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Educational requirements for a variety of careers are
the focus of this Smart Choices lesson exploring career
information. |
Primary Learning Outcomes
What are the educational requirements for various
careers?
Additional Learning Outcomes
What careers are necessary for a city to function as a whole?
What abilities do I have that match job requirements?
Assessed QCC Standards:
Grade: 9-12
Guidance
B. Educational and Occupational Exploration
4
Topic: Understanding the relationship between educational achievement and
career planning.
Standard: -Demonstrate how to apply academic and vocational skills to
personal interests. -Describe the relationship of academic and vocational skills
to personal interests. -Describe how skills developed in academic and vocational
programs relate to career goals. -Describe how education relates to the
selection of college majors, further training, and/or entry into the job market.
-Demonstrate transferable skills that can apply to a variety of occupations and
changing occupational requirements. -Describe how learning skills are required
in the workplace.
6
Topic: Skills to
locate, evaluate, and interpret career information.
Standard: -Describe the educational
requirements of various occupations. -Demonstrate use of a range of resources
(e.g., , handbooks, career materials, labor market information, and computerized
career information delivery systems). -Demonstrate knowledge of various
classification systems that categorize occupations and industries (e.g., ,
Dictionary of Occupational Titles). -Describe the concept of career ladders.
-Describe the advantages and disadvantages of self-employment as a career
option. -Identify individuals in selected occupations as possible information
resources, role models, or mentors. -Describe the influence of change in supply
and demand for workers in different occupations. -Identify how employment trends
relate to education and training. -Describe the impact of factors such as
population, climate, and geographic location on occupational
opportunities.
Non-Assessed QCC Standards:
Grade: 9-12
Guidance
A. Self Knowledge
1
Topic: Understanding the influence of a positive
self-concept.
Standard: -Identify and appreciate personal interests, abilities, and skills.
-Demonstrate the ability to use peer feedback. -Demonstrate an understanding of
how individual characteristics relate to achieving personal, social,
educational, and career goals. -Demonstrate an understanding of environmental
influences on one’s behavior. -Demonstrate an understanding of the relationship
between personal behavior and self-concept.
C. Career Planning
9
Topic: Skills to
make decisions.
Standard: -Demonstrate responsibility for making tentative educational and
occupational choices. -Identify alternatives in given decision making
situations. -Describe personal strengths and weaknesses in relationship to
postsecondary education/training requirements. -Identify appropriate choices
during high school that will lead to marketable skills for entry-level
employment or advanced training. -Identify and complete required steps toward
transition from high school to entry into post-secondary education/training
programs or work. -Identify steps to apply for and secure financial assistance
for postsecondary education and training.
Procedures/Activities
Step:
1 Duration:
Tell the class that, once they have examined their skills and
abilities and made their job choices, they will need to compare the two. It is
necessary to determine whether or not they can realistically expect to assume
the desired work role. This can only be determined by finding out about the
training (academic, vocational, apprentice) required.
Step: 2 Duration:
Focus for a while on the great variety of occupations that
exist today. Pose the following question to the students: “What would the world
be like if we all ended up being what we as children had wanted to be when we
grew up?” It could well be a world of firemen, nurses, ballerinas, and
cowboys.
Step: 3 Duration:
Stretch the idea further and ask each student to name one work
role he/she would like to assume during the next ten years. As the jobs are
called out, write them on the board.
Step:
4 Duration:
4. When everyone has contributed his/her occupation, tell the
class they are to imagine that they make up the total population of workers in
an imaginary city. With that in mind, discuss what life in that city would be
like. · Is anyone involved in maintaining public welfare (safety, sanitation,
etc.)? · What kinds of products are available to citizens (food, clothing,
automobile fuel and parts, etc.)? · In what respects are people able to obtain
services (appliance repairs, medical care, funerals)? · Are there any
recreational facilities (parks, theaters, bowling alleys)? · How is home
maintenance carried out (cleaning, child care, laundry)?
Step: 5 Duration:
5. Now ask the class to suppose that a wedding is to take
place in this imaginary city. Discuss the implications of planning and carrying
out such an affair, with only the workers listed on the board available to help.
· Who will perform the ceremony? · Are the bride and groom able to obtain
preferred attire? · Will there be a wedding cake? · How about pictures? · Where
will the reception be held?
Step:
6 Duration:
Talk with the class about the fact that every worker in the
multifaceted world of work contributes to the whole. Though some occupations
seemingly have little or no dignity, they all exist for a purpose. In thinking
over their own future job possibilities, though it is necessary to narrow the
field and study jobs grouped in a particular cluster, the students should try
never to lose sight of the whole.
Step:
7 Duration:
Explain to the class that you want them to again think about
several occupations in which they are especially interested. Suggest that they
refer back to their personal portfolios and review any relevant materials such
as the USOE job cluster descriptions or notes concerning their specific skills.
Ask everyone to list five jobs they feel are real possibilities as future work
roles for themselves—those five occupations in which they are most interested.
Step: 8 Duration:
The students are now to research their job selections and find
out what training is required for the position they desire, where the training
is available, and how long the training period lasts. Suggest that the class
members seek out their answers from every possible source. · Use materials on
hand in the classroom, in the school library, or in the guidance center. · Ask
faculty/staff members in the school who may be involved in one of the jobs or in
a related area. · Inquire among relatives and friends outside of school. · Call
firms in town (or visit them in person) or individuals who are involved in the
work. · Check for resources at the local library. · Visit an employment office.
· Obtain pamphlets or descriptive brochures from the Department of Labor. ·
Visit the career planning center of any local colleges or universities. · Check
for military information from local recruiting offices.
Step: 9 Duration:
Ask students to make notes as they gather facts about the
training required for their job choices. These notes will be valuable additions
to their personal portfolios. It will also be useful to have the facts written
down when sharing the information later with the rest of the class.
Step: 10 Duration:
During a class meeting several days later, check with the
group and be sure to offer suggestions (or elicit some from the other students)
if anyone is having trouble finding information. Allow some time for the pupils
to report and share what they have learned.
Materials and Equipment
GCIS materials, occupational resources
Standards (Local and/or National)
Total Duration
2-3 hours
Technology Connection
Assessment
Students are assessed according to their research and
subsequent report to the class.
Extension
Have one student call a local firm, another briefly interview
an appropriate person in the school, and someone else check the books or kits in
the library or guidance center.
Remediation
An organizational checklist can help students keep track of
incoming information.
Accommodation
Modification
For students with significant disabilities, what changes can
be made in instruction and teaching delivery to allow students to participate in
classroom instruction while working on IEP objectives and off grade level QCC
standards. Below are suggested modifications correlated to the procedures of
this lesson plan.
