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Students will investigate science careers on the web and
create a portfolio of educational requirements for these
careers. |
Primary Learning Outcomes
Which careers demand a background in science? What
postsecondary science preparation is needed for these careers?
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: 5 minutes
Discuss with students the obvious types of jobs that require
advanced levels of science and educational preparation--physician, chemist,
nurse--but point out to students that some of the fastest growing occupations
require varying degrees of science and educational training.
Step: 2 Duration: 10 minutes
Direct students to Table 3, Fastest Growing Occupations
2000-2010 on the Bureau of Labor Statistics web site and have them identify the
occupations that require training in science. Have students list the occupations
for further investigation.
Web Resources for Step 2
Title: Table 3, Fastest Growing Occupations,
2000-2010
URL: http://stats.bls.gov/emp/emptab3.htm
Annotation: This
Bureau of Labor Statistics table lists the fastest growing occupations by type
of occupation; total 2000 employment numbers in thousands; predicted 2010
employment numbers in thousands; the change in numbers between 2000 and 2010;
the percentage of change between 2000 and 2010; the quartile rankings of
annual earnings data presented in the following categories: 1=very high
($39,700 and over), 2=high ($25,760 to $39,660), 3=low ($18,500 to $25,760),
and 4=very low (up to $18,490); and the education and training required for
each occupation.
Step:
3 Duration: 20 minutes
Once students have noted the occupations requiring science,
have them list the educational requirements for each occupation as well. Have
students work in groups of three or four to investigate one of the occupations
that requires a bachelor's degree, associate degree or some level of on-the-job
training to enter. Direct students to the Occupational Outlook Handbook search
site and have them record the following information about their career: nature
of the work; education; training, other qualifications, and advancement; and
earnings.
Web Resources for Step 3
Title: Occupational Outlook Handbook Search
site
URL: http://www.bls.gov/search/ooh.asp?ct=OOH
Annotation:
This website allows students to search for various occupations by name and
provides information on the nature of the work; working conditions;
employment; training, other qualifications, and advancement; job outlook;
earnings; related occupations; and sources of additional information.
Step: 4 Duration: 15
minutes
Have students compile their information into folders labeled
Science Careers with a Bachelor's degree, Science Careers with an Associate
degree and Science Careers with On-the-job training.
Materials and Equipment
File folders, labels
Standards (Local and/or National)
Total Duration
50 minutes
Technology Connection
Computer with internet connection, printer
Assessment
Students will be assessed on their science careers
portfolios.
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.
