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Students will determine their academic interests and
their postsecondary educational plans then use a guided web search to
investigate possible careers. |
Primary Learning Outcomes
What are my favorite subjects in school? Which subjects are of
interest to me? What are my plans for after high school--enter the job market or
military service, get training, go to a two-year or four-year college and
beyond? What careers are available with the level of education and training I
plan to pursue?
Additional Learning Outcomes
Assessed QCC Standards:
Grade: 8
Guidance
B. Educational and Occupational Exploration
4
Topic: Knowledge
of the benefits of educational achievement to career opportunities.
Standard: Describe the importance of
academic and occupational skills in the work world. Identify how the skills
taught in school subjects are used in various occupations. Describe individual
strengths and weaknesses in school subjects. Describe a plan of action for
increasing basic educational skills. Describe the skills needed to adjust to
changing occupational requirements. Describe how continued learning enhances the
ability to achieve goals. Describe how skills relate to the selection of high
school courses of study. Describe how aptitudes and abilities relate to broad
occupational groups.
6
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.
C. Career Planning
9
Topic: Skills to
make decisions.
Standard: Describe personal beliefs and attitudes. Describe how career
development is a continuous process with series of choices. Identify possible
outcomes of decisions. Describe school courses related to personal, educational,
and occupational interests. Describe how the expectations of others affect
career planning. Identify advantages and disadvantages of various secondary and
postsecondary programs for the attainment of career goals. Identify the
requirements for secondary and postsecondary programs.
12
Topic: Understanding the process of career planning.
Standard: Demonstrate knowledge of
exploratory processes and programs. Identify school courses that meet tentative
career goals. Demonstrate knowledge of academic and vocational programs offered
at the high school level. Describe skills needed in a variety of occupations,
including self-employment. Identify strategies for managing personal resources
(e.g., , talents, time, money) to achieve tentative career goals. Develop an
individual career plan, updating information from the elementary-level plan and
including tentative decisions to be implemented in high school. Identify and
appreciate personal interests, abilities, and skills. Demonstrate the ability to
use peer feedback. Demonstrate an understanding of how individual
characteristics relate to achieving personal, social, educational, and career
goals. Demonstrate an understanding of environmental influences on one’s
behavior. Demonstrate an understanding of the relationship between personal
behavior and self- concept.
Procedures/Activities
Step:
1 Duration: 10 minutes
Discuss with students the relationship between school work and
future careers. The subjects we enjoy and excel in in school could lead us to
careers that require those skills. For example, a person who really enjoys math,
does well in the subject and plans to enter college for an advanced degree might
use those skills as a economist, a mathematician, a physicist or an astronomer.
On the other hand, a person who enjoys social studies, plans to seek employment
after high school and get on-the-job training might use those skills as a
cartoonist, correctional officer or travel clerk. The combination of personal
skills and abilities and an educational or training plan for the future can help
us explore career possibilities for our future.
Step:
2 Duration: 10 minutes
Ask students to take a moment and consider which of these
subjects--math, science, social studies or language arts--they are most
interested in and perform well. Once students have selected a subject, have them
consider their plans for after high school. Will they continue their education
in a two-year or four-year college or get an advanced degree or will they enter
employment immediately, getting on the job training?
Step: 3 Duration: 5 minutes
Once students have answered these questions, group them by the
subject areas they have chosen--math, science, social studies, language arts.
Tell students they will investigate possible careers in their chosen subject
areas using a guided web search. Have students log-on to the computer at the
following sites according to the subject area. Tell them they must find at least
three occupations to report on that fit with their current educational or
training plans (i.e., if they plan two or four years of college, find jobs that
require that amount of education; if they plan to gain on-the-job experience,
find jobs that require that type of experience, etc.).
Web
Resources for Step 3
Title: Math--at Various Levels--Is Important in a Wide
Range of Jobs
URL: http://stats.bls.gov/k12/html/tch_mat1.htm
Annotation:
This Bureau of Labor Statistics web site lists occupations related to math and
notes what type of training, experience and education is needed to enter the
field. Students click on different occupations to discover the nature of the
work; working conditions; employment; training, other qualifications, and
advancement; job outlook; earnings; related occupations; and sources of
additional information about that occupation.
Title: +Science--at Various Levels--Is Important in a Wide
Range of Jobs
URL: http://stats.bls.gov/k12/html/tch_sci1.htm
Annotation:
This Bureau of Labor Statistics web site lists occupations related to science
and notes what type of training, experience and education is needed to enter
the field. Students click on different occupations to discover the nature of
the work; working conditions; employment; training, other qualifications, and
advancement; job outlook; earnings; related occupations; and sources of
additional information about that occupation.
Title: Occupations Related to English
URL: http://www.bls.gov/k12/text/tch_en1t.htm
Annotation:
This Bureau of Labor Statistics website lists occupations related to language
arts and notes what type of training, experience and education is needed to
enter the field. Students click on different occupations to discover the
nature of the work; working conditions; employment; training, other
qualifications, and advancement; job outlook; earnings; related occupations;
and sources of additional information about that occupation.
Title: Some Occupations Related to Social
Studies
URL: http://www.bls.gov/k12/text/tch_so1t.htm
Annotation:
This Bureau of Labor Statistics web site lists occupations related to social
studies and notes what type of training, experience and education is needed to
enter the field. Students click on different occupations to discover the
nature of the work; working conditions; employment; training, other
qualifications, and advancement; job outlook; earnings; related occupations;
and sources of additional information about that occupation.
Step: 4 Duration: 20 minutes
Once students have logged-on to the proper web site, have them
gather the following information about their chosen occupation: the nature of
the work; training, other qualifications, and advancement; job outlook; and
earnings. Ask them to note these items for a group discussion.
Step: 5 Duration: 15 minutes
After students have gathered the information, group them by
their subject areas and have them discuss the following questions in their group
about their research. Which occupations did you investigate? How would you rank
your choices by preference? Are these occupations growing or declining in
demand? What is the relationship between years of education/training required
and the number of jobs available? What is the relationship between years of
training/education required and earnings? Are there other qualifications for
these occupations besides training and education? What are those?
Materials and Equipment
chalkboard or white board
Standards (Local and/or National)
Total Duration
60 minutes
Technology Connection
Computer with internet connection
Assessment
Students will be assessed on their guided web search results
and the group discussion.
Extension
Remediation
Accommodation
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.
