Local Career Possibilities

This Smart Choices activity directs student teams to research the businesses in their community according to category, creating a graph of the numbers of businesses in each category.

Primary Learning Outcomes

How many different types of businesses are in my community?

Additional Learning Outcomes

How can I display this diversity in a graph?

Assessed QCC Standards:

Grade: 9-12

Guidance

B. Educational and Occupational Exploration

Topic: Skills to locate, evaluate, and interpret career information.
Standard: -Describe the educational requirements of various occupations. -Demonstrate use of a range of resources (e.g., , handbooks, career materials, labor market information, and computerized career information delivery systems). -Demonstrate knowledge of various classification systems that categorize occupations and industries (e.g., , Dictionary of Occupational Titles). -Describe the concept of career ladders. -Describe the advantages and disadvantages of self-employment as a career option. -Identify individuals in selected occupations as possible information resources, role models, or mentors. -Describe the influence of change in supply and demand for workers in different occupations. -Identify how employment trends relate to education and training. -Describe the impact of factors such as population, climate, and geographic location on occupational opportunities.

Procedures/Activities

Step: 1 Duration:

Divide the class into eight groups. Provide each group with a Yellow Pages directory.

Step: 2 Duration:

Assign each group to count the number of businesses represented by one of the following categories: a. Construction b. Health Care c. Food Service d. Transportation e. Manufacturing f. Law g. Communication h. Agriculture/Agribusiness

Step: 3 Duration:

Using the results, make a large graph showing the number of businesses in each category. Note which categories have the greatest and least number of businesses.

Step: 4 Duration:

Have students find out if there are any internship, cooperative education, apprenticeship, or on-the-job training opportunities at any of the local businesses in their group.

Materials and Equipment

Pencil or pen Graph materials Yellow Pages directories

Standards (Local and/or National)

Total Duration

1 hour

Technology Connection

Assessment

Students will be evaluated as to how they investigated and graphed local business opportunities within their community

Extension

Invite representatives from one or more of these categories to speak about careers.

Remediation

Students having difficulty with the graph be guided to first draw the "buildings" as tall as the number of bussinesses in that category.

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.