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Students will analyze how personal characteristics,
abilities, and interests relate to job
fields. |
Primary Learning Outcomes
How does my personality relate to future careers?
Additional Learning Outcomes
Assessed QCC Standards:
Grade: 8
Guidance
A. Self Knowledge
1
Topic: Knowledge
of the influence of a positive self-concept.
Standard: Describe personal likes and
dislikes. Describe individual skills required to fulfill different life roles.
Describe how one’s behavior influences the feelings and actions of others.
Identify environmental influences on attitudes, behaviors, and aptitudes.
B. Educational and Occupational Exploration
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.
Procedures/Activities
Step:
1 Duration: 30 min to play the game
Prepare the chart as shown on the activity page and review the
rules of “Twenty Questions.” One person is “It.” “It” thinks of something. The
class tries to guess what “It” is thinking by asking 20 questions or fewer. To
the questions, “It” can reply only “yes” or “no.” The person who is “It” thinks
of an occupation or career. He or she then writes one skill or ability need for
the occupation in the proper column.
Attachments for Step 1
Title: FileName: Careers and Abilities Chart.doc
Description: Use as a
reference for creating your class chart.
Step: 2 Duration:
Go around the room, allowing each student to ask “It” one
question (up to 20 questions, total) about the skills/abilities needed. “It”
will answer “yes” or “no” and add only the skills/abilities that received the
answer “yes” on the chart. At any time during the 20 questions, students may ask
a question about the career “It” has in mind. For example, “Is it a computer
animator?” If the answer is “no,” the career asked about can be added to the
Other Career Possibilities column only if the class comes to a consensus on
whether or not that career requires the skills/abilities already listed.
Continue until all 20 questions have been asked or the career is guessed. If
after 20 questions the career isn’t guessed, “It” must reveal the answer and
explain why the listed skills are necessary for that career.
Step: 3 Duration: 15 min.
Discuss with the class the entries made in the Other Career
Possibilities column. Are there other skills needed for these? Continue with
another “It” as time allows.
Materials and Equipment
Large sheet of newsprint, felt-tipped marker (or use the
board)
Standards (Local and/or National)
Total Duration
One or two class periods
Technology Connection
Assessment
Students' participation in the activity will be
evaluated.
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.
