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Students will discuss their own after-school or weekend
jobs, examine statistical tables on working teens and create charts and
graphs based on the tables. |
Primary Learning Outcomes
What kinds of jobs do teenagers hold? Why do teenagers work?
Are there differences in what type of jobs male and female teenagers perform?
What computations are involved in converting percentages into charts and
graphs?
Additional Learning Outcomes
Assessed QCC Standards:
Grade: 8
Guidance
B. Educational and Occupational Exploration
8
Topic: Understanding how work relates to the needs and functions of the
economy and society.
Standard: Describe the importance of work to society. Describe the
relationship between work and economic and societal needs. Describe the economic
contributions workers make to society. Describe the effects that societal,
economic, and technological change have on occupations.
C. Career Planning
10
Topic: Knowledge of the interrelationship of life roles.
Standard: Identify how different work and
family patterns require varying kinds and amounts of energy, participation,
motivation, and talent. Identify how work roles at home satisfy needs of the
family. Identify personal goals that may be satisfied through a combination of
work, community, social, and family roles. Identify personal leisure choices in
relation to lifestyle and the attainment of future goals. Describe advantages
and disadvantages of various life role options.
Grade: 8
Mathematics
Problem Solving
4
Topic: Research,
Investigation, Data Analysis
Standard: Uses computer software and applications to research, investigate,
and analyze data and to represent this information using charts, tables, graphs,
or other presentation forms.
Procedures/Activities
Step:
1 Duration: 10 minutes
Take a survey of the class to discover how many students hold
after-school or weekend jobs. Write the number of male and female students who
work on the board and have students create a table showing the types of jobs
they hold (i.e., babysitting, yard work, grocery-store worker, etc.) and the
number of male and female students that hold those jobs.
Step: 2 Duration: 10 minutes
Ask students to list reasons why they work on the board and
discuss their answers with the class. Ask students do they think they are like
most teenagers in the jobs they hold and the reasons they work or unlike most
teenagers. Discuss their answers.
Step:
3 Duration: 20 minutes
Distribute the Tables on Youth Employment handout and discuss
the information contained in the tables with students. Note that three of the
tables are by industry and three of the tables are by occupation. Once students
have understood the information in the tables, have them use computer software
to graph the information in a variety of formats (pie charts, bar graphs, etc.)
that presents the information in the clearest form.
Attachments for
Step 3
Title: Tables on Youth Employment FileName:
Tables on youth employment.doc
Description: Print out
and distribute to students.
Step:
4 Duration: 10 minutes
Once students have completed their charts, have them compare
the types of jobs held by male and female classmates they created on the board
to the jobs represented in the tables. Are they alike or different? Have
students draw conclusions about why teens work.
Materials and Equipment
Handout, writing materials, chalkboard or white
board
Standards (Local and/or National)
Total Duration
50 minutes
Technology Connection
Computer with graphing software, printer
Assessment
Students will be assessed on their charts.
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.
