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Research: Students will develop a plan for gathering information. Students will identify appropriate source and gather relevant
information from multiple sources. Students will select an appropriate structure for organizing
information. Students will analyze and organize important information. Students will use bibliography to acknowledge sources. Students will present information in written report form. Writing
Process: Students will clarify ideas for writing assignments by using graphic
organizer. Students will organize writing with an effective introduction, body and
conclusion. Students will group related ideas into paragraphs. Students will use revision strategies to edit their writing. Students will apply tools to judge the quality of writing; use
conventions for correct spelling, punctuation, capitalization and grammatical
structures. Reading process: Monitor own comprehension by adjusting speed to fit the purpose,
skimming, scanning, note taking what has been read in text. Demonstrate comprehension of print and electronic text by evaluating
whether or not text suits focus points for note taking. Students will use text features, such as chapter titles, headings and
subheadings, index, table of contents and search engines to locate
information. Mathematics Mathematical
Process Standard: Clarify problem-solving situation and identify potential solution
processes; consider different strategies and approaches to a problem, restate
problem from various perspectives. Use more than one strategy to solve a problem. Use deductive thinking to construct informal arguments to support
reasoning. Relate mathematical ideas to one another and to other content areas. Recognize and use mathematical language and symbols when reading,
writing, and conversing with others. Measurement
units: select appropriate units for measuring derived measurements. Science: Science
and Technology: Explain how needs, attitudes and values influence the direction of
technological development in various cultures. Recognize that science can only answer some questions and technology
can only solve some human problems. (grade 8): Examine how
science and technology have advanced through the contributions of many
different people, cultures, and times in history. Scientific
Ways of Knowing: Describe how the pursuit of scientific knowledge is beneficial for any career and for daily life. Science
and Society: Research how
men and women of all countries and cultures have contributed to the
development of science. Social
Studies: Economics: Explain why most decisions involve trade-offs and give examples. Art: Connect visual art to various subject areas through interdisciplinary
projects Technology Standards: Evaluating sources: Distinguish when
current copyright dates of sources are important in answering an information
need. Compare multiple
sources. Technology and Information Literacy: Develop
open-ended research questions about a defined information need. Select and
evaluate relevant information about a specific topic in several sources. Select
information from different types of subscription sources to meet an
information need. Compile
information learned about a topic from a variety of sources. Evaluate how
information was found. Electronic Resources: Examine
information in different types of subscription databases to locate
information for a curricular need. Research Tools: Use
content-specific tools, software, and simulations to support learning. Productivity Tools: Select an
appropriate software tool to create and publish print information. Develop an understanding of, and be able
to, select and use physical technologies: Describe how
licensure and certification are an integral part of careers Describe why it
is important for personnel to update knowledge and skills. Identify and
explain the appropriate tools, machines, and electronic devices used to
produce and/or reproduce design solutions. Keyboarding: Develop speed
and accuracy when keyboarding, and transition to a word processing document. Understanding Operations: Explain the
purpose and different functions of software programs. Technology and Society Interaction: Determine steps
necessary to respect intellectual property rights. Demonstrate
legal and ethical practices when completing projects/ schoolwork. |
Identify strategies to pre-assess student knowledge of the selected standard(s), benchmark(s) and indicator(s). Data from pre-assessment helps educators select specific instructional strategies and determine appropriate complexity and pacing for the lesson. Pre-assessments may be as informal as a reflection on students’ prior learning, a conversation about concepts or warm-up problems at the beginning of class that are not scored. They may be more formally structured, such as a quiz or an assigned writing topic. Scoring Guidelines: Define scoring guidelines for the pre-assessment, which may take the form of teacher judgment, a checklist or another scoring format. Scoring guidelines should reveal whether or not student has met the indicator or benchmark so that instruction can be modified and targeted to learners accordingly. Students
will take the interest survey found at www.mapping-your-future.org. Based on the results of the survey (i.e.
Realistic, artistic, social, enterprising, investigative, and conventional),
students will then go to The Career Interests Game web site at http://career.missouri.edu/holland
for career choices based on the results of their survey (The list of possible
choices is longer than those found at mapping-your-future.com). Students will choose a career to research from
the ones suggested. Teachers should conduct ongoing teacher assessment and student self assessment throughout instruction. These can be planned or conducted as opportunities for observation or reflection arise. If planned, describe here. Student Research Checklist
serves as an ongoing assessment of what sources have been consulted and which
search terms have been successful.
Bibliography template serves as listing of which sources have had
useful information Post-Assessment: Identify strategies to assess student learning as a result of the lesson. Data that results should help to plan subsequent instruction. Scoring Guidelines: Define scoring criteria for the post-assessment, which may take the form of a rubric or another scoring format. Scoring criteria should reveal whether or not student has met the indicator or benchmark so that instruction can be targeted accordingly. If possible, assessment and scoring criteria should be developed to reflect student process as well as product. Original rubric from Day 1 is
used for final scoring of poster, graded by all cluster teachers. Individual academic areas score their
individual projects according to teacher-developed rubrics for the research
paper, budget, job application, interview, business card, and worksheets for
social studies and science. Instructional Procedures: Describe the instructional steps that will be taken to implement the lesson. Day
1, Period 1: Language Arts Teacher and Librarian Two 42-minute class periods in Computer
Lab. Language Arts teacher passes out
rubric for the cluster career project requirements. In addition to a 3-5 page research paper
with 3 sources, students will also create a poster board with a brief summary
statement of the job duties, education requirements, and salary range;
pictures of a typical work place or a prominent person within that career
performing duties associated with this career; a picture of a tool or piece
of equipment used within that career; the budget circle graph created in math
class. Social Studies and Science
assignments will be completed in those classes and are not part of the poster
project. Language Arts classes go to the
computer lab and take the interest survey found at www.mapping-your-future.org. Based on the results of the survey (i.e.
Realistic, artistic, social), students will then go to The Career Interests
Game web site at http://career.missouri.edu/holland
for career choices based on the results of their survey (The list of possible
choices is longer than those found at mapping-your-future.com). Students will choose a career to research from
the ones suggested. Students create a research web using
Inspiration software. This is the students’ first experience
using the program themselves, so the Librarian directs them through the steps. Written directions are provided for those
who catch on quickly and need to move ahead.
At the center of the web is the
name of the chosen career. Links are
added for the main topics to be researched: Duties – Working Conditions –
Education – Salary – Outlook Students are then directed to go
back to each of these ideas, and link more specific questions students may
have about their career. Links are created off “Working
Conditions” for “Is there a dress code?
Are uniforms required?” – “Is the work mainly inside or outside?” –
“What are the safety issues?” – “What are the physical demands of the job?” –
“Will I work alone or with others?” Links off “Education” may
include “Is college required?” – “Is a license or certification required?” Links off “Salary” include
“Benefits.” Links off “Benefits include
“Medical Insurance” – “Sick Leave” – “Vacation” – “Stock Options” Students print their outline. Day
2: Two 42-minute periods in Library Career FLIP-IT note taking sheet
is passed out. Students fill in Focus
points from their outline: Job Duties, Working Conditions, Education, Salary,
and Job Outlook. Career Bibliography-Template
sheet is passed out. Students are
directed to look at the Student Research Checklist on the back of their
FLIP-IT note taking sheet. These two
sheets parallel each other. As each
source is pointed out and explained, the bibliographic citation information
required is reviewed. Students are
encouraged to keep track of what sources they have used by indicating on the
checklist the date a particular source was used and the search term that was
successful. The correct search term
for careers is usually not limited to one – “Lawyer” might also be found
under “Attorney;” “Day Care Worker” might be found under “Child Care Worker”
or “Preschool Teacher.” Students begin research. Every student should have one 42-minute
class period using OCIS (Ohio Career Information System) on the computer during
the research process. Books about careers from the
library collection have been pulled from the library shelves and moved to a
cart to make them easier for students to locate: The Career Discovery Encyclopedia, Occupational Outlook Handbook,
Vocational Biographies, and books in the library collection about
individual careers. Rather than using search engines
that will take them to sites for job seekers and employers, students are
encouraged to go to bookmarked websites for Occupational Outlook Handbook http://www.bls.gov.oco;
Job Profiles http://www.jobprofiles.org;
America’s Career InfoNet http://www.acinet.org/acinet; and Career Explorer http://www.careerexplorer.net. Once these web sites have been exhausted,
students may conduct a search engine search for their career if time permits. Day
3: Two 42-minute periods in Library Students continue research using
at least 3 different sources. Students
do not print information from sources, but may print pictures for their
poster board. Research should be
completed at the end of this double-period.
If needed, students may go to public library or continue research at
home on the Internet. Day
Students write their research paper
from their notes, in accordance to conventional writing process, and
peer-edit. Students write summary
statements for their poster boards. Day
7-8: two 42 minute periods in Computer Lab Students type their final
papers, bibliography, and summary statements for poster board. Differentiated Instructional Support Describe how instruction can be differentiated according to learner needs, to help all learners either meet the intent of the specified indicator(s) or, if the indicator is already met, to advance beyond the specified indicator(s). Special Education Language Arts
– two 42-minute class periods in the Library Developmentally Handicapped
Special Education students will research a career using a special worksheet
asking them to list 3 duties, education, special qualifications, salary, job
outlook, working condition, and dress code for a chosen career. The source of their information will be
noted. Besides using the OCIS database,
special education students will be directed to the Occupational Outlook for
Kids website at http://www.bls.gov/k12/html/edu_over.htm,
which has an easier reading level.
These are ideas for all students to continue learning on this topic -- in class or outside of class. Language Arts teachers can give
students poem formats to create poems about their careers. These can be used on the poster boards or
shared with the class. Cinquain
format: Painter (Career
name) Brushes, rollers (Tool,Tool) Paint,
stain, varnish (3 words – duties of the job) Apprenticed,
training on-the-job, earning $13.10/hour, standing, climbing, bending (Eight
words giving salary, education required, and working conditions) Student
name Wishing
upon a poem format: Pattern: Line 1 – I wish I were Line 2 – Who you would like to
be Line 3 – Where would you like
to be Line 4 – What would you like to
be doing, usually an “ing” word Line 5 – How would you be
doing it Parts
of Speech Poetry format: Pattern: 1 article – 1 noun 1 adjective – 1 conjunction –
1 adjective 1 verb – 1 conjunction – 1
verb 1 adverb 1 noun that relates to the
noun in the first line Preposition
Poetry: Pattern: noun Verb, verb, verb Prepositional phrase Prepositional phrase Prepositional phrase Noun
Describe work that will be assigned to students outside of the classroom. Elements of the poster board are
created in school, but the final creation of the Career poster will be an
at-home project.
Tell how the lesson can be integrated with other content areas to strengthen student learning. Math: Once research is completed, Math
teacher will have students determine a budget based on the salary for the
career researched: Students figure weekly, monthly,
and yearly salary. Students look at apartment
rental booklets for local area to get idea of price range of apartments. They choose an apartment with a rent their
monthly salary will support. Apartment
costs are deducted from monthly salary. Utility costs are estimated for
gas, water, electricity, phone, cablevision.
Costs are deducted from monthly salary. Students use newspaper to
determine cost of a car they like – monthly car payment is calculated. Monthly estimate for gas/oil/maintenance is
calculated. Car costs are deducted
from monthly salary. Students look at grocery ads to
estimate cost of food per month.
Students also estimate costs for clothing and entertainment. When all costs are estimated,
they must not exceed salary. If they
do, adjustments must be made – a cheaper apartment or car, fewer movies or
new clothes and CDs. When budget meets 100% of
monthly salary, students create a graph to visually show how a salary will be
spent each month. Final budget graph
is included on the career poster board. Social
Studies: Students will come to the
Library for two 42-minute class periods to research Science: Students will come to the
Library for one 42-minute class period to research a tool used in their
career. They will use the Grolier set
on Inventions & Inventors, books in the library about machines and
inventions, or Internet sites to locate information about when their tool was
developed, who invented it, and how it has changed to what we use today. A picture of the tool will be printed to
use on the Career poster board. Art: Students read about an art
career in Vocational Biographies
and complete a worksheet about it.
They will draw a picture for that career, scan it, and use PrintMaster Deluxe software to import
the drawing and create a business card for them in this future art-related career. Business cards will be printed and cut so
one can be given to the teacher. Family
and Consumer Science: Students will fill out an actual job application, with cover letter, for an area business, like McDonalds or Taco Bell. They will practice interviewing techniques. Each student will give an oral presentation about their career to the class.
List key terms that need to be defined prior to or as part of instruction. Career/job ; salary ; benefits ;
annual/hourly ; licensing/certification ; resume; application ; interview
Suggest ideas for integrating technology into the lesson. A picture of each student can be
taken with a digital camera. Students
can either paste up their face on a picture of someone working in their
chosen career, or use computer software to paste up their face on a picture
of a person working in their career.
This picture would be displayed on the poster board. Students use Inspiration software with direction
for the first time. Students use pre-selected Career
websites and data bases to research their career. While web-sites mirror information found in
print sources, point out that Internet sources contain the most current
information. Word Processing skills are
practiced.
Include research that supports the content or methods of instruction within the lesson. Graphic
organizers as a visual tool for gathering, sifting, sorting, and sharing
information that allow students to “see” and construct meaningful patterns: Freeman, Greg. “Electronic Graphic Organizers,” available
at: http://www.graphic.org/elect.html,
accessed “Graphic Organizers,” North
Central Regional Educational Laboratory,
available at: http://www/ncrel.org/sdrs/areas/issues/students/learning/lr1grorg.htm,
accessed FLIP-it!
Information Literacy strategies helps students narrow a topic being
researched; identify key search terms; evaluate search strategies, resources,
and data; identify necessary data and take notes; site sources; organize the
information gathered; evaluate results. Yucht, Alice H. FLIP-it! An Information Skills Strategy
for Student Researchers. Linworth, 1997. Yucht, Alice H. “FLIP-it!”
available at http://www.aliceinfo.org/FLPT_infoskills.html. Accessed February 22, 2004. Information Power: Building
Partnerships for Learning. ALA/AECT, 1998. Problem-based
Learning is students seeking information and analyzing possible solutions to real-world
problems that are a priority to them.
There is no simple solution. Students must construct learning as they
gather information, process this information, select a solution, and share
their results with others. Research is
conducted within multiple disciplines, and the boundaries between these
disciplines are not rigid. Students
assume greater responsibility for their own learning. Nagel, Nancy. “Real Problem Solving and Real Learning,”
The Constructivist Classroom, November, 1999.
available at: http://www.ascd.org/publications/class_lead/199911/nagel.html. Accessed Jones, Diana. “What is PBL?” “Problem Based Learning,” SCORE
History Social Science. Available at:
http://score.rims.k12.ca.us/problearn.html. Accessed
Record observations and suggested modifications to facilitate instruction and student learning in the lesson. Pre-select and bookmark Career
web sites to avoid students going to Internet sites designed for employers or
job seekers. Warn students to consider
various names their career may have – attorney/lawyer; doctor/physician – so
they can better search on Internet sites or in using indexes.
List and attach any additional materials created for the lesson, including student handouts, blackline masters, overheads, etc. FLIP-it note taking sheet with
Student Research Checklist Careers Bibliography Template |
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