stem school counselor resources · in 2016, a new stem leadership council cohort was established to...

STEM School Counselor Resources K-12 Resources

Tennessee Department of Education | October 2017

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Table of Contents

Introduction .............................................................................................................................................. 3

Tennessee STEM Innovation Network ................................................................................................ 5

Introduction to STEM Career Lessons for Elementary ................................................................... 6

Advanced Manufacturing Career Lesson for Elementary ........................................................... 13

Agriculture Career Lesson for Elementary ...................................................................................... 18

Health Science Career Lesson for Elementary .............................................................................. 24

Technology Career Lesson for Elementary ...................................................................................... 28

STEM Bingo Lesson for Middle School .............................................................................................. 33

STEM Jeopardy Lesson for High School ............................................................................................. 47

Resources ................................................................................................................................................. 52

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Introduction School counselors have the unique ability and responsibility to prepare students for future ca-

reers that include steady employment and meaningful work. In 2014, the Tennessee Depart-

ment of Education (TDOE) established the first STEM Leadership Council charged with develop-

ing a state-level STEM strategic plan.

In 2016, a new STEM Leadership Council cohort was established to develop lessons, programs,

and guides based on the strategic plan. Two school counselors were included in the cohort of

25 representatives from K-12 and post-secondary education, industry representatives, and the

Tennessee Department of Education with the express purpose of integrating career education

into STEM education modules.

The resources included in this guide were designed to align with the newly revised Tennessee

School Counseling Model and Standards, which were implemented in 2018. Use these re-

sources as a starting point for integrating STEM career education into your classroom guidance,

small group counseling, and individual student planning sessions.

School counselors are encouraged to collaborate with math, science, and technology teachers

as part of the process of encouraging students to consider STEM careers. Separate STEM lesson

plans for teachers were developed by teachers on the Leadership Council, and they include ca-

reer information in addition to subject specific ways to teach standards in these subjects.

The need for fully integrated K–12 STEM education in Tennessee has never been

more critical. STEM (science, technology, engineering, and math) is the fifth-fastest-

growing occupational cluster in the South and the seventh-largest employer with

projected employment of 2.6 million workers by 2020. In order to prepare our stu-

dents to take advantage of the vast opportunities in this field, we must equip stu-

dents with the knowledge and skills to successfully embark upon a STEM pathway

and ultimately a high-demand STEM-related career. Too many STEM jobs are being

left unfilled, meaning our graduates are missing valuable opportunities to join one

of the fastest growing industries in the nation. STEM education stands as a key

strategy to address these gaps, provide additional opportunities to Tennessee stu-

dents, and to strengthen Tennessee’s economic future.

https://www.tn.gov/content/dam/tn/education/ccte/ccte_stem_strategic_plan.pdf

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If Tennessee is to lead the nation in STEM industry growth, it is essential that Ten-

nessee adopt and promote robust STEM-based instruction utilizing Tennessee

math and science standards as the primary focus. By aligning state math and sci-

ence standards with STEM practices, we can increase student achievement in STEM

learning, expand student access to effective STEM educators, and build broad-

based community awareness for STEM professions. Together, Tennessee can equip

students for the STEM careers of the future and lead the nation in STEM talent de-

velopment.

If you have questions, or additional STEM resources you would like to share, please contact us.

Deborah A. Knoll| Director of Student Success Lead for the STEM Leadership Council

Division of College, Career and Technical Education

Andrew Johnson Tower, 11th Floor

710 James Robertson Parkway

Nashville, TN 37243

(615) 532-2844

[email protected]

Laurie Drummond Meri Kock School Counselor School Counselor

W. Wright Elementary Summit High School

Wilson County Schools Williamson County Schools

5017 Market Place 2830 Twin Lakes Drive

Mt. Juliet, TN 37122 Spring Hill, TN 37174

(615) 754-6200 (615) 472-5114

[email protected] [email protected]

mailto:[email protected]

mailto:[email protected]

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Tennessee STEM Innovation Network

Regional Hubs

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Introduction to STEM Careers Lesson for Elementary ASCA K-12 COLLEGE- AND CAREER-READINESS STANDARDS FOR EVERY STUDENT MINDSET AND BEHAVIOR STANDARDS

● M4-Understanding that postsecondary education and life-long learning are necessary for long-term career success.

● M6-Positive attitude toward work and learning. ● LS7-Identify long-and short-term academic, career and social/emotional goals.

TENNESSEE SCHOOL COUNSELING STANDARDS COLLEGE AND CAREER READINESS STANDARDS

● CA2- Articulate that career development occurs across the lifespan. (K-12) ● CK1- Research and appraise characteristics of a variety of traditional and nontraditional

occupations. (K-12) ● CS1-Develop skills to locate, evaluate and interpret career information. (K-12) ● CE1- Participate in career exploration activities. (K-12)

LEARNING OBJECTIVES

• TLW: TLW: Identify several characteristics of the future career they hope to have. • TLW: Demonstrate knowledge of different postsecondary education options. • TLW: Understand what STEM careers are and how they are important to daily life.

Overview STEM is much more than an acronym for the four subject areas of science, technology, engineer-

ing, and math. STEM education is a transformative approach to traditional teaching and learning

that fosters creativity and innovative thinking in all students. Not only does STEM education

make school more engaging, but it also builds skills required for college, career, and the 21st

century. An integrated STEM approach teaches students not to think in a silo, but shows them

that problem-solving skills and critical thinking are necessary across all disciplines. Through

STEM integration we are developing a workforce able to compete and succeed in the current

and emerging global economy.

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The push for STEM education in Tennessee is a direct response to the realization that other

states and nations are gaining competitive advantages by asserting their scientific and techno-

logical leadership – and that Tennessee’s future will be built on its own capacity for innovation,

invention and creative problem solving. STEM education prepares exactly the kinds of thinkers,

innovators and problem solvers such a world demands.

STEM education is one of the most effective tools we have to prepare students for tomorrow’s

workforce and success in college and career. At its foundation, STEM is focused on building criti-

cal and creative thinking and analysis skills by addressing how students view and experience the

world around them. Strong STEM teaching and learning opportunities rest on inquiry-, technol-

ogy-, and project-based learning activities and lessons that are tied to the real world. It is a di-

verse, interdisciplinary curriculum where activities in one class complement those in other clas-

ses. In the STEM classroom, robust partnerships reach beyond the walls of the school to include

higher education and business partners in real-world lessons.

According to Economic Modeling Specialists International (2015), forecasts show that by 2024

STEM jobs in Tennessee will grow by 16%, and up to 18% in computing, with non-STEM jobs esti-

mated at only 10% growth. This, coupled with natural STEM labor trends, will guarantee an

abundance of STEM jobs over the next few years and beyond. STEM job earnings are high! (Ten-

nessee STEM Innovation Network)

Materials 1. Computer/projector to show YouTube clip about STEM careers 2. STEM poster- showing what the letters STEM stand for 3. STEM career worksheet-included below

Activity Options: This lesson plan is intended to provide activity options for counselors to include in their Intro-

duction to STEM career lesson. The age of the students, and the amount of time and technology

available should all guide the counselor in determining the best activity selections for their

students.

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Lesson Plan:

1. Show one or both short STEM videos and discuss.

• What Do You Want to Do- STEM Careers

• STEM Motivational Video

2. Discuss- Do you think these statements are true or false?

Most people want to have a job/career that:

• pays enough so they can have all the things they and their family need, and some of the things they want

• they hate going to

• they enjoy, at least most of the time

• doesn’t pay much money, so they are worried a lot about paying the bills

• they feel is important, and are proud to tell people about

• they are bored with, but don’t feel like they could get hired anywhere else because they only have a high school degree

STEM careers are usually all of these things you thought were true, and lots more.

STEM careers include thousands of jobs and careers that keep our city, state, and country moving forward.

Some STEM careers of the future have not even been created yet, because there is so much change and growth in these areas.

STEM careers usually require a two year, four year, or advanced college degree, and some companies will pay for you to continue your education once you are hired. In Tennessee, a program called Tennessee Promise makes it possible for all high school graduates to get a two year college degree without paying any tuition. Students can also get help paying for a four year college degree with the HOPE Scholarship and other financial aid programs. It is possible for all students to get a two or four year college degree, even if their family can’t help pay for their education. Many students live at home while taking college classes to save money, and most can work part-time while attending college. Students who work hard to get a two or four year college degree in a STEM field often have more than one company that wants to hire them when they graduate.

https://youtu.be/3bnMBhO0LnU=

https://youtu.be/zgB-Diy8imo

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3. Read the words below slowly and ask students to stand or raise their hand each time a word or phrase is read that describes how they want to feel about their jobs/careers when they are adults:

Boring, fun, exciting, challenging, pays good, makes a difference, cool, creative, im-portant, low-paying, depressing, interesting, respected, work with great people, good benefits (like vacation time, good insurance, etc.), I can’t find a job, something I am proud of, dead-end ( no chance to get promoted or get a raise)

The career you end up with is up to you. Most people in the United States now work at a full-time job/career from the time they are done with their education to about age 65 or older. This means most people work for 40 years or more, or about half of their life is spent working. Working hard at school and getting the right education and training to prepare you for the kinds of jobs/careers you want to have will make a big differ-ence in how much you like your job. STEM careers in the areas of Science, Technology, Engineering and Math will be in high demand for years, and are usually considered very fulfilling and interesting. Some of these jobs involve lots of hands-on activity like building and making things, and some involve more design and advanced problem-solving skills. There is a STEM career that is a good match for everyone!

4. Older Students: Have students research a STEM career from The Demand for STEM Oc-cupations in Tennessee (link found under Resources below) then share what they learned with a partner. Younger Students: show several clips from this site, and have kids tell a partner what they liked about each career. http://www.mheonline.com/in-spire-science/career_kids

5. Give students STEM CAREER WORKSHEET to complete. Ask different students to share answers with class, reviewing key information on STEM careers.

6. Plan for Evaluation: How will each of the following be collected? Process Data (What did you do for whom?): How many times was this lesson delivered, to whom, and how many students participated?

http://www.mheonline.com/inspire-science/career_kids


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Perception Data (What do people think they know, can do, or believe?): Consider administer-ing career inventory/assessment surveys that gauge student interest in STEM careers prior to teaching this lesson. Additionally, you may pre-assess student interest and knowledge of STEM careers either informally through gathering general perceptions during introduction session, or by using a formal pre-/post-assessment tool. Outcome Data (Impact of the program, the “so what” for why you did it): Review same data elements as in “Perception Data” to determine changes following delivery of lesson. Follow-Up: Continue to present STEM career and academic information to students, and collab-

orate with math, science and computer teachers to increase student awareness and knowledge.

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NAME: TEACHER:

STEM CAREERS WORKSHEET

1. WHAT DO THE LETTERS IN STEM STAND FOR?

S-

T-

E-

M-

2. WHAT KIND OF EDUCATION MIGHT BE REQUIRED FOR A STEM JOB?

A. TWO YEAR DEGREE (ALSO CALLED ASSOCIATE’S OR TECHNICAL DEGREE) B. FOUR YEAR DEGREE( ALSO CALLED A BACHELOR’S OR UNDERGRADUATE DEGREE) C. ADVANCED DEGREE ( ALSO CALLED GRADUATE OR DOCTORAL DEGREE) D. ALL OF THE ABOVE

3. TRUE OR FALSE- IT IS HARD TO FIND A JOB IN A STEM CAREER IN TENNESSEE IF YOU HAVE THE

RIGHT EDUCATION.

4. WHAT ARE SOME WORDS YOU HOPE WILL DESCRIBE YOUR CAREER WHEN YOU ARE 25?

5. WHAT ARE TWO STEM CAREERS YOU MIGHT BE INTERESTED IN? WHY?

6. TRUE OR FALSE- A HIGH SCHOOL GRADUATE CAN GET A TWO YEAR TECHNICAL OR COLLEGE

DEGREE ALMOST FREE IN TENNESSEE THROUGH A PROGRAM CALLED TENNESSEE PROMISE.

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RESOURCES The Demand for STEM Occupations in Tennessee, Tennessee Department of Labor and Work-

force Development Labor Market Information Section October 2014

Best STEM Books is a joint project of several organizations: the American Society for Engineering

Education, the International Technology and Engineering Educators Association, the National Sci-

ence Teachers Association, the Society of Elementary Presidential Awardees, and the Children’s

Book Council (ASEE, ITEEA, NSTA, SEPA, and CBC). The list provides knowledgeable recommenda-

tions to educators, librarians, parents, and caregivers about the best trade books with STEM con-

tent.

https://www.jobs4tn.gov/admin/gsipub/htmlarea/uploads/STEMReport.pdf

http://static.nsta.org/pdfs/2017BestSTEMBooks.pdf

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Advanced Manufacturing Career Lesson for Elementary

ASCA K-12 COLLEGE- AND CAREER-READINESS STANDARDS FOR EVERY STUDENT MINDSET AND BEHAVIOR STANDARDS

• M4-Understanding that postsecondary education and life-long learning are necessary for long-term career success. l

• M6-Positive attitude toward work and learning. • LS7-Identify long-and short-term academic, career and social/emotional goals.


• CA2- Articulate that career development occurs across the lifespan. (K-12) • CK1- Research and appraise characteristics of a variety of traditional and nontradi-

tional occupations. (K-12) • CS1- Develop skills to locate, evaluate and interpret career information. (K-12) • CE1- Participate in career exploration activities. (K-12)

LEARNING OBJECTIVES

• TLW understand that manufacturing includes all aspects of producing a new product. • TLW identify manufactured items within classroom. • TLW demonstrate knowledge of different parts of the manufacturing process

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Materials: • Basket containing toys such as toy car, doll, house, furniture- anything that is manufac-

tured that kids would recognize.

• STEM Poster- Science, Technology, Engineering, Mathematics

• computer and projector to show YouTube clips and access O’Net OnLine

• Paper and pencil for students

• 3x5 cards and pencils

Overview Jobs in the Advanced Manufacturing industry require a complete understanding and mastery of a vari-ety of skill sets. Workers need the production skills to set up, operate, monitor and control the manu-facturing process. They need the process design and development skills to continuously improve pro-duction processes. They need skills in health and safety to maintain a safe work environment. They need skills in maintenance, installation and repair to maintain and optimize complex equipment and systems. They need knowledge of supply chain logistics in order to plan and monitor the movement and storage of materials and products. Finally, manufacturing workers need skills in quality assurance and continuous improvement to ensure that products and processes meet quality requirements as de-fined by the United Stated Department of Labor, Employment and Training Administration. (United States Department of Labor, Employment and Training Administration)

The manufacturing sector is part of the goods-producing industries super sector group. It is comprised from establishments engaged in the mechanical, physical, or chemical transformation of materials, substances, or components into new products. Establishments in the Manufacturing sector are often described as plants, factories, or mills and characteristically use power-driven machines and materi-als-handling equipment. However, establishments that transform materials or substances into new products by hand or in the worker's home and those engaged in selling to the general public products made on the same premises from which they are sold, such as bakeries, candy stores, and custom tai-lors, may also be included in this sector. Manufacturing establishments may process materials or may contract with other establishments to process their materials for them. Both types of establishments are included in manufacturing. (United States Department of Labor, Bureau of Labor Statistics.)

Although products are made differently, many of them go through a similar manufacturing pro-cess that involves a variety of workers. Smaller manufacturers may have one or two workers do-ing some or all of these production tasks. For example, the owner of a small candy shop may de-velop recipes, make candy, fix equipment, transport ingredients, manage the store, answer the phone, and sell products to customers.

https://doleta.gov/BRG/Indprof/Manufacturing_profile.cfm

https://www.bls.gov/iag/tgs/iag06.htm

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The occupations highlighted in each worker group that follows are examples of some of the many types of manufacturing jobs:

Science, technology, engineering and mathematics workers are often involved at the earliest stages of manufacturing when they are creating or improving a product’s design. These workers may also help to design the machines, robots, and other technologies used in factories. As man-ufacturing innovation continues, a few of these occupations—including statisticians and biomed-ical engineers— are projected to add some jobs between 2012 and 2022.

Industrial engineers and mechanical engineers were among the highest paying occupations in manufacturing in May 2013. Median annual wages for these workers in manufacturing were $78,690 and $77,830, respectively—more than double the $35,080 median wage for all workers.

Production workers help to make a product according to its design specifications, doing tasks such as operating machinery, overseeing product quality, or packaging and preparing finished goods for shipping. Although many production tasks have been automated, some of the largest manufacturing occupations in May 2013 were in this group: first-line supervisors of production and operating workers; inspectors, testers, sorters, samplers; machinists; and team assemblers.

In addition to having significant current employment, machinists are projected to add about 18,500 jobs in manufacturing between 2012 and 2022. Other occupations that are expected to increase manufacturing employment over the decade include metal and plastic computer-con-trolled machine tool operators (19,100 jobs) and welders (9,000 jobs).

Installation, maintenance, and repair workers keep the production equipment and machinery, as well as the facility itself, functioning properly. As a result of the increased use of automated processes, maintenance and repair work of machinery remains an important component of manufacturing.

Industrial machinery mechanics are projected to add about 21,600 manufacturing jobs—more than any other occupation in this group—by 2022. These jobs are expected to be in several man-ufacturing industries, including motor vehicle parts manufacturing, architectural and structural metals manufacturing, and pharmaceutical and medicine manufacturing.

Activity Options This lesson plan is intended to provide activity options for counselors to include in their Ad-vanced Manufacturing career lesson. The age of the students, and the amount of time and tech-nology available should all guide the counselor in determining the best activities selections for their students. It is recommended that the lesson titled Introduction to STEM Careers for Ele-mentary be taught before this lesson.

https://www.bls.gov/ooh/math/mathematicians-and-statisticians.htm

https://www.bls.gov/ooh/architecture-and-engineering/biomedical-engineers.htm

https://www.bls.gov/ooh/architecture-and-engineering/biomedical-engineers.htm

https://www.bls.gov/ooh/architecture-and-engineering/industrial-engineers.htm

https://www.bls.gov/ooh/architecture-and-engineering/mechanical-engineers.htm

https://www.bls.gov/ooh/about/data-for-occupations-not-covered-in-detail.htm%23Production%252520Occupations

https://www.bls.gov/ooh/about/data-for-occupations-not-covered-in-detail.htm%23Production%252520Occupations

https://www.bls.gov/ooh/Production/Machinists-and-tool-and-die-makers.htm

https://www.bls.gov/ooh/production/assemblers-and-fabricators.htm

https://www.bls.gov/ooh/production/metal-and-plastic-machine-workers.htm


https://www.bls.gov/ooh/production/welders-cutters-solderers-and-brazers.htm

https://www.bls.gov/ooh/installation-maintenance-and-repair/industrial-machinery-mechanics-and-maintenance-workers-and-millwrights.htm

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Lesson Plan

1. Show students items in basket and ask who made these items, and what are the names of some of the careers involved in the making? Give an overview of manufacturing appropri-ate for age of students in class. Explain that many things we use and see every day were made by people in a manufacturing plant.

2. Show one or more of the videos below and discuss what would it be like to work in one of these places. What kinds of skills would a person need? Special clothing or protection?

• Career in Manufacturing- high school students in Wisconsin touring a manufactur-ing site

• Nuts, Bolts & Thingamajigs Manufacturing Camp at Anoka Technical College- sum-mer camp for kids where they learn about manufacturing.

• BMW Manufacture- This shows a BMW motorcycle being assembled. Stop the video at the 1 minute mark and ask students to guess what is being made, then finish the video.

3. Compare and contrast the education/training required, skills needed, and employment outcome for an Industrial Engineer and an Industrial Engineering Technician.

• Industrial Engineer • Industrial Engineer Technician

Job/Career Education/ Training Required

Skills Needed

Employment Outcome

Income Potential

Industrial Engineer

Industrial Engineering Technician

4. Older students: • divide into 4 groups and give each group paper and pencil

i. Group 1: write down what they think would be cool about designing a new car

ii. Group 2: write down what they think would be cool about building a new car iii. Group 3: write down how they think workers stay safe while building a car iv. Group 4: write down what they think would be the best way to ship the cars

to the car dealers so they can be sold • share lists with the class and let students add to each list

https://youtu.be/1zZLrubAsio-

https://youtu.be/Ru7Cs8oULNA

https://youtu.be/dBIvzJOe9oI

https://www.onetonline.org/link/summary/17-2112.00


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5. Younger students: • counselor led discussion using the above questions

6. Pair students with a partner. Give each pair a note card and pencil and five minutes to

write down every manufactured object they find within the classroom. Compare lists at end of the five minutes.

7. Access O’Net OnLine:

• Work in pairs to find two manufacturing areas on the list that sound interesting and write two sentences that explain their reasons. Have students share with class what their top two were and why.

8. Close lesson by asking again who made the items in the basket, and what are some of the careers they learned about today that would be involved in the production?

Plan for Evaluation: How will each of the following be collected?

Process Data (What did you do for whom?): How many times was this lesson delivered, to whom, and how many students participated? Perception Data (What do people think they know, can do, or believe?): Consider administer-ing career inventory/assessment surveys that gauge student interest in STEM careers prior to teaching this lesson. Additionally, you may pre-assess student interest and knowledge of STEM careers either informally through gathering general perceptions during introduction session, or by using a formal pre-/post-assessment tool. Outcome Data (Impact of the program, the “so what” for why you did it): Review same data elements as in “Perception Data” to determine changes following delivery of lesson. Follow-Up: Continue to present STEM career and academic information to students, and collab-


https://www.onetonline.org/find/career?c=13&g=Go-

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Agriculture Career Lesson for Elementary



• M6- Positive attitude toward work and learning. • LS7-Identify long-and short-term academic, career and social/emotional goals.


• CA2- Articulate that career development occurs across the lifespan. (K-12) • CK1- Research and appraise characteristics of a variety of traditional and nontraditional

occupations. (K-12) • CS1- Develop skills to locate, evaluate and interpret career information. (K-12) • CE1-Participate in career exploration activities. (K-12)

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LEARNING OBJECTIVES:

• TLW understand the importance of agriculture in our daily lives. • TLW be able to name two different agricultural jobs. • TLW demonstrate knowledge of different educational requirements for agricultural jobs.

Materials • One book from list below:

o Fall Harvests: Bringing in Food, by Martha E.H. Rustad ( K-1) o Before We Eat: From Farm to Table, by Pat Brisson and Mary Azarian (K-1) o Food from Farms (World of Farming) by Nachy Dickman (K-1) o How Did That Get in My Lunchbox? By Chris Butterworth (K-3) o On the Farm, at the Market, by G.Brian Karas (3-5)

• Large signs to post in corners of room- AGREE, DISAGREE, NOT SURE • STEM Poster- Science, Technology, Engineering, Mathematics • Collection of farm products or photos in a basket- real or fake fruit, vegetables, milk, etc. • Paper and pencil for studentsor

Overview Careers in Agriculture and Forestry make up one of the largest industries and sources of long-term employment in the country, providing jobs for millions of Americans. These careers supply us with a multitude of food products and alternative energies, among many other important resources for sus-taining our country and contribution to the world economy. In addition, these careers, particularly those associated with Forestry, conserve our natural resources and assure we have bountiful supplies of land to utilize in the future. Many of the careers in the Agriculture and Forestry industry are consid-ered “Green Careers,” meaning that the careers are involved in preserving or protecting our environ-mental resources. Many careers in Agriculture and Forestry will place workers in food production environments, includ-ing farms, hatcheries, and nurseries. In addition, some careers may place employees in wild environ-ments that are involved in commodity production, including forests, rivers, mountains, and natural other areas.

It is recommended that those seeking a career in Agriculture and Forestry enjoy working outdoors and/or working with animals. The ability to work independently in potentially isolating environments is also a good trait to possess, as certain careers requiring fieldwork may place employees away from their homes and families for extended periods of time. It's also important to know that some of these jobs are physically demanding and can be dangerous, depending on what kind of heavy equipment you're required to use and what weather conditions you're required to work in. Aversion to hard labor is not recommended for those wishing to break into the Agriculture and Forestry industry.

https://www.environmentalscience.org/careers/agriculture-and-forestry


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Activity Options This lesson plan is intended to provide activity options for counselors to include in their Agricul-ture career lesson. The age of the students, and the amount of time and technology available should all guide the counselor in determining the best activities selections for their students. It is recommended that the lesson titled School Counselor Introduction to STEM Careers for Elemen-tary be taught before this lesson.

Procedures 1. Show students items in basket and ask where they think they came from? Give age appro-

priate description of agriculture careers overview, using information above. Explain that we will be focusing mainly on farm related careers today.

2. Ask if they have been to a farm and what they know about the people who work on farms. Explain that this lesson is about some of the jobs and careers in farming that they might want to consider when they get older.

3. Read one of the books on list and discuss. 4. Have students work in small groups to write a list of all the different kinds of jobs they

think would be needed on a farm. Compare lists. 5. Show 2 minute video, after passing out the information sheets, shown below. Read

through questions with students before showing video, encouraging them to listen for the answers as they watch.

6. Have kids stand in center of room. Post signs that say AGREE, DISAGREE AND NOT SURE around the room. As you read these statements, have them move to the sign (Agree, Disa-gree, or Not Sure) that shows their answer. Correct answers in parentheses.

a. Farmers spend a lot of time working in an office. FALSE (Outside) b. Farmers often work lots of long hours, depending on the weather and time of year.

TRUE c. Farmers usually love playing video games. ( FARMERS USUALLY LOVE NATURE AND

ANIMALS) d. Farmers get a college degree to learn about weather patterns, farm machines, plant

and animal diseases, and how to run the farm business. TRUE

7. After students return to their seats, write Agricultural Manager, Farmer, and Agricultural Technician on board. As you share information, have different students write key facts un-der each career title.

https://www.bls.gov/ooh/management/farmers-ranchers-and-other-agricultural-managers.htm

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Farm Jobs and Careers • Where do farmers and agricultural managers mainly work? • Do farmers usually work a set schedule with the same hours every day? • What two things do farmers usually love? • What are some things farmers and agricultural managers learn in college that help them

in their job? • List two jobs that might be found on a farm. • Describe why a two year or four year college degree is needed for many farm jobs.

Agricultural Manager Often in charge of one or more large farms, and works for the person who owns several farms. This person makes the business decisions about what to plant, how/when and where to sell the product, and who to hire. This person spends some time at the farms, but also spends a lot of time in an office and using a computer. This person rarely does any of the physical labor needed to run a farm. At least a 4 year college degree is usually needed for this position. Farmer A farmer is usually in charge of one farm. He might own the farm, or manage the farm for a big organization that the Agricultural Manager works for. Farmers work long hours, especially during planting and harvesting time. Farmers work outside in all kinds of weather, and there is a lot of hard physical work required. If the farm has animals, the farmer or someone has to tend to the animals every day, sometimes twice a day. Farmers may work with other people, but often work alone too. Farmers need to know a lot about many different things like plants, animals, weather, soil conditions, and farm machines. Fifty years ago, very few farmers had a college degree, but that has changed because farming has changed so much. Now, many colleges offer special de-grees and programs for people who want to be farmers and it is common for farmers to have a 4 year college degree.

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Agricultural Technician A technician usually has a two year degree and knows a lot about one part of running a farm. A technician might have a degree in caring for farm animals, applying chemicals to plants to keep them pest free, or operating and maintaining the very expensive farm equipment. They also may work long hours, and their job can require lots of physical work too.

8. Ask students which of these jobs sound best to them, and why, and let several share their answers.

9. Have students review their answers on the information sheet, adding any new infor-mation they have learned.

10. Project chart or make copies for older students. Have them work in pairs to find two jobs on the list that sound interesting to them, and share why with their partner.




https://www.bls.gov/ooh/life-physical-and-social-science/agricultural-and-food-science-technicians.htm%23tab-8

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RESOURCES • Bureau of Labor Statistics

• U. S. Department of Labor

• Occupations Outlook Handbook

• Agricultural and Food Science Technicians

Books on Agriculture

The “Book of the Year” award springs from our effort to identify “Accurate Ag Books,” a collection

of nearly 500 books for children, teenagers and adults that accurately covers agricultural topics.

Book of the Year selections are educational and help to tell the farmer’s story. The Accurate Ag

Books database is available here.

https://www.bls.gov/

https://www.dol.gov/

https://www.bls.gov/ooh

https://www.bls.gov/ooh/life-physical-and-social-science/agricultural-and-food-science-technicians.htm

http://www.agfoundation.org/recommended-pubs

24

Health Sciences Career Lesson For Elementary



• M6- Positive attitude toward work and learning. • BLS7-Identify long-and short-term academic, career and social/emotional goals.


• CA2 -Articulate that career development occurs across the lifespan. (K-12) • CK1 -Research and appraise characteristics of a variety of traditional and non-traditional

occupations. (K-12) • CS1- Develop skills to locate, evaluate and interpret career information. (K-12) • CE1- Participate in career exploration activities. (K-12)

LEARNING OBJECTIVES

• TLW understand that Health Science is a huge career field with many options. • TLW demonstrate that different aspects of careers are more appealing to them. • TLW match different educational requirements with 3 different health science careers.

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Materials

• Pencils and paper copies of Health Science Careers Matching game for all students • Computer/projector to show three short video clips- links below • STEM Poster- Science, Technology, Engineering, Mathematics- • Agree, Disagree and Not Sure signs and magnets to display them around the room. • Paper and pencil for students

Activity Options This lesson plan is intended to provide activity options for counselors to include in their Health Science career lesson. The age of the students, and the amount of time and technology available should all guide the counselor in determining the best activities to select for their students. It is recommended that the lesson titled Introduction to STEM Careers for Elementary be taught be-fore this lesson. Overview Health sciences is an interdisciplinary field that focuses on the application of physical, biological, and social sciences to understand and to improve health in human beings. Healthcare as an industry is anticipated to become one of the largest employers in the United States in the next ten years with healthcare support and technical occupations being two of the fastest growing labor groups. There are hundreds of job opportunities and areas of practice in this field.” (Cal State, East Bay website)

Procedures

1. Begin lesson by reviewing information on STEM presented in the Introduction to STEM Careers lessons presented previously. Continue by reading and explaining description of the Health Science career field to students. Ask if they know anyone in the health career field, and remind them that the staff at their dental and medical office, school nurse, and many others they might have seen in a hospital or nursing home visit would be included in this group.

2. Show each of these short videos, allowing time to ask and answer student questions in between.

• My job as a Cast Tech • My job as a Child Life Specialist • My job as an ER doctor

3. Pass out copies of the Health Science Careers Matching Game. For younger students,

this can be done as a large group with counselor reading the words. For younger stu-dents, counselor might want to show one video at a time and let students try to match statements that apply to that career before showing next. For older students, this can be done independently, in pairs, or small groups.

https://youtu.be/Ng9b_NSyx18

https://youtu.be/G1Pp3yespPQ

https://youtu.be/HFzxQhPlQcs

26

HEALTH SCIENCE CAREERS MATCHING GAME

CHILD LIFE SPECIALIST (CLS) CAST TECHNICIAN (CT) ER DOCTOR (ER) THINK ABOUT THE VIDEOS YOU JUST WATCHED AND TRY TO MATCH THESE STATEMENTS WITH THE RIGHT CAREER BY WRITING THE INITIALS CLS, CT, OR ER IN THE BLANK BEFORE EACH STATEMENT. YOU CAN MATCH THE STATEMENTS WITH MORE THAN ONE CAREER. ___________LOOKS AT MANY X RAYS ___________ NEEDS TO BE CARING AND COMPASSIONATE ___________ 12 OR MORE YEARS OF COLLEGE ___________ JOB REQUIRES LOTS OF WALKING AND STANDING ___________ WORKS WITH PATIENTS WITH BOTH MINOR AND MAJOR HEALTH ISSUES ___________ PLACE OF WORK NEVER CLOSES, OPEN 24/7 ___________ SEES A LOT OF BROKEN BONES ___________ NEEDS TO KNOW MEDICAL TERMS ___________ GOES TO WORK IN ALL KINDS OF WEATHER __________ USES SAW ON OWN ARM __________ JOB REQUIRES 4 YEAR COLLEGE DEGREE PLUS AN INTERNSHIP __________ WORKS CLOSELY WITH DOCTORS AND NURSES __________ WORKS IN A FIELD THAT CHANGES QUICKLY, MUST KEEP LEARNING __________ PLAYING WITH KIDS IS JUST PART OF THEIR JOB __________ ASKS QUESTION “WHAT COLOR CAST DO YOU WANT?” __________ ASSOCIATES DEGREE/2 YEARS OF COLLEGE USUALLY REQUIRED __________ HELPS KIDS STAY CALM IN HOSPITAL __________ MUST BE ABLE TO THINK AND MAKE IMPORTANT DECISIONS QUICKLY __________ NEEDS TO BE A GOOD COMMUNICATOR

27

1. After matching game, talk with students about the concept that the careers that might be a good match for them are usually ones that combine things they like and things they feel they are good at. The things we like and are good at will likely change many times as we grow, but it is one way to consider possible future careers. For example, most school counselors really like to be around people, are good communicators, and enjoy helping others. Research shows that people who choose a career based only on the amount of money they will earn are often very unhappy, despite a good income. It is also important to consider what you don’t like in choosing a career. Someone who hates the sight of blood would not be happy working in a medical office or hospital!

2. Have students stand in center of room, and ask them to move to the signs saying AGREE, DISAGREE, AND NOT SURE, as you read through the words on right on matching game. AGREE means you think you would like that part of the job, etc. Remind them everyone is different, and there are many jobs that will be good fit for the things they like and are good at when they are older.

3. Older students- use information in Resources below to write a paragraph about one of the careers listed explaining why it might be a good match for them.

4. Show STEM chart- ask students what parts of STEM would these careers fit.




28

Technology Career Lesson for Elementary


• M4- Understanding that postsecondary education and life-long learning are necessary for long-term career success.

• M6- Positive attitude toward work and learning. • B7-Identify long-and short-term academic, career and social/emotional goals.


• CA2- Articulate that career development occurs across the lifespan. • CK1-Research and appraise characteristics of a variety of traditional and nontraditional

occupations. • CS1- Develop skills to locate, evaluate and interpret career information. • CE1- Participate in career exploration activities.

LEARNING OBJECTIVES

• TLW: Understand that technology is a daily part of our lives, and constantly changing. • TLW: Use teamwork skills to work effectively in groups to identify different types of tech-

nology in their lives. • TLW: Demonstrate knowledge of different careers and educational requirement differ-

ences.

29

Materials: • Photos of outdated technology, and physical examples if available. • (Use images below or google outdated technology photos for more.) • Paper and pencils for students. • Timer • 3x5 cards • STEM poster • Computer/projector, or paper copies. • Books

o If You Give a Mouse an iPhone: A Cautionary Tale, by Ann Droyd o When Charlie McButton Lost Power, by Suzanne Collins o Computers (Jobs If You Like), by Charlotte Guillain

Overview

We use technology more than ever these days to stay connected to our friends and family, get up-to-date on the latest and greatest happenings in our world and sometimes just to pass the time. With all the computers, tablets, smartphones and other high-tech devices our society is de-pendent on, we need the skills of professionals in technology jobs to make our obsession with tech possible. The Labor Department predicts that tech jobs will grow faster than the average for all jobs at a rate of 12 percent this decade, but it's not just hiring demand that makes this indus-try one to watch. U.S. News' Best Technology Jobs of 2017 are also high-paying jobs that boast low unemployment rates.

https://money.usnews.com/careers/best-jobs/rankings/best-technology-jobs

30

Activity Options This lesson plan is intended to provide activity options for counselors to include in their technol-ogy career lesson. The age of the students, and the amount of time and technology available should all guide the counselor in determining the best activity selections for their students. Procedures

1. Show and discuss outdated technology photos/examples to students. Share stories of some outdated technology they remember using.

2. Ask students, what is technology? After a few have answered, show video clip. • What is technology?

3. After video, ask students if they were surprised by the answer in the video. 4. Why/why not? When we think of technology, we often think mainly about computers, but

the actual definition is much broader. 5. For younger students, counselor draws T chart on board and leads discussion of what

types of technology students use at home and school. Divide older students into groups of 3-4. Give each group paper and pencil and have them appoint one person to be the re-corder. Recorder draws a T chart on paper. On one side, write HOME, on other side write SCHOOL. Tell students you will set timer for 5 minutes. Each group is to list as many differ-ent types of technology they can think of that they use either at home, school, or both. Once timer sounds, have groups share some of the items they listed. Ask students if they would like to live without technology.

https://youtu.be/Giiz81_uzK8

31

6. Explain that most jobs involve one or more different types of technology, but today we are going to look at two specific technology industry careers. It is important to realize that technology is constantly changing, and so are technology jobs. By the time these students are ready for college, there will be jobs available that are not even created today.

7. The first career we will learn about is an Information Technology Project Manager, and the second is a Telecommunications Engineering Specialist. (Write these titles on board.)

Information Technology Project Manager- Information Technology is often called IT. IT managers work in almost every kind of company, because it is very hard to run a company in today’s world without the use of computers to share, store and gather information. An IT man-ager usually is required to have a 4 year college degree, which is called an undergraduate or Bachelor’s degree. An IT managers duties might include: Plan, initiate, and manage information technology (IT) projects. Lead and guide the work of tech-nical staff. Serve as liaison between business and technical aspects of projects. Plan project stages and assess business implications for each stage. Monitor progress to assure deadlines, standards, and cost targets are met. Our school system has an IT manager who helps make sure all schools have the right technology that teachers and students need every day. The second career is Telecommunications Engineering Specialist. This person might be re-sponsible for some or all of the following things in their job: Design or configure voice, video, and data communications systems. Supervise installation and post-installation service and maintenance. A telecommunications engineering specialist usually is required to have a two year degree, which is also called an Associate’s degree. This person might design and install the wiring and equipment in buildings so wireless internet is available, and they often do physical work, includ-ing carrying boxes and climbing ladders. They also might repair or replace equipment as needed, as well as supervise and train a team of people.

8. Which of these careers sounds most interesting to you? Why? 9. Read the statements below and ask students to tell you which job they think you are de-

scribing. • This person supervises, or is the boss of, many other people. • This person moves around a lot in their job, and doesn’t sit down very much. • This person usually needs to have a two year or Associate’s degree. • This person spends a lot of time on a computer designing and planning new pro-

jects, and checking on deadlines and budgets. • This person works with their hands and tools most of the time. • This person usually needs a four year or undergraduate/ Bachelor’s degree.

10. Show students the STEM poster. Ask where they think technology jobs fit under STEM.

32

11. Have older students write what they think technology is on a 3x5 card and turn in. 12. For younger students, you can have them do a combination of writing and drawing, 13. If time allows, project chart below on screen or copy for older students. Have them work

in pairs to find two jobs on the list that sound interesting to them, and compare and con-trast

• https://www.bls.gov/ooh/computer-and-information-technology/home.htm 14. End lesson for younger students with a technology song. Have students stand and dance

as they sing the words: • Technology song




https://www.bls.gov/ooh/computer-and-information-technology/home.htm

https://youtu.be/AlxzjKYSwg0

33

STEM Bingo Lesson for Middle School Students ASCA K-12 COLLEGE- AND CAREER-READINESS STANDARDS FOR EVERY STUDENT MINDSETS AND BEHAVIOR STANDARDS

• M2- Self-confidence in ability to succeed • M4- Understanding that postsecondary education and life-long learning are necessary for

long-term career success • M6- Positive attitude toward work and learning • B-LS1- Demonstrate critical thinking skills to make informed decisions • B-LS7- Identify long- and short-term academic, career, and social/emotional goals • B-LS9- Gather evidence and consider multiple perspectives to make informed decisions • B-SS9- Demonstrate social maturity and behaviors appropriate to the situation and envi-

ronment


• AA2- Display positive attitude toward work and learning • AA6- Build aspirations for postsecondary education and training • AK3- Articulate belief that postsecondary education and life-long learning are necessary

for long-term career success • AS7- Demonstrate critical thinking and decision making skills to make informed decisions • AE3- Create a secondary educational plan that includes transition to postsecondary edu-

cation and the workforce • CA1- Develop and articulate postsecondary education and career aspirations • CA2- Articulate that career development occurs across the lifespan • CK1- Research and appraise characteristics of a variety of traditional and nontraditional

occupations • CK2- Articulate how personal abilities, skills, interests, and motivations influence values,

choices, and plans • CK4- Research and summarize the education and training needed to achieve specified ca-

reer goals • CS1- Develop skills to locate, evaluate, and interpret career information • CE3- Pursue and develop competency in areas of career interest

34

Learning Objectives

• Students will learn about a variety of STEM-related career fields that are specific to Ten-nessee’s workforce needs.

• Students will identify four STEM-related career fields of particular importance in Tennes-see.

Materials:

• Computer • Projector • STEM fact sheets available on the Tennessee Department of Education STEM education

web page, enough copies so each student can have their own set of sheets. You may want to determine which career area you want to address first and then distribute just that ca-reer sheet.

• Copies of “Bingo” page, or they can create their own. Instructions included below. • Copy of BINGO page to be projected to class to help them track which numbers have been

called. • BINGO numbers. If possible, print on cardstock and laminate so they can be saved for fu-

ture use. • A container to use to mix up the numbers and draw them at random. • Question and answer list • Small prizes (optional)

Procedures Be certain to read the fact sheets and career information included in this guide prior to deliver-ing this lesson. By using an adaptation of the fun and engaging platform of BINGO, students learn about a vari-ety of career options within the four primary STEM-focused areas of agriculture, information technology, health sciences, and advanced manufacturing. During this fast-paced yet friendly competition, students refer to STEM-area fact sheets to discover needed education and/or train-ing, working conditions, potential salary, employment trends, and more. Short videos covering the targeted STEM fields are included for further exposure and enrichment opportunities.

1. Welcome class and introduce purpose of the lesson. 2. Pre-assess student knowledge of STEM acronym, brainstorming STEM careers, and discov-

ering what the students believe are the most critical STEM fields in Tennessee. 3. Distribute copies of BINGO sheet. 4. Instruct the students to place the numbers 1 through 16 in the small boxes, but to mix up

the order so they are randomly placed. 5. Determine which STEM career field you want to focus on, and distribute the fact sheet

that matches that career.

35

6. Inform the students that this version of BINGO relies on their ability to listen to a question you will ask, and then they will need to find the information on the fact sheet and writing it in the box number that matches the question number. For example, if you draw the number 7, you’ll read question 7 from your sheet and the students will put their answer in their box 7.

7. Place the BINGO numbers into the container, shake them up, and then draw one number. Find the question on the question sheet that matches the number pulled and read it aloud to the class. Be certain to state which number it is.

8. As each number is called and question is read, it is helpful if the question, or a few words related to the question, are written in on the projected BINGO sheet. The sheet that is projected should be numbered in order to make it easier for the students to track.

9. Assess student learning through classroom conversation, exit tickets, or a simply “thumbs up/thumbs down” by asking questions similar to the pre-assessment exercise.

Follow-Up During student individual planning sessions for high school course selection or postsecondary planning, engage in discussion about STEM-related fields that may be connected to student’s in-terests and continuing education options. Have students complete career assessments available on College for TN or through the Tennessee College and Career Planning System powered by Kuder. To have students create their own BINGO board, read these instructions to them aloud. It would be good to simultaneously demonstrate on an overhead projector, if possible.

1. Take out a blank sheet of paper. 2. Draw a large rectangle that takes up almost the entire sheet of paper. 3. Draw a line vertically down the center of the paper that will divide the rectangle in half. 4. Draw one vertical line down each of those halves, which will make four columns. 5. Next, draw a horizontal line going across the rectangle, dividing it in half the other direc-

tion. 6. Draw one horizontal line across each of the halves. This will create 16 boxes. 7. Put a small box in the top right corner in each of the 16 larger boxes, so the page resem-

bles a calendar. 8. Randomly place the numbers 1 through 16 in the small boxes. Do not put them in order,

the BINGO questions will be read in random order, so it is best to mix up the order of your numbers.

9. From here, begin playing the BINGO game.

http://www.collegefortn.org/

https://tn.kuder.com/landing-page

36

STEM BINGO

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1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

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Agriculture Bingo Questions and Answers

Questions Answers

1. Which career is adding the most number of jobs by 2026?

1. Environmental Scientist and Specialist

2. Which career is losing the most number of jobs by 2026?

2. Farmer, Rancher, and Other Agriculture Manager

3. Which career examines the quality of ag-ricultural products?

3. Agricultural and Food Science Technician

4. Out of all the positions that require a Bachelor’s Degree, which one earns the most?

4. Natural Science Manager

5. To take care of forests, which career would you enter?

5. Conservation Scientist

6. Which career field pays the lowest hourly wage?

6. Agricultural Worker

7. Which career is the second highest paid? 7. Agriculture Engineer

8. What education is required if you wanted to get rid of termites in homes and build-ings?

8. High School diploma

9. To study animals in their natural sur-roundings, which career would you choose?

9. Zoologist and Wildlife Biologist

10. Which career researches ways to im-prove the safety of agricultural products?

10. Food scientist

11. If you wanted to help conduct biological experiments, this would be a good field for you.

11.Biological Technician

12. All the careers list the median salary. What does median mean?

12. Middle salary paid.

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13. Free spot 13. Free spot

14. Agricultural and Food Science Techni-cians require an Associate’s Degree. How many years of college is that?

14. Two years

15. Of the listed professions, how many re-quire education after high school?

15. Eight professions

16. Which profession helps with plans to clean up pollution?

16. Environmental Scientist and Specialist

40

Advanced Manufacturing Bingo Questions and Answers

Questions Answers

1. Which profession combines mechanical technology and electronic circuits?

1. Electro-Mechanical Technician

2. How many professions require trade/tech-nical training?

2. Four

3. What is or are the second fastest growing career(s)?

3. Environmental Engineering Technician and Ironworker

4. Which career field works on aircraft wings and golf clubs?

4. Materials Engineer

5. Out of the careers that require a Bachelor’s Degree, which one has the highest hourly wage?

5. Aerospace Engineer

6. What do Industrial Engineers do? 6. Eliminate wastefulness in production prac-tices.

7. If you wanted to repair machinery and fac-tory equipment, what education level would you need?

7. High School Diploma (Industrial Machinery Mechanic/Millwright)

8. Which profession is adding the third most positions between now and 2026?

8. Mechanical Engineer

9. Free space 9. Free space

10. Which profession is losing the second most positions between now and 2026?

10. Quality Control Inspector

11. If you wanted to work outdoors and aren’t afraid of heights, how fast is your career field growing between now and 2026?

11. 96%, Wind Turbine Technician

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12. This manufacturing career has to have knowledge of biology, chemistry, and soil sci-ence.

12. Environmental Engineer

13. Is the career field that cut, shapes, and forms metal and plastic materials growing or declining?

13. Declining (Computer-Controlled Machine Tool Operator and Metal and Plastic Machine Worker)

14. This position helps engineers with design and development of tools and engines.

14. Mechanical Engineering Technician

15. Which Associate’s Degree position has the highest annual salary?

15. Electrical and Electronics Engineering Technician

16. How many manufacturing positions on the list require a four-year degree?

16. Six

42

Information Technology Bingo Questions and Answers

Questions Answers

1. The fastest growing profession in In-formation Technology is what?

1. Software Developer

2. How much does the profession that develops concepts for cars get paid per hour?

2. $31.72/hour (Commercial and Industrial De-signer)

3. Free space 3. Free space

4. Is the profession that studies weather growing or declining?

4. Growing (Meteorology)

5. Which profession maintains data such as customer shipping infor-mation?

5. Database Administrator

6. This profession may do their work by hand in order to captivate custom-ers.

6. Graphic Designer

7. What is the second fastest growing profession?

7. Computer and Information Research Scientist

8. This profession is focused on provid-ing help and advice to computer users.

8. Computer Support Specialist

9. Which profession that does not re-quire a college degree has the highest median salary?

9. Line Installer and Repairer

10. How fast is the profession that de-signs circuit boards growing?

10. 5% (Computer Hardware Engineer)

11. How many Information Technology professions on the list do not require a 4-year degree?

11. Four

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12. If you want to design video/com-puter games, what profession will you enter?

12. Multimedia Artist and Animator

13. What degree is required to work with an organization addressing their computer-related activities?

13. Bachelor’s Degree

14. Does the profession that requires the most advanced degree have the highest median salary?

14. No

15. Which profession works in televi-sion?

15. Multimedia Artist and Animator

16. How many Information Technology professions earn more than $50.00/hour?

16. Four

44

Health Science Bingo Questions and Answers

Questions Answers

1. This is the fastest growing Health Science profession.

1. Physician Assistant

2. True or False: You cannot work in the Health Science profession unless you have a 4-year degree.

2. False

3. Is the highest paid Health Science profession adding or losing positions between now and 2026?

3. Adding

4. How many Health Science profes-sions are losing positions between now and 2026?

4. None

5. The profession that studies patterns and causes of diseases requires what degree?

5. Master’s Degree (Epidemiologist)

6. Which profession performs research to improve overall health?

6. Medical Scientist

7. To become an Athletic Trainer, what degree do you need to earn?

7. Bachelor’s Degree

8. Free Space 8. Free Space

9. Which profession helps people with their health through food choices?

9. Dietician and Nutritionist

10. What is the second fastest growing Health Science career?

10. Nurse Anesthetist, Midwife, Practitioner

11. Which profession studies heredity? 11. Biochemist and Biophysicist

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12. Which profession helps people re-cover from chronic diseases through fitness and body composition?

12. Exercise physiologist

13. How many positions will be added between now and 2026 for the profes-sion that teaches people about health and wellness?

13. 19,200

14. If you’re going to help people see better and prescribe glasses, what de-gree do you need?

14. Doctoral Degree (Optometrist)

15. What degree is needed if you wanted to help people determine their risk for inherited conditions?

15. Master’s Degree (Genetic Counselor)

16. To help keep a medical office func-tioning well, what will profession will you enter?

16. Medical Assistant

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Create your own Bingo questions and answers

Questions Answers

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

6. 6.

7. 7.

8. 8.

9. 9.

10. 10.

11. 11.

12. 12.

13. 13.

14. 14.

15. 15.

16. 16.

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STEM Jeopardy Lesson for High School Students

ASCA K-12 COLLEGE- AND CAREER-READINESS STANDARDS FOR EVERY STUDENT MINDSETS AND BEHAVIOR STANDARDS

• M2- Self-confidence in ability to succeed • M4- Understanding that postsecondary education and life-long learning are necessary for

long-term career success • M6- Positive attitude toward work and learning • B-LS1- Demonstrate critical thinking skills to make informed decisions • B-LS7- Identify long- and short-term academic, career, and social/emotional goals • B-LS9- Gather evidence and consider multiple perspectives to make informed decisions • B-SS2- Create positive and supportive relationships with other students • B-SS6- Use effective collaboration and cooperation skills • B-SS7- Use leadership and teamwork skills to work effective in diverse teams • B-SS9- Demonstrate social maturity and behaviors appropriate to the situation and envi-

ronment TENNESSEE SCHOOL COUNSELING STANDARDS COLLEGE AND CAREER READINESS STANDARDS

• AA2- Display positive attitude toward work and learning • AA6- Build aspirations for postsecondary education and training • AK3- Articulate belief that postsecondary education and life-long learning are necessary

for long-term career success • AS7- Demonstrate critical thinking and decision making skills to make informed decisions • AE3- Create a secondary educational plan that includes transition to postsecondary edu-

cation and the workforce • CA1- Develop and articulate postsecondary education and career aspirations • CA2- Articulate that career development occurs across the lifespan • CK1- Research and appraise characteristics of a variety of traditional and nontraditional

occupations • CK2- Articulate how personal abilities, skills, interests, and motivations influence values,

choices, and plans • CK4- Research and summarize the education and training needed to achieve specified ca-

reer goals • CS1- Develop skills to locate, evaluate, and interpret career information • CE3- Pursue and develop competency in areas of career interest

48

Learning Objectives

• Students will learn about a variety of STEM-related career fields that are specific to Ten-nessee’s workforce needs.

• Students will identify four STEM-related career fields of particular importance in the state of Tennessee.

• Students will learn about multiple postsecondary education options and financial aid available in Tennessee.

Materials:

• “STEM Jeopardy” PowerPoint presentation- see separate PowerPoint file STEM Jeopardy • Computer • Projector • STEM fact sheets available on the Tennessee Department of Education STEM education

web page, enough copies so each team can have their own set of sheets • TSAC brochure, at least one per team • College pennants or flags, one per team • Small prizes (optional) • Internet connection for video answers • A copy of the answers to the questions in the game

Procedure: By using an adaptation of the fun and engaging platform of television’s Jeopardy game, students learn about a variety of career options within the four primary STEM-focused areas of agriculture, information technology, health sciences, and advanced manufacturing. During this fast-paced yet friendly team competition, students refer to STEM-area fact sheets to discover needed education and/or training, working conditions, potential salary, employment trends, and more. If time allows, there is a Double Jeopardy round that addresses postsecondary opportunities and financial aid in Tennessee. Short videos covering the targeted STEM fields are included for further exposure and enrichment opportunities.

1. Welcome class and introduce purpose of the lesson.

2. Pre-assess student knowledge of STEM acronym, brainstorming STEM careers, and discovering what the students believe are the most critical STEM fields in Tennes-see.

3. Review STEM Jeopardy guidelines and rules as outlined in PowerPoint presentation.

4. Optional: Double Jeopardy addresses postsecondary planning topics

49

5. Assess student learning through classroom conversation, exit tickets, or a simply

“thumbs up/thumbs down” by asking questions similar to the pre-assessment exer-cise.

6. Note: It will be helpful to have a second adult in the room. While the counselor is

reading the question, the second adult watches the teams to determine who raises their pennant first to respond.

Plan for Evaluation: How will each of the following be collected? Process Data (What did you do for whom?): How many times was this lesson delivered, to whom, and how many students participated? Perception Data (What do people think they know, can do, or believe?): Review data elements such as enrollment in advanced mathematics and advanced science courses, STEM-related Ca-reer-Technical Education courses, and career inventory/assessment results that gauge student interest in STEM careers as exist prior to delivering lesson. Additionally, pre-assess student inter-est and knowledge of STEM careers either informally through gathering general perceptions dur-ing introduction session, or by using a formal pre-/post-assessment tool. Outcome Data (Impact of the program, the “so what” for why you did it): Review same data elements as in “Perception Data” to determine changes following delivery of lesson. Follow-Up: During student individual planning sessions for high school course selection or post-secondary planning, engage in discussion about STEM-related fields that may be connected to student’s interests and continuing education options. Have students complete career assess-ments available on College for TN or through the Tennessee College and Career Planning System powered by Kuder.



50

Answers- Jeopardy

Advanced Manu-facturing

Agriculture Health Sciences Information Technology

Miscellaneous

$100

Industrial Machin-ery Mechanic, Mill-

wright

$100

Biological Techni-cian and Natural Science Manager

(10%)

$100

Two careers, Fitness Trainer and Instruc-tor, and Medical As-

sistant

$100

Bachelor’s Degree

$100

(Get responses first)

Origami

$200

13

$200

Zoologist and Wild-life Biologist

$200

See Physician’s As-sistant description

$200

Computer and In-formation Sys-tems Manager

$200

False

$300

53,800,

Environmental Engi-neer

$300

Bachelor’s Degree (Environmental Sci-entist and Special-

ist)

$300

Master’s Degree (Epidemiologist)

$300

Commercial and Industrial De-

signer

$300

Registered Nurse (438,100) and Wind Turbine Technician

(96%)

$400

Aerospace Engineer description

$400

$29.31/hour

(Conservation Sci-entist)

$400

Nurse Anesthetist, Midwife, Nurse

Practitioner, Mas-ter’s Degree

$400

Computer Hard-ware Engineer,

$115,120

$400

(Show video first)

Advanced Manufac-turing and Infor-

mation Technology

$500

Wind Turbine Tech-nician

$500

Losing, 8,000 (Farmer, Rancher, Other Agricultural

Manager)

$500

See Registered Nurse description

$500 Software Developer (Bachelor’s), Com-puter and Infor-mation Research

Scientist (Master’s), Web Developer (As-

sociate’s)

$500

English or Lan-guage Arts

51

Answers- Double Jeopardy

TN Higher Educa-tion

$$$$$$$$$$$ High School Plan-ning

Admissions True/False

$200

9

$200

HOPE Scholarship

$200

All of them

$200

PSAT

$200

(Depends on your situation)

$400

Tennessee College of Applied Technol-

ogy

$400

TN Promise Scholar-ship

$400

Biology

Chemistry or Physics

A 3rd Lab Science

$400

12

$400

False

$600

Community College

$600

10

$600

Dual enrollment

$600

Early Decision

$600

True

$800

Sewanee- The Uni-versity of the South

$800

$6,000

$800

10 credits

$800

Middle Tennessee State University

$800

Four

$1000

UT Martin

$1000

TNStars

$1000

Starting the summer prior to their senior

year, typically August 1st

$1000

3-5 applications

$1000

False

52

Resources STEM Strategic Plan: STEM Strategic Plan:

Elementary Lessons:

Introduction to STEM Career

● Tennessee STEM Innovation Network ● What Do You Want to Do-STEM Careers ● STEM Motivational Video, by Joel Williams ● The STEM Career Kids ● Best STEM Jobs

Manufacturing

● High Growth Industry Profile, Advanced Manufacturing ● Industries at a Glance, Manufacturing ● Career in manufacturing ● Nuts, Bolts & Thingamajigs Manufacturing Camp at Anoka Technical College ● BMW Manufacture ● Industrial Engineering Technician ● Industrial Engineer

Agriculture

● Agriculture & Forestry Careers: ● Farmers, Ranchers, and Other Agricultural Managers: ● Agricultural and Food Science Technicians ● Recommended Farm Books ● O*Net Online

Health Science

● My job as a Cast Tech ● My job as a Child Life Specialist ● My job as an ER doctor

Information Technology

● U.S. News' Best Technology Jobs of 2017 ● What is technology?

https://www.tn.gov/content/dam/tn/education/ccte/ccte_stem_strategic_plan.pdf

http://www.tsin.org/

https://youtu.be/3bnMBhO0LnU=

https://youtu.be/zgB-Diy8imo


https://money.usnews.com/careers/best-jobs/rankings/best-stem-jobs

https://doleta.gov/BRG/Indprof/Manufacturing_profile.cfm

https://www.bls.gov/iag/tgs/iag31-33.htm

https://youtu.be/1zZLrubAsio-

https://youtu.be/Ru7Cs8oULNA

https://youtu.be/dBIvzJOe9oI

https://onetonline.org/link/summary/17-3026.00



https://www.bls.gov/ooh/management/farmers-ranchers-and-other-agricultural-managers.ht

https://www.bls.gov/ooh/life-physical-and-social-science/agricultural-and-food-science-technicians.htm%23tab-8

http://www.agfoundation.org/recommended-pubs

https://www.onetonline.org/link/updates/11-9013.02

https://youtu.be/Ng9b_NSyx18

https://youtu.be/G1Pp3yespPQ

https://youtu.be/HFzxQhPlQcs

https://money.usnews.com/careers/best-jobs/rankings/best-technology-jobs%252520

https://youtu.be/Giiz81_uzK8

53

● Computer and Information Technology Occupations ● Technology song ● O*Net Online

Middle School and High School Lessons:

General Information:

● College for TN ● Tennessee College and Career Planning System ● Tennessee STEM Innovation Network ● Learning Blade ● General Career Information ● US Department of Labor, Occupational Outlook Handbook

Agriculture:

● Tennessee Agriculture, TN Farm Bureau ● US Department of Labor, Occupational Outlook Handbook ● Career Opportunities in Agricultural Sciences, Mississippi Soybean ● Opportunities in Horticulture

Manufacturing:

● What Is Mechatronics ● Industrial Maintenance Mechanic ● MyCoolJob: Industrial Engineer: https://youtu.be/9Y5Auwf0nXE ● "Miniature Aces" NASA's Dale Reed Flight Research Laboratory, NASA Armstrong Flight Re-

search Center

Health Science: • What does a Pharmacy Technician do? • What does a Respiratory Therapist do? • The SKiNNY on the job: Radiology Technology • Origami in Space: BYU-designed solar arrays inspired by origami, Brigham Young Univer-

sity

Information Technology: • Lineman- A Lifetime Career • The Impact of Information and Communication Technologies on Our Lives (English) • Computer Engineers: Career Info & Job Description

https://www.bls.gov/ooh/computer-and-information-technology/home.htm

https://www.youtube.com/watch?v=AlxzjKYSwg0&feature=youtu.be%252520

https://www.onetonline.org/



https://www.tsin.org/

http://learningblade.com/

https://www.yourfreecareertest.com/

https://www.bls.gov/ooh/

https://youtu.be/RWpWBLUAWMg


https://youtu.be/bp06h5Vguuk

https://youtu.be/ToulDiMt7Jl

https://youtu.be/bVD2w2drhaU

https://youtu.be/rnEOhHETbrE

https://youtu.be/9Y5Auwf0nXE

https://youtu.be/9Y5Auwf0nXE

https://www.youtube.com/watch?v=7sALW8qa8_o

https://www.youtube.com/watch?v=7sALW8qa8_o

https://www.yourfreecareertest.com/pharmacy-technician/

https://www.yourfreecareertest.com/respiratory-therapist/

https://youtu.be/IyAc3dPKf1Q

https://youtu.be/3E12uju1vgQ

https://youtu.be/3E12uju1vgQ

https://youtu.be/9mvwsrR3tV0

https://youtu.be/oJ_yJ8nW9VU%252520

https://study.com/articles/Computer_Engineers_Career_Info_and_Job_Description_for_a_Computer_Engineer.html

54

Advanced Manufacturing Careers From US Department of Labor, Occupational Outlook Handbook


Career Field (Click job title link to learn more about each listed career)

2017 Median Pay

Typical En-try-Level Education

Responsibilities Number of Jobs, 2016

Job Out-look, 2016-

2026

Employment Change

2016-2026

Aerospace Engi-neer

$113,030 $54.34/hour

Bachelor’s Degree

Aerospace engineers de-sign primarily aircraft,

spacecraft, satellites, and missiles. In addition, they create and test prototypes

to make sure that they function according to de-

sign.

69,600 +6% As fast as

avg.

+4,200

Computer-Con-trolled Machine Tool Operator

$35,400 $17.02/hour

Tech/Trade Certification

Metal and plastic ma-chine workers set up and

operate machines that cut, shape, and form metal and plastic materials or

pieces.

1,039,600 -9% Declining

-91,300

Drafters $54,170 $26.04/hour

Associate’s Degree

Drafters use software to convert the designs of en-

gineers and architects into technical drawings.

207,700 +7% As fast as

avg.

+14,600

Electrical and Electronics Engi-neering Techni-

cian

$63,660 $30.60/hour


Electrical and electronics engineering technicians

help engineers design and develop computers, com-munications equipment, medical monitoring de-

vices, navigational equip-ment, and other electrical and electronic equipment.

137,000 +2% Less than

avg.

+2,700

Electrical and Electronics Re-

pairer

$57,210 $27.51/hour

Tech/Trade Training

Electrical and electronics installers and repairers in-stall or repair a variety of electrical equipment in telecommunications,

transportation, utilities, and other industries.

135,000 +1% Little

change

+1,000

Electrical and Electronics Engi-

neer

$97,970 $47.10/hour

Bachelor’s Degree

Electrical engineers de-sign, develop, test, and

supervise the manufactur-ing of electrical equip-

ment.

324,600 +7% As fast as

avg.

+21,300

Electro-Mechani-cal Technician

$56,740 $27.28/hour


Electro-mechanical tech-nicians combine

knowledge of mechanical technology with

knowledge of electrical and electronic circuits.

13,800 +4% Less than

avg.

+500

Environmental Engineer

$86,800 $41.73/hour

Bachelor’s Degree

Environmental engineers use the principles of engi-neering, soil science, bi-ology, and chemistry to

develop solutions to envi-ronmental problems.

53,800 +8% As fast as

avg.

+4,500

Environmental Engineering Technician

$50,230 $24.15/hour


Environmental engineer-ing technicians carry out the plans that environ-mental engineers de-

velop. They test, operate, and, if necessary, modify equipment used to pre-

vent or clean up environ-mental pollution.

17,000 +13% Faster than

avg.

+2,200

Industrial Engi-neer

$85,880 $41.29/hour

Bachelor’s Degree

Industrial engineers find ways to eliminate waste-fulness in production pro-

cesses.


avg.

+25,100


https://www.bls.gov/ooh/architecture-and-engineering/aerospace-engineers.htm

https://www.bls.gov/ooh/architecture-and-engineering/aerospace-engineers.htm




https://www.bls.gov/ooh/architecture-and-engineering/drafters.htm

https://www.bls.gov/ooh/architecture-and-engineering/electrical-and-electronics-engineering-technicians.htm




https://www.bls.gov/ooh/installation-maintenance-and-repair/electrical-and-electronics-installers-and-repairers.htm



https://www.bls.gov/ooh/architecture-and-engineering/electrical-and-electronics-engineers.htm



https://www.bls.gov/ooh/architecture-and-engineering/electro-mechanical-technicians.htm

https://www.bls.gov/ooh/architecture-and-engineering/electro-mechanical-technicians.htm

https://www.bls.gov/ooh/architecture-and-engineering/environmental-engineers.htm

https://www.bls.gov/ooh/architecture-and-engineering/environmental-engineers.htm

https://www.bls.gov/ooh/architecture-and-engineering/environmental-engineering-technicians.htm





55

Industrial Engi-neering Techni-

cian

$54,280 $26.10/hour


Industrial engineering technicians assist indus-

trial engineers in devising efficient systems that in-

tegrate workers, ma-chines, materials, infor-mation, and energy to make a product or pro-

vide a service.

63,900 +1% Little

change

+400

Industrial Ma-chinery Me-chanic, Mill-

wright

$50,440 $24.25/hour

High School Diploma

Industrial machinery me-chanics and machinery maintenance workers

maintain and repair fac-tory equipment and other

industrial machinery, such as conveying sys-

tems, production machin-ery, and packaging equip-

ment.

476,100 +7% As fast as

avg.

+32,100

Ironworker $51,320 $24.67/hour

High School Diploma

Ironworkers install struc-tural and reinforcing iron and steel to form and sup-

port buildings, bridges, and roads.


avg.

+11,400

Materials Engi-neer

$94,610 $45.48/hour

Bachelor’s Degree

Materials engineers de-velop, process, and test

materials used to create a wide range of products,

from computer chips and aircraft wings to golf

clubs and biomedical de-vices.


avg.

+400

Mechanical Engi-neer

$85,880 $41.29/hour

Bachelor’s Degree

Mechanical engineers de-sign, develop, build, and test mechanical and ther-mal sensors and devices, including tools, engines,

and machines.

288,800 +9% As fast as

avg.

+25,300

Mechanical Engi-neering Techni-

cian

$55,360 $26.62/hour


Mechanical engineering technicians help mechani-cal engineers design, de-velop, test, and manufac-ture mechanical devices, including tools, engines,

and machines.

46,100 +5% As fast as

avg.

+2,300

Metal and Plastic Machine Worker

$35,400 $17.02/hour

Tech/Trade Certification

Metal and plastic ma-chine workers set up and

operate machines that cut, shape, and form metal and plastic materials or

pieces.

1,039,600 -9% Declining

-91,300

Quality Control Inspector

$37,340 $17.95/hour

High School Diploma

Quality control inspectors examine products and materials for defects or

deviations from specifica-tions.

520,700 -11% Declining

-55,500

Wind Turbine Technician

$53,880 $25.91/hour

Tech/Trade certificate

Wind turbine service technicians install, main-tain, and repair wind tur-

bines.

5,800 +96% Much faster

than avg.

+5,600

https://www.bls.gov/ooh/architecture-and-engineering/industrial-engineering-technicians.htm







https://www.bls.gov/ooh/construction-and-extraction/structural-iron-and-steel-workers.htm

https://www.bls.gov/ooh/architecture-and-engineering/materials-engineers.htm

https://www.bls.gov/ooh/architecture-and-engineering/materials-engineers.htm



https://www.bls.gov/ooh/architecture-and-engineering/mechanical-engineering-technicians.htm





https://www.bls.gov/ooh/production/quality-control-inspectors.htm

https://www.bls.gov/ooh/production/quality-control-inspectors.htm

https://www.bls.gov/ooh/installation-maintenance-and-repair/wind-turbine-technicians.htm

https://www.bls.gov/ooh/installation-maintenance-and-repair/wind-turbine-technicians.htm

56

Agriculture Careers From US Department of Labor, Occupational Outlook Handbook


Career Field (Click job title link to learn more about each

listed career)

2017 Median Pay


Responsibilities Number of Jobs,

2016

Job Outlook, 2016-2026

Employment Change

2016-2026

Agricultural and Food Science Tech-

nician

$39,910 $19.19/hour


Agricultural and food science technicians as-

sist agricultural and food scientists by per-forming duties such as measuring and analyz-ing the quality of food and agricultural prod-

ucts.

27,500 +6% As fast as avg.

+1,700

Agricultural Work-ers

$23,730 $11.41/hour

High School Diploma

Agricultural workers maintain crops and

tend to livestock. They perform physical labor and operate machinery under the supervision of farmers, ranchers, and other agricultural

managers.

856,300 0% No change

-400

Agriculture Engineer $74,780 $35.95/hour

Bachelor’s Degree

Agricultural engineers attempt to solve agri-

cultural problems con-cerning power sup-

plies, the efficiency of machinery, the use of structures and facili-

ties, pollution and en-vironmental issues, and the storage and

processing of agricul-tural products.


+200

Biological Techni-cian

$43,800 $21.06/hour

Bachelor’s Degree

Biological technicians help biological and

medical scientists con-duct laboratory tests

and experiments.


avg.

+8,400

Conservation Scien-tist

$60,970 $29.31/hour

Bachelor’s Degree

Conservation scientists and foresters manage

the overall land quality of forests, parks,

rangelands, and other natural resources.


+2,000

Environmental Sci-entist and Specialist

$69,400 $33.37/hour

Bachelor’s Degree

Environmental scien-tists and specialists use their knowledge of the natural sciences to pro-

tect the environment and human health. They may clean up

polluted areas, advise policymakers, or work with industry to reduce

waste.


avg.

+9,900

Farmer, Rancher, and Other Agricul-

ture Manager

$69,620 $33.47/hour

High School Diploma

Farmers, ranchers, and other agricultural man-

agers operate estab-lishments that produce crops, livestock, and

dairy products.

1,028,700 -1% No change

-8,000





https://www.bls.gov/ooh/farming-fishing-and-forestry/agricultural-workers.htm

https://www.bls.gov/ooh/farming-fishing-and-forestry/agricultural-workers.htm

https://www.bls.gov/ooh/architecture-and-engineering/agricultural-engineers.htm

https://www.bls.gov/ooh/life-physical-and-social-science/biological-technicians.htm

https://www.bls.gov/ooh/life-physical-and-social-science/biological-technicians.htm

https://www.bls.gov/ooh/life-physical-and-social-science/conservation-scientists.htm

https://www.bls.gov/ooh/life-physical-and-social-science/conservation-scientists.htm

https://www.bls.gov/ooh/life-physical-and-social-science/environmental-scientists-and-specialists.htm





57

Food Scientist $62,910 $30.25/hour

Bachelor’s Degree

Agricultural and food scientists research

ways to improve the efficiency and safety of agricultural estab-lishments and prod-

ucts.


+3,100

Natural Science Manager

$118,970 $57.20/hour

Bachelor’s Degree

Natural sciences man-agers supervise the

work of scientists, in-cluding chemists,

physicists, and biolo-gists. They direct ac-tivities related to re-search and develop-ment, and coordinate activities such as test-ing, quality control,

and production.


avg.

+5,600

Pest Control Worker $34,370 $16.25/hour

High School Diploma

Pest control workers remove unwanted

pests, such as roaches, rats, ants, bedbugs,

mosquitoes, ticks and termites that infest buildings and sur-

rounding areas.


+6,500

Zoologist and Wild-life Biologist

$62,290 $29.95/hour

Bachelor’s Degree

Zoologists and wildlife biologists study ani-

mals and other wildlife and how they interact with their ecosystems.

19, 400 +8% As fast as avg.

+1,500

https://www.bls.gov/ooh/life-physical-and-social-science/agricultural-and-food-scientists.htm

https://www.bls.gov/ooh/management/natural-sciences-managers.htm

https://www.bls.gov/ooh/management/natural-sciences-managers.htm

https://www.bls.gov/ooh/building-and-grounds-cleaning/pest-control-workers.htm

https://www.bls.gov/ooh/life-physical-and-social-science/zoologists-and-wildlife-biologists.htm

https://www.bls.gov/ooh/life-physical-and-social-science/zoologists-and-wildlife-biologists.htm

58

Health Science Careers From US Department of Labor, Occupational Outlook Handbook


Career Field (Click job title link

to learn more about each listed

career)

2017 Median Pay



2016

Job Outlook, 2016-2026

Employment Change

2016-2026

Athletic Trainer $46,630 $22.42/hour

Bachelor’s Degree

Athletic trainers special-ize in preventing, diag-

nosing, and treating mus-cle and bone injuries and

illnesses.


than avg.

+6,300

Biochemist and Bi-ophysicist

$91,190 $43.84/hour

Doctoral Degree

Biochemists and biophys-icists study the chemical and physical principles of living things and of bio-

logical processes, such as cell development, growth,

heredity, and disease.


avg.

+3,600

Dietician and Nutri-tionist

$59,410 $28.56/hour

Bachelor’s Degree

Dietitians and nutrition-ists are experts in the use of food and nutrition to

promote health and man-age disease.


than avg.

+9,900

Environmental Sci-entist and Specialist

$69,400 $33.37/hour

Bachelor’s Degree

Environmental scien-tists/specialists use their knowledge of the natural sciences to protect the en-

vironment and human health.


avg.

+9,900

Epidemiologist $69,660 $33.49/hour

Master’s De-gree

Epidemiologists are pub-lic health professionals

who investigate patterns and causes of disease and

injury in humans.


+500

Exercise Physiolo-gist

$49,090 $23.60/hour

Bachelor’s Degree

Exercise physiologists de-velop fitness and exercise

programs that help pa-tients recover from chronic diseases.


avg.

+2,000

Fitness Trainer and Instructor

$39,210 $18.85/hour

High School Diploma

Fitness trainers and in-structors lead, instruct,

and motivate individuals or groups in exercise ac-

tivities.


avg.

+30,100

Genetic Counselor $77,480 $37.25/hour

Master’s De-gree

Genetic counselors assess individual or family risk for a variety of inherited conditions, such as ge-

netic disorders and birth defects.


than avg.

+900

Health and Well-ness Coach

$45,360 $21.81/hour

Bachelor’s Degree

Health educators teach people about behaviors that promote wellness.

They develop and imple-ment strategies to im-

prove the health of indi-viduals and communities.


than avg.

+19,200

Medical and Health Services Manager

$98,350 $47.29/hour

Bachelor’s Degree

Medical/health services managers plan, direct, and

coordinate medical and health services.


than avg.

+72,100

Medical Assistant $32,480 $15.61/hour

Non-Degree Training

Medical assistants com-plete administrative and clinical tasks in the of-

fices of physicians, hospi-tals, and other healthcare

facilities.


than avg.

+183,900


https://www.bls.gov/ooh/healthcare/athletic-trainers.htm

https://www.bls.gov/ooh/life-physical-and-social-science/biochemists-and-biophysicists.htm

https://www.bls.gov/ooh/life-physical-and-social-science/biochemists-and-biophysicists.htm

https://www.bls.gov/ooh/healthcare/dietitians-and-nutritionists.htm

https://www.bls.gov/ooh/healthcare/dietitians-and-nutritionists.htm



https://www.bls.gov/ooh/life-physical-and-social-science/epidemiologists.htm

https://www.bls.gov/ooh/healthcare/exercise-physiologists.htm

https://www.bls.gov/ooh/healthcare/exercise-physiologists.htm

https://www.bls.gov/ooh/personal-care-and-service/fitness-trainers-and-instructors.htm

https://www.bls.gov/ooh/personal-care-and-service/fitness-trainers-and-instructors.htm

https://www.bls.gov/ooh/healthcare/genetic-counselors.htm

https://www.bls.gov/ooh/community-and-social-service/health-educators.htm

https://www.bls.gov/ooh/community-and-social-service/health-educators.htm

https://www.bls.gov/ooh/management/medical-and-health-services-managers.htm

https://www.bls.gov/ooh/management/medical-and-health-services-managers.htm

https://www.bls.gov/ooh/healthcare/medical-assistants.htm

59

Medical Scientist $82,090 $39.46/hour

Doctoral De-gree

Medical scientists con-duct research aimed at im-

proving overall human health. They often use

clinical trials and other in-vestigative methods to reach their findings.


avg.

+16,100

Nurse Anesthetist, Midwife, Practi-

tioner

$110,930 $53.33/hour

Master’s De-gree

Nurse anesthetists, nurse midwives, and nurse prac-

titioners coordinate pa-tient care and may pro-vide primary and spe-

cialty healthcare.


than avg.

+64,200

Optometrist $110,300 $53.03/hour

Doctoral De-gree

Optometrists examine the eyes and other parts of the visual system. They also diagnose and treat visual

problems and manage dis-eases, injuries, and other

disorders of the eyes. They prescribe eyeglasses

or contact lenses as needed.


than avg.

+7,200

Physical Therapist $86,850 $41.76/hour

Doctoral De-gree

Physical therapists help injured or ill people im-

prove their movement and manage their pain. These therapists are often an im-portant part of the rehabil-

itation, treatment, and prevention of patients

with chronic conditions, illnesses, or injuries.


than avg.

+67,100

Physician and Sur-geon

$208,000 $100.00/hr

Doctoral De-gree

Physicians and surgeons diagnose and treat injuries

or illnesses. Physicians examine patients; take medical histories; pre-

scribe medications; and order, perform, and inter-

pret diagnostic tests.


avg.

+91,400

Physician Assistant $104,860 $50.41/hour

Master’s De-gree

Physician assistants prac-tice medicine on teams

with physicians, surgeons, and other healthcare

workers. They examine, diagnose, and treat pa-

tients.


than avg.

+39,600

Registered Nurse $70,000 $33.65/hour

Bachelor’s Degree

Registered nurses (RNs) provide and coordinate

patient care, educate pa-tients and the public about various health conditions,

and provide advice and emotional support to pa-

tients and their family members.

2,955,200 +15% Much faster

than avg.

+438,100

https://www.bls.gov/ooh/life-physical-and-social-science/medical-scientists.htm

https://www.bls.gov/ooh/healthcare/nurse-anesthetists-nurse-midwives-and-nurse-practitioners.htm



https://www.bls.gov/ooh/healthcare/optometrists.htm

https://www.bls.gov/ooh/healthcare/physical-therapists.htm

https://www.bls.gov/ooh/healthcare/physicians-and-surgeons.htm

https://www.bls.gov/ooh/healthcare/physicians-and-surgeons.htm

https://www.bls.gov/ooh/healthcare/physician-assistants.htm

https://www.bls.gov/ooh/healthcare/registered-nurses.htm

60

Information Technology Careers From US Department of Labor, Occupational Outlook Handbook


Career Field (Click job title link to learn more about each

listed career)

2017 Median Pay

Typical En-try-Level Ed-

ucation


2016

Job Out-look, 2016-

2026

Employment Change

2016-2026 Architectural and Engineering Man-

ager

$137,720 $66.21/hour

Bachelor’s Degree

Architectural and engi-neering managers plan, direct, and coordinate activities in architec-tural and engineering

companies.

180,100 +6% As fast as

avg.

+9,900

Commercial and In-dustrial Designer

$65,970 $31.72/hour

Bachelor’s Degree

Industrial designers develop the concepts

for manufactured prod-ucts, such as cars,

home appliances, and toys.


avg.

+1,800

Computer and In-formation Systems

Manager

$139,220 $66.93/hour

Bachelor’s Degree

Computer and infor-mation systems man-

agers plan, coordinate, and direct computer-related activities in an

organization.


avg.

+44,200

Computer and In-formation Research

Scientist

$114,520 $55.06/hour

Master’s De-gree

Computer and infor-mation research scien-tists invent and design

new approaches to computing technology

and find innovative uses for existing tech-

nology.


than avg.

+5,400

Computer Hard-ware Engineer

$115,120 $55.35/hour

Bachelor’s Degree

Computer hardware engineers research, de-sign, develop, and test computer systems and components such as processors, circuit

boards, memory de-vices, networks, and

routers.

73,600 +5% As fast as

avg.

+4,000

Computer Program-mer

$82,240 $39.54

Bachelor’s Degree

Computer program-mers write and test

code that allows com-puter applications and software programs to

function properly.


-21,300

Computer Support Specialist

$52,810 $25.39/hour

Non-Degree Training

Computer support spe-cialists provide help and advice to com-

puter users and organi-zations.


avg.

+88,500

Database Adminis-trator

$87,020 $41.84/hour

Bachelor’s Degree

Database administra-tors use specialized

software to store and organize data, such as financial information

and customer shipping records.


avg.

+13,700

Graphic Designer $48,700 $23.41/hour

Bachelor’s Degree

Graphic designers cre-ate visual concepts, us-ing computer software

or by hand, to com-municate ideas that in-spire, inform, and cap-

tivate consumers.

266,300 +4% Less than

avg.

+11,100

Line Installer and Repairer

$64,190 $30.86/hour

High School Diploma

Line installers and re-pairers install or repair

227,000 +8% +18,400


https://www.bls.gov/ooh/management/architectural-and-engineering-managers.htm



https://www.bls.gov/ooh/arts-and-design/industrial-designers.htm

https://www.bls.gov/ooh/arts-and-design/industrial-designers.htm

https://www.bls.gov/ooh/management/computer-and-information-systems-managers.htm



https://www.bls.gov/ooh/computer-and-information-technology/computer-and-information-research-scientists.htm



https://www.bls.gov/ooh/architecture-and-engineering/computer-hardware-engineers.htm

https://www.bls.gov/ooh/architecture-and-engineering/computer-hardware-engineers.htm

https://www.bls.gov/ooh/computer-and-information-technology/computer-programmers.htm

https://www.bls.gov/ooh/computer-and-information-technology/computer-programmers.htm

https://www.bls.gov/ooh/computer-and-information-technology/computer-support-specialists.htm

https://www.bls.gov/ooh/computer-and-information-technology/computer-support-specialists.htm

https://www.bls.gov/ooh/computer-and-information-technology/database-administrators.htm

https://www.bls.gov/ooh/computer-and-information-technology/database-administrators.htm

https://www.bls.gov/ooh/arts-and-design/graphic-designers.htm

https://www.bls.gov/ooh/installation-maintenance-and-repair/line-installers-and-repairers.htm

https://www.bls.gov/ooh/installation-maintenance-and-repair/line-installers-and-repairers.htm

61

electrical power sys-tems and telecommu-nications cables, in-cluding fiber optics.

As fast as avg.

Meteorologist (At-mospheric Scien-

tist)

$92,070 $44.27

Bachelor’s Degree

Atmospheric scientists study the weather and climate, and examine how those conditions affect human activity and the earth in gen-

eral.


avg.

+1,300

Multimedia Artist and Animator

$70,530 $33.91/hour

Bachelor’s Degree

Multimedia artists and animators create ani-mation and visual ef-fects for television,

movies, video games, and other forms of me-

dia.

73,700 +8% As fast as

avg.

+6,200

Software Developer $103,560 $49.79/hour

Bachelor’s Degree

Software developers are the creative minds behind computer pro-grams. Some develop the applications that

allow people to do spe-cific tasks on a com-puter or another de-vice. Others develop

the underlying systems that run the devices or that control networks.

1,256,200 +24% Much faster

than avg.

+302,500

Telecommunica-tions Equipment In-staller and Repairer

$53,380 $25.67/hour

Non-degree postsecondary

education

Telecommunications equipment installers and repairers set up

and maintain devices that carry communica-tions signals, such as

telephone lines and In-ternet routers.


-18,200

Video Game De-signer- See Multi-media Artist and

Animator

Web Developer $67,990 $32.69/hour


Web developers design and create websites.


than avg.

+24,400

https://www.bls.gov/ooh/life-physical-and-social-science/atmospheric-scientists-including-meteorologists.htm



https://www.bls.gov/ooh/arts-and-design/multimedia-artists-and-animators.htm

https://www.bls.gov/ooh/arts-and-design/multimedia-artists-and-animators.htm

https://www.bls.gov/ooh/computer-and-information-technology/software-developers.htm

https://www.bls.gov/ooh/installation-maintenance-and-repair/telecommunications-equipment-installers-and-repairers-except-line-installers.htm



https://www.bls.gov/ooh/computer-and-information-technology/web-developers.htm

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