Tech Lesson Plan 2

T i n a B r e w e r Technology & Learning Lesson Plan # 2 March 2, 2009 Topic: Exploring Your Future: Career Development Subject(s): Language Arts, Social Sciences and Mathematics Grade Level: 6th – 8th graders Time Required: A total of five 60 minute class sessions: three to conduct research and two to present findings (based on 25 students with 4 minute presentations) Background It is never too early to begin thinking about one’s future endeavors, especially a career path. This lesson will introduce students to topics such as career choices, career assessments, salaries, skill set, etc. Students will have a general sense of various types of careers, the skills needed for those careers, salary ranges and a basic career plan established. Career planning is important because students need to be able to identify their areas of strengths, weakness and what they enjoy preferably before going off to college. Due to the rising costs of college tuition, college may no longer be the place for students to “find themselves”. As educators we need to give our students early exposure to many educational options and careers choices as possible. They need to understand that a good future is not only guided by pursing a degree, but much planning, preparation, acquiring skills, a positive attitude and finding a good career match.

Students will assess their current skills to find a career that could possibly interest them. They will then conduct research about the career and give an oral presentation of their findings to the class. Students are not expected to select a permanent career at this time, but researching a career now will make them aware of different career goals will have different educational requirements Students will utilize the internet (websites), electronic encyclopedia, career assessment tests, books, Microsoft Power Point, Microsoft Front Page, Microsoft Word and Wiki Spaces to complete this lesson plan. To increase the technology usage of this plan, teachers can also use Kid Pix 2 for the presentation. Students will present their findings (1) written report (2) oral presentation (3) Power Point presentation, Wiki site, pamphlet or brochure. Skills Needed o o o o o o o

Ability to manipulate graphics and audio into presentations Effectively browse the internet Effective communication skills (written and oral) Familiar with Microsoft Power Point, Excel, Front Page and Wiki Spaces Ability to think critically Ability to conduct and interpret research Ability to apply simple math concepts (average, percentage, etc)

Objectives Students will: o Learn about a variety of careers o Research possible career choices of interest to them o Students will explore their personal strengths and talents by filling out an interest inventory o Students will complete a written summary report of their findings o Students will prepare and present a brief oral presentation of their research findings to their class o Explore the salaries for both men and women working in those careers o Calculate the difference between average salaries for men and for women o Calculate the percentage of difference between those averages Learning Outcomes o o o o o

Understand the significance of early career planning Understand the historical dynamics of women and men salary ranges Understand the skills needed for particular career choices Formulate well thought out speeches (class presentation) Effectively create Power Point presentations; pamphlets, websites and/or spreadsheets

o Will have identified career possibilities and linked personal strengths and talents to a career choice. o Presentation skills (presenting in front of a group of people) Standards (national standards will be utilized for this lesson) I. Mathematics a. Numbers and Operations i. Grades 6 - 8 1. Understand numbers, ways of representing numbers, relationships among numbers, and number systems 2. Understand meanings of operations and how they relate to one another 3. Compute fluently and make reasonable estimates b. Data Analysis and Probability i. Grades 6 -8 1. Formulate questions that can be addressed with data and collect, organize and display relevant data to answer 2. Select and use appropriate statistical methods to analyze data 3. Understand and apply basic concepts of probability c. Communications i. Grades Pre-K – 12 1. Organize and consolidate their mathematical thinking through communication 2. Communicate their mathematical thinking coherently and clearly to peers, teachers and others 3. Analyze and evaluate the mathematical thinking and strategies of others 4. Use the language of mathematics to express mathematical ideas precisely d. Connections i. Grades Pre-K – 12 1. Recognize and Use Connections Among Mathematical Ideas 2. Understand How Mathematical Ideas Interconnect and Build on One Another to Produce a Coherent Whole 3. Recognize and Apply Mathematics in Contexts Outside of Mathematics e. Representation

i. Grades Pre-K – 12 1. Create and Use Representations to Organize, Record, and Communicate Mathematical Ideas 2. Use Representations to Model and Interpret Physical, Social, and Mathematical Phenomena ii. Grades 5 – 8 1. Income and Earning

II. SOCIAL SCIENCES: U.S. History i. Grades 5 – 12 1. Era 10: Contemporary United States (1968 - present) Materials o Large poster board o Computer with Microsoft package o calculators (optional) o Internet access o Median Annual Income of Year-Round, Full-Time Workers 25 Years Old and Over, by Level of Education Completed and Sex: 1980 to 2006, online or printed and distributed to students o Optional: Kid Pix 2 Procedure 1. Write on the board, Smart Board, projector or what have you, the words career and job. Create a discussion with the students by asking them what each of those words mean to them and how they are different. Incorporate the results of the discussion into a large Venn diagram. Keep this poster displayed in the classroom for students to add to or refer to throughout the lesson. 2. First Activity: Gain Attention - to gain students attention and to get them involved in the lesson, have each student use Microsoft Front Page to design a newspaper add for their “ideal/dream” job. Allow students to be as creative as they would like, however the job has to be one a real one! Students can use websites to locate information about their dream profession. The ads should encompass their interest, skills as well as the demands of the chosen profession. a. Use the following lists of questions to guide the students with:  What activities do you like to do? Are they done mostly indoors or outdoors?  What are your favorite school subjects and activities?

 Do you enjoy working on projects alone or with a large group?  List a few tasks that you do well.  What job holds the most interest for you at this time? What have you learned about it through your research?  Where do you want to live when you enter the workforce?  For what kind of organization would you most like to work? NOTE: Each student will be able to use their responses to create the ideal job ad. Have the students be specific as possible – include employer name, geographical location, title/position name, salary, responsibilities and qualifications. 3. After students have completed their ads, the instructor will post them to the class website for other students to view and make comments on. The instructor will also provide the students with guidance (i.e. feasibility of chosen career; creativity) 4. The students will than take a series of assessment tests to see if their perspective of their selves aligns with various individual assessments. 5. America’s Career Resource Network (ACRN) - shows students how to find a career that suits them, and identify the type educational, vocational or technical background they will need to perform the chosen profession. Access the site at: http://cte.ed.gov/acrn/cdmt/tool.htm 6. When they have finished with the ACRN test, send students to The Career Interests Game website. This site explains the various types of personalities and suggests occupations that may appeal to individuals who display some characteristics of each type. Students will choose the personality trait most closely related to them and they will than be taken to another page that gives more detail about the trait. 7. Have students read over the new page and once they get to the section, hobbies than look at the column to the right (career possibilities) and have them choose one that is of interest to them. 8. Once the students click on a chosen career they will be taken to the U.S. Department of Labor site. On this site it will give the student an outlook on their chosen career (nature of work, qualifications, ob outlook, earnings, related occupations and where to find additional information. 9. The prior activity will fuel the engagement for the rest of the lesson. Students will then be asked to search the bureau of labor website, electronic databases, job sites and other general websites to research information about their chosen professions. Students will need to conduct a thorough research of the profession and be able to answer the following questions: i. Educational or Training Requirements ii. Description or special features of your career iii. Dress Requirements iv. Skills needed for the career v. How would your career serve the community? vi. Salary or benefits

vii. How would you balance your family life with your career? viii. What interesting or unusual facts did you discover about your career? 10. After students have conducted thorough research of the career they will combine their findings to write a report. It should be a minimum of 4 paragraphs. 11. Paragraph 1- introduce to the reader what your report will be about and a brief outline of the areas you will be covering (job features, job skills needed, educational or training requirements etc.) You will also need to state why you were interested in this field. 12. Paragraph 2 - Should include educational or training requirements, description or special features of your career, special dress requirements and special skills needed for the career 13. Paragraph 3-Should include answers to the following: How would your career serve the community? What would your salary or benefits be? How would you balance your family life with your career? 14. Paragraph 4 - Should include any interesting or unusual facts you discovered about your career. You should also express how you feel about the career now- after you have completed your research. Was there anything that surprised you about this field? If so, explain. 15. Next students will choose from the following: a. (1) Create a pamphlet using Microsoft Front Page that details all of their research on their chosen profession. The pamphlet can be persuasive or information b. (2) Create a Wiki page that details all of their research and additional informational links c. (3) Create a presentation using Microsoft Power Point that details all of their research in an attractive, yet concise format. 16. Students will need to write a short introduction for their presentation. The introduction should state the reason a particular career was chosen and tell what areas the speaker will be addressing. 17. Allow students to use one 3 x 5 index cards to write information as a reminder of the topics they will need to cover. 18. Lastly students will use Microsoft Excel to create a chart displaying the average salary for both men and women working in the career they have chosen. 19. Each student will calculate the dollar difference between the average salaries of men and women working in the same job and add that information to the chart. 20. Have each student calculate the percentile difference between the average salaries of men and women working in the same job and add that information to the chart. 21. Encourage students to present their chart to the class. Discuss the results as a large group.

Optional Activity (using Kid Pix 2) Objective- Students will summarize their career studies findings by creating a Slideshow in the program Kid Pix 2. They will create a sequence of frames that will include graphics, audio and transitions. Materials- Kid Pix 2 program, large external video monitor or have children pair up and work with you as you give directions. Procedure 1. Have students create a title page that includes the title of their career project, their name and date. Also include a graphic and sound that illustrates their field. Some students will prefer recording their own voice for the audio part of this page. 2. Once the title page has been created, it is a good time to demonstrate how to "save as" (student name) frame 1. Students are now ready to insert this frame into the Slide Show program of Kid Pix 2. 3. The Slide Show program can be launched by double clicking on its icon, or by choosing “Switch to Slide Show" from the Switcheroo menu in Kid Pix 2. It is helpful to have the students’ first watch you go through this process on the large monitor and then complete independently. They will need to now "save as" (Student's name Slide Show). You can save a Kid Pix 2 Slide Show as a regular presentation to run on your computer. 4. Students are now ready to create the successive slides for their Slide Shows. Remind them to name each new frame sequential. It is very helpful to create a separate file for each student's frames and remind them to save to that folder each time. 5. Some students prefer inserting each slide into the Slide Show vans as soon as they have created it. Other students prefer creating all their frames and inserting at the end. 6. Students are highly motivated during this project and they enjoy helping each other and demonstrating little tricks they have found in Kid Pix to their classmates. If two students are working on the same career, you might consider pairing them to create the Slide Show. Evaluation: o Students should create a file to insert all frames of their Slide show in.

o Slide Shows should included a title page and have a clear beginning, middle and end that summarizes and illustrates student's research findings in career studies. o Decide based on class size, how many slides you think students will need to create in order to adequately cover their findings. Evaluation Methods Inventory Assessment - Students should be able to successfully communicate results of their inventory. Students should be able to answer the following questions: 1. Explain in a few words what you like to do best during your free time if you are not watching TV. 2. List at least two things that you feel you are really good at and tell why? 3. List at least 2 things you wish you could become better at and tell why? 4. What career do you feel would be very rewarding and interesting to you and why? 5. List the name of a person that you admire and tell why you admire them. 6. If you could live anywhere in the world where would it be, and why? Written reports assessment - will be assessed using the following rubric:

Criteria

Thesis or Statement of Purpose

Introduction

Written Report Assessment Template, Excellent Proficient Basic

Unacceptable

Readily apparent to the reader; concisely stated in a single sentence, which is engaging, and thought provoking.

Clear but may sometimes digresses in the paper; stated in a single sentence.

Not consistently clear; stated in a single sentence.

Generally unclear; Incomplete, unfocused, or absent.

Relevance of topic to class or audience is apparent. The groundwork for paper easy to

A good attempt is made as to why the topic is pertinent but may be slightly unclear, or

May be unclear (contain many vague terms), appear unoriginal, or offer relatively

no reference to the topic, audience or relevance.

Content

Organization

Tone for an academic research paper.

predict because important topics that will be discussed are specifically mentioned. Clear examples to support specific topic sentences and to support the overall purpose; reader gains important insight; analysis poses novel ways to think of the material; quoted material well integrated; depth of coverage without being redundant.

lacking in insight or originality. Organization for rest of the paper stated.

little that is new; provides little around which to structure the paper.

Examples support most topic sentences and support general purpose; reader gains some insight; occasional evidence of novel ways to think about the material Quotes well integrated into sentences. Topics adequately addressed but not in the detail or depth expected.

Examples support some topic sentences; reader gains little insight; The essay shows little of the writer’s own relying instead on quotes and paraphrasing that are poorly connected. Examples support some topic sentences; no evidence of novel thinking and intermittent support of thesis through with evidence.

The essay relies on stringing together quotes or close paraphrasing; Failure to support statements with major content omitted; Quotes not integrated, improperly.

The ideas are arranged logically to support the purpose. Transitions link paragraphs. It’s easy to follow the line reasoning. Subheadings are used throughout the paper allowing the reader to reader moves easily through the text. Paragraphs have solid topic sentences.

The ideas are arranged logically to support the central purpose Transitions usually link paragraphs. For the most part, the reader can follow the line of reasoning. Subheadings are used throughout the paper to guide the reader without undue confusion; a few paragraphs without strong topic sentences.

In general, ideas are arranged logically, but sometimes ideas fail to make sense together. The reader is fairly clear about what writer intends. While subheadings are used, the content beneath them does not follow; many paragraphs without topic sentences.

Ideas are not logically. organized. Frequently, ideas fail to make sense together. The reader cannot identify a line of reasoning. Subheadings not used. Few or no topic sentences.

Consistently professional and appropriate.

Generally professional and appropriate.

Not consistently professional or appropriate.

Not professional or appropriate.

Sentences are well-phrased and varied in length and type. They flow smoothly from one to another with no run on sentences or comma splices.

Sentences are correct with minor variety in length and structure. The flow from sentence to sentence is generally smooth although some run on sentences are present.

Some sentences are awkwardly constructed so that the reader is occasionally distracted. Run on sentences are present or Short, simple and compound sentences prevail.

Errors in sentence structure are frequent enough to be a major distraction to the reader. Run on’s and fragments common.

Word Choice

Word choice is consistently precise and accurate. The writer uses the active voice.

Word choice is generally good. The writer often finds words that are more precise and effective. Unnecessary words are occasionally used.

Word choice is merely adequate, and the range of words is limited. Some words are used inappropriately. unnecessary words are fairly common.

Many words are used inappropriately, confusing the reader. It is difficult for the reader to understand what the writer is trying to express.

Grammar, Spelling, Writing Mechanics (punctuation, italics, capitalization, etc.

Essentially free of grammatical errors; The writing is free or almost free of errors.

A few grammatical errors; There are occasional errors, but they don't represent a major distraction or obscure meaning.

Several grammatical errors; The writing has many errors, and the reader is distracted by them.

Pattern of ungrammatical writing; There are so many errors that meaning is obscured. The reader is confused and stops reading.

Conclusion

The writer makes succinct and precise conclusions based on research Suggestions for future research offered.

Some of the conclusions, however, are not supported. Suggestions for future research offered.

Some of the conclusions, however, are not supported; weak or trite suggestions for future research.

There is little or no indication that the writer tried to synthesize the information or draw conclusions based on the literature; no suggestions for future research.

Citation Format

APA, MLA or other approved format is used accurately and consistently in the paper and on the "References"

APA MLA or other approved format is used with minor errors. Some formatting problems exist, or some

There are several errors in APA MLA or other approved format Format. References or Works Cited list

Format of the document is not recognizable as MLA or other approved format; References or Works Cited list were not cited in

Sentence Structure

Length

page. The references in the list match the intext citations and all were properly encoded in APA or MLA format.

components are missing. No more than one or two citation errors.

were not cited in the text.

the text. Pattern of citation errors.

Number of pages specified in the assignment.

Number of pages specified in the assignment.

Without approval paper has more or fewer pages than specified.

Without approval paper has more or fewer pages than specified.

Criteria Oral Presentation - Remind students while they're practicing to think Assessment about delivery, rate, volume and eye contact. Oral presentations should have a clear To fulfill the requirements of the beginning, middle and end PEAS oral presentation

Name: ______________________________________

Content appropriate to audience

Planning and organization

assignment, you should demonstrate the ability to:

1. Make a formal presentation

2.

3.

Language 4.

Delivery 5.

Use of notes 6.

to an audience of peers with content relevant to the interests and knowledge of the audience. Organize the presentation so that its structure and main points are clear to the audience within the time limit. Use accurate language appropriate to a professional presentation. Linguistic errors should not make the presentation difficult to follow. Deliver the presentation in an audible and intelligible way and at a pace that allows the audience to follow. Use notes or other prompts in a way that does not distract the audience from the spoken presentation. Design and use visual aids in a way that

contributes to the overall clarity of the presentation. *Your final grade will be determined by how well you do each of these things. To achieve grade B, you will need to demonstrate an above average level of ability in all aspects. To achieve grade A, you will need to achieve excellence in all aspects and show some degree of originality and creativity.

Design & use of visual aids

Grade

Works Cited Career Interest Game: http://career.missouri.edu/students/explore/thecareerinterestsgame.php

Dream Jobs: http://www.education-world.com/a_lesson/TM/WS_dreamjob.shtml National Standards: http://www.education-world.com/standards/national/index.shtml Occupation Outlook Handbook 2008-2009 edition: http://stats.bls.gov/oco/ Written Report Assessment template: http://www.kidsplay.org/100w/rubric.html