICAL

SUBCLUSTER:

Code: - TASK:. 4111Basic information for Cooperative Teaching Suggestions:




TASK: Weigh a shipment

Code: DST - M1107 Student Name:

Sheet 1 of 1

StudentProgress Behavioral Task Knowledges/Task Skills Instructional Method-,

V°a12o

lf>0--0p-0>

t+0uM

4'CI

0


Teacher or resource person (local Material Handler) demon-strate and identify use of different types of scales.

f.+3

C4-,

V0 g- Students view filmstrip, listen to tape, and review illu-

' Aniii. describe the basic importance of weighing. strated text.

2. identify, describe, and demonstrate the Teacher matches successful students who are interestedoperation of different types of scales:

a. desk scales

in helping those having difficulty.

b. bench-type counter scale Para-professionals provide sustained involvement with stu-c. platform scaled. motor truck scalee. track scalef. parcel post and express scale.

dents having difficulty with this task.

. read and interpret a reading from eachtype of scale.

Task-Related Instructional Materials

Competencies Title Media Bib.

KNOWLEDGE

A. 3,9"Measuring Weight" 5 1

NUMBERS Materials Handling 13 9

B a/b,4b

APPLICATION

C5

'PHYSICALD ld,2a,b,c,

d,e

SUBCLUSTER : ZiATERIAL HANDLING

Code: DST H1107 TASK: Weigh a e.ipment


Informally encourage voluntary buddysystem for assisting deaf students(individualize without calling atten-tion to the individual)._

Discuss and consider what effectsshipping weight, i.e. packaginP,packilig, knocked-down, etc.


Weight agreements

Carload (C.L.)

Less than carloads (L.C.L.)

Fixed rate

Determine the type of scales beingused by contacting the vocationalinstitution.



TASK: Mark a shipmentCode: OST - MHO8 Student Name:

Sheet 1 of 1


we>,U7r4JM122Z4°4-b

C

,

.04ve>.--00,-e0

U

cLUE

>1

[1%

im

Given the necessary tools. materials,equipment, and requisite knowledge, thelearner will:

.

1. identify and describe specific shipment

marking information:a. full name and address of buyerb. full name and address of sellerc. number of pieces in shipmentd. method of transportatione. special care markingsf. value of goods enclosedg. shipment weight.

2. demonstrate the basic procedure for markinEa shipment:a. print name and address of shipper in

upper left corner of boxb. print name and address of recipient

on lower right side of boxc. print additional information on lower

left corner of box:1) number of pieces in shipment2) weight3) value4) shipping method via truck, rail,

parcel post5) purchase order number and date6) bill of lading number7) special instructions:

a) fragileb) perishablec) flammable or explosived) shipping position.

Students practice marking of mode shipment, indicatingproper marking procedures,

Teacher matches successful students who are interestedin helping those having difficulty,

Para-professionals provide sustained involvement withstudents having difficulty with this task,

Students review illustrated texts and workbooks.

,-,


instructional Materials.

Title WdialBib.

INCWIEDGE

A 3,9

NUMBERSB 2a,b

APPLICATIONC 5

PHYSICALD la,c,2a/b

Free cans, boxes, etc. from localbusinesses

"Stocking, Marking, and Display"

"Recording, Checking, and Marking"

Materials Handling

1

14

14

13

13

13

9

.

SUBCLUSTER: MATER/AL HANDLING

Code: DST- MR08 TASK: Mark a shipment


Informally encourage voluntary buddysystem for assisting deaf students(individualize without calling atten-tion to the individual),

,


Fragile

Perishable

Special handling

FOB in (Free on Board)

FOB - Factory

FOB - Factory, freight prepaid

FOB - Destination, charges reversed

FOB Shipping point

"On memorandum - Date: June 15"

On consignment

COD

EOM

ROG


Shipping label

Marker

4


TASK: Use loading rampsCode: DST - MH09 Student Name:

Sheet 1 of 1

Student'Progress Behavioral Task Knowledges/Task Skills

v

Instructional Methods

13GI

244

MO0I..4.)

4

"041>"r0Zb=

ob.,

41

4-'JU2'0CO

ACEI

CDr...4D115

>10r...13,


1. identify by name and describe the use ofdifferent types of loading ramps:a. portable dock platesb. fixed loading rampsc. adjustable loading ramps:

1) automatically operated2) power operated; direct air pres-

sure; airhydraulic; hydraulic-electric.

2. demonstrate the appropriate application ofuse of loading ramps:a. dock to rail carb. dock to truck trailerc. trailer or car to yard.

Teacher provides a demonstration in reaching, bending,and lifting safely.

Resource person describes types and uses of loading rampsas part of a field trip.

Students view filmstrip/record.

Student reviews appropriate sections of illustratedtext.



Title Media Bib.

KNOWLEDGEA 1,9

NUMBERS

APPLICATIONC 5,8

PHYSICALD la,b,d,e,2e,

3a,b,c,e,f,

g

"Safety at Work

Materials Handling

S

13

1

9lir

1


Code: DST MD09 TASK: Use loading ramps

Basic Information for Cooperative Teaching

_ .

Suggestions:

Informally encourage voluntary buddysystem for assisting deaf students(Indigidualize without calling atten-tion to the individual).


POrtable dock plates

Adjustable ramps

Fixed ramp

Rise

J

Figure rise of ramp (1' to IP)



TASK: Use handtrucksCode: DST - MH10lowsw Student Name:

Sheet I of 1

StudentProgress

[


"ammo0(6)

13c:)cm,444-40a.

0>1;1gVsa

.-0

A:a

>


1. identify the different types of handtrucks:a. platformb. two-wheelc. bind. pallet-lift.

2. demonstrate the proper techniques forlifting and moving materials with hand-trucks.

3. observe specific safety precautions forusing handtrucks.

e Students observe handtrucks in use on a field trip.

handtrucks by delivering inter-vals and shipments to different departments within theschool.

Teacher concentrates his effort with students havingdifficulty.



Title Media Bib.

KNOWLEDGE

A 1,9

NUMBERS

APPLICATIONC 5,8

PHYSICALD la,b,d,e:

2d;3a,b,c,e

f,g

Handtruck from school maintenancedepartment

"Safety at Work"

Materials Handling

1.

5

13

1

9


Code: as:_r- MH10 TASK: Use handtrucks


Digcuss some of the hazards of usinga handtruck, i.e. the effect of anoverload, unbalanced load, etc.


Brake

Stock

Stock room

Incoming merchandise

Receiving number

Receiving sheet

Wheel angle and load in relation toslope and to the effect on braking



TASK: Operate fork lift carriersCode: psi - mai Student Name:

Sheet 1 of 2

StudentProgress Behavioral Task knowledges/Task Skills Instructional Methods

Vcu

0="43

I..5

T:0a)"--13r°>

W>,--

4-)°3A-GLL0

4RI

6.E

Given the necessary tools, materials,equipment, and requisite knowledge, thelearner will

1. describe and name the different types offork lifts:a. battery poweredb. operator-ridec. operator-walk.

2. demonstrate the following general operatingprocedures:

a. check the following before operatingl) fuel

2) water3) circuit switches4) horn5) tires6) brakes7) fire extinguisher8) battery9) fork security

b. use common sense in operating:1) drive at recommended speed2) keep to the right3) keep forks low to ground4) reverse truck direction with

large loadsc. lifting zrul moving pallets:

1) check load position on pallet2) apply lift after inserting forks3) apply tilt control4) sit down easily until pallet

rests on floor

5) back lift out from under pallet.

Students review appropriate sections of illustratedtext.

Student work locally "on-the-job" with experienced fork-lift operators.



Title Media Bib.

KNOWLEDGEA 1,9

NUMBERS

APPLICATIONC 5,8

PHYSICALD la.b,d,e,2d)

3a,b,c,e,f,g

Small lift truck acquired from schoolmaintenance department

Materials Handling

1

13 9


Code: D6T - MUll TASK: Operate fork lift carriers




Directional control lever

Speed range control lever

Up rights

Stability

Four way pallets

Stringers

Delivery receipt

Receiving record

Receiving number

Receiving sheet

Wooden pallets

Boxed

Balance

Weight

Identify number code

Copy numbers accurately

Height of lift


SUBCLUSTER: MATERIAL HANDLING Sheet 2 of 2

TASK: Operate fork lift carriers

Code: DST- Milli cont.

StudentProgress

Student Name:



3. observe specific safety precautions forforklift truck operation.


Instructional Materiels

Title Media Bib.

KNOWLEDGE

NUMBERS

APPLICATION

PHYSICAL

SUBCLUSTER:

Code: - TASK:_Basic Information for Cooperative Teaching 1 Suggestions:




TASK: Set-up and operate conveyorsCode: DST - M1112 Student Name:

Sheet 1 of 1

Student


mimininiw9.

15os..

44c

w>17,1it0>a

e-s

>f

Um110jnE

>1orCi


1. describe the operation of different typesof conveyors:

n. gravityI) roller2) skatwheel

b. power operatedc. drag - lined. monorail.

2. demonstrate the appropriate techniquesfor working with conveyors.a. alertnessb. pacing workc. location of cut off switch

3. observe specific conveyor safety pre-cautions

Teacher role plays safety procedures for bending, reaching,stooping, and lifting.

Students observe safety precautions related to usingdifferent types of conveyors during field trip.

Demonstration of correct and incorrect procedures tohighlight the importance of correctness.




Title Media Bib.

KNOWLEDGE

A 1,4,9

NUMBERS

APPLICATIONC 5,8

PHYSICALD la,b,c,d,

2d,3c,g

Materials Handling 13


Code: n - mu TASK: Set-up and operate conveyors


Language of the Task j Quantitative Concepts

Incoming merchandizing

Out going merchandizing

Merchanical conveyor

Gravity roller

Stationary roller

Receiving point

Checking station

Determine number and length of con-veyor units needed reach a givenpoint.

Suggestions:

Informally encourage voluntary ;Juddysystem for assisting deai sendencs(individualize without calling atten-tion to the individual).



TASK: Load rail shipmentsCode: DST - MH13 Student Name:

Sheet 1 of 1

IStudentfProgress Behavioral Task Knowledges/Task Skills Instru:tional Methods

3CU

o=1:0o4r...-)

VIGP

..-,12.--

02.c....

,

GP>4J4v0=130j:115

GIr-

0.


1. describe the different types of freightcar loads:a. anchored loadb. brick wall loadc. divided loadd, mixed loade. palletized loadf, through load.

2. demonstrate a basic procedure for loadingrail shipments:a, be sure car is clean and in good

condition with no nails or sharpobjects protruding from walls

b. load goods tightly being sure theyare blocked and placed lengthwise andcrosswise.

3. demonstrate a basic procedure for loadinga stop-off car (intermediate destinations)a. brace and block shipment where

necessaryb. load shipment in reverse order of

unloadingc. distribute weight as evenly as pos-

sible.

Teacher demonstrates safety precautions for bending,reaching, etc.

Teacher discusses and simulates the procedure for loadingvarious types of loads.

Students observe unloading and loading during n fieldtrip to a railroad freight yard.

,



Title MedialBib.

KNOWLEDGEA 2.9

NUMBERS

APPLICATION

C 5,8

PHYSICAL

I) la,d,e,2d,

3

Materials Handling 13 9


Code: DST - AH13 TASK: Load rail shipments

Basic Information for Cooperative Teaching....Language of the Task

Anchored load

Brick wall load

Palletized load

Through load



Recognize the "reverse" loading pro-cedure used in loading a stop-offrail shipment.

Suggestions:

Drill deaf student extensively onlanguage of the task.

Informally encourage voluntary buddysystem for assisting deaf students I

(individualize without ca:'ing atten-tion to the individual).


TASK: Load motor carriers

Code: ma- M1i14 Student Name:

Sheet 1 of 1


'0cu

U=130L.4.3

4

VW>"-JDr07C.-4

CU>r--

NU=130Jta

4i

fl3

0--


1. name the hazards of improper or unbalancedloading:a. traffic accidentsb. loads break loosec. leaks develop resulting in water

damage or refrigeration capacityd. shock carrying capacity of truck

weakened.

3. demonstrate the procedures for loadingmotor carriers:a. check that load is within legal

maximum weight and prescribed axlelimits

b. load freight so it is properly hal-anted

c. use cable, chains, and blocking tosecure freight

d. do not overload open top trucks ortrailers

e. load tanker-truck compartments fullyto prevent shifting forces

f. seals car with metal strip throughdoor latch.

Students observe loading and unloading procedures at atruck freight yard on a field trip.

Teacher or para-professional describes safety measuresrelated to improper or unbalanced loads,

Teacher describes procedures for loading motor carriers,

Students develop skills during a brief on-the-job exper-ience.



Title Media Bib.

KNOWLEDGEA 1,9

NUMBERS

B 4a,b

APPLICATIONC 5,8

PHYSICAL

D 1a,b,d,2d,3

Materials Handlisg 13 9

SUBCLUSTER; MATERIAL HANDLING

Code: usx. - i 4 TASK: -oac 1 motor carriers




Legal maximum weight

Axle limits

Cable

Chains

Blocking

Sealing

Interpret legal maximum weight and axleweight~.

Measure and determine the capacitiesof a motor in carrier in cubic feet.



TASK: Handle and store building materials

Code: DST-MH15 Student Name:

Sheet 1 of 1

Student'Progress Behavioral Task Knowledges/Task Skills

....


/u

1244

.-

/>gC4,

.-.

et:

.-

u

0s.a.

.-1:41

-u

u.s

Given the necessary tools, materials,equipment, and requisite knowledge, thelearner Fill:

1. select the appropriate material forcovering and protecting materials:a, canvasb, waterproof paperc. plastic.

2. use and install skids and spacers instacking framing lumber and sheathing.

3. recognize aad observe specific safetyprecautior.s in handling and stackingmaterials.

4. demonstrate the appropriate proceduresfor the following:a. moving materialsb. stacking materials

Students organize field trip to lumber company and buildingmaterials centers to view stacking and handling.

Students view handling/stacking techniques from illustratedtext materials.

Student follows a teacher demonstration with "hands-on"supervision.



Title Media Bib.

c. unloading materialsd. protecting materials from exposure.

I

KNOWLEDGE

A 5,6,9

NUMBERS

S 1,2

APPLICATION

C 5,7

PHYSICALD la,b,c,d,e

2d, 3

Modern Carpentry, p. 66 13

13

8

22

23

24

-

"Lumber Handling and Piling"

"Lumber for Houses"


Code: DST M11I5 TASK: Handle and store building materials



Stacking

Level

Coveringplasticvisqueen

Skid

Palette

Spacing

Location

IQuantitative Concepts

Review various materials being usedin the vocational class by usingproper terms such as "two by four,sixteen feet long," (2x4x16) or a"four by eight sheet of half inch C-Dplywood" (1/2" CD).

Suggestions:

Discuss procedures used in stackingand/or Organizing materials to em-phasize safety, convenience, andminimizing damage.



TASK: Use measurement and layout toolsCode: DST - MH16 Student Name:

Sheet 1 of 1


MPse

g0L.4.tc

II.0

MO0.1,0>C

1,4

0)>-7,u=

1:0

0.1-1,)

>104E

U6.1


1. identify by name specific layout/measuring tools:a. levelb. tape or rulec. framing squared. T bevele. scratch awlf. steel long tapeg. chalk lineh. line level

i. combination squareJ. marking gaugek. plumb bob1. dividersm. butt gauge.

2. recognize and observe safety precautionsin using layout and measuring tools.

3. interpret measuring tools accurately.

4. properly store specific layout andmeasuring tools.

5. demonstrate the different applicationsor uses of each tool.

Students view film as an introduction and review of concept.

Students view film loops and illustrative charts.

Teacher demonstrates the use of the identified tools withindividual students oa specific jobs. Students return thedemonstration.

Note: This task will be performed as a part of severalsucceeding tasks.



Title Media...

Bib.

KNOWLEDGE

Al,'

NUMBERS

B 2a,4a,1,5

APPLICATION

C 5,7

PHYSICALD la-d,

2a/b, I

Modern Carpentry, pp. 8-22

I

13

8

9

9

16,

22

25

9

26

27

"Carpentry Part I - Measuring,Marking, and Leveling Tools"

.

"Layout Using Marking Gauge"

"How to Use Measuring Tools"

Stanley charts


Code: DST - MH16, TASK: Use measurement and layout tools

Basic Information for Cooperativ3 Teaching


Level

Tape or rule

Framing square

T bevel

Scratch awl

Steel long tape

Chalk line

Line bevel

Combination square

Marking gauge

Plumb bob

Dividers

Butt gauge

Feet

Inches

Scale(1/4" = 1')

Measure boards for thickness, widthand length. Lengths is in feet,width is in feet or inches, thicknessis in inches.

The concept of rounding may be appliedby rounding the actual measurement upto: even numbers of feet in length,i.e. 6', 8', 10'; even numbers ofinches in width i.e. 4", 6", 8"; fullnumbers of inches in thickness i.e.1", 2", 3".

Prepare a shopping list for tools.Find these items in a catalogue, iden-tify and price, figure total cost.

Suggestions:

Teacher picks up a tool - studentidentify.

Student picks up tools one at a timeand identify.

Student identify which tool anotherstudent is using in pantomime.- by description of tool.- by name.

Student match name and tool by- printed label- verbal identification

Teacher and deaf student shouldcooperatively develop some simplesigns related to language of thetask.

Informally encourage voluntary buddysystem for assisttilg deaf students(individualize without calling atten-tion to the individual).

Be careful in using words with multi-ple meanings when talking to lipreading deaf students (plumb, scale).


Assortment of measuring tools supplied by the vocational teacher.


TASK:Code: DST - MHI7

Use saws

Student Name:

Sheet 1 of 1

Student-1Progress Behavioral Task Knowledges/Task Skills Instructional Methods

141v Vv W>W Given the necessary tools, materials,

Students a display of different saws with identifying2 >:11 equipment, and requisite knowledge, the prepare

13o1.4.b

0c

..-

0-0.-.o

:1'1oa,

learner will: labels.

Students view film to introduce and review concepts.... 1. identify by name, the different types

of saws used in construction. Teacher provides demonstration with transparencies of eachsaw and its use with individual students.

2. recognize and observe specific safetyprecautions for using saws. Students review illustrated text materials.

3. select and demonstrate the appropriatesaw for a given application or Operation.

4. identify and describe the properstorage condition for specific saws.



KNOWLEDGE

A 3 Modern Carpentry, p. 10 13 22

NUMBERS

B 4a"Saw Operations" 8 21.,

**Hand Saw Nomenclature" 12 19

APPLICATION

C 2,5

PHYSICAL

D la,d,f

2b, 3c,g


Code: DST - MH17 TASK: Use saws

G3Sic Information for Cooperativa Teaching

language of the Task Quantitative Concepts

Cross cut saw

Rip saw

Keyhole saw

Hack saw

Radial arm saw

Set

Determine the number of saw points(teeth) per inch, by measuring oneinch along the cutting edge of a saw,and counting the number of pointswithin the inch. (8-point saw, 10-pointsaw).

Suggestions:

Teacher and deaf student shouldcooperative develop some simplesigns related to language of thetask.


Discuss the importance of saw safetyand care, i.e. a wood-cutting sawshould not be allowed to touch metal,concrete, or other hard surfaces.


Collect examples of each of the four hand saws from the vocational department.Field trip to the construction lab or construction site.


TASK: Select and wear appropriate personal safety equipmentCode: DsT MH18 Student Name:

Sheet 1 of 1


ia '0 4) 4) Given the necessary tools, materials, Teacher directs a demonstration of personal safety equipmentW 4) > .-g 47,1 equipment, and requisite knowledge, the use in the shop.

0I.02.Cu='0

>I0-.-

learner will:Students view films, filmstrips, and posters related to per-

+, - 0.e sonal safety equipment.

1. identify the use, need, or applicationfor each of the different pieces of Note: One of the positive ways to teach this task is bypersonal safety equipment:a. head protection

example.

b. glassesc. glovesd. shoese. protective clothingf. ear plugsg. respirators.

2. select properly fitting personalsafety equipment.

Task-Related Instructional Materials3. demonstrate the appropriate selection

and application of specific personalsafety equipment for a given industrial


KNOWLEDGEsituation. "Knowing Is Not Enough" 8 28

A 1

NUMBERS"It's Up to You" 8 29

Wall posters illustrating useof personal safety equipment

16 30

APPLICATION

."Eye Protection" 10 19

C 8

PHYSICAL "Safety in the Shop" 8 9


Code: DST - MH18 TASK: Select and wear appropriate personal safety equipment


Discuss accidents cause and effectsand how these accidents might havebeen prevented.

Language of :: Quantitative Concepts

Hard hat

Impact resistant

Safety lens

Filter

Safety goggles

Welding goggles

Welding hat

Face shield

Gloves

Recognize proper sizes of equipmentand "gear" to be used.


SUBCLUSTER:

Code: DST - MH19

MATERIAL HANDLING

TASK: Recognize safety color designations

Student Name:

Sheet 1 of 1

StudentProgress Behavioral Task Kiowledges /Task Skills Instructional Methods

-0wN

oU.

.4...

c

-0w>1,1g;>

C-t

W>,4)z130ck

W

>,oa6

Given the nPcessary tools, materials,equipment, and requisite knowledge, thelearner will:

1. identify by name the organizationstandardizing color code systems.

2. identify the specific safety designationor meaning for the following colors:a. red

1) fire protection equipment2) danger3) emergency stops

b. orange1) alert

c. yellow1) caution

d. greenI) first aid and safety equipment

e. blue1) equipment controls

f. purple1) radiation hazards

g. black or white1) stripes or checks indicates

housekeeping areas.

3. identify the safety meanings for stan-

dard color accident prevention signs:a. red - dangerb. yellow - cautionc. green - safety instructionsd. blue - protection materials.

Students designate the safety areas of shop and machinesusing appropriately colored adhesive tape.

Students view films and filmstrip related safety colordesignations.

Teacher concentrates his effort with students having diffi-culty.

,



Title Media Bib.

KNOWLEDGE

A 9

NUMBERS

APPLICATION

PHYSICAL

"Our Senses: What They Do For Us"

"Safety in the Shop"


"Listening with Your Senses"

8

8

10

8

31

31

9

19

SUSCLUSTER: MATERIAL HANDLING

Code: DST - MH19 TASK: Recognize safety color designations


. .

Flash cards color coded to safetymeaning.


Danger

Emergency

Safety stripes

Decode - Fire Equipmentredorangeyellowgreftn

bluepurpleblack or white

Decode - Standard AccidentPrevention Signsredyellowgreenblue

I.

.


SiliEiliiir MATERIAL HANDLING

TASK: Develop and maintain safety consciousnessCode: DST - MH20 Student Name:

Sheet 1 of 1


V4;

13CI1.

4.1c

...,

V).;;12

0>Ca

43).4)7

1:1

43)

0.

Liven the necessary tools, materials,equipment, and requisite knowledge, thelearner will:

1. describe and assess the value ofholding positive safety attitudes:a. financial valuesb. self protectionc. job appreciation values.

2. develop a safety consciousness awarenessand attitude among others in a givenindustrial setting by:a. teaching by exampleb. avoid warnings and threatsc. avoid fear approachesd. use positive/negative instructione. use vital correlationsf. employ group dynamicsg. enforce safety rules.

Teacher initiatesat an appropriateing safety-related

s Students view

s Teacher makesperiod.

a class discussion of the identifiedtime, i.e. following a shop incidentmisconduct.

films, posters, and filmstrips.

contact with each student during the class

conceptsinvolv-



Title Media Bib.

KNOWLEDGE

A 9

NUMBERS

APPLICATION

C 8

PHYSICAL

Safety posters

"How to Have an Accident at Work"

"How to Have an Accident at Home"


16

8

8

10

32

32

9


Code: DST - t11120 TASK: Develop and maintain safety consciousness

Basic Information for Cooperativa Teaching


Example

Warning

Fear

Safety rules

Codes

Protection

Values

Enforce

Respect

Concern

Self preservation

Estimate some of the costs of careless-ness in loss of time, dollar expense, anapersonal discomfort.

Suggestions:

Discuss values of positive attitudes.toward safe procedures in shop. Theproduct of unsafe procedures results.

II ix; pain, loss loft alastructiion 04u equipment and,saaterial.



TASK: Operate safety equipmentCode: DST - M1121 Student Name:

Sheet 1 of 1


-0w

"00L.

C

........r........

-0w;1;1Z>=

w

u=0-0A:65

a,,-

>.learner0.-0,

Given the necessary tools, materials,equipment, and requisite knowledge, the

will:

1. identify common pieces of safety equip-ment:

a. fire extinguishers d. lighting.

b. containersc. exhaust systems

2. recognize different types of fires:a. Type A fire c. TypeC fire.b. Type 11 fire

3. recognize and describe the applicationor use of different fire extinguishers:a. water type d. carbon dioxideb. soda-acid e. dry chemical.c. foam

4. demonstrate the procedures for maintain-ing and checking fire extinguishers.

5. demonstrate the procedures for operatingspecific types of fire extinguishers.

6. identify and describe the appropriatesafety container for combustible mate-rial, inflammable liquids, and othermaterial.

7. identify and describe the importanceand use of safety engineered exhaustsystems.

8. opera"..:e exhaust systems, followingprescribed procedures.

Students simulate use and operation of fire extinguishers andsafety equipment following a fireman's demonstration.

Students view films and filmstrips.

s Para - professionals provide sustained involvement with studentshaving difficulty with this task.

.



Title Media Bib.

KNOWLEDGEA 7,9

NUMBERS

APPLICATION

C 4,5,7,8

PHYSICAL

D 1, 2c, 3

"Fire"

"Fire: What Makes It Burn"

"Fires- and Wires"

"Maintaining a Safe Shop"

8

8

8

10

31

31

31

33


Code: DST - MH21 TASK: Operate safety equipment


Help custodian fill and check schoolfire extinguishers.


Type A fire

Type B fire

Type C fire

Fire extinguishers

Exhaust system

Chemicals used in fire extin-guishers:watersoda-acidfoam

carbon dioxidedry chemical

Combustion

Spontaneous combustion

Flammable



TASK:Code: DST - M1122

Report and/or record accidents

Student Name:

Sheet 1 of 1


17445,

-00I.-44c

174),..:,-.13

0>C

0-.4

W7k

u=17c)k

wr->1

g.di


1. identify several basic reasons forreporting industrial accidents.

2. recognize the types of reportableaccidents:a. damage to material or equipmentb. near-injury to personnelc. minor injuryd. disabling injury.

3. name the common and essential elementsof an accident report form:a. whob. whatc. whered. whene. why.

4. accurately complete a hypotheticalaccident report in consultation witha supervisor.

Students practice filling out reports for mock accidentdescriptions.

o Students collect and review/discuss accident reporting formsfrom local businesses and industries.

.



Title IMedia Bib.

KNOWLEDGEA 1

NUMBERS

APPLICATION

C 3,5,6,8

PHYSICAL

Accident report forms 1


Code: DST - MH22 TASK: Report and/or record accidents

IBasic Information for Cooperatiw! Teaching Suggestions:

Use school accident forms, letstudents help fill one out.


Splinter

Cut

Abrasion

First aid

Infection

Burn

Puncture

Scratches

Bruise

Sprain

Splinter

t

Time of injury

Extent of injury

Observe vital signs:breathingbleeding


RETAILING

RT01

RT02

RT03


RT17

RT18

RT19

Set-flp point-of-purchase displays

Construct display floor coverings

Construct display backgrounds

Write out sales checks

Handle cash sales transactions

Handle layaway sales transactions

RT04 Handle credit card transactions RT20 Build mass displays

RTOS Bag and wrap merchandise RT21 Assist in preparing interior displays

RT06 Operate a cash register RT22 Assist in preparing window displays

RT07 Make change RT23 Decorate a flowering pot plant

RT08 Receive checks for payment ofmerchandise

RT24 Identify common cut flowers

RT09 Handle cash refunds to customers RT25 Identify common flowering pot plants

RT10 Balance cash fund and cashregister

RT26 Receive and invoice garments

RT11 Use props in displays RT27 Interpret alteration tags andmarkings

RT12 Dress mannequins RT28 Lubricate vehicle chassis and changeengine oil and filter

RT13 Prepare point-of-purchaseadvertising

RT29 Mount, balance, and rotate tire

RT14 Plan display signs and show cards RT30 Install auto accessories

RT15 Prepare type-set signs and showcards

RT31 Wash and wax cars

RT16 Prepare band-lettered signs andshow cards

71


TASK: Write out sales checksCode: DST- R701 Student Name:

Sheet 1 of 1wrom .~~1


tico

cim13oI.-

4,

°

.0a,

>4--O.-0c

0

cu>4,ci»o-13Co

An5

cu

te

34o.-Ch

Given the necessary tools, materials,equipment, and requisite knowledge, thelearner will!

1. identify the different types of sales:a. types of sales transactions

1) cash sales2) charge sales3) C.O.D. sales4) lay-away sales5) discounts6) exchanges7) charge take3) charge send9) charge to one, sent to another

10) received on accounts11) returns.

2. describe the basic purpose of sales checks:a. customer receiptb. provides the retailer with vital in-

formation to store operation.

3. demonstrate the following procedures/techniques for recording information ona sales slip:a. date of purchaseb. description of merchandisec. price of merchandised. department numbere. purchaser's name and addressf. kind of saleg. sales taxh. instruction for deliveryi. customers signaturei. identification of tvne of sale.

Students work practical experiences in making out saleschecks for different types of sales transactions.


Teacher encourages small peer croup cooperation andinteraction.




Title Media Bib.

KNOWLEDGEA 3,8,9

NUMBERSB 2,5,6


PHYSICALD la,c,2a,

3c,t

"Sales Promotion and Basic Selling"

"Advertising"

Distribution Careers

"Know Your Merchandise"

Sales neceipts

14

14

14

14

1

13

13

5

9

9

-a

S UBC L US T E R : RETAILING

Code: DST RTOL TASK: Write out sales checks

Basic Information for Cooperativa Teaching Suggestions:

Practice writing product description.

Discuss language of the task.

Stress importance c" good communi-cation skill.


Sales check

Description of Merchandise

Department

Salesperson

Amount

Unit

Quantity

Sub-total

Total

Tax

Salescheck number.

Style Number

C.O.D.

Layaway

Addition of amounts of purchases

Figuring tax,using a tex chart

Extensive product description:

colorstylesize


Sales checks

Merchandise to practice


TASK: Handle cash sales transactions

Code: DST - RT02 Student Na

Sheet 1 of 1

!Student!Progress Behavioral Task Knowledges/Task Skills Instructional Methods

-0mU=13oI.44.-iom4

-tW>,--0.-4,40c

Ci)>rU=to

ct

Ci)

>1o,15

Given the necessary tools, materials,equipment, and requisite knowledge, the/earner will:

complete a sales receipt for a cash salewith the required information:a. indication of the type of saleb. datec. merchandise ;descriptiond. merchandise pricee. sales taxf. total sale amount.

1

4 Teacher prepares and uses proie.:ts and exercises wherethe student completes sales receipts for different typesof cash sales transactions.


Teacher encourages scull peer group cooperation andinteraction.




Title IMedialilib.r ..

KNOWLEDGEA 3,8,9 "truing lip a Cash Sale"

Sales ReceiptsNUNBIt.B 2,1.,,


PHYSICALP la,c,2a,3c,

20

1

15

SUBCLUSTER: RETAILIW

Code: DST - RTO2 TASK: Handle cash sales transactions...

Basic Informtiop for Cooperative Teaching Suggestions:

Have students practice computingsales tax from a chart.

.


Dates

Cash sales

Items cost

Total sales

Sales tax-federal tax

Merchandise-size-style

Salesperson's number

Addition five column with decimal

Compute sales tax using a chart.

Add sales tax to total gales.

Complete practice sale by countinghack correct change for differentamounts of cash, i.e.

52.10 sale for $5.00$10.00, $20.00 received


Sales tax chart

SUBCLUSTER: RETAILI4C

TASK: Handles layaway sales transactionsCode: DST - RT03 Student Name:

Sheet 1 of 1

Studere.


2g'',toI-

4a)

w21.1;eli

0c

6.4

1

I:

to=4to

W

a

_Given the necessary tools, materials,

equipment, and requisite knowledge, thelearner will:

1. complete a sales receipt for a layawaysale with the required information onthe sa3es receipt:a. indication of the type of saleb. datec. customer's name, address, and phone

numberd. merchandise descriptione. merchandise pricef. sales taxg. total sale amounth. amount the customer wishes to pay

down on the merchandise1. balance the customer o"es on the

merchandise.

Teacher use's prepared projects and exercises where thestudent completes sales receipts for layaway sales trans-actions and payments on layaways.

Para - professionals provide sustained involvement withstudents having, difficulty with this task.

o Teacher matches qt-xcessful students who are interestedin helping those having difficulty.


Instructonal Materials

I Title Media

20

1

IBib.

15

2. complete a sales receipt for a paymenton a layaway with the required informa-tion on the sales receipt:a. indication of the type of transactionb. datec. customer's name, address, and telephone

numberd. amount received on account.

1

1

WOWLEDGEA 3,8,9

NUMBERS8 2,5,6


PHYSICALD la,c,2a,3c,

g

u Vriting Lip Layaway Sales '

Sales Receipts

SUBCLUSTER: RETAILINc

Code: - RTO3 TASK: Handles layaway sales transactions

:':.- Basic Information for Cooperative Teaching Suggestions:


Layaway

Hold room

Regular payment

Full purchase price

Refund

Received on account

Computes sales tax

Subtract dollar amounts

Addition of dollar amounts

Recognize calendar dates for layaway.

I

I


1


TASK: Handle credit card transactionsCode: DST - kTO4 Student Name:

Sheet 1 of 1

StudentProgress Behavioral Task Knowledges/Task Skills Inst uctional Methods

.10.rnw4-1=12o

w''.--ta.-0:2.

>e-4-)

Um0ct

as

o-

1

Given the necessary tools, materials,-quipment, and requisite knowledge, t.he1...irner will

1. identify and describe the informationrequired on a credit card transactiona. product descriptionb. quantityc. customer numberd. customer signaturee. costf. tax

2. demonstrate the procedure for handlingcredit card transactionsa. obtain card from customerb. itemize purchases and tax on

receipt f-)rm

c, set cost digits on machined. place card in roller machinee. place receipt in machineI. roll head over cardg. remove receipt and card for

purchaser to sign

h. return card to purchaseri. place store copy of receipt

in predetermined location

3. describe and demonstrate the methods/procedures for checking credit cardvaliditya. check signature on cardb. cheek expiration date on cardc. call telephone number to verify

credit rating

Teacher leads a small group discussion on interpretinginformation from the credit card.

Students and teacher role play various credit card transactionsituations.

Students practice filling in a sample credit sale slip.

__Students visit a store of their interest and record thesteps in a credit transaction.

Teacher encourages small peer group cooperation and 1

interaction.



Title Media Bib.

KNOWLEDGE

A 2,3,6,7,8

NUMBERS

B 2a,b,5

APPLICATION

C la,b,3,5,6

PHYSICAL

D la

Sample credit cards

Demonstration machine

"Customer Credit Series"Scholastic Magazine

"Credit and Money Matters"-

"

Household FinanceBasic Retail Credit" -University

'

of Texas" Market Game' Benefit Press

1

1

14

14

14

3

11

7

13

3

SUBCLUsTER: RETAILING

Code: psT- RTO4 TASK:111MIMENI.

Handle credit card transactions

Basic Information for Cooperative Teacting


Product description

Quantity

Cost

Tax

Parts of credit card machinehead/handlerollerplatecost digit selector

Copy and/or record numbers from acash register, pump meter, addingmachine, etc., accurately.

Read and interpret dates as theyappear on credit cards:

i.e. Expires end of 12 74

Read and interpret a tax chart.

Compute total cost of purchasesaccurately.


Credit card forms and machineCredit cards

Suggestions:

Role play situations involvingeredit card transactions for saleof different types of products.

DiscUss: What is credit?

Stress importance of good communi-cation skills.


TASK: Bag and wrap merchandiseCode: DST- RT05 Student Name:

Sheet of

StudentProgressProgress Behavioral Task Knowledges/Task Skills Instructional Methods

vw4-,='3

-

'Vw).-.-4..)

gc

,

411>--

Si

m,

1 ,-CLUJ

41

-13ro

al

W


1. wrap ready-to-wear merchandise in tissuepaper before bagging.

2. bag merchandise in the appropriate sizebag.

3. gift wrap packages with speed using thefollowing procedures:a. choose appropriate and attractive

wrapping paper for the packageb. practise economy in wrappingc. observe safety practices.

Teacher demonstrates folding merchandise and shown whenand how tissue paper is used in bagging.

Student practices folding merchandise.

Teacher demonstrates gift wrapping while students arewrapping.



Title Media Bib.

KNOWLEDGE

A 2,5,6,8

NUMBERSB 2a,b


PHYSICALD 1a,d,2a,b,

3c,g

Materials gandling 13

1

9

Wrapping materials


Code: pa- RTO5 TASK: BaR and wrap merchandise



Gift wrapping

Occasion

Industrial wrapping

Wrapping for mailing

Tying bows

Estimating size of paper needed fora particular package.

Color matching of ribbon and paper

Suggestions:

Have students measure paper for elvenboxes.

Have students select ribbon for paperwhich complement the paper.

Supportive Instructional Materials.:

CardRibbonNewspaper


TASK: Operate a cash registerCode: DST- RT06 Student Name:

Sheet 1 of 1

IStudentlProgress 'Behavioral Task Knowledges/Task Skills Instructional Methods

"CIwuloou4a,

0,.

I

Vw..-0>cv-

otil:...

4- ,

u=

otil

ea


1. replace receipt and sales journal tapes inthe cash register.

2. lock and unlock the cash register.

3. identify the cash register parts used inregister operation:a. amount keysb. correction leverc. control keysd. cash slabe. cash drawerf. detail windowg. sales journal tapeh. cash register receipt.

4. read and reset cash register totals.

Teacher demonstrates - replacing cash register tapes.

Students practice operating the cash repister using exer-cises prepared by the teacher, exercises take the studentstep by step through different register operations, afterwhich the student resets reeister total and removes salesjournal tape.

Teacher matches successful students who are interested inhelping those having difficulty.



Title Media Bib.

KNOWLEDGEA 2,3,6,8

NUMBERSB 2,3,5

APPLICATIONC 5,8

PHYSICALD 1a,b,c,2a,

b,3c,e.

"Chavitting Gash register Tapes"(TEAr7ER PROJECT)

Cash Register operator's manual

20

14

15

SUBCLUSTER: RETA/11NC

Code: DST - RT06 TASK: Operate a cash reeister------

Basic Information for Cooperative Teaching Suggestions: ,

Stress the importance of good communication skills.

EmOlasize the need for accuracy.'

.


See the Retailing instructor fora list of terms related to theoperation of a specific model ofcash register.

All denominations of paper moneyand coins

Recognizing amounts of money

Recognize and copy numbers

Counting back change

Supportive instructional Materials:Picture of cash register with part names identified.


TASK: Make changeCode; DST- RT07 Student Name:

Sheet 1 of 1

StudentProgress Behavioral Task Knowledges/Task Skills Instructiona Methods

luoU=1,0L.1c

-a:

.-?0t:

0.4

w>1-^

U=o"PM-0

aXIRI>1

0.EW

Given the necessary tools, materials,equipment, and requisite knowledge, thelearner will*

3.. make change following a prescribed proce-dure:

a. call back the amount of the sale andthe amount tendered by the customer

b, place the amount undered by the cust-omer on the baAh slab

' build change starting with the amountof the sale until the amount tenderedby the customer is reached

d. count back the change aloud as youplace it in the customer's hand

e. place the amount tendered by thecustomer in the cash drawer and closethe drawer,

Teacher-prepared student project.

Students avid teacher role nlav and practice making change.

Students self-instructional workbook materials arereviewed.



---Instructional Materials

Title Media1Bib.

KNOWLEDGE

A 3,9

NUMBERSB 2,3

APPLICATIONC 2,5,8

PHYSICALD la,e,2a,b,

3c,g

"Making Change"

"NCR Safeguarding Money"

"NCR Handling Money"

Real Money for cash fund

20

14

14

1

15

14

14

SUBCLUSTER: RETATIANc

Cede: au - RT07 TASK: Make change


Language of the Task1


Penny

1 cent

Nickels5 cents

Dime10 cents

Quarter25 cents

Half-dollar50 cents

Billone dollarfive dollarten dollartwerty dollar

Foreign money

I

Count change accurately.

Wiltiply 3x5=15(3-5 dollar bills = $ 15.00)


Money

,

Suggestions:

Role play making change

Consider identifyingcounterfeit money.

Check the use of identificationthrough the use of a light.


TASK: R, .sieve checks for payment of merchadiseCode: DST - RTO8 Student Name:

Sheet 1 of


2*-)70s-44a

2>,-....06.4

4,....-44t)=-00I.0.14.1

W

40

o


1. distinguish between an acceptable andan unacceptable check by examining thefollowing parts of the check:a. dateb. to whom the check is payablec. amount of check in figured. amount of check writtene. signaturef. bank coding on check

Student is presented checks in role playing situationand must decide if the check is acceptable.

Students review self-instructional workbook materials.

Teachar matches successful students who are interestedin helping those having difficulty.



Title Media Bib.

KNOWLEDGEA 3,9

NUMBERS2 a

APPLICATIONC 2,5,6

PHYSICALD la,d,2a,b,

3c,g

"NCR Cashing Checks"

Real checks

14

1

14


Code: DST - RT08 TAW Receive checks for payment of merchandise

Basic Information for Cooperdtiva Teaching Suggestions:

Review and discuss samples ofdifferent types of checks anddifferent types of endorsement.


Signature-legal instrument

Bad checkEndorsements

Payee BlankEndorsement in full

Payor Restrictive

Drawee

Drawer

Forgery

Alteration

Cert:fied check

Cashier check

sank money order

Traveler's checks

Postal money orders

Read and copy numbers.

Recognize numerical equivalents andvice versa.


SUBCLUSTER: RETAILINC

TASK: Handles cash -refunds to custnners

Code: nsT- RT09

Sheet I of 1

Student Mame:


MIell

=MI44

MIellr0...

11:11

44U4mta

to>I°0,

Given the necessary tools, Materials,equipment, and requisite knowledge, thelearner will

1. complete a credit receipt for a c.:shrefund with the correct information onthe credit receipt:a. customers name and addressb. datec. indicator on slip that money is being

refundedd. description of merchandise Eptig

retaene4 or rt.w.on f.:.r reunde. prio2 of merchar4inef. tale t3x !if opplicuhlt)a. total 'nowt of refund or money

to be paid outh. customer's signature.

Teacher-preparne pr(icets ant activities 140re thvstudent corselet... ero,:it r'et'ires for customer refunds.

Teacher concentrates his effort vith students haviso.difficulty.

Teacher enenuraoes mall peer Proup cooperation :modInteraction.

Para-professionals provide sustained involveneut untiestudents hoviPP difficulty vith thin tees:-



Title

1

Media Bib.

KNOWLEDGEA 301,9

NUMBERSR 2,3

APPLICATIONC 2,1,3

PHYSICALIn la, ,d,2a,b,3c,%

"Refunan die Cuotoner's none y"

Sales Receipts

15


Code: DST- MO9 TASK: Handle cash refunds to customers



Paid out

Credit

Cash refund

Service charge

Adjustment office

Addition

Subtraction

nultiplication

ChanOn!,, a percent to a decimal

Suggestions:

!;e sure to discuss with the voca-tional instructor the return/re-fund procedures used by local storeshufore discussin4 thin task withthe students.



TASK: Balance cash fund and cash register totalsCode: DST - RT10 Student Name:

Sheet 1 of 1


-0wU=0s-4.,

cR-4

'0w..--ga.-0>c-.

4/>44U=-00s-m

4/

/00.asaa


1. determine if the cash in the cash registeris over, short, or in balance after aday's sales activities:a. totals cash in cash drawerb. adds paid outs to cash total

c. compares cash total plus paid outswith register total and determinesamount of cash average or shortage.

Teacher explains cash balance forms.

Students work out cash balance exercises.



Title Media Bib.

KNOWLEDGEA 3,8,9

NUMBERSB 2,3,4


PHYSICALD la,c,d,2a,

b,c,g

"Merchandising Mathematics"

Cash balance forms

14

1

12


Code: DST RT10 TASK: Balance cash fund and cash register totals


.


Paid out

Received on account

Day's sales

Short

Over

Balance

Add dollar amounts

Subtract dollar amounts


Cash balance exercises available from classroom instructor.


TASK: Use props in displaysCode: DST- RT11 F:udent Name:

Sheet 1 of 1___ _____

StudentStyProgress Behavioral Task Knowledges/Task Skills Instructional Methods

ZUIvoL.4-)

0

Z>0ac.-

4'.--"-AD4-1

u=is.0Aca

41

to

)400


1. identify and use functional and decorativeprops used in merchandise displays:a. props

1) panels2) screens3) pedistals4) tables

5) cubes6) columns7) platforms

b. stands and easelsc. human forms

1) mannequins2) bust forms3) coat forms4) sweater forms5) etc.

d. papers, fabrics, and ribbonse. artificial flowers and treesf. paintsg. show card and sign supplies.

Teacher conduct -: a field trip to a local shopping areawhere students identify props that are used in displays.Discuss with a displayman how they were constructed.

Students w.rl:ing in teams develop and set-up seasonalmerchandise displays in showcases throughout the school.

Para-professionals provide sustained involvement withstudents having difficulty with ,this task.


Students view filmstrip/record.



Title 'Media l

14

14

5

14

14

14

14

14

Bib.

12

4

16

13

13

13

1313

KNOWLEDGEA 2,9

NUMBERSB 4a,b,d


PHYSICALD la,c,d,e,2b,

d

"Advertising and Displaying Merchan-dice""Display World""Stop Shrinkage""Fiber and Fabrics""Advertising""Supermarket Display""Stocking, Marking, and Displaying""Principles of Merchandise Display"


Code: DL - .RTil TASK: Use props in displays

Basic Information for Cooperative Teaching Suggestions:*

Speak distinctly and slowly, use sim-ple sentences, and look directlyat lip reading deaf students.


using a display prop catalog havestudent identify props and discusswhat they are used for.

-4-

Language of the Task Quantitative Concepts- -

Mannequin Ribbonsartificial flowers

Easel artificial trees

Panels

Pedestals

Cubes

Columns

Millinery heads

Formspaper-mache -

chicken wire

Paperno seam papergift wraptissue-crepe

Fabricfeltburlapsatin

Measure distances

Relative sizeslarger-smallerlargest-smallestheavy-lightRecognize shapes such as round,square, etc.

Supportive Instructional Materials:Display prop catalog from Distributive Education teacher.


TASK: Dresses mannequinsCode:DST - RT12 Student Name:

Sheet 1 of 1


w0=13

C

-

w...--0-g

cultu

4-)

NIg

t.OICa

me

E

Given the necessary tools, materials,e mquipent, and requisite knowledge, thelearner will:

1. take a mannequin apart and put it backtogether.

2. dress a mannequin without damaging themannequin or the clothing.

Teacher provides demonstration of the proper way tohandle mannequins to prevent damage to mannequins andclothing.

Students visit with a displayman on the job and discussuse of the mannequin as a display prop.





Title Media Bib.

KNOWLEDGEA 2,9

NUMBERS

APPLICATIONC 2,8

PHYSICALD la,b,d,f,2b

c,3c,f,g

Mannequin and clothes 1


Code: Dst -RT.1.2TASK: Dresses mannequins


Discuss the need for proper storageof the mannequins.


Mannequin

Wig

Torso

Handle with care

Major investment

Full body

Millinery heads

Discuss the cost of mannequins.

Consider the amount of space neededto move the mannequin about.



TASK: Prepare point-of-purchase advertisingCode: DST - HT13 Student Name:

Sheet 1 of I...=


lg

-13oI.4-)

le-t

14'4;140c-

(1:4

U=)

Mr-0AC

0-


1. identify different types of point -of-purchase props:a. postersb. counter cardsc. back dropsd. price cardse. cutoutsf. standsg. racksh. barrelsi. dump.

2. select and use the appropriate tools forpreparing show cards:a. markers (felt tip, etc.)b. layout toolsc. prefab. manufacturer's materialsd. knife/scissorse. sign machine.

Studentsin classroom

Students

point-of-purchasedisplay

Teacherclass period.c

collect display materials and set up POPwith appropriate advertising.

participate in field trip where they mustdisplays in various stores and

advertisements. ..

makes contact with each student during the

displays

identifythe

1


k


Title Media Bib.

KNOWLEDGEA 6,7

NUMBERS

APPLICATIONC 5,8

PHYSICALD la,b,c,d,f,

2a,b,3a,b

.


Code: DST- KM TASK: Prepare poizit- of- purchase advertising___ ____


Build small displays in the room.


Assist student in improving judge-meet and decision making skills.


Point of purchase

Counter cards

Back drops

Price cards

Cutouts

Racks

Factory pack

Size relationships of display tocash register or counter area.

Size relationship of show card tothe display.

.


small items to display (empty boxes)


TASK: Plans display situla and shov cards

Code: MT- !;T14 Student Name:

Sheet 1 of 1


W42)

>r..4., materials,Given the necessary tools, materials Students drat, rough layouts far si..ns and showcnrds fro:-.

( >:;:lrg equipment, and requisite knowledge, the merchandise described iv cataIce,s and palanines.10 ';:) U 1--, learner will:I.4-)

>Cm-'' m0 0Q Te4cher n:itches successful uttnknts 1.,:10 are int(:rested

Ji A[ L5 1. plan showenre For a PlerelsnOise disoln:.that contains the followitr, inforration:

in ulpirir those Iwyirot difficulty.

n. product price Teacher coacntrate his effort with students havinrb. brand namec. store department

difficult,,.

O. Rollin.' co7y.

2. lay out the sho4card usin, basicprocedures;

a. prepare a rou'h shvtch.b. employ:

1) vide r:amins2) well-balanced copy3) size of litters

Task-Related Instructional Materials4) readable colors5) correct spelling. Competencies Title Media Bib.

KNOWLEDGE

A 2,3,1,9 "Advertisine and Pisplayinv nerchan-disc';

14 12

NUMBERS

11 2,4a


. PHYSICALD la,b,c,d,2a,

b,3c,


Code: DST- 11T14 TASK: Plan display signs and show:at-4s



Rough layout

Desiost

Working plan

Promotion

Sizeboard

Letters

Ink

Paints



TASK: Prepare type-set signs and show cardsCode: DsT - RT15 Student Name:

Sheet 1 of 1


DU

vE444

Z>et

I'..>zgv0An%

'i.1.1

--a


1. operates the type-set sign machine.

2. lay-out the show card using correctspelling of all words.

3. lay-out an eye appealing and attentiongetting show card,

4. run off a show card on the sign machinesuitable for a point of purchase display.

Teacher demonstrates operation of the sigA machine.

Students view slide presentation on operation of thesign machine.



Title Media Bib.

KNOWLEDGEA 2,3,8,9

NUMBERSD 2,4a,b,e


PHYSICALD la,b,d,2a,

3c,n

Sign machine

"Inking and Punning Copies on theSign Machine"

"Great' F. lyv--c:t Signs"

"Sign Machine Operation"(Teacher-prepared)

-.................

1

14

14

11

-

15

15

15


Code: psT RTLS TASK: Prepare type-set signs and show cards

Basic Information for Cooperative Teaching Suggestions:1

e Seek information from the vocationalinstructor concerning the type-setsize machine and its operation.

The input of the vocational instruc-tor is essential in pl-atninn thisunit.

Student should check the spelling'of all words used on their showcard with a dictionary.


Type-set (different types)1. stylest. sizes

Layout

Show card

Eye appeal

Type sizes

Paper stock sizes

Common sign Sizes


Dictionary


TASK: Prepare hand lettered signs and show cards

Code: DST - R116 Student Name:

Sheet 1 of 1

'StudentProgress

rm..-


12411

12etW> W. Given the necessary tools, materials,, Students participate in a teacher-prepared student pro-

U= em. --044 413

equipment, and requisite knowledge, the ject--student constructs a display on paper using catalog12a 0 U >1 Learnerr w and magazine cut-outs and creates a hand lettered shows-44

c. -a^a a, card for the display.

g a:a 1. select pictures and materials from cata-logs or magazines. Para-professionals provide sustained involvement with

students having difficulty with this task.

2. prepare a display on paper using thecut-outs. Teacher concentrates his effort with students having

difficulty.

3. prepare hand lettered show cards formerchandise displays. Teacher matches successful students who are interested

in helping those having difficulty.



KNOWLEDGEA 3,8 "Hand Lettering Signs in Display" 20 15

NUMBERS "Advertising and Display Merchandise" 14 12

B 4a,5

APPLICATIOND la,b,c,d,2a,

b,3c,g

PHYSICAL


Code: DST- RT16 TASK: Prepare hand lettered signs and show cards

as.



Display cards

Informationitemssizepricestyle

Contrast

Color

Shape

Legible

Large

Bold

Variety

Background

Printing machine

Clean

..1.,

Size board

Show card

Matt board

Ply

Ability to see (visualrences and proportion.

Observe, handle, weighsign boards.

Consider the need forlag 40" x 60" (14 and

tze) size diffe-

, and "Mike" the

large signs us-22 ply) board.

Suggestions:

Practice hand lettering.

Emphasize and practice using thedictionary to insure that words onsigns are spelled correctly.


Cardboard 22" x 28" (6 or 8 ply) board-list or samples of color choices

Dictionary 28" x 44" (14 ply) board-list or samples of color choices matt board

Felt Markers Micrometer


TASK: Set up point-of-purchase displayCode: DST RT17

Student Name:

Sheet of 2


"CPCU

U=

E4Jc..-.

fl)"CP

>.-.0.-00'4

W>1

444J4,2atv.a-Lw

CV4-.

RI

cue


1. identify and describe the various typicaldisplay locations:a. inside front doorb. draft of front doorc. end of cross aislesd. end of right aislee. opposite service countersf. check out areag. near center of regular displays.

2. describe the techniques for locating POPdisplay:

a. locate at eye levelh. locate at an angle to stare traffic

flow.

3. identify and select the different typesof POP display materials:a. shelf stripsb. signsc. bannersd. pennantse. streamers.

4. demonstrate the appropriate selection ofPOP display materials:a. materials should be handy dispensers

of each itemb. materials should display item attrac-

timely

Students set up displays in the classroom.

Students participate in field trip to local supermarketsand department stores to evaluate and examine point ofpurchase displays.





Title Media Rib.

KNOWLEDGE

A 6,7

NUMBERS

APPLICATIONC 5,8


2a,b,3a,b

"Getting Merchandise Ready for Sale"

"Retail Salesmanship"

"Advertising and Displaying Merchan-dise "

14

14

14

9

13

12


Code: DST - RT17 TASK: Set up point-of-purchase displays-__



I40C

Point of purchase

Window display

Entrance

Right of entrance / aisle

End of aisle

Bonus

Pennant

Signcolored-paperwoodfelt

Opposite service center Display-stands

Check out

Cash register

Front of counter

First shelf

Tilted

Eye level

Shelf strips

Props

Students work on estimating distancesprecisely measured by the teacher.

Students and teacher estimate distancesthen measure.

Consider distances up, down, to theright, to the left, back, forward,etc.

,


Assortment of display stands, easels, etc. - all labeled.

Suggestions:

Speak distinctly and slowly, usesimple sentences, and look directlyat lip reading deaf students.

Assist student in improvin7, judgementand decision making skills.

Discuss-"Why I bought that doggiein the window!"

Try a "walk about" toward and througha shopping center, discuss pointof purcha -. displays.

SUBCLUSTER: !ZETAILIX

TASK: Set up point-of-purch:rneCode: 1ST - 111'17 cont. Student Name:

Sheet 2 of 2

StudentProgress Behavioral Task Knowledges/Task Skills

0


VVVE

+1

.Co

V20tPg

i>;;11

040ct

o°


will:

c. oaterials should bo adsily as:;.:.'.1i.

d. rotorialt; shoal,: .t., ..ov,A:de

e. natorials 'Thoul.: 12 ouioue, kliffyrniA,

clever, or-it:inn]

f. naterials should be suitable tosize of the storr.



Title Media Bib.

KNOWLEDGE

NUMBERS

APPLICATION

PHYSICAL

Code: -

SUBCLUSTER:

TASK:_Basic Information for Cooperative Teaching Suggestions:



SUBCLUSTER: RETAILIX

TASK: Contruct display floor covcrin,:sCode: DST - RT1S Student Name:

Sheet 1 of 1

StudentProgress

le

C44J

1,0Qt



1. contruct floor covcrin; for a displayusing appropriate materials:a. scatter flakesb. grass mats.

Teacher and students construct a sample board of materialsthat could be used for floor covering materials in mer-chandise displays.

Teacher rtatches succesnful students talc) are interested

in helpinf., those havini; difficulty.

Teacher encourager; small peer group cooperation and

interaction.



Title Media Bib.

KNOWLEDGE

A9

NUMBERSB 4a

APPLICATION

C 5,n

PHYSICALD la,b,d,e,

2b,d,3a,g

"merchandise Display" 14 13

SUBCLUSTER:

Code: DST -11T13 TASK: Constuct diolay fluor coverin:;


Consider 'Ole effect of: n touch

of -reeu, n toy, a roller skate,sun Oanses, etc. to focun theattention on specific parts of thedisplay.


Tie together

Authentic

Stencil form

.gase form

:Leasure accurately the length, width,and depto of the display case.

Use and interpret n tape or yardstick.

1


SUBCLUSTER: RETAILIM

TASK: Construct display backgroundsCode:DST - RT19 Student Name:

Sheet 1 of 1


Z1B>411 Given the necessary tools, materials, Teachers and student: construct a sample board of materialsu=.--p'''..--0 equipment, and requisite knowledge, the that could be used for background materials in displays.13o e V= >16 learner willLC"0.44 ,'* 0 1:1

- Students discuss and analyze, the use of specific back-Arli 1. contruct backgrounds for displays usin^

appropriate materials:ground materials for a riven display items.

a. fabric of various colors and texturesb. colored corrigated cardboard

c. rolls of various colored paper.

Para-professionals provide sustained involvement withstudents havino difficulty with this task.


Title4

Medialilib.Competercies

ODULEDGEA 9 "Merchandise Display" 14 13

NUMBERS8 4a

APPLICATIONC 5,8

PHYSICALD la,b,d,e,2b,

d,3a,g


Code: DST - RT19 TASK: Construct display backgrounds


Discuss contemporary trends in dis-play backgrounds such as open con-cept with the Distributive Educa-tion teacher


Background

Three-dimensional

Perspective

Textured

Depth of color

Focal point

Measure accurately the size of thedisplay background area.


SUBCLUSTER : RETAILING

TASK: Build mass displayCode: DST - RT20 Student Name:

Sheet 1 of


2ig120L.4.3

4

'13r?_-:;:ii

0>C-,

g

U"0=o&ill

w

>10a

Civen the necessary tools, materials,equipment, and requisite knowledge, thelearner will:

1. identify and describe different mass dis-play arrangements:a. pyramidb. step arrangementc. repetition.

2. demonstrate the basic procedures/techniquesfor assembling mass displays:a, remove all items from display areab. clean display areac. assemble multiples of items to be

displayedd. layout basic outline of mass display

with productse. fill in and complete mass display

p_4_,:ern

f. make final adjustment positioning andin location of products

g. remove excess materials and cleanup display location.

Trip to different stores to view different types of massdisplays.

Develop mass display evaluation points/criteria.

Demonstration on bending, lifting, etc.

Build displays using real merchandise.



Title Media Bib.

KNOWLEDGEA 1,2,3,7,9

NUMBERS

APPLICATIONC 2,5,8


2a,b,3a,b,c,d,e,f,g

"The Humble Way"

"Sales Promotion""Basic Selling"

"Merchandise Display"

13

14

14

8

13

13


Code: DST RT20 TASK: Build mass display

Basic Information for Cooperativ' Teaching Suggestions:


Mass

Pyramid

Repetition

Panel

Tilted board

Dominance

Balanceformalinformal

Proportion

Overlap

Work with objectsRadiation

PyramidInterferenceStairstepRepetitionZigzag

in Space:



TASK: Assist in preparing interior displays

Code: DST - RT21 Student Name:

Sheet I of 1

Stu dent---..Progress Behavioral Task Knowledges/Task Skills Instructional Methods

2U=12o1...

4J

.C

2>---13..-.

02.

0a-4

t4J0mp,0ArS

^

>Il


1. describe the typical interior displaylocations:a. checkout/cash registerb. entrance/exitc. aisle areasd. counter.

2. describe the different types of interiordisplays:a. open displaysb. closed displaysc. built-up displaysd. shadow boxe. counter/ledge.

3. demonstrate the basic procedures/techni-ques for setting up display:a. position larger background props

and fixturesb. position merchandise on mannequins

or formsc. place in related accessoriesd. locate decorative accessoriese. place the show cardf. check final positioning of all elements

and componentsg. check regularly on maintenance of

display location.

.

Students participate in a field trip to local stores toview interior displays.

Students work in teams setting up and evaluating a displayin the classroom.

Teacher provides a demonstration on safety for bending,reaching, and climbing.

Teacher matches successful students who are interested inhelping those having difficulty.



Title Media Bib.

KNOWLEDGEA 2,6,7,9

NUMBER!,

APPLICATIONC S

PHYSICALD ia,b,d,f,2a,b,3a,b,c,e,

f


1

14 . 14


Code: DST - RT21 TASK: Assist in preparing interior displays

Basic Information for Cooperative Teaching -- Suggestions:

Speak distinctly and slowly, use sim-pie sentences, and look directly atlip reading deaf students.

Assist student in improving judgementand decision making skills.

Language of the Task Quantitative Concepts--

Location

Lightingflourescentincandescent

Impulse buying

Coordinate

Objectives

Boost Sales

Direct traffic

Promote

Eye catcher

Center of aisle

Visible

openclosedtop of counterspecial construction



TASK: Assist in preparing window displaysCode: DST - RT22 Student Name:

Sheet 1 of 2

StudentProgress Behavioral Task KnowledgesiTask Skills Instructional Methods

112244

.1rj.4111

11

0ZIp.2.

.

.;

0

0'cus


1. describe the different types of windowdisplays:a. full backgroundb. partial backgroundc. open background.

2. identify and describe the different typesof promotional window displays:a. pre-season windowsb. runner windowsc. end-of-season windowsd. special event windowse. miscellaneous windowsf. feature windows.

3. describe the components of windows dis-plays:a.. propsb. merchandise unitsc. merchandise accessoriesd. background materialse. floor coveringf. show cards/price ticket.

4. complete a basic procedure for installingwindow displays:a. screen off windowb. remove all merchandisec. remove all props and fixturesd. wash and clean interior glasse. check bulbs and lighting

=1Students organize a field trip to visit stores for obser-vation of window displays, and to view displays beingassembled by a displayman.

Students make shoe box window displays, using catalog forfigure cut-outs.

Teacher concentrates his effort with students having

difficulty.

Para-professionals provide sustained involvement withstudents hiving difficulty with this task.



Title Media Bib.

KNOWLEDGE

A 2,5,9

NUMBERS8 4a

A TIONPPLICAC 5,8

PHYSICAL

D la,d,2b,3a,b,c,d,e,f,g

"Advertising and Displaying"

"Display World"

"Personal Development"

"Stocking, Marking, and Displaying"


Display and Promotion

14

14

14

14

14

13

20

-1

12

4

13

13

14

9

15"Creating a Merchandise Display"

.


Code: DST - RT22 TASK: Assist in preparing window displays


language of the Task Quantitative ConceptsStudents can build a small display inroom to simulate a window display.

Props

Show card

Background

Price tickets

Fixtures

Merchandise

Full background

Partial background

Open background

Pre-season

End-of-season

Measure window dimensions

Measure flow surface

Measure depth of display area.

This may feature some projects or pro-duets they or other students have made.

Assist student in improving judgmentand decision making skills.


Have students work with draping clothing.merchandisestencilsmagazines


TASK: Assist in preparing window displaysCode: DST - RT22 cont. Student Name:

Sheet 2 of 2


.0.041,41,ai

4-)

+.er.

ai

).,-tom0Z

V,

4-1

10m3reLa

Given the necessary tools, materials,equipment, and requisite knowledge, thelearner with

f. place and locate new props and fix-tures

g. add new merchandise to displayh. add accessory merchandisei. place show cards and individual tickets

in positionJ. perform final inspection.

:5. pin and drape merchandise:a. pins should be hiddenb. should not look stiffc. pins at shouldersd. crease naturally at waist.



Title Media Bib.

KNOWLEDGE

NUMBERS

APPLICATION

PHYSICAL

SUBCLUSTER:

Code: - TASK:





TASK: Decorate a flowering pot plant

Code: DST - RT23 Student Name:

Sheet i of 1


wt)

oS.

=

Vae-.43>C

-p-

CD>0....

4-)Vn'00

0)

R3

>10


1. select the appropriate bow and ribbonfor decorating a flowering pot plant.

2. tie an appropriate bow and wire it toa wooden pick.

3. wrap the pot in foil and place the bowpick at the pot edge.

Students preparq plants for floral sale during holidays.

Teacher provides a basic demonstration on decoration of aflowering pot plant.


Teacher encourages small peer group cooperation andInteraction.



Title Media Bib.

KNOWLEDGE

NUMBERS

APPLICATION

PHYSICAL


Code: BsT - RT23 TASK: Decorate a flowering pot plant

IBasic Information for Cooperative Teaching Suggestions:

Check with vocational Greenhouse/Floriculture instructor to deter-mine supportive need.


Bow

Ribbon

Pot plant

Pick

Foil

Wrap

Decorate


SUSCLUSTER: RETAILING

TASK: Identify common cut flowers

Code: DST - RT24Student Name:

Sheet 1 of 1

'ProgressStudent'

Behavioral Knowedgesask SkisTask l /T ll iInstructional Methods

1:0

u12o

'CP

>.--ci,0>c12,--

CD

4-)

U=ojc,15

I <V

m>Iet

m


I. visually identify the following commoncut flowers:a. Hybrid tea rose

k. Asterc. Standard

j. Snapdragonb. Floribunda rose

1. Stockchrysanthemum m. Orchid

d. Pompom chrysanthemum n. Gardeniae. Fugii chrysanthemum o. Tulipf. Disbud chrysanthymem p. Irisg. Regular carnation q. Easterh. Miniature carnation lilyi. G!adiolus r. Daffodil.

2. describe typical uses for each of theflowers indicated.

3. identify the predominant color(s) ofeach flower.

4. describe the keeping quality of eachflower.

5. identify the season for each flower.

6. identify the typical method of pricingeach type of flower:a. by dozenb. by the stem or budc. by bunches.

Students review a series of teacher-made slides depictingexamples of cut flowers.

Student will learn to identify and describe the applicationof cut flowers through the performance of arranging tasks,also.

Students or anize a field trip to a local florist exchange.8 P & e.


Task-Related

Competencies


Title. .

Media Bib.

KNOWLEDGE

A 1,5,6

NUMBERS

B 2b

APPLICATION

C 2a,4,8

PHYSICAL

D la,d,f2a

3c

.

Series of slides (teacher-prepared)

Retail Flower Shop Operation and

11

13

13

13

34

35

36

Management

Exotica III

The Color Dictionary of Flowersand Plants

SUBCLUSTER; RETAILING

Code: DST - RT24 TASK: Identify common cut flowers


Learn the flowers as they are inseason or demand.

Language of the Task Quantitative Concepts_

Rose Disbud

Chrysanthemum Predominant

Carnation

Gladiola

Snapdragon

Aster

Stuck

Orchid

Gardenia

Tulip

Iris

Easter lily

Daffodil

Miniature

Be able to count, measure in inches.

.


.


TASK: Identify common flowering pot plantsCode: DST - RT25 Student Name:

Sheet 1 of 1

StudentP ogress Behavioral Task Knowledges/Task Skills Instructional Methods

um13os-4-)

a

w,.-

.--

0c)-)

a. )

xi4-1

=u-t)wctE,

au.4:1

0>41earner.0.


will:

1. visually identify the following commonflowering pot plants:a. Poinsettiab. Azaleac. Easter lilyd. Chrysanthemume. Geraniumf. Hydrangiag. African violeth. Wax begoniai. GloxiniaJ. Cyclamen.

2. describe the typical method of pricingeach of these plants.

3. identify the predominant colors ofeach of these plants.

4. identify the season for each of theseplants.

Students organize a field trip to a local greenhouse.

Students will learn to identify the flowering pot plantsthrough the performance of arranging task also.

Students review a series of teacher-made slides.

Students review illustrated workbook exercise.



Title Media lBib.

KNOWLEDGE

A 9

NUMBERS

B 2b

APPLICATION

C 2a, 4

PHYSICAL

D la,d,f2a

3c

Series of slides (teacher-made)

Retail Flower Shop Operation and

11

13 34

Management


Code: DST - RT25 TASK: Identify common flowering pot plants



Poinsettia

Azalea

Easter lily

Chrysanthemum

Geranium

ilydrangia

African violet

Wax begonia

Gloxinia

Cyclamen

Colors - predominent


Multiplication

Addition

Pricing:if one is 78t, how much are twoby size of containerby dozen or half dozenby weight

Suggestions:



TASK: Receive and invoice garmentsCode: DST - RT26 Student Name:

Sheet L of 1

fStudentProgress

,.........4.


lu

=os.

4

lu

>..-°3.C

w..-4.)0=

MI40

et

w

-00tti>Ioca.

tf.1

Given the necessary tools, materials,equipment, and requisite knowledge, theLearner will:

1. obtain and record customer invoiceinformation:a. nameb. pick-up datec. stain informationd. address

e. phone number.

2. properly dispose of original andcarbon copies of invoices.

3. demonstrate a proper attitude andappearance during contacts with custo-mers.

4. receive and properly invoice garmentsfor processing:a. check garment pockets.b. check for special trim or buttonsc. check desired pick-up date.

Students perform the identified task skills as part of astudent-operated clothing service operation.

Teacher and/or resource person provides demonstration ofprocedures for receiving and invoicing.

Teacher encourages small peer group cooperation and inter-action.

Para-professionals provide sustained involvement with studentshaving difficulty with this task.



Title Media Bib,

KNOWLEDGEA 8,9

NUMBERS

B 3,5,48,6

APPLICATION

C 1,3,4,5,6

PHYSICALD La,c,d,f

2b

3a,c,g

Clothing_ Assistant 13 18


Code: DST - RT26 TASK: Receive and invoice garments


Bring clothing labels to class. Learnto recognize esseitial words and what

1

they mean in relation to clothing str-vice.

Role play "Boss for the day", how totreat customers and how to greet cus-tomers.

Note: If students' speech is not goodin "receiving", this may not be anappropriate task as this may cause thecustomer to be uncomfortable and go-elsewhere.

Language of u.*.e Task Quantitative Concepts

Invoice

Customer

Address

Stain

Spots

Construction of seams

Buttons

Darts

Lace

Snaps

Hooks and eyes

Zippers

Count and record numbers of garmentsin an order accurately.

Check the invoice against the orderaccurately.

Record and recognize dates and timesfor pick-up.



TASK: Interpret alteration tags and markingsCode: DST - RT27 Student Name:

Sheet 1 of I


-0CU

0m"Da1.-

4.)C

-0CU

r-->-°O>1>=-

12)>--4J=la0k

41e--6M

ca,IA6


1. identify and describe all generalinformation found on alteration tags:a. alteration areas/dimensionsb. promised datec. order numberd. type, style, or make of garment.

2. identify the standard alterationmarking symbols:a. shortening markb. lengthenin;; markc. one side alteration onlyd. stretch by pressinge. padding by sheetsf. shifting markg. space to be alteredh. take in one side onlyi. let out space betweenj. shrink by pressing.

3. draw selected standard alteriizionirking symbols for given alterationsas determined by local need.

Teacher prepares an activity/quiz worksheet on identificationof markings.

Students draw marking symbols for specific given alterations.

Teacher matches successful and Interested students with thosehaving difficulty.



Title 1Media Bib.

KNOWLEDGE

NUMBERS

APPLICATION

C 5,6

PHYSICAL

SUBCLUSTER:RETAIIING

Code: DST - RT27 TASK: Interpret alteration tags and markings


Show students what an alterationticket looks like and explain thateach alteration establishment has itsown set of samples, and show whatstandard symbols look like.

Visit an alteration department withstudents.

.


Alteration ticket

Order number

Garment

Symbols

Additional language of the taskregarding tag information and mark-ings may be obtained from localemployers.



TASK: Lubricate vehicle chassis and change engine oil and filterCode: DST- RT28 Student Name:

Sheet 1 of 1

StudentProgress

----------,.


w"0w 41..a) Given the necessary tools, materials, Students view procedures as demonstrated by instructor on front

4'= )e-Ja4.) equipment, and requisite knowledge, the end mock-up.

lg g g ,t, learner will :5.0 V Teacher demonstrates vehicle lubrication procedures with4./ 14 0 12,65 ct E

1.611. describe and demonstrate the operation transparencies:

of a hoist or floor jack. 1. front wheel bearing

2. identify and describe the applicationsof different types of greases.

2. lubrication system3. front end steering components

.

Teacher matches successful and interested students with3. lubricate the chassis and body compo-

nents of a vehicle following a pres-those who are having difficulty.

cribed procedure. Advanced student works individually with students on a specia-lized servicing job.

4. describe and demonstrate the operationof a lubrication gun. Para-professional works individually with students having

difficulty with this task.5. drain and replace engine crankcase oil.

6. remove, select, and replace engine oilfilters, following a prescribed pro-cedure.



Title Media Bib.

KNOWLEDGE1

Teacher-made transparencies 127. remove, repack, and replace the front

wheel bearings of a vehicle, followinga prescribed procedure.

A 7,9

NUMBERS Front end mock-up 2

B 4c, 5 "Engine Lubrication System" 12 19"Front Wheel Bearings" '12

APPLICATION "Steering System" 12

C 3,5,6 "Oil Filter Replacement" 12

PHYSICALD la,d

2e

3a,b.c,d,e


Code: DST - RT28 TASK: Lubricate vehicle chassis and change engine oil and filter

Basic Information for Cooperativ Teaching.111..11=


Engine oil

Filter

Chassis

Zerk fitting

Front end

Tie rod end

Center link

Pitman arm

Idle arm

Ball joints

Chassis lub.

Wheel bearings

Determine parts for vehicle usingparts reference.

Determine weight and type of oil fromchart.

Determine the amount of oil foran oil change.

Use appropriate measuring utensilsto measure that amount of liquid.

Suggestions:


Informally encourage voluntary buddysystem for assisting deaf ntJdents(individualize without calling atten-

tion to the individual).

Emphasize the importance of maintain-ing proper oil level, eliminating oilleaks, replacing the filter, and hav-ing all grease fittings properly lubricated.


Borrow equipment for vocational education department


TASK: Mount, balance, and rotate tiresCode: DST - RT29 Student Name:

Sheet 1 of _a_


-1.co 41 > OP

r-- Given the necessary tools, materials, Teacher or resource person (service station attendant)9, >1:1 equipment, and requisite knowledge, the demonstrates the procedures and techniques for balancingii.

s°.I.4.1

0c-u=-A.--0

>1to

0..

learner will: and rotating tires.

C0- La.

. wE Students view charts and filmstrip/record.1. identify and describe the different

sizes and types of lug nuts. Students work in small groups or teams rotating and balancinga set of tires.

2. demonstrate a degree of skill inoperating specific pieces of equip-ment for mounting. balancing, androtating tires.

Provide many tactile and hearing experiences for the blindstudent to reinforce task knowledges/skills.

Give the blind student ample time for accumulating finger3. identify and describe the tire knowledge. Instructor must aid student in moving fingers for

rotation sequence. gathering information.

4. remove and replace vehicle wheels, Service station attendant visits class and discusses how to

exhibiting a degree of skill. read tire war,

Task-Related Instructional Materials5. mount and dismount tires, exhibiting

a degree of skill.Competencies Title Media Bib.

KNOWLEDGE6. balance tires by the static and

dynamic processes, exhibiting a A 1

"Radial Tires" 5 21

degree of skill. NUMBERS Delco-Remy Charts on Tires 16 20

B 2 Teacher-made transparencies onbalancing

12

APPLICATION

C 5,8 "Wheels and Tires Group X" 12 19

PHYSICAL Footprints 4 8

D 1, 2b, 3 (Goodyear Tire and Rubber Company)

.


Code: RT29 TASK: Mount, balance, and rotate tires

Basic Information for Cooperative 'teaching


Static

Dynamic

Mount

Tire

Bead

Machine

Rotate

Lug nuts

Torque spec.

Rim

Stem

Wheel weights

Adapter

Wheel weight tool

Impact wrench

Wear

Belted

Radial

Discuss static and dynamic balanceof tire.

Relate meaning of rotation of tires(radial and bias)

Review the concept of balance - equalweights.

Suggestions:

lnfo.imally encourage voluntarybuddy system for assisting deafor blind students (individualizewithout calling attention to theindividual.


Field trip to tire store and watchworkmen mount and balance tire.

Stress the importance of tires be-ing properly mounted (no leaks),balanced (no wheel vibration), ro-tated (extended wear).



TASK: Install auto accessoriesCode: DST - RT30

Sheet j___ of 1

Student Name:


13

u13

S.S.+i4

13

>,-Jz,.....lam

0>=-,

W

U13=act

W

>Ic)

a8


1. recognize faulty auto accessoriesand low fluid levels.

2. determine part numbers, sizes, modelsof parts to be replaced from part.

3. locate and determine part numbers,sizes, and models by using parts manual.

4. remove and replace defective or faultyaccessory parts following prescribedprocedures.

5. install, check, and adjust accessoryfollowing a prescribed procedure;a. windshield wipersb. aerialsc. air cleanersd. gas filters.

Teacher demonstrates the installation procedures for eachspecific accessory.

Students review and discuss illustrated texts, workbooks,service manuals, and visual materials related to the task.

Students handle and discuss the parts and components of theauto accessories to become familiar with each name and func-Lion.

Advanced student works individually with students on aspecialized servicing job.

Teacher designs. and directs a series of performance tests forindividual students on servicing auto accessories.



Title Media Bib.

KNOWLEDGEA 2,3,5,6,9

NUMBERSB 2a,b,4e,f,g, 5

APPLICATIONC 3,4,5,6,7,8

PHYSICAL

D 1, 2a,b3a,b,c,e.fg

Manufacturer's specification sheets 14


Code: DST- RT30 TASK: Install auto accessories

Basic Information for COOper.itivr! Teaching Suggestions:

Stress employer, attendnnt,customerrelations.

When attendants get tools for autorepair, he also gets fender covers,shop towels, seat covers, for cleanli-ness.

Remember to keep things clean forcustomer's satisfaction.

For any task sheet, have formerstudents come back to talk to presentstudents.

Emphasize the importance of neatness.


Language of the TaskI


Windshield wipers

Air cleaners

Battery terminals

Oil filter .

Windshield solvent

Air breather

Fan belts

Latch adjustment

Mirrors

Various lights and bulbs

Seat belts

Fuses

Recognize sizes and types of acces-sories:Windshield wiper bladeFan beltLight bulb and fuseOil filters

i

.



TASK: Wash and wax carsCode: DST- RT31 Student Name:

Sheet 1 of __L-

tStudentProgress Behavioral Task Knowledges/Task Skills Instructional Methods

N7OP

3"Cio4-2b.5

"1:1ILO

>4-a>I-,

c

ILO>4J0=ois

ct

4)r43RS>I.et

5


1. select the appropriate supplies forwashing and waxing vehicles.

2. demonstrate a degree of skill inwashing vehicles by hand methodand by using a high pressure sprayunit.

3. identify by name and clean specificareas or body components of a vehicle.

4. operate specific pieces of equipmentfor assisting in cleaning and/or waxinga vehicle.

5. follow a prescribed manufacturer's pro-cedure in applying and removing waxesand simonizes, exhibiting a degree ofskill.

Students view AVIDesk series on Car Wash Helpers.

Class lab assignment will involve scheduling, washing, andwaxing cars daily.

Students competent in this task provide instruction to schoolorganizations planning car washes.



TitIe Media Bib.

KNOWLEDGE

A 1,7,9

NUMBERS

B 5,6,8

APPLICATION

C 4,6,8

PHYSICAL

D la,b,d,f2b

3a,c,g

"Car Wash Helpers" 5

-


Code: DST- RT31 TASK: Wash and wax cars


Sponsor a class car wash so thatstudents can organize the event,practice the procedures required,and develop a financial system.


Rag

Wax

Wash

Vehicle description

Water

Soap

Chamois

Towels

Water

Hose

Pail

Sponge

.

Amounts of material needed:gallons of waterounces of soapounces of wax

Approximate the times/costs whichwould be reasonable.


STRUCTIONLMATERIALS

BLIOGR PHY

INSTRUCTIONAL MATERIALS BIBLIOGRAPHY


Bib. Ref. No. Company Name/Address

I.

02.

Avid CorporationP.O. Box 4263East Providence, R.I. 02914

Bell Telephone Companylocal Bell Telephone Office(or) 1922 CassDetroit, M.I. 48226

3. Benefit Press10300 W. Roosevelt Rd.Westchester, III. 60153

4. Display Publishing Company407 Gilbert AvenueCincinnati, Ohio. 45202

5. Fairchild Publications inc.Books and Visuals Division7 East 12th StreetNew York, NY 10003

6. General Telephone CompanyOwosso, MI

7. Household Finance Corp.local office

8. Humble Oil and Refining co.P.O. Box 2180Houston, Texas 77001

9. McGraw-Hill Book CompanyGregg Division330 West 42nd StreetNew York, NY 10036

139

Title

"Safety at Work""Weights and Measures"

Free materials and filmsTeletrainer Simulator

Market Came

"Display World" (free)

"Distribution andDistributionCareers"

Free materials and films onthe Telephone

"Credit and Money Matters"

"The Humble Way" ;free)

Display and-PromotionMaterials Handling.Physical DistributionReceiving, Checking, andMarking

"Know Your Merchandise""Getting Merchandise Ready

for Sale""Retail Salesmanship""Marketing Projects"

10. Quaker Oats CompanyChicago, 111.

11. Scholastic Book Service50 West 44th StreetNew York, NY 10000

12. South-Western Publishing Co.3101 Madison RoadCincinnati, OH. 45227

13. University of TexasInstructional materialsServices

Division of ExtensionAustin, Texas 78712

14. The National Cash Register Co.NCR Education CenterSugar CampDayton, OH 45409

15. Julie McIntyreAverill Career OpportunitiesCenter

2102 WeissSaginaw, HI 48605

16. Merchandise Film Production419 Park Avenue SouthNew York, NY 10016

17. National Educational Media15250 Ventura BoulevardSherman Oaks, CA 91403

140

D.E. Booklets

"Consumer Credit Series"

"Merchandising Mathematics""Checker/Cashier""Advertising and Displaying

Merchandise"

"Mdrchandise Display""Advertising""Fiber and Fabrics""Basic Retail Credit""Principles of Merchandise

Display""Supermarket Display""Personal Development""Receiving, Checking, and

Marking""Stocking, Marking, andDisplaying"

"Sales Promotion""Basic Selling"

"NCR Safeguarding Money""NCR Handling Money""NCR Cashing Checks"

"Creating a Merchandise Display"Making Change""Writing Up a Cash Sale""Writing Up Layaway Sales""Writing Up Charge Sales""Refunding the Customer's Money"Inking and Running Copies on

the Sign Machine""Creating Typeset Signs""Sign Machine Operation"

"Stop Shrinkage"

"Telephone Manners"

18. Home Economics InstructionalMaterials CenterTexas Tech UniversityDepartment of Home Economics

EducationLubbock, Texas

19. DCA Educational Products, Inc.4865 Stenton AvenuePhiladelphia, Pa 19144

20. Delco-Remy CorporationDivision of GMCAnderson, Indiana

21. Chrysler CorporationDepartment of Public RelationsP.O. Box 1919Detroit, Michigan

22. Goodheart-Wilcox

23. American Technical Society848 East 58th StreetChicago, Illinois 60637

24. Encyclopedia BritannicaEducational Corporation425 N. Michigan AvenueChicago, Illinois 60601

25. Serina Press70 Kennedy SquareAlexandria, VA 22305

26. Ilisual Instruction Productions295 West Fourth StreetNew York, N.Y. 10014

27. Stanley Tools600 Myrtle StreetNew Britian, Conn 06050

28. U.S. Steel Corp.

29. Bausch and LombSOPD DivisionBausch StreetRochester, New York 14609

141

Clothing Assistant

"Eye Protection""Hand Saw Nomenclature""Engine Lubrication System""Front Wheel Bearings""Steering System""Oil Filter Replacement""Wheels and Tires Group X""Listening With Your Senses"

Delco-Remy charts on tires

"Radial Tires"

Modern Carpentry

"Lumber Handling and Piling"

"Lumber for Houses"

" Carpentry Part 1 - Measuring,Making, and Leveling Tools"

"How to Use Measuring Tools""Saw Operations"

Stanley tool charts

"Knowing Is Not Enough"

"It's Up to You"

30. National Safety Council

31. University of MichiganA-V Education Center416 Fourth StreetAnn Arbor, Michigan

32. Michigan State UniversityInstructional Media CenterEast Lansing, Michigan 48823

33. Scott Education DivisionHolyoke, Mass 01040

34. Pennsylvania State UniversityDepartment of Agricultural Ed.University Park, Pa 16802

35. Roehrs CompanyBook DivisionBox 125East Rutherford, N.J. 07073

36. Crown Publishers Inc.419 Park Avenue SouthNew York, N.Y. 10016

142

safety posters

"Our Senses: What They Do FUs"

"Safety in the Shop""Fire""Fire: What Makes It Burn""Fires and Wires"

"How to Have an Accident atWork"

"How to Have an Accident atHome"

"Maintaining a Safe Shop"

Retail Flower Sho 0 eratiand Management

Exotica III

The Color Dictionar of Fland Plants

APPENDIX

INSTRUCTIONAL MATER I ALS CODE

TASK - RELATED COMPETENCIES CODE

INSTRUCTIONAL MATERIALS CODE

MEDIA CODE/INDEX

Code Media

1 Demonstration with real objects/materials

2 3-D models - Mockups

3 Games - Simulators

4 Sound/Slide Programs

5 Filmstrip - Cassette/Record

6 TV - Broadcast, Closed Circuit

7 Video and/or Audio Recorder

Film, 16mm - BW/Color, Sound

9 Film loop, Bmm

10 Filmstrip

11 Slides

12 Overhead transparencies

13 Books, Magazines, Texts, Booklets

14 Pamphlets, Brochures, Manuals, Workbooks

15 Newspapers, Cartoons

16 2-D Displays, Charts, Graphs, Posters

17 Drawings, Photographs, Schematics, Maps

18 Opaque Projectuals

19 Telephone, intercom

20 Other; specify

BIBLIOGRAPHY REFERENCE

Probable Learning Sensations

Vis._Aud. Tac. Kin. Ole. Say.

.

x x x x

rx x

X x x x x x 9

x x x x x x

x x

x x

x x.-

x x

x x

x-_

x

x

r

x

- .

x

x

x. -

x

,

x* .

x-

x

_

... 1

. . . complete ordering information for each of the commercially or teacher-produced instructional materials may be obtained by checking this referencenumber in the Instructional Materials Bibliography located in the back of theCluster Clide. 143

TASK-RELATED COMPETENCIES

The task-related competencies are a summation of the specific skills,understandings, and/or attitudes that are necessary to satisfactorilyaccomplish the instructional tasks found in the ten cluster guides. Thefollowing listing is used for interpreting the Task-Related Competencycode numbers foUnd on each task sheet. A more detailed description ofeach of the identified competencies can be found either in the ProgramGuide or the Project Handbook.

A. SKILLS BASED ON KNOWLEDGE

J. Name one or more items2. Request supplies and/or equipment3. Check for accuracy and, if necessary, require correction

of self and/or others4. Discriminate sound cues, recognize normal sound as opposed

to abnormal sound5. Identify color6. Identify form, size, shape, texture7. Sequencing - Respond by pre-determined plan8. Write identifying information of persons, places, and/or

objects, serial no., weight, and/or types of products onslips or tags, etc.

9. Obtain information through sight, shape, size, distance,motion, color, and other unique characteristics

10. Discriminate olfactory cues

B. CONCEPT OF NUMBERS BASE! ON KNOWLEDGE

1. Ordinal2. Cardinal

a. read numbers and/or copyb. count and/or record

3. Make change (money)4. Measute

a. distanceb. weights - volume - balancec. liquids - solidsd. time (measurement of)e. degrees of circlef. temperature, pressure and humidityg. torqueh. electricityi. vertical-horizontal

5. Perform simple addition and/or subtraction

6. Perform simple multiplication and/or division

145

TASK-RELATED COMPETENCIES, continued. .

C. COMPREHENSION AND PERFORMANCE

1. Formsa. writeb. file, post and/or mail

2. Matcha. duplicateb. sort

3. Check lists and/or fill out report forms4. Time awareness5. Follow verbal symbol and/or written direction6. Recognize words (not numbers) or ability to read and/or write7. Depth perception8. Ability to select most appr3priate solution9. Concept of distance

D. SKILLS BASED ON PHYSICAL ABILITIES

1. Fine Coordinationa. coordinate eyes and hands or fingers accuratelyb. make precise movementc. move fingers to manipulate objectsd. move hands skillfully - placing and turning motione. coordinate hand and footf. feeling - perceiving objects and materials as to size,

shape, temperature, moisture content, or texture by meansof touch

2. Strength (lifting, carrying, pushing, and/or pulling)a. sedentary work, 10# occasionally lifting and/or carrying

small items such as tools, etc.

b. light work, 20#, requires a significant amount ofstanding or walking

c. medium work, lifting 50#, frequent lifting and carryingobjects weighing 25#

d. heavy work, frequent lifting and/or carrying up to 50#e. very heavy work - lifting objects in excess 100#, lifting

and/or carrying objects weighing 50# or more3. Gross Coordination (climbing and/or balancing)

a. maintain to prevent falling when walking,standing, cro , or running en narrow, slippery ormoving surfaces

b. ascend and descend ladders, stairs, scaffolding, ramps,poles, ropes, using feet and legs and/or hands and arms

c. reaching - extending hands and arms in any directionsd. crawling - moving on knees or hands and feete. kneeling - bend legs at knees to rest on knee or kneesf. stooping - bend downward and forward by bending legs

and spineg. bending - downward and forward by bending at the waist

146

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