career awareness why do people have jobs or careers? what are the different types of jobs or...

Career AwarenessCareer AwarenessWhy do people have jobs or careers?Why do people have jobs or careers?

What are the different types of jobs or careers?What are the different types of jobs or careers?

Fall 2005Fall 2005 Transition Services Preparation & TrainingTransition Services Preparation & Training

About This Unit:About This Unit: The Career Awareness unit is the The Career Awareness unit is the firstfirst of four units of four units

and will introduce students in grades 5-8 to: and will introduce students in grades 5-8 to:

Why people need to have jobsWhy people need to have jobs Different types of jobs/careersDifferent types of jobs/careers

As well as…,As well as…, Expose students to general work expectations: Expose students to general work expectations:

punctualitypunctualityattendance and reporting of absencesattendance and reporting of absencescompleting assigned workcompleting assigned workreporting of problems and asking for assistance, reporting of problems and asking for assistance, cooperating with otherscooperating with othershygiene and healthhygiene and healthself-advocacyself-advocacy


Design FrameworkDesign FrameworkUnits are designed using the three stages ofUnits are designed using the three stages of

Understanding by DesignUnderstanding by Design

Stage ONE:Stage ONE:* Identify external standards and overall unit goals that are relevant to the * Identify external standards and overall unit goals that are relevant to the students strengths and needsstudents strengths and needs* Incorporate these standards and goals to create relevant, authentic * Incorporate these standards and goals to create relevant, authentic questions that “hook” students and address and key misunderstandings questions that “hook” students and address and key misunderstandings

Stage TWO:Stage TWO:* Develop assessments that demonstrate thorough unit learning by using * Develop assessments that demonstrate thorough unit learning by using the Six Facets of Understandingthe Six Facets of Understanding

Stage THREE:Stage THREE:* Develop learning activities that develop the knowledge and skills needed * Develop learning activities that develop the knowledge and skills needed to successfully complete the assessment and demonstrate thorough unit to successfully complete the assessment and demonstrate thorough unit understandingunderstanding


Stage ONE:Stage ONE:Identify external standards for the unit:Identify external standards for the unit:Ohio Department of Education Middle School Content Ohio Department of Education Middle School Content

StandardsStandards Language Arts StandardsLanguage Arts Standards

– Reading-Reading- Use multiple resources to enhance comprehension of vocabularyUse multiple resources to enhance comprehension of vocabulary Determine a purpose for reading and use a range of reading comprehension Determine a purpose for reading and use a range of reading comprehension

strategies to better understand text strategies to better understand text

– Writing-Writing- Write letters (business letters to the editor, job applications) that Write letters (business letters to the editor, job applications) that

address the audiences needs and state purpose in a clear and address the audiences needs and state purpose in a clear and efficient mannerefficient manner

Use persuasive strategies, including establishing a clear position in Use persuasive strategies, including establishing a clear position in support of a proposition or a proposal with organized and relevant support of a proposition or a proposal with organized and relevant evidenceevidence

– Communication-Communication- Present ideas in a logical sequence and use effective introductions Present ideas in a logical sequence and use effective introductions

and conclusions that guide and inform a listener’s understanding of and conclusions that guide and inform a listener’s understanding of key ideaskey ideas


Content Standards cont.Content Standards cont.

Mathematics- Mathematics- Analyze and solve multi-step problems involving Analyze and solve multi-step problems involving

addition, subtraction, multiplication, and division of addition, subtraction, multiplication, and division of whole numberswhole numbers

Science- Science- Describe how technology affects human lifeDescribe how technology affects human life Give Give examples of how thinking scientifically is helpful

in daily life

Social Studies- Social Studies- Define Define and identify regions using human and physical

characteristics.


Stage 1Stage 1

Identify and prioritize content standards.Identify and prioritize content standards. Identify and prioritize key students Identify and prioritize key students

learning needs.learning needs. Combine standards and student needs to Combine standards and student needs to

develop inquiry-based unit questions that:develop inquiry-based unit questions that:– Reflect overarching unit goalsReflect overarching unit goals– Address authentic and relevant life-long Address authentic and relevant life-long

issuesissues– ““Hook” and engage students Hook” and engage students – Address key unit misunderstandings Address key unit misunderstandings


Unit QuestionsUnit QuestionsThese questions result from prioritizing the These questions result from prioritizing the

standards and the student needs.standards and the student needs.

Why do people have jobs or careers?Why do people have jobs or careers?– What is the difference between a job and a career?What is the difference between a job and a career?– Why do people need to or want to work?Why do people need to or want to work?

What are the different types of jobs or What are the different types of jobs or careers?careers? – What skills do different careers require?What skills do different careers require?– What skills will I need to help me succeed in a What skills will I need to help me succeed in a

career?career?


Stage TWO:Stage TWO:

Develop assessments using the Six Facets of UnderstandingDevelop assessments using the Six Facets of Understanding

FacetFacet Activity PerformancePerformance

CriteriaCriteria Facet 1: Facet 1: ExplanatioExplanationn

Sophisticated Sophisticated explanations explanations and theoriesand theories

Explain the difference Explain the difference between jobs and careers by between jobs and careers by comparing and contrasting comparing and contrasting between these work between these work characteristics:characteristics:

*Indoor/outdoor*Indoor/outdoor

*Working alone/working with *Working alone/working with othersothers

*Uniform/no uniform*Uniform/no uniform

* Salary without overtime/ * Salary without overtime/ hourly with overtimehourly with overtime

*Shift work/ day work*Shift work/ day work

* Entry level/ professional * Entry level/ professional technicaltechnical

Accurately Accurately describe a job describe a job and a career and a career (based on (based on training path) training path) that correctly that correctly identifies identifies differences differences between 2 between 2 positions (as a positions (as a job or career) job or career) with 5/6 with 5/6 characteristics characteristics correct.correct.


Stage 2: Facets cont.Stage 2: Facets cont.

Facet 2: Facet 2: InterpretatioInterpretationn

Interpretations, Interpretations, narratives, and narratives, and translationstranslations

Students will interpret and Students will interpret and explain the the 6 explain the the 6 characteristics from Facet characteristics from Facet #1 in terms of major #1 in terms of major career categories or career categories or clusters (using the clusters (using the Occupational Outlook Occupational Outlook Handbook’s 10 categories, Handbook’s 10 categories, or the Dictionary of or the Dictionary of Occupational Titles’ 9 Occupational Titles’ 9 categories), and their categories), and their interest in each.interest in each.

Students will Students will choose 2 choose 2 preferred career preferred career categories and categories and correctly describe correctly describe the 5/6 of the the 5/6 of the characteristics characteristics for each one. for each one. Students will then Students will then interpret each interpret each category with a category with a realistic realistic description of description of their own future their own future career plans for career plans for each.each.


CriteriaCriteria


Stage 2: Facets cont.Stage 2: Facets cont.FacetFacet Activity PerformancePerformance

CriteriaCriteria

Facet 3: Facet 3: ApplicatioApplicationn

Use knowledge Use knowledge in new in new situations and situations and

contextscontexts

- Class will make job site Class will make job site visits or field trips to visits or field trips to observe people working observe people working across the career across the career categories: in the school categories: in the school building, within the school building, within the school district, and within the district, and within the local community. Students local community. Students will identify examples of will identify examples of each of the 6 criteria each of the 6 criteria across all of the career across all of the career categories.categories.- Class will identify the Class will identify the region’s resources and region’s resources and geographic characteristics geographic characteristics that support the different that support the different local jobs available.local jobs available.-Students will identify how Students will identify how technology is used on job technology is used on job sites.sites.

-Using an observation Using an observation form or worksheet, form or worksheet, each student will each student will correctly identify 5/6 correctly identify 5/6 of the characteristics of the characteristics for each job site visit.for each job site visit.-After visiting each After visiting each job site, students will job site, students will use a map of natural use a map of natural resources and a resources and a standard highway & standard highway & city map to identify at city map to identify at least 2 features that least 2 features that support each job support each job (city, transportation, (city, transportation, farms).farms).-Identify at least 1 Identify at least 1 technology item and technology item and how it is used.how it is used.


Stage 2: Facets cont.Stage 2: Facets cont.FacetFacet Activity PerformancePerformance

CriteriaCriteria

Facet 4: Facet 4: PerspectivPerspectivee

Critical and Critical and insightful points insightful points of viewof view

-After visiting job sites, After visiting job sites, students will write letters students will write letters to individuals at sites to individuals at sites asking about their asking about their interests, motivations, interests, motivations, and skills in making their and skills in making their career choice, and the career choice, and the factors that have helped factors that have helped them be successful.them be successful.- Students will examine Students will examine technology used on jobs technology used on jobs and workers’ preferences and workers’ preferences for using technology. for using technology. - Students will apply Students will apply scientific thinking to scientific thinking to technology to solve technology to solve problems, including problems, including disabilities.disabilities.

- Students will give at - Students will give at least 1 good example least 1 good example for each that compares for each that compares theirs & the person’s theirs & the person’s perspectives on perspectives on interests, motivations interests, motivations and skills for that and skills for that career, and ways to be career, and ways to be successful. successful. -Students will identify 1 Students will identify 1 preference for and preference for and against for each piece against for each piece of technology.of technology.- Students will identify Students will identify 1 clear reason each– 1 clear reason each– pro, con, and outcomes pro, con, and outcomes for each piece of for each piece of technology.technology.




CriteriaCriteria

Facet 5: Facet 5: EmpathyEmpathy

Ability to get Ability to get inside another inside another person’s person’s feelingsfeelings

- Using letters from Facet 4, Using letters from Facet 4, students will compare the students will compare the person’s and their own person’s and their own feelings and satisfaction feelings and satisfaction regarding each job.regarding each job.- Students will use workers’ Students will use workers’ differing perspectives on differing perspectives on technology preferences to technology preferences to examine feelings.examine feelings.- Students will compare Students will compare scientific thinking to scientific thinking to compare reasons and compare reasons and outcomes with feelings of outcomes with feelings of empathy as another basis empathy as another basis for decision-making., for decision-making., including accommodating including accommodating disabilities.disabilities.

-Students will Students will identify at least 2 identify at least 2 differing feelings for differing feelings for each.each.-Students will show Students will show at least one at least one example of empathy example of empathy in describing in describing feelings associated feelings associated with technology with technology perspectives.perspectives.- Students will show Students will show at least one at least one empathetic feeling empathetic feeling and how it may and how it may guide decision guide decision making for making for technology use and technology use and accommodating accommodating disabilities.disabilities.




CriteriaCriteria

Facet 6: Facet 6: Self-Self-knowledgknowledgee

To know one’s To know one’s ignorance, ignorance, prejudice, and prejudice, and understandingunderstanding

Students will use Students will use descriptions of the career descriptions of the career categories and their categories and their characteristics, and self-characteristics, and self-evaluative descriptions of evaluative descriptions of strengths and needs, to strengths and needs, to express a clear thesis express a clear thesis (with supportive (with supportive explanation) of which explanation) of which career category is most career category is most appropriate as a career appropriate as a career choice; students will choice; students will include need of include need of accommodations for this accommodations for this career choice.career choice.

Students will Students will include all 6 include all 6 categories and categories and describe at least 1 describe at least 1 strength strength accurately and accurately and realistically for 5/6, realistically for 5/6, and come to a and come to a well-developed well-developed conclusion. conclusion. Students will Students will accurately identify accurately identify their need for at their need for at least 1 least 1 accommodation accommodation for this career for this career choice.choice.


Stage THREE: Stage THREE: Suggested Teaching Suggested Teaching ActivitiesActivities

Career Awareness

UnitCommunication:Students will communicate

the 6 characteristics ofthe career cluster using

logical sequencingto present the information.

(Facet 1)

Social StudiesStudents will use maps to identify geographical and

human features that supportthe existence of local jobs.

(Facet 3)

WritingStudents will write letters to People at job sites about their

career interests and satisfaction.

Students will write persuasively to support their

decision about a career.(Facets 1 & 6)

ReadingStudents will information

about the career categories,using context to support new

vocabulary, and choosing appropriate reading strategies

to scan among categories, and read in depth

to gather information.(re: Facet 1)

MathematicsStudents will compute

wages plus overtime vs. salaries to compare weekly,

monthly, and annual earnings.

(re: Facet 1)

ScienceStudents gather info.

on site visits about technology use and accommodations.Students use scientific and

logical reasoning (pros, cons,and outcomes) to examine

technology and accommodation use.

(Facets 3, 4, 5)


Sample of Lesson Plans – Sample of Lesson Plans – Writing #1Writing #1

ActivityActivity- - Students will write letters to people met on job site visits at Students will write letters to people met on job site visits at school, the district, and in the local community, to ask for information school, the district, and in the local community, to ask for information about the interests and motivations that led them to their careers.about the interests and motivations that led them to their careers.

Behavioral ObjectiveBehavioral Objective- - Students will compose a letter to a person of Students will compose a letter to a person of their choice that uses the correct business letter format, with no more their choice that uses the correct business letter format, with no more than 2 teacher corrections; and asks clear questions about interests, than 2 teacher corrections; and asks clear questions about interests, motivations, and other circumstances that led to their current career, motivations, and other circumstances that led to their current career, after peer editing.after peer editing.

Pre-Requisite SkillsPre-Requisite Skills- - Before this activity students will need to know Before this activity students will need to know the differences between friendly and formal letters, and how to use the the differences between friendly and formal letters, and how to use the writing process for developing and editing written work.writing process for developing and editing written work.

Lesson IntroductionLesson Introduction- Teacher will ask s- Teacher will ask students about the job site tudents about the job site visits they made in learning about the 6 characteristics of jobs, and visits they made in learning about the 6 characteristics of jobs, and examining technology and accommodations. Teacher will ask students to examining technology and accommodations. Teacher will ask students to imagine how the different workers got their jobs. Teacher may describe imagine how the different workers got their jobs. Teacher may describe one or offer his/her own career path as an example. Teacher will ask one or offer his/her own career path as an example. Teacher will ask how students can find out—will facilitate discussion to writing a letter.how students can find out—will facilitate discussion to writing a letter.


Lesson Plan-Lesson Plan-Writing #1Writing #1 cont. cont. Lesson Procedure-Lesson Procedure-

– Ask students to identify the differences between friendly and formal Ask students to identify the differences between friendly and formal or business letters—in tone, language style, and format. Generate or business letters—in tone, language style, and format. Generate the rules and format and post.the rules and format and post.

– Have students identify one person from their visits they would like to Have students identify one person from their visits they would like to contact to learn about their interests, motivations, skills, and career contact to learn about their interests, motivations, skills, and career path in acquiring their current job. Have the class develop potential path in acquiring their current job. Have the class develop potential wordings for and introduction, questions, and conclusion.wordings for and introduction, questions, and conclusion.

– Have each student write a draft letter then have a peer review for Have each student write a draft letter then have a peer review for form and clarity of questions. Get addresses and have students write form and clarity of questions. Get addresses and have students write the final copy and send.the final copy and send.

– Have students read the responses and identify the person’s Have students read the responses and identify the person’s perspective. In demonstrating Facet 4, have students compare this perspective. In demonstrating Facet 4, have students compare this with their own perspectives on this position, their interests, skills, etc.with their own perspectives on this position, their interests, skills, etc.

Adaptations-Adaptations-– For Younger or Lower Functioning StudentsFor Younger or Lower Functioning Students: Help students choose : Help students choose

individuals, provide students with the business/formal letter format, individuals, provide students with the business/formal letter format, have class write each portion of the letter together and then check. have class write each portion of the letter together and then check.

– For Older or Higher Functioning StudentsFor Older or Higher Functioning Students: Have students work more : Have students work more independently on drafting letters and write several to compare paths.independently on drafting letters and write several to compare paths.


Sample Lesson Plan – Sample Lesson Plan – Writing Writing #2#2

ActivityActivity- - Students will write an self-evaluative summary, developing Students will write an self-evaluative summary, developing a clear thesis and providing support for his/her conclusion about a a clear thesis and providing support for his/her conclusion about a preferred career category/cluster.preferred career category/cluster.

Behavioral ObjectiveBehavioral Objective- - Students will write a summary of their Students will write a summary of their abilities, likes, and dislikes across (a) at least 5 of the 6 career abilities, likes, and dislikes across (a) at least 5 of the 6 career characteristics, (b) their strengths and limitations (at least 2 each), characteristics, (b) their strengths and limitations (at least 2 each), including a clear thesis statement and a clear conclusion to the including a clear thesis statement and a clear conclusion to the summary.summary.

Pre-Requisite SkillsPre-Requisite Skills- - Students can identify their strengths and Students can identify their strengths and limitations, the 6 career characteristics, and the career categories limitations, the 6 career characteristics, and the career categories (DOT or OOH).(DOT or OOH).

Lesson IntroductionLesson Introduction- - Teacher will ask students the unit questions: Teacher will ask students the unit questions: why people have different careers (different interests, abilities, etc.) why people have different careers (different interests, abilities, etc.) and what kinds of jobs there are (their visits across the career and what kinds of jobs there are (their visits across the career categories). Ask students how they are now better prepared to decide categories). Ask students how they are now better prepared to decide on a career category. on a career category.


Lesson Plan – Lesson Plan – Writing #2 cont.Writing #2 cont.

Lesson Procedure-Lesson Procedure-– Explain that students are now ending the unit and will need to Explain that students are now ending the unit and will need to

explain their career choice (similar to interviewing and explaining explain their career choice (similar to interviewing and explaining why they are a good candidate). They will be writing a persuasive why they are a good candidate). They will be writing a persuasive essay that includes a clear idea of what they believe (thesis), a essay that includes a clear idea of what they believe (thesis), a strong conclusion, and evidence for this conclusion (body of the strong conclusion, and evidence for this conclusion (body of the essay). Give examples from interviews, or written persuasive essay). Give examples from interviews, or written persuasive forms.forms.

– Review or explain (give examples) of a thesis statement.Review or explain (give examples) of a thesis statement.– Explain the criteria for evidence: their abilities, likes, and dislikes Explain the criteria for evidence: their abilities, likes, and dislikes

across the 6 career characteristics and at least 2 each of their across the 6 career characteristics and at least 2 each of their strengths and limitations.strengths and limitations.

– Review or explain how to synthesize into a concluding statement.Review or explain how to synthesize into a concluding statement.– Have students draft their statements and use peers to review.Have students draft their statements and use peers to review.

Adaptations-Adaptations-– For Younger or Lower Functioning StudentsFor Younger or Lower Functioning Students: Provide students with a : Provide students with a

format to use, have class write each portion together and then format to use, have class write each portion together and then check. check.

– For Older or Higher Functioning StudentsFor Older or Higher Functioning Students: Have students work : Have students work independently to draft and review each others’ work.independently to draft and review each others’ work.


Sample Lesson Plan - Sample Lesson Plan - ReadingReading ActivityActivity- - Students will read information about career categories using Students will read information about career categories using

context to support vocabulary development, and using different reading context to support vocabulary development, and using different reading strategies to support different purposes for reading.strategies to support different purposes for reading.

Behavioral ObjectiveBehavioral Objective- - Students will locate and read information Students will locate and read information across the 9 (DOT) or 10 (OOH) career categories to collect information across the 9 (DOT) or 10 (OOH) career categories to collect information about the 6 career characteristics within each category—using context about the 6 career characteristics within each category—using context clues to make an approximate guess of meaning for at least 5 unknown clues to make an approximate guess of meaning for at least 5 unknown words, and varying reading according to purpose: scanning to locate words, and varying reading according to purpose: scanning to locate category, skimming to locate career characteristics within a description, category, skimming to locate career characteristics within a description, and thorough reading to take notes, using all 3 at least 5 times.and thorough reading to take notes, using all 3 at least 5 times.

Pre-Requisite SkillsPre-Requisite Skills- - Students have basic context skills and have Students have basic context skills and have used each reading strategy previously.used each reading strategy previously.

Lesson IntroductionLesson Introduction- - Teacher will ask how much they know about Teacher will ask how much they know about (unit question) what kinds of jobs there are. Discussion will lead to how (unit question) what kinds of jobs there are. Discussion will lead to how jobs may be categorized by similarity, and ask for ideas. Teacher will jobs may be categorized by similarity, and ask for ideas. Teacher will present preferred categorization (DOT or OOH) and give examples. present preferred categorization (DOT or OOH) and give examples.


Lesson Plan – Lesson Plan – Reading cont.Reading cont. Lesson Procedure-Lesson Procedure-

– Teacher will explain that class will visit job sites and look for specific Teacher will explain that class will visit job sites and look for specific characteristics—will explain the 6 for this unit. characteristics—will explain the 6 for this unit.

– To prepare for these visits and to answer the unit questions, students will To prepare for these visits and to answer the unit questions, students will do research on the career categories. Teachers will have students choose a do research on the career categories. Teachers will have students choose a category or work in pairs/groups (teacher can choose one category to category or work in pairs/groups (teacher can choose one category to complete as a demonstration to do with the class initially). Pass out print complete as a demonstration to do with the class initially). Pass out print material about the category(ies) to each student.material about the category(ies) to each student.

– Ask some of the different ways students have used reading in the past: to Ask some of the different ways students have used reading in the past: to find information quickly, to read thoroughly, etc. Pass out worksheet with find information quickly, to read thoroughly, etc. Pass out worksheet with info listed for the 6 categories. Discuss how students would locate various info listed for the 6 categories. Discuss how students would locate various types of information, linking reading purpose with strategy. Show place on types of information, linking reading purpose with strategy. Show place on worksheet for students to indicate the reading strategy used.worksheet for students to indicate the reading strategy used.

– Ask students what strategies they have used when they encounter a word Ask students what strategies they have used when they encounter a word they don’t know. Review use of context and have them list words and their they don’t know. Review use of context and have them list words and their guesses in a “word log.” Compile information found for the classguesses in a “word log.” Compile information found for the class..

Adaptations-Adaptations-– For Younger or Lower Functioning StudentsFor Younger or Lower Functioning Students: Model more than one career : Model more than one career

category, or do all as a group, discussing reading & word strategy used. category, or do all as a group, discussing reading & word strategy used. – For Older or Higher Functioning StudentsFor Older or Higher Functioning Students: Have students work without an : Have students work without an

initial model, and develop their own worksheet or reporting form.initial model, and develop their own worksheet or reporting form.


Sample Lesson Plan – Sample Lesson Plan – MathematicsMathematics

ActivityActivity- - Students will compute wages plus overtime versus salaries to compare weekly, monthly, and annual earnings.

Behavioral ObjectiveBehavioral Objective- Students will compare weekly, monthly, - Students will compare weekly, monthly, and annual earnings of typical hourly wages and salaries across the and annual earnings of typical hourly wages and salaries across the career categories, using multi-step addition, subtraction, career categories, using multi-step addition, subtraction, multiplication, and division with at least 5/6 correct across each multiplication, and division with at least 5/6 correct across each category.category.

Pre-Requisite SkillsPre-Requisite Skills- Be able to successfully complete a multi-- Be able to successfully complete a multi-step problem; able to do addition, subtraction, multiplication, and step problem; able to do addition, subtraction, multiplication, and division of whole numbers to 95% accuracy.division of whole numbers to 95% accuracy.

Lesson IntroductionLesson Introduction- - Teacher will ask if it is “better” to be paid Teacher will ask if it is “better” to be paid with an hourly wage or an annual salary. Ask for examples from with an hourly wage or an annual salary. Ask for examples from their friends/family and provide competing examples. Help them their friends/family and provide competing examples. Help them conclude that this must be calculated because it’s not always clear.conclude that this must be calculated because it’s not always clear.


Lesson Plan – Lesson Plan – Mathematics Mathematics cont.cont.

Lesson ProcedureLesson Procedure– Review the difference between hourly wages and salary (from the 6 Review the difference between hourly wages and salary (from the 6

categories). Choose an example of an hourly wage and salary to use with categories). Choose an example of an hourly wage and salary to use with the class. Use hourly wage and ask students/review how to compute the class. Use hourly wage and ask students/review how to compute weekly, monthly, and annual earnings. Have class compute each.weekly, monthly, and annual earnings. Have class compute each.

– Ask/review how to now compute monthly and weekly earnings from Ask/review how to now compute monthly and weekly earnings from annual salary, and have class compute these. Compare final results.annual salary, and have class compute these. Compare final results.

– Have students work together to compute wages and salaries from Have students work together to compute wages and salaries from “typical” jobs within each job category. “typical” jobs within each job category.

– Make a class chart that compares these salary computations and discuss Make a class chart that compares these salary computations and discuss the types of jobs that tend to be hourly or salaried, and any student the types of jobs that tend to be hourly or salaried, and any student preferences.preferences.

Adaptations-Adaptations-– For Younger or Lower Functioning StudentsFor Younger or Lower Functioning Students: Model more than one set of : Model more than one set of

calculations, or do all as a group. calculations, or do all as a group. – For Older or Higher Functioning StudentsFor Older or Higher Functioning Students: Have students work without an : Have students work without an

initial model and less guidance in developing calculation comparisons; initial model and less guidance in developing calculation comparisons; have students use reverse computations to check their answers.have students use reverse computations to check their answers.


Sample Lesson Plan – Sample Lesson Plan – Social StudiesSocial Studies

ActivityActivity- Students will use general and natural resources maps to - Students will use general and natural resources maps to indicate natural and human conditions (cities, highways, etc.) that indicate natural and human conditions (cities, highways, etc.) that support local jobs.support local jobs.

Behavioral ObjectiveBehavioral Objective- After visiting each job site, students will - After visiting each job site, students will use a map of natural resources and a standard highway & city map to use a map of natural resources and a standard highway & city map to identify at least 2 features that support each job (city, transportation, identify at least 2 features that support each job (city, transportation, farms, etc.).farms, etc.).

Pre-Requisite SkillsPre-Requisite Skills- Students have basic map-reading skills - Students have basic map-reading skills including use of legends; students can find their own city or location including use of legends; students can find their own city or location on a state map.on a state map.

Lesson IntroductionLesson Introduction- - Teacher will ask students about the job sites Teacher will ask students about the job sites they have visited and what kind of work it entailed, and the career they have visited and what kind of work it entailed, and the career category. Teacher will ask what things the workers used at work and category. Teacher will ask what things the workers used at work and guide discussion to what workers need in order to get to work and to guide discussion to what workers need in order to get to work and to complete their work: transportation, highways, gas, etc. + work complete their work: transportation, highways, gas, etc. + work machines, materials, (transportation for the materials, etc.)machines, materials, (transportation for the materials, etc.)


Lesson Plan - Lesson Plan - Social Studies Social Studies cont.cont. Lesson ProcedureLesson Procedure

– Describe how different areas have special features or resources that help Describe how different areas have special features or resources that help businesses. Ask students about special geographic features of the area businesses. Ask students about special geographic features of the area and what businesses use them. Look at a standard map to expand the listand what businesses use them. Look at a standard map to expand the list—identify presence of large cities, rivers, lakes, etc. List these out: —identify presence of large cities, rivers, lakes, etc. List these out: featuresfeatures & & businessesbusinesses..

– Have students identify how cities, lakes, etc. help businesses: Have students identify how cities, lakes, etc. help businesses: transportation, highways, offices and resources, etc. Add a column of transportation, highways, offices and resources, etc. Add a column of ““supportsupport” to the previous 2 and list out examples for each business.” to the previous 2 and list out examples for each business.

– Ask if there are other things that help businesses decide to come to an Ask if there are other things that help businesses decide to come to an area. Guide discussion to natural resources and land use. Show students area. Guide discussion to natural resources and land use. Show students a natural resources map and help them read the legend. Identify other a natural resources map and help them read the legend. Identify other industries that use minerals, forests, pasture, etc. on the class chart.industries that use minerals, forests, pasture, etc. on the class chart.

– Refer back to the unit question: What are the different types of jobs or Refer back to the unit question: What are the different types of jobs or careers? Help students summarize how each area may have different careers? Help students summarize how each area may have different local job or career opportunities because of different resources. Discuss local job or career opportunities because of different resources. Discuss some that are the same: schools, libraries, public services, etc. and how some that are the same: schools, libraries, public services, etc. and how

this may influence career choice.this may influence career choice. – Adaptations-Adaptations-– For Younger or Lower Functioning StudentsFor Younger or Lower Functioning Students: Guide students in reading : Guide students in reading

maps, and in identifying key features; focus on fewer features.maps, and in identifying key features; focus on fewer features.– For Older or Higher Functioning StudentsFor Older or Higher Functioning Students: Have students fill in chart more : Have students fill in chart more

independently and have them compare 2 or more local or state areas.independently and have them compare 2 or more local or state areas.


Sample Lesson Plan - Sample Lesson Plan - ScienceScience

ActivityActivity--Students gather information during site visits about technology use and accommodations. Students use scientific and logical reasoning (pros, cons, and outcomes) to examine technology and accommodation use.

Behavioral ObjectiveBehavioral Objective- Students will identify at least 1 technology - Students will identify at least 1 technology item and how it is used from their job site visits. Students will identify item and how it is used from their job site visits. Students will identify 1 preference for and against for one piece of technology they 1 preference for and against for one piece of technology they observed on job sites, and one accommodation. Students will observed on job sites, and one accommodation. Students will identify 1 clear reason each– a pro, con, and an outcome to support identify 1 clear reason each– a pro, con, and an outcome to support preference for one piece of technology and one accommodation.preference for one piece of technology and one accommodation.

Pre-Requisite SkillsPre-Requisite Skills- Students will remember technology - Students will remember technology equipment and accommodations use from their job site visits; equipment and accommodations use from their job site visits; students have recorded observations about their visits.students have recorded observations about their visits.

Lesson IntroductionLesson Introduction- - Teacher will ask students about how jobs Teacher will ask students about how jobs may change over time (use family/friends stories), and guide to may change over time (use family/friends stories), and guide to discussion of technology as a source of change. Compare with discussion of technology as a source of change. Compare with technology that has changed at their home (new appliances, technology that has changed at their home (new appliances, computers, communications, etc.computers, communications, etc.


Lesson Plan – Lesson Plan – Science cont.Science cont.

Lesson ProcedureLesson Procedure– Have students list some of the technologies they observed in the worksites Have students list some of the technologies they observed in the worksites

(worksheet from site visits). Discuss how technology helps people work (worksheet from site visits). Discuss how technology helps people work more or better. Have each student choose one of the technologies they more or better. Have each student choose one of the technologies they used and identify how it improves work or performance (use worksheet or used and identify how it improves work or performance (use worksheet or narrative description).narrative description).

– Ask students about the class list of technologies and the several they Ask students about the class list of technologies and the several they observed. Ask if there are some they like or some they dislike, and why (old observed. Ask if there are some they like or some they dislike, and why (old fashioned, not like their home version, etc.). Ask why businesses might fashioned, not like their home version, etc.). Ask why businesses might have these although the student(s) or worker(s) may not “like” these (raise have these although the student(s) or worker(s) may not “like” these (raise supervisor perspectives, expense of new, training, etc.). Have students supervisor perspectives, expense of new, training, etc.). Have students describe their own preference and compare it to a possible supervisor’s or describe their own preference and compare it to a possible supervisor’s or worker’s difference in preference.worker’s difference in preference.

– Ask students about the types of accommodations they saw at the job sites, Ask students about the types of accommodations they saw at the job sites, or what they think might be needed in order for them to work. Describe or what they think might be needed in order for them to work. Describe their own accommodations, and their preference for an accommodation in their own accommodations, and their preference for an accommodation in the worksite, and then another person’s possible preference (TTY, hearing the worksite, and then another person’s possible preference (TTY, hearing aids, FM systems, video relay, etc.).aids, FM systems, video relay, etc.).

– Describe a scenario where a boss needs to make a decision about a pieced Describe a scenario where a boss needs to make a decision about a pieced of technology or an accommodation. Explain that the reasons given above of technology or an accommodation. Explain that the reasons given above are personal preferences based on feelings. Ask what other types of are personal preferences based on feelings. Ask what other types of reasons a boss may want in making a decision (cost effectiveness, utility, reasons a boss may want in making a decision (cost effectiveness, utility, training ease, etc.). training ease, etc.).


Lesson Plan – Lesson Plan – Science cont.Science cont. Lesson Procedure, cont.Lesson Procedure, cont.

– Explain that sometimes scientific or logical reasons are important for making Explain that sometimes scientific or logical reasons are important for making decisions about work, and give some examples (decisions about 1 person’s decisions about work, and give some examples (decisions about 1 person’s preference may not be successful with all, etc.). preference may not be successful with all, etc.).

Have students think about how their own accommodations were chosen and Have students think about how their own accommodations were chosen and determined—audiological testing, trial, re-fitting and observation, etc.determined—audiological testing, trial, re-fitting and observation, etc.

– Show students 3 important things that need to be included in making a Show students 3 important things that need to be included in making a decision: things that support use (pros), things that are problematic (cons), and decision: things that support use (pros), things that are problematic (cons), and overall outcomes (results). Have students list the piece of technology and the overall outcomes (results). Have students list the piece of technology and the accommodation and create these 3 columns; use their visitation observations accommodation and create these 3 columns; use their visitation observations to provide at least one example of each. Then review as a class.to provide at least one example of each. Then review as a class.

– Refer back to the unit question: What are the different types of jobs or careers? Refer back to the unit question: What are the different types of jobs or careers? Discuss how technology and accommodations have now allowed D/HH students Discuss how technology and accommodations have now allowed D/HH students and others with disabilities to have more jobs. Discuss some of these job and others with disabilities to have more jobs. Discuss some of these job changes and how this influences their career choice.changes and how this influences their career choice. Explain that workers must Explain that workers must request accommodations from employers, who will use data as well as request accommodations from employers, who will use data as well as preferences to make decisions.preferences to make decisions.

– Adaptations-Adaptations-– For Younger or Lower Functioning StudentsFor Younger or Lower Functioning Students: Do as separate lessons: work : Do as separate lessons: work

technology and its use, preferences, and data-based reasons.technology and its use, preferences, and data-based reasons.– For Older or Higher Functioning StudentsFor Older or Higher Functioning Students: Have students collect internet and : Have students collect internet and

print data to support their pros, cons, and outcomes. Discuss self-advocacy and print data to support their pros, cons, and outcomes. Discuss self-advocacy and use of persuasive strategies with employers regarding accommodations.use of persuasive strategies with employers regarding accommodations.


Tips for TeachersTips for Teachers

Setting Up a Career Awareness ProgramSetting Up a Career Awareness Program

– Contact other work study or transition coordinators who may also be Contact other work study or transition coordinators who may also be setting up work sites or visitations. Piggy-back and share responsibilities setting up work sites or visitations. Piggy-back and share responsibilities for sites and transportation arrangements when possible.for sites and transportation arrangements when possible.

– Combine site visits with short presentations from people in the Combine site visits with short presentations from people in the community—have them bring in slides, videos, and materials when they community—have them bring in slides, videos, and materials when they present. Use these to supplement, extend, or expand the site visits.present. Use these to supplement, extend, or expand the site visits.

– Try to cover the major career categories in your site visits and classroom Try to cover the major career categories in your site visits and classroom presentations; also use guest speakers, videos, etc. to expand students’ presentations; also use guest speakers, videos, etc. to expand students’ exposure to the breadth of careers across each category.exposure to the breadth of careers across each category.

– Let the students choose, when possible, the people and sites they will Let the students choose, when possible, the people and sites they will learn about; for example choose among 2-3 possibilities (this builds learn about; for example choose among 2-3 possibilities (this builds engagement and motivation).engagement and motivation).

– Have students become involved in the site visitations and guest Have students become involved in the site visitations and guest speakers by writing invitations and helping to make arrangements, as is speakers by writing invitations and helping to make arrangements, as is appropriate (at times accompanied by a letter of explanation from the appropriate (at times accompanied by a letter of explanation from the teacher); do things that help involve the students in what will be teacher); do things that help involve the students in what will be theirtheir future career decision!future career decision!


Tips for Teachers cont.Tips for Teachers cont.Use family & friends networks to expand your contactsUse family & friends networks to expand your contacts

Other Teachers

SchoolOfficials

Community Members

Government Officials

Medical Professionals

Food-ServiceWorkers

Parents

PEOPLE TO CONSIDER FOR:

worksite visits, careerpresentations, or

for business networking


ReferencesReferences Brolin, D. E. (1997). Brolin, D. E. (1997). Life centered career education: A competency based Life centered career education: A competency based

approachapproach. Reston, VA: The Council for Exceptional Children.. Reston, VA: The Council for Exceptional Children.

Dictionary of Occupational Titles and its 9 career categories at: Dictionary of Occupational Titles and its 9 career categories at: http://http://www.occupationalinfo.org/contents.htmlwww.occupationalinfo.org/contents.html

Luft, P., & Koch, L. (2005). Career Development Theories for Transition Planning. Luft, P., & Koch, L. (2005). Career Development Theories for Transition Planning. In R. W. Flexer, T. J. Simmons, P. Luft, & R. M. Baer (eds.), In R. W. Flexer, T. J. Simmons, P. Luft, & R. M. Baer (eds.), Transition planning for Transition planning for secondary students with disabilitiessecondary students with disabilities (2 (2ndnd ed., pp. 83-108). Upper Saddle River, NJ: ed., pp. 83-108). Upper Saddle River, NJ: Pearson/Merrill.Pearson/Merrill.

Occupational Outlook Handbook and it’s 10 career categories at: Occupational Outlook Handbook and it’s 10 career categories at: http://http://www.bls.gov/oco/home.htmwww.bls.gov/oco/home.htm

Ohio Department of Education. “Academic Content Standards.”Ohio Department of Education. “Academic Content Standards.”http://www.ode.state.oh. us/academic content_standards/http://www.ode.state.oh. us/academic content_standards/

U.S. Department of Labor. 2005. U.S. Department of Labor. 2005. http://www.dol. gov/http://www.dol. gov/

Wiggins, G. & McTigue J. (2005). Wiggins, G. & McTigue J. (2005). Understanding by designUnderstanding by design (2 (2ndnd ed.). Alexandria, ed.). Alexandria, VA: Association for the Supervision and Curriculum Development. VA: Association for the Supervision and Curriculum Development.

career awareness why do people have jobs or careers? what are the different types of jobs or...

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