Back to Activity List


Career Graph
Students will identify a variety of jobs that men and women can do. They will develop a graph of occupations and discuss the work roles of men and women



Primary Learning Outcomes
What are some jobs that men and women can have?

Additional Learning Outcomes


Assessed QCC Standards:

Grade: 2
Guidance
B. Educational and Occupational Exploration
6
Topic: Skills to understand and use career information.
Standard: Describe work of family members, school personnel, and community workers. Identify occupations according to data, people, and things. Identify work activities of interest to the student. Describe the relationship of beliefs, attitudes, interests, and abilities to occupations. Describe jobs that are present in the local community. Identify the working conditions of occupations (e.g., , inside/outside, hazardous). Describe ways in which self-employment differs from working for others. Describe how parents, relatives, adult friends, and neighbors can provide career information.


Procedures/Activities


Step:  1 Duration: 20 min.
Distribute index cards and have students draw on the cards their moms, dads, or significant others in their particular workplace.

Step:  2 Duration: 5 min.
Discuss special equipment or uniforms that these people need to do their jobs.

Step:  3 Duration: 5 min.
Make a class graph, using the index picture cards. Decide on the categories with the class.

Step:  4 Duration: 5 min.
Discuss the graph.




Materials and Equipment
Pencil or pen, index cards


Standards (Local and/or National)

Total Duration
30 min.

Technology Connection



Assessment
Students answers to oral questions and participation will be evaluated.
Extension
Create a list of questions for students to answer based on the graph that they created.
Remediation
Invite several parents to come in a describe their jobs to the class.
Accommodation
For students with exceptional needs, what changes can be made in instruction and teaching delivery to enhance student participation and learning? Each area below is a direct link to general classroom accommodations.

Non-readers     Physical Impairments     Sensory Impairments     Attention/Behavior

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

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

Modification
For students with significant disabilities, what changes can be made in instruction and teaching delivery to allow students to participate in classroom instruction while working on IEP objectives and off grade level QCC standards. Below are suggested modifications correlated to the procedures of this lesson plan.