Career Exploration

Language Arts (English)

Career Research

9-10

Students will research a chosen career path.

Students will use inspirations to create a concept map detailing the steps to reaching their goal of their chosen career.

Students will use Microsoft Excel to create a spreadsheet detailing the current number of individuals in their field of choice and the breakdown of those individuals; number of males, number of females, number of people of color, total number and the number needed.

Students will use Microsoft Excel to create a chart showing the supply and demand for their field.

Students will present their research findings, concept map, spreadsheet and chart to the class.

Students will write a reflection on their research.

Students will choose a career path to research and create a concept map showing how to reach the goal of that career. They will then use Microsoft Excel to create a spreadsheet detailing the breakdown of males, females, people of color, number of people currently in the field and number of people needed.

They will also use Microsoft Excel to create a chart showing the current supply and demand for their field. And present their findings to the class.

Upon completion of their research and presentations, the students will write a reflection about their research.

Before this, we have talked about how to do research and have done other research papers. We have had career counselors and several speakers from multiple careers within the community, come in. And, the students have completed a questionnaire about careers that they may want to pursue.

This activity will help students begin to focus on what career(s) they may want to go into and what skills that they will need for those careers so that they may begin to optimize their educational opportunities in the classroom; as well as, give them a realistic view of the demands of the field and the possible odds of being successful- understanding that odds can be overcome.

On Monday, students will get into groups of 2-4; based on chosen career paths. Then we will go to the library, where the media specialist will review effective research techniques. And students will begin their research-making notes.

On Tuesday, we will return to the library to continue researching our topics.

On Wednesday, we will return to the library where we will complete our research and begin outlines for the concept maps.

On Thursday, students will use inspirations to begin creating a concept map of their chosen career path.

On Friday, we will finish concept maps and begin a Microsoft Excel tutorial.

On Monday we will review first half of Microsoft Excel tutorial from Friday and complete the remainder of the tutorial.

On Tuesday, we will review the latter half of the tutorial and go back to the library to research statistics of the chosen careers.

On Wednesday, we will complete our statistical research at the library.

On Thursday, students will begin their spreadsheets.

On Friday, students will complete their spreadsheets and start their charts.

On Monday, students will finish their spreadsheets and charts.

On Tuesday, groups will begin preparing for their presentations.

On Wednesday, groups will complete preparation for presentations.

On Thursday, we will begin group presentations.

On Friday, we will complete group presentations and students will write their individual reflections.

The instructions for this assignment will be both written and verbal. I will have instructions on a transparency for the overhead in the library and the classroom.

Students that require them, will have access to electronic books and hard copy books that may be checked out if necessary. Myself, the media specialist and community helpers will circulate to assist students.

By having community helpers coming in, it allows students more access to assistance. This will be helpful so that students won't have to wait as long to get assistance if needed; and can receive more ideas and different points of view. In addition, the helpers will have been exposed to students with disabilities in their careers and can offer insight into that aspect of the career the students are researching.

There are no student samples; the lesson has not been taught yet.

Students will work collaboratively & individually. Students will work in groups of 2.

15 class periods. 55 Min. per class.

The focus of this activity should be on what steps it takes to seek a job in a particular career field. What education is needed and what the outlook for employment in the field is (ultimately as it relates to the individual).

In the future, I would bring in representative from training institutions and employers in the field to discuss things (for example how students with disabilities can reach their goal(s) in the field).

• Materials and resources:
  Overhead projector
• Technology resources:
  Excel, Inspiration, Word
• The number of computers required is 1 per 4 students.
• Students Familiarity with Software Tool:
  Students have used Inspirations and Word before but not Microsoft Excel.
• We will be doing a tutorial to familiarize students with Microsoft Excel

MI- Michigan Curriculum Frameworks • Subject: English Language Arts • Standard 11: Inquiry and Research All students will define and investigate important issues and problems using a variety of resources, including technology, to explore and create texts. An important use of the English language arts is to understand concepts and to create new knowledge. As we continue to improve our ability to collect, analyze, and evaluate information, we will increase our ability to contribute to the businesses that employ us and the communities in which we choose to live. In order to best accomplish this, we need to be able to find information in a variety of forms and to organize it in a way that allows better understanding and new insights. Many tried-and-true methods work well, such as library searches, interviews, card files, and outlines. Today, we have new technologies that can facilitate this process, such as electronic library catalogs, e-mail, and fax machines. Use of technology gives us more time to concentrate on the most important component of research, the thinking skills of inquiry, which we use when we formulate questions and hypotheses, analyze and synthesize information, and draw reasonable conclusions. • Grade HS - High School  Performance Benchmark 2: Determine, evaluate, and use resources that are most appropriate and readily available for investigating a particular question or topic. Examples include knowledgeable people, field trips, prefaces, appendices, icons/headings, hypertext, menus and addresses, Internet and electronic mail, CD-ROM/laser disks, microfiche, and library and interlibrary catalogue databases.  Performance Benchmark 3: Synthesize and evaluate information to draw conclusions and implications based on their investigation of an issue or problem.  Performance Benchmark 4: Research and select the medium and format to be used to present conclusions based on the investigation of an issue or problem. Examples include satire, parody, multimedia presentations, plays, and mock trials.