Exploring Careers in Science and Technology

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Students will describe scientists and list the skills necessary to perform their jobs.

Primary Learning Outcomes

What does a scientist do? What skills are used in a scientists' job?

Additional Learning Outcomes

Assessed QCC Standards:

Grade: 7

Guidance

B. Educational and Occupational Exploration

Topic: Skills to locate, understand, and use career information.
Standard: Identify various ways that occupations can be classified. Identify a number of occupational groups for exploration. Demonstrate skills in using school and community resources to learn about occupational groups. Identify sources to obtain information about occupational groups including self-employment. Identify skills that are transferable from one occupation to another. Identify sources of employment in the community.

Procedures/Activities

Step: 1 Duration: 10 min.

List the terms “critical-thinking” and “higher-order thinking skills” on the board. Tell students that they will be discussing special skills needed for professionals in science and technology careers. Have students discuss the terms on the board. Help them define their meaning.

Step: 2 Duration: 20 min.

Ask students what makes careers in science and technology so challenging. Write their responses on the board. Pass out the activity sheets and have students complete them. Have students discuss their answers and justify their choices.

Attachments for Step 2

Title: FileName: Skills for Science and Technology Inventory.doc
Description: Print and copy for each student.

Materials and Equipment

Chalkboard, Chalk, Activity sheet, Pencil/pen

Standards (Local and/or National)

Total Duration

One class period

Technology Connection

Assessment

Students' participation in the activity will be evaluated.

Extension

Arrange for a guest speaker in the science field to address the class.

Remediation

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.