Careers. Introduction/Overview

Transcription

1 Introduction/Overview The career project is designed for eighth grade students during the fourth nine-weeks grading period. All eighth graders in Kanawha County are required to choose a track and major for high school studies this project is designed to aide the students in making informed decisions. This project research will be conducted during each student s mathematics class this could be Algebra I, prealgebra, or eighth grade mathematics. Each student should be able to, at the end of this career unit, compare and contrast at least two careers, identify mathematics involved in a career, describe salary and employment outlook for a career, and identify education or training required for employment. This project will be conducted primarily by making use of the Bridges Career explorer website. Each middle and high school in Kanawha County has a paid membership to this website. This project will serve as a product-based assessment of career knowledge in which students will create a PowerPoint presentation of their findings. Each student will be required to incorporate a variety of media and productivity tools into their presentations. Objective(s) Each student will be able to: Describe a career of choice Describe related education/training required Compare/Contrast average salaries for WV vs. the US in a career of choice Compare/contrast employment outlook for WV vs. the US in a career of choice List examples of real-world mathematics involved in a career of choice Justify why this is the ultimate career for him/her WV CSO s : Identify current and future work trends Select and investigate one such work trend Inventory future plans and abilities Research a future career choice and prepare written report. Page 1

2 Mathematics: MA Represent and solve real world problems appropriate for 8 th grade using multiple strategies. MA Estimate and solve application problems MA Use appropriate technology to solve application problems Technology: TEC Model ethical behavior relating to security, privacy, passwords and personal information. TEC Integrate two or more productivity tools into a document including, but not limited to tables, charts, graphs, inserting hyperlinks, and graphics. TEC produce a product using online sources combined with other resources. TEC conduct online research and evaluate the information found as to the validity, appropriateness, content and usefulness. Preparation Group size: Each of 3 math classes will participate there are students in each. Time: This project will be completed over the course of a 9-week period. Approximately 7, 45-minute class periods will be used. Setting: Sessions will be held in the regular classroom as well as in the computer lab. Materials: PowerPoint presentation to go along with teacher introduction to the project. Project Guidelines Handout (75 copies) Teacher-Created career outline worksheet (75 copies) Data projector Multimedia computer access for all students Access to the World Wide Web Access to a word processor Subscription to Bridges Career Explorer Website Instructional Strategies Page 2

3 Prior to the unit, the teacher will reserve 4, 45-minute sessions each for three math classes in the computer lab. Prior to the unit, the teacher will develop instructional materials, a grading rubric, and make necessary copies. Prior to the unit, the teacher will check computers in lab for 1) internet access, 2) functionality of web browser on each machine, 3) functionality of bridges career explorer website, 4) functionality of printer in lab, 5) functionality of data projector in classroom and lab. Day 1: Teacher will present a power-point presentation along with a handout and rubric to describe the career project and the requirements for completion of the project as well as specifics on grading. Students will be given an opportunity to ask questions during this period. Days 2-3: These days will be conducted in the computer lab. Teacher will demonstrate usage of the Choices Explorer website via data projector. Students will have opportunities to explore more careers on this website. The website includes information, links to other websites, and various multimedia enhancements. The teacher will handout worksheets Project Research. Students will log on to the Choices Explorer website and complete the quick quiz according to the following directions. Directions: 1) In the blue section titled work click the link that says, Start with a quick quiz. 2) Read the page, and then click the start now button. 3) Answer the questions on the page about your interests, and then click the next button at the bottom. 4) Answer the questions about your skills, and then click the next button at the bottom. 5) This page has a list of recommended career choices for you based on your answers to the questions. Click on the first choice listed on your screen, and then look at the right side of the screen. Click the link at the top that says more information about career. Answer the questions on Section I of this worksheet. 6) Click the blue tab at the top of the page titled work. Use the links in the career zone, school subject areas, or look at the alphabetical list of all careers to find the career on which Page 3

4 you will complete your project. Answer the questions on Section II of this worksheet. 7) Click the blue tab at the top of the page titled work. Use the links in the career zone, school subject areas, or look at the alphabetical list of all careers to find any career of your choice try to find something unusual or interesting that you do not already know about. Answer the questions on Section III of this worksheet. Students will explore the website to find different methods of selecting a career for review. Students will review and outline three careers before selecting the choice for project completion. Day 4: Students will use data collected to write a paper describing the five categories (career, education, salary, outlook, and math involved) according to the following directions: (available to students on the Requirements-Timeline handout) The career paper will consist of 5 major categories all of which can be answered from the career website. These are: 1) Career (describe the job and duties required), 2) Education required (degree or special training needed), 3) Salary (average $ earned in WV and the US), 4) Employment outlook (are there jobs available in WV or US), 5) Mathematics involved (what type of math is used). The project will be presented to the class. The project will include a PowerPoint presentation. The first slide will be the cover page for your project. Include on this page the following: Your career, your name, and a picture. The other slides will include your written descriptions of each category and additional pictures. Your project will also include a separate paragraph in which you will tell your final opinion about the career are you still interested in the career, why did you select the career, is the career what you expected, were you surprised about the math involved. The project outline will consist of the questionnaire filled out during the computer lab time. If you are absent during this time Page 4

5 it will be YOUR responsibility to find a time to complete this using the website. Your outline will have information about three different careers. Make sure at least one of these careers is the same as the choice you turn in to Mrs. Baldwin on April 7. The rough draft of your paper should have at least 2 of the 5 paragraphs completed for full credit. If you have all 5 paragraphs complete, it will benefit you as you will be able to get my feedback on the paper before the final due date. All grammar rules DO apply to your grade. Just because this is a mathematics class does not mean we are not intelligent, literate individuals. Be sure to consult the provided grading rubric for extra hints about what I will be looking for on these projects. Days 5-6: These days will be conducted in the computer lab. Using the data projector, the teacher will demonstrate basics of PowerPoint and then monitor student progress by walking around the classroom. Students will complete a PowerPoint presentation, from their rough drafts, displaying information about their career including information as described on Project Guidelines and Grading Rubric. Students will compose an opinion paragraph describing career choice and whether or not the career is what the student expected it to be. Day 7: Students will present career choice and PowerPoint presentations to the class. Assessment Strategies Students will be given points for completion of activities according to the provided timeline. Career objectives will be evaluated through class discussions, oral presentations, and completion of written worksheets. Project as a whole will be assessed using the provided grading rubric. Technical computer skills (such as proper use of equipment, ability to utilize basic computer and application skills) will be assessed through observation and individual conferences during computer lab time. Page 5

6 Grading Rubric Career Project 10 PowerPoint Career Education Salary Outlook Math Neat, complete, organized, colorful. No spelling or descriptions of job and duties. No spelling or descriptions of education or training. No spelling or description of average salary ranges for WV and US. No spelling or description of employment outlook for WV and US. No spelling or description and examples of ways math is used. No spelling or 8 of 6 of 3 three or 0 Omitted Omitted Omitted Omitted Omitted Omitted Opinion paragraph: 5 points no spelling or errors, 2 points with spelling or errors, 0 points paragraph omitted. Rubric Score: x 2 = + paragraph score = Final Score: /125 Page 6

7 Differentiation Strategies Students without an AUP on file will be required to complete their research using books, encyclopedias, or other means. They will complete a written paper and poster board presentation rather than the electronic PowerPoint presentation. Students with a 504 plan on file will be given modifications per their individual plan. There are no students with IEPs all inclusion classes are taught on the other 8 th grade team. Extended Activities Students will write letters to someone who is a leader in the field in which the student s career falls. Parents, community members, etc. will come in on different days to speak to students about various career choices. Counselors from Sissonville High School will speak to students about selecting a track/major and about choosing college prep, vocational prep, etc. Resources Bridges Choices Explorer. Accessed 11/01/05. Accessed 11/01/05. Career Explorer. Accessed 11/01/01. Collegeboard.com: Career Browser. Accessed 11/01/05. Collegegrad.com: Career Information. Accessed 11/01/05. Page 7

8 Exploring Occupations. Accessed 11/01/05. US Department of Labor: Bureau of Labor Statistics. Accessed 11/01/05. US Department of Labor. (2005). Young Person's Occupational th Outlook Handbook. (5 ed.). Indianapolis, IN: Author. Page 8