Transcript Learning About Job and Career Awareness

Career Awareness
Why do people have jobs or careers?
What are the different types of jobs or careers?
About This Unit:
The Career Awareness unit is the first of four units
and will introduce students in grades 5-8 to:


Why people need to have jobs
Different types of jobs/careers
As well as…,
 Expose students to general work expectations:
punctuality
attendance and reporting of absences
completing assigned work
reporting of problems and asking for assistance,
cooperating with others
hygiene and health
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Design Framework
Units are designed using the three stages of
Understanding by Design

Stage ONE:
* Identify external standards and overall unit goals that are relevant to the
students strengths and needs
* Incorporate these standards and goals to create relevant, authentic
questions that “hook” students and address and key misunderstandings

Stage TWO:
* Develop assessments that demonstrate thorough unit learning by using
the Six Facets of Understanding

Stage THREE:
* Develop learning activities that develop the knowledge and skills needed
to successfully complete the assessment and demonstrate thorough unit
understanding
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Stage ONE:
Identify external standards for the unit:
Ohio Department of Education Middle School Content Standards
 Language
– Reading-
Arts Standards
 Use multiple resources to enhance comprehension of vocabulary
 Determine a purpose for reading and use a range of reading comprehension
strategies to better understand text
– Writing Write letters (business letters to the editor, job applications) that
address the audiences needs and state purpose in a clear and efficient
manner
 Use persuasive strategies, including establishing a clear position in
support of a proposition or a proposal with organized and relevant
evidence
– CommunicationFall 2005
 Present ideas in a logical sequence and use effective introductions and
conclusions that guide
and inform a listener’s understanding of key ideas
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Content Standards cont.
 Mathematics-
 Analyze and solve multi-step problems involving addition,
subtraction, multiplication, and division of whole numbers
 Science-
 Describe how technology affects human life
 Give examples of how thinking scientifically is helpful in daily
life
 Social
Studies-
 Define and identify regions using human and physical
characteristics.
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Stage 1
Identify and prioritize content standards.
 Identify and prioritize key students
learning needs.
 Combine standards and student needs to
develop inquiry-based unit questions that:

– Reflect overarching unit goals
– Address authentic and relevant life-long issues
– “Hook” and engage students
– Address key unit misunderstandings
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Unit Questions
These questions result from prioritizing the standards and
the student needs.

Why do people have jobs or careers?
– What is the difference between a job and a career?
– Why do people need to or want to work?

What are the different types of jobs or careers?
– What skills do different careers require?
– What skills will I need to help me succeed in a
career?
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Stage TWO:
Develop assessments using the Six Facets of Understanding
Facet
Activity
Performance
Criteria
Facet 1:
Explanation
Sophisticated
explanations
and theories
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Explain the difference between
jobs and careers by comparing
and contrasting between these
work characteristics:
*Indoor/outdoor
*Working alone/working with
others
*Uniform/no uniform
* Salary without overtime/
hourly with overtime
*Shift work/ day work
* Entry level/ professional
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technical
Accurately
describe a job and
a career (based
on training path)
that correctly
identifies
differences
between 2
positions (as a job
or career) with
5/6
characteristics
correct.
Stage 2: Facets cont.
Facet
Facet 2:
Interpretation
Interpretations,
narratives, and
translations
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Activity
Students will interpret and
explain the the 6
characteristics from Facet #1
in terms of major career
categories or clusters (using
the Occupational Outlook
Handbook’s 10 categories, or
the Dictionary of Occupational
Titles’ 9 categories), and their
interest in each.
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Performance
Criteria
Students will
choose 2 preferred
career categories
and correctly
describe the 5/6 of
the characteristics
for each one.
Students will then
interpret each
category with a
realistic description
of their own future
career plans for
Stage 2: Facets cont.
Facet
Facet 3:
Application
Use knowledge in
new situations
and contexts
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Activity
Class will make job site visits
or field trips to observe people
working across the career
categories: in the school
building, within the school
district, and within the local
community. Students will
identify examples of each of
the 6 criteria across all of the
career categories.
- Class will identify the region’s
resources and geographic
characteristics that support the
different local jobs available.
-Students will identify how
technology is used on job
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sites.
-
Performance
Criteria
-Using
an observation
form or worksheet, each
student will correctly
identify 5/6 of the
characteristics for each
job site visit.
-After visiting each job
site, students will use a
map of natural resources
and a standard highway
& city map to identify at
least 2 features that
support each job (city,
transportation, farms).
-Identify at least 1
technology item and
how it is used.
Stage 2: Facets cont.
Facet
Facet 4:
Perspective
Critical and
insightful points of
view
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Activity
Performance
Criteria
visiting job sites,
students will write letters to
individuals at sites asking
about their interests,
motivations, and skills in
making their career choice,
and the factors that have
helped them be successful.
- Students will examine
technology used on jobs and
workers’ preferences for
using technology.
- Students will apply scientific
thinking to technology to
solve problems, including
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disabilities.
- Students will give at
least 1 good example for
each that compares theirs
& the person’s
perspectives on interests,
motivations and skills for
that career, and ways to
be successful.
-Students will identify 1
preference for and against
for each piece of
technology.
- Students will identify 1
clear reason each– pro,
con, and outcomes for
each piece of technology.
-After
Stage 2: Facets cont.
Facet
Facet 5:
Empathy
Ability to get
inside another
person’s feelings
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Activity
Using letters from Facet 4,
students will compare the
person’s and their own feelings
and satisfaction regarding each
job.
- Students will use workers’
differing perspectives on
technology preferences to
examine feelings.
- Students will compare
scientific thinking to compare
reasons and outcomes with
feelings of empathy as another
basis for decision-making.,
including accommodating
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disabilities.
-
Performance
Criteria
-Students
will identify
at least 2 differing
feelings for each.
-Students will show at
least one example of
empathy in describing
feelings associated
with technology
perspectives.
- Students will show at
least one empathetic
feeling and how it may
guide decision making
for technology use and
accommodating
disabilities.
Stage 2: Facets cont.
Facet
Activity
Performance
Criteria
Facet 6:
Selfknowledge
Students will use descriptions
of the career categories and
their characteristics, and selfevaluative descriptions of
strengths and needs, to
express a clear thesis (with
supportive explanation) of
which career category is most
appropriate as a career
choice; students will include
need of accommodations for
this career choice.
Students will include
all 6 categories and
describe at least 1
strength accurately
and realistically for
5/6, and come to a
well-developed
conclusion. Students
will accurately
identify their need for
at least 1
accommodation for
this career choice.
To know one’s
ignorance,
prejudice, and
understanding
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Stage THREE:
Communication:
Students will communicate
the 6 characteristics of
the career cluster using
logical sequencing
to present the information.
(Facet 1)
Social Studies
Students will use maps to
identify geographical and
human features that support
the existence of local jobs.
(Facet 3)
Fall 2005
Suggested Teaching Activities
Career
Awareness
Unit
Mathematics
Writing
Students will write letters to
People at job sites about their
career interests and
satisfaction.
Students will write
persuasively to support their
decision about a career.
(Facets 1 & 6)
Science
Students gather info.
on site visits about technology
use and accommodations.
Students use scientific and
logical reasoning (pros, cons,
and outcomes) to examine
technology and
accommodation
use.& Training
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Services Preparation
(Facets 3, 4, 5)
Students will compute
wages plus overtime vs.
salaries to compare weekly,
monthly, and annual
earnings.
(re: Facet 1)
Reading
Students will information
about the career categories,
using context to support new
vocabulary, and choosing
appropriate reading strategies
to scan among categories,
and read in depth
to gather information.
(re: Facet 1)
Sample of Lesson Plans –
Writing #1

Activity- Students will write letters to people met on job site visits at school,

Behavioral Objective- Students will compose a letter to a person of their

Pre-Requisite Skills- Before this activity students will need to know the

Lesson Introduction- Teacher will ask students about the job site visits
the district, and in the local community, to ask for information about the
interests and motivations that led them to their careers.
choice that uses the correct business letter format, with no more than 2
teacher corrections; and asks clear questions about interests, motivations, and
other circumstances that led to their current career, after peer editing.
differences between friendly and formal letters, and how to use the writing
process for developing and editing written work.
they made in learning about the 6 characteristics of jobs, and examining
technology and accommodations. Teacher will ask students to imagine how
the different workers got their jobs. Teacher may describe one or offer
his/her own career path as an example. Teacher will ask how students can
find out—will facilitate discussion
to Preparation
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a letter.
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Lesson Plan-Writing #1 cont.

Lesson Procedure– Ask students to identify the differences between friendly and formal or
business letters—in tone, language style, and format. Generate the rules
and format and post.
– Have students identify one person from their visits they would like to
contact to learn about their interests, motivations, skills, and career path
in acquiring their current job. Have the class develop potential wordings
for and introduction, questions, and conclusion.
– Have each student write a draft letter then have a peer review for form
and clarity of questions. Get addresses and have students write the final
copy and send.
– Have students read the responses and identify the person’s perspective.
In demonstrating Facet 4, have students compare this with their own
perspectives on this position, their interests, skills, etc.

Adaptations– For Younger or Lower Functioning Students: Help students choose
individuals, provide students with the business/formal letter format, have
class write each portion of the letter together and then check.
– For Older or Higher Functioning Students: Have students work more
independently on drafting letters and write several to compare paths.
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Sample Lesson Plan – Writing #2

Activity- Students will write an self-evaluative summary, developing a clear

Behavioral Objective- Students will write a summary of their abilities,

Pre-Requisite Skills- Students can identify their strengths and limitations,

Lesson Introduction- Teacher will ask students the unit questions: why
thesis and providing support for his/her conclusion about a preferred career
category/cluster.
likes, and dislikes across (a) at least 5 of the 6 career characteristics, (b) their
strengths and limitations (at least 2 each), including a clear thesis statement
and a clear conclusion to the summary.
the 6 career characteristics, and the career categories (DOT or OOH).
people have different careers (different interests, abilities, etc.) and what
kinds of jobs there are (their visits across the career categories). Ask
students how they are now better prepared to decide on a career category.
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Lesson Plan – Writing #2 cont.

Lesson Procedure– Explain that students are now ending the unit and will need to explain
their career choice (similar to interviewing and explaining why they are
a good candidate). They will be writing a persuasive essay that
includes a clear idea of what they believe (thesis), a strong conclusion,
and evidence for this conclusion (body of the essay). Give examples
from interviews, or written persuasive forms.
– Review or explain (give examples) of a thesis statement.
– Explain the criteria for evidence: their abilities, likes, and dislikes across
the 6 career characteristics and at least 2 each of their strengths and
limitations.
– Review or explain how to synthesize into a concluding statement.
– Have students draft their statements and use peers to review.

Adaptations– For Younger or Lower Functioning Students: Provide students with a
format to use, have class write each portion together and then check.
– For Older or Higher Functioning Students: Have students work
independently to draft and review each others’ work.
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Sample Lesson Plan - Reading

Activity- Students will read information about career categories using

Behavioral Objective- Students will locate and read information across

Pre-Requisite Skills- Students have basic context skills and have used

Lesson Introduction- Teacher will ask how much they know about
context to support vocabulary development, and using different reading
strategies to support different purposes for reading.
the 9 (DOT) or 10 (OOH) career categories to collect information about the
6 career characteristics within each category—using context clues to make
an approximate guess of meaning for at least 5 unknown words, and
varying reading according to purpose: scanning to locate category,
skimming to locate career characteristics within a description, and thorough
reading to take notes, using all 3 at least 5 times.
each reading strategy previously.
(unit question) what kinds of jobs there are. Discussion will lead to how
jobs may be categorized by similarity, and ask for ideas. Teacher will
present preferred categorization (DOT or OOH) and give examples.
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Lesson Plan – Reading cont.

Lesson Procedure– Teacher will explain that class will visit job sites and look for specific characteristics—
will explain the 6 for this unit.
– To prepare for these visits and to answer the unit questions, students will do research
on the career categories. Teachers will have students choose a category or work in
pairs/groups (teacher can choose one category to complete as a demonstration to do
with the class initially). Pass out print material about the category(ies) to each
student.
– Ask some of the different ways students have used reading in the past: to find
information quickly, to read thoroughly, etc. Pass out worksheet with info listed for
the 6 categories. Discuss how students would locate various types of information,
linking reading purpose with strategy. Show place on worksheet for students to
indicate the reading strategy used.
– Ask students what strategies they have used when they encounter a word they don’t
know. Review use of context and have them list words and their guesses in a “word
log.” Compile information found for the class.

Adaptations– For Younger or Lower Functioning Students: Model more than one career category, or
do all as a group, discussing reading & word strategy used.
– For Older or Higher Functioning Students: Have students work without an initial
model, and develop their own worksheet or reporting form.
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Sample Lesson Plan –
Mathematics

Activity- Students will compute wages plus overtime versus salaries to

Behavioral Objective- Students will compare weekly, monthly, and

Pre-Requisite Skills- Be able to successfully complete a multi-step

Lesson Introduction- Teacher will ask if it is “better” to be paid with
compare weekly, monthly, and annual earnings.
annual earnings of typical hourly wages and salaries across the career
categories, using multi-step addition, subtraction, multiplication, and
division with at least 5/6 correct across each category.
problem; able to do addition, subtraction, multiplication, and division of
whole numbers to 95% accuracy.
an hourly wage or an annual salary. Ask for examples from their
friends/family and provide competing examples. Help them conclude that
this must be calculated because it’s not always clear.
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Lesson Plan – Mathematics cont.

Lesson Procedure
– Review the difference between hourly wages and salary (from the 6
categories). Choose an example of an hourly wage and salary to use with the
class. Use hourly wage and ask students/review how to compute weekly,
monthly, and annual earnings. Have class compute each.
– Ask/review how to now compute monthly and weekly earnings from annual
salary, and have class compute these. Compare final results.
– Have students work together to compute wages and salaries from “typical”
jobs within each job category.
– Make a class chart that compares these salary computations and discuss the
types of jobs that tend to be hourly or salaried, and any student preferences.

Adaptations– For Younger or Lower Functioning Students: Model more than one set of
calculations, or do all as a group.
– For Older or Higher Functioning Students: Have students work without an
initial model and less guidance in developing calculation comparisons; have
students use reverse computations to check their answers.
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Sample Lesson Plan –
Social Studies

Activity- Students will use general and natural resources maps to indicate

Behavioral Objective- After visiting each job site, students will use a

Pre-Requisite Skills- Students have basic map-reading skills including

Lesson Introduction- Teacher will ask students about the job sites
natural and human conditions (cities, highways, etc.) that support local
jobs.
map of natural resources and a standard highway & city map to identify at
least 2 features that support each job (city, transportation, farms, etc.).
use of legends; students can find their own city or location on a state map.
they have visited and what kind of work it entailed, and the career
category. Teacher will ask what things the workers used at work and guide
discussion to what workers need in order to get to work and to complete
their work: transportation, highways, gas, etc. + work machines, materials,
(transportation for the materials, etc.)
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Lesson Plan - Social Studies cont.

Lesson Procedure
– Describe how different areas have special features or resources that help
businesses. Ask students about special geographic features of the area and what
businesses use them. Look at a standard map to expand the list—identify presence
of large cities, rivers, lakes, etc. List these out: features & businesses.
– Have students identify how cities, lakes, etc. help businesses: transportation,
highways, offices and resources, etc. Add a column of “support” to the previous 2
and list out examples for each business.
– Ask if there are other things that help businesses decide to come to an area. Guide
discussion to natural resources and land use. Show students a natural resources
map and help them read the legend. Identify other industries that use minerals,
forests, pasture, etc. on the class chart.
– Refer back to the unit question: What are the different types of jobs or careers?
Help students summarize how each area may have different local job or career
opportunities because of different resources. Discuss some that are the same:
schools, libraries, public services, etc. and how this may influence career choice.
– Adaptations– For Younger or Lower Functioning Students: Guide students in reading maps, and in
identifying key features; focus on fewer features.
– For Older or Higher Functioning Students: Have students fill in chart more
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independently and have them
compare 2 or more local or state areas.
Sample Lesson Plan - Science

Activity-Students gather information during site visits about technology

Behavioral Objective- Students will identify at least 1 technology item

Pre-Requisite Skills- Students will remember technology equipment

Lesson Introduction- Teacher will ask students about how jobs may
use and accommodations. Students use scientific and logical reasoning
(pros, cons, and outcomes) to examine technology and accommodation
use.
and how it is used from their job site visits. Students will identify 1
preference for and against for one piece of technology they observed on job
sites, and one accommodation. Students will identify 1 clear reason each–
a pro, con, and an outcome to support preference for one piece of
technology and one accommodation.
and accommodations use from their job site visits; students have recorded
observations about their visits.
change over time (use family/friends stories), and guide to discussion of
technology as a source of change. Compare with technology that has
changed at their home (new
appliances, computers, communications, etc.
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Lesson Plan – Science cont.

Lesson Procedure
– Have students list some of the technologies they observed in the worksites
(worksheet from site visits). Discuss how technology helps people work more or
better. Have each student choose one of the technologies they used and identify
how it improves work or performance (use worksheet or narrative description).
– Ask students about the class list of technologies and the several they observed.
Ask if there are some they like or some they dislike, and why (old fashioned, not
like their home version, etc.). Ask why businesses might have these although
the student(s) or worker(s) may not “like” these (raise supervisor perspectives,
expense of new, training, etc.). Have students describe their own preference
and compare it to a possible supervisor’s or worker’s difference in preference.
– Ask students about the types of accommodations they saw at the job sites, or
what they think might be needed in order for them to work. Describe their own
accommodations, and their preference for an accommodation in the worksite,
and then another person’s possible preference (TTY, hearing aids, FM systems,
video relay, etc.).
– Describe a scenario where a boss needs to make a decision about a pieced of
technology or an accommodation. Explain that the reasons given above are
personal preferences based on feelings. Ask what other types of reasons a boss
may want in making a decision (cost effectiveness, utility, training ease, etc.).
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Lesson Plan – Science cont.

Lesson Procedure, cont.
– Explain that sometimes scientific or logical reasons are important for making decisions
about work, and give some examples (decisions about 1 person’s preference may not
be successful with all, etc.).
 Have students think about how their own accommodations were chosen and determined—
audiological testing, trial, re-fitting and observation, etc.
– Show students 3 important things that need to be included in making a decision:
things that support use (pros), things that are problematic (cons), and overall
outcomes (results). Have students list the piece of technology and the
accommodation and create these 3 columns; use their visitation observations to
provide at least one example of each. Then review as a class.
– Refer back to the unit question: What are the different types of jobs or careers?
Discuss how technology and accommodations have now allowed D/HH students and
others with disabilities to have more jobs. Discuss some of these job changes and
how this influences their career choice. Explain that workers must request
accommodations from employers, who will use data as well as preferences to make
decisions.
– Adaptations– For Younger or Lower Functioning Students: Do as separate lessons: work technology
and its use, preferences, and data-based reasons.
– For Older or Higher Functioning Students: Have students collect internet and print
data to support their pros, cons, and outcomes. Discuss self-advocacy and use of
employers
accommodations.
Fall 2005 persuasive strategies with Transition
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Tips for Teachers

Setting Up a Career Awareness Program
– Contact other work study or transition coordinators who may also be setting up
work sites or visitations. Piggy-back and share responsibilities for sites and
transportation arrangements when possible.
– Combine site visits with short presentations from people in the community—have
them bring in slides, videos, and materials when they present. Use these to
supplement, extend, or expand the site visits.
– Try to cover the major career categories in your site visits and classroom
presentations; also use guest speakers, videos, etc. to expand students’
exposure to the breadth of careers across each category.
– Let the students choose, when possible, the people and sites they will learn
about; for example choose among 2-3 possibilities (this builds engagement and
motivation).
– Have students become involved in the site visitations and guest speakers by
writing invitations and helping to make arrangements, as is appropriate (at times
accompanied by a letter of explanation from the teacher); do things that help
involve the students in what will be their future career decision!
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Tips for Teachers cont.
Use family & friends networks to expand your contacts
Parents
Food-Service
Workers
Other Teachers
School
Officials
PEOPLE TO
CONSIDER FOR:
worksite visits, career
presentations, or
for business
networking
Community
Members
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Government
Officials
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Medical
Professionals
References

Brolin, D. E. (1997). Life centered career education: A competency based approach.
Reston, VA: The Council for Exceptional Children.

Dictionary of Occupational Titles and its 9 career categories at:
http://www.occupationalinfo.org/contents.html

Luft, P., & Koch, L. (2005). Career Development Theories for Transition Planning. In R.
W. Flexer, T. J. Simmons, P. Luft, & R. M. Baer (eds.), Transition planning for secondary
students with disabilities (2nd ed., pp. 83-108). Upper Saddle River, NJ:
Pearson/Merrill.

Occupational Outlook Handbook and it’s 10 career categories at:
http://www.bls.gov/oco/home.htm

Ohio Department of Education. “Academic Content
Standards.”http://www.ode.state.oh. us/academic content_standards/

U.S. Department of Labor. 2005. http://www.dol. gov/

Wiggins, G. & McTigue J. (2005). Understanding by design (2nd ed.). Alexandria, VA:
Association for the Supervision and Curriculum Development.
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