Lesson Plan Course Title: Computer Programming Session Title: Career Opportunities Lesson Duration: Approximately 2 3 hours Performance Objective: Upon completion of this assignment, the student will be able to compare and assess important aspects of different technical careers. Specific Objectives: Find and record selected characteristics of current programming job advertisements Locate and evaluate career characteristics using career description web sites Compare equivalent aspects of different technical careers Identify required certifications in job advertisements and job descriptions Preparation TEKS Correlations: 130.276(c) 2.A identify job opportunities and tasks; 2.B research career characteristics; 2.C examine the role of certifications, resumes, and portfolios in technology professions. Instructor/Trainer References: http://www.bls.gov/oco/ Enhanced Occupational Outlook Handbook ISBN 978-1-59357-322-5 copyright 2007 JIST Publishing, Inc. Instructional Aids: Presentation: Career Opportunities Handout: Career Opportunities and KEY Handout: Looking for Programming Careers Handout: Occupation Comparison Handout: Guess Which Career Handout: Occupational Report Rubric Handout: Targeting a Technical Career Handout: Apply for a Job Materials Needed: Copies of Instructional aides 1
Pencil or pen Equipment Needed: Students need a computer with internet access & text editing application Learner No prior knowledge is required. This module could be presented between more difficult modules as motivation to continue learning computer programming. Introduction MI Introduction (LSI Quadrant I): Prepare the students to have a discussion about the connection between careers and lifestyles by showing the Career Opportunities Presentation. The following issues will be taught in the Presentation: factors to consider when choosing a career where to find information about job openings how to use company and job search websites how to use personal networking to find jobs why certifications ensure high quality employees how certification is offered by companies and professional groups students will be challenged to accomplish the three following tasks: o find a job opening on a company website o find a job opening in a newspaper or job search website o find information about a certification and the career it is connected to Follow up the Presentation with a group discussion about the type of lifestyle that students would like as adults. Topics could include the cost of cars, homes, and other spending. This is intended to provide motivation for the students to investigate careers they may have a greater interest in or stronger connection to. Handout: Looking For Programming Careers This is an easy exercise, intended to use the student s interest in a technical career to introduce students to actual job advertisements that may contain unfamiliar terms. After the students complete their handouts, use the students completed handouts to talk about job hunting in general. Let students share some of the information they found. Be sure to explore and explain unfamiliar terms from the job ads. 2
Outline MI Outline (LSI Quadrant II): Instructor Notes: Students are required to locate information in the following sections: index, career characteristics, nature of the work, working conditions, employment, training and other qualifications, job outlook, earnings, and related occupations. Students will summarize by telling which career information they feel is the most important. Handout: Career Opportunities Students can use the website http://www.bls.gov/oco/ Application MI Guided Practice (LSI Quadrant III): Handout: Occupation Comparison MI Students are allowed to choose which careers they will compare from a group of technical careers. Another variation of this exercise is to have each student in the class pick two careers from the entire website, to ensure that no students compare the same careers. Students are expected to compare two careers in respect to the following areas: career characteristics, nature of the work, working conditions, employment, training and other qualifications, job outlook, earnings, and related occupations. Students will summarize by giving reasons for picking one career over another. Follow-up to this exercise could include a discussion of information that students have compiled, including which careers they think are the best based on pay, responsibilities, and required knowledge or experience. Independent Practice (LSI Quadrant III): Handout: Guess Which Career This exercise can be played as a game in which groups compete against each other. 3
Each person on a team should investigate two different careers. The combined investigation of the group should cover all careers in the specified career group. After completing the handout, students can compare notes as a group before they turn in their papers to the teacher. When competition begins, the teacher reads clues from the students papers. Students try to guess which career the clue refers to. Each time a clue is read, the possible score for guessing right goes down. To avoid random guessing, the teacher may assign a negative score for a wrong guess. The winning group could get some special recognition. Summary MI Review (LSI Quadrants I and IV): Guess Which Career- see previous section. Evaluation MI Informal Assessment (LSI Quadrant III): Guess Which Career- see previous section. MI Formal Assessment (LSI Quadrant III, IV): Handout: Occupation Report Rubric This report is used as a formal assessment of students ability to use the site and to assess important characteristics of a job description. Students are allowed to pick any career on the site that has sufficient information to base their report on. As with earlier exercises, finding the information is only part of the requirement. Determining the most important characteristics and rewording them helps students to fully understand the information they research. Extension MI Extension/Enrichment (LSI Quadrant IV): Handout: Targeting a Technical Career This exercise challenges students to re-visit the type of job advertisements that they began the module with. This time they will copy portions of an ad; then use the internet to research portions of the ad that they do not understand, and find information on technical requirements of the job. Students are encouraged to research a career that they would consider for themselves. Handout: Apply for a Job In this exercise, students will find a job opening and apply for it, answering questions in the handout about the job and attaching their application. 4
Icon MI Teaching Strategies Verbal/ Linguistic Logical/ Mathematical Visual/Spatial Musical/ Rhythmic Bodily/ Kinesthetic Intrapersonal Interpersonal Lecture, discussion, journal writing, cooperative learning, word origins Problem solving, number games, critical thinking, classifying and organizing, Socratic questioning Mind-mapping, reflective time, graphic organizers, color-coding systems, drawings, designs, video, DVD, charts, maps Use music, compose songs or raps, use musical language or metaphors Use manipulatives, hand signals, pantomime, real life situations, puzzles and board games, activities, roleplaying, action problems Reflective teaching, interviews, reflective listening, KWL charts Cooperative learning, roleplaying, group brainstorming, cross-cultural interactions Personal Development Strategies Reading, highlighting, outlining, teaching others, reciting information Organizing material logically, explaining things sequentially, finding patterns, developing systems, outlining, charting, graphing, analyzing information Developing graphic organizers, mindmapping, charting, graphing, organizing with color, mental imagery (drawing in the mind s eye) Creating rhythms out of words, creating rhythms with instruments, playing an instrument, putting words to existing songs Moving while learning, pacing while reciting, acting out scripts of material, designing games, moving fingers under words while reading Reflecting on personal meaning of information, studying in quiet settings, imagining experiments, visualizing information, journaling Studying in a group, discussing information, using flash cards with other, teaching others Naturalist Existentialist Natural objects as manipulatives and as background for learning Socratic questions, real life situations, global problems/questions Connecting with nature, forming study groups with like minded people Considering personal relationship to larger context 5
Name: Date: Period: Career Opportunities Objective: Students learn to use http://www.bls.gov/oco/ to investigate career characteristics Instructions: Use http://www.bls.gov/oco/ to find different career characteristics. Complete and answer the following questions. Index: If you are using the website, use the menu on the left side. 1. The two categories under the Management heading are Management and Business and Operations. 2. The job description for Computer Information Systems Managers is in which category? Circle one [ Management / Business and Financial ] Career Characteristics: Look in the Management Occupations category to find the description of Funeral Directors. Use the Funeral Director information to answer the following questions and fill in the blanks. 3. The title of the first section is Significant P. 4. This section may mention certification or education requirements. [ True / False ] Nature of the Work: Skim this section to answer the following questions. 5. Funeral Directors are also called m or u. 6. Funeral Directors also prepare o notices. 7. Do Funeral Directors handle bodies? [ Yes / No ] Working Conditions: Skim this section to answer the following questions. 8. Funeral Directors work regular hours. [ True / False ] 9. Funeral Directors can dress any way they like. [ True / False ] Employment: Skim this section to answer the following questions. 10. There are [ more than / less than ] 20,000 Funeral Directors working. 11. More than 50% of Funeral Directors are self employed. [ True / False ] 6
Training, Other Qualifications, and Advancement: Skim this section to answer the following questions. 12. Funeral directors must be licensed. [ True / False ] 13. Funeral directors can be trained in college. [ True / False ] Job Outlook: Skim this section to answer the following questions. 14. Which skill will increase employment opportunities? [ driving / embalming / casket making ] Earnings: Skim this section to answer the following questions. 15. The median earnings for a funeral director are more than $35,000. [ True / False ] 16. Which funeral director probably earns more? [ one in a larger city / one in a small town ] Related Occupations: Skim this section to answer the following questions. 17. Which of these occupations uses skills similar to those used by funeral directors? [ plumbers / psychologists / pharmacists / plasterers ] Summary: Based on your reading, answer the following questions. 18. List 2 things that you found out about funeral directors that you did not already know. 19. If your friend is interested in becoming a funeral director, list 2 things you think that your friend should consider. 7
Name: Date: Period: Career Opportunities KEY Objective: Students learn to use http://www.bls.gov/oco/ to investigate career characteristics Instructions: Use http://www.bls.gov/oco/ to find different career characteristics. Complete and answer the following questions. Index: If you are using the website, use the menu on the left side. 1. The two categories under the Management heading are Management and Business and Financial Operations. 2. The job description for Computer Information Systems Managers is in which category? Circle one [ Management / Business and Financial ] Career Characteristics: Look in the Management Occupations category to find the description of Funeral Directors. Use the Funeral Director information to answer the following questions and fill in the blanks. 3. The title of the first section is Significant Points 4. This section may mention certification or education requirements. [ True / False ] Nature of the Work: Skim this section to answer the following questions. 5. Funeral Directors are also called morticians or undertakers. 6. Funeral Directors also prepare obituary notices. 7. Do Funeral Directors handle bodies? [ Yes / No ] Working Conditions: Skim this section to answer the following questions. 8. Funeral Directors work regular hours. [ True / False ] 9. Funeral Directors can dress any way they like. [ True / False ] Employment: Skim this section to answer the following questions. 10. There are [ more than / less than ] 20,000 Funeral Directors working. 11. More than 50% of Funeral Directors are self employed. [ True / False ] 8
Training, Other Qualifications, and Advancement: Skim this section to answer the following questions. 12. Funeral directors must be licensed. [ True / False ] 13. Funeral directors can be trained in college. [ True / False ] Job Outlook: Skim this section to answer the following questions. 14. Which skill will increase employment opportunities? [ driving / embalming / casket making ] Earnings: Skim this section to answer the following questions. 15. The median earnings for a funeral director are more than $35,000. [ True / False ] 16. Which funeral director probably earns more? [ one in a larger city / one in a small town ] Related Occupations: Skim this section to answer the following questions. 17. Which of these occupations uses skills similar to those used by funeral directors? [ plumbers / psychologists / pharmacists / plasterers ] Summary: Based on your reading, answer the following questions. 18. List 2 things that you found out about funeral directors that you did not already know. DO NOT GRADE. 19. If your friend is interested in becoming a funeral director, list 2 things you think that your friend should consider. DO NOT GRADE. 9
Name: Date: Period: LOOKING FOR PROGRAMMING CAREERS Objective: Students explore employment and career possibilities online. Instructions: Do an internet search for the two keywords Programming and Jobs, and record your results below. Be prepared to discuss your findings. Find at least 5 different programming job descriptions and list the following for each: 1. Job title: State/City List some required or preferred programming languages or skills List some responsibilities of the job Pay scale (if listed) List a term or phrase in the ad that you don t understand. 2. Job title: State/City List some required or preferred programming languages or skills List some responsibilities of the job Pay scale (if listed) List a term or phrase in the ad that you don t understand. 3. Job title: State/City 10
List some required or preferred programming languages or skills List some responsibilities of the job Pay scale (if listed) List a term or phrase in the ad that you don t understand. 4. Job title: State/City List some required or preferred programming languages or skills List some responsibilities of the job Pay scale (if listed) List a term or phrase in the ad that you don t understand. 5. Job title: State/City List some required or preferred programming languages or skills List some responsibilities of the job Pay scale (if listed) List a term or phrase in the ad that you don t understand. 6. In what ways were the job ads similar? 7. Which job would you be most interested in? Explain. 11
Name: Date: Period: Occupation Comparison Objective: Students compare two occupations to gain a better understanding of each by evaluating their characteristics. Instructions: Use the EOOH (Enhanced Occupational Outlook Handbook) or http://www.bls.gov/oco/ to compare two occupations that you would consider choosing. At least one of them should be a technology career. Comparing Occupations 1. List the name of each occupation, and the page number or web page that it starts on. Occupation #1 page Occupation #2 page 2. List one of the significant points about each occupation. #1 #2 3. List 3 characteristics of the Nature of the Work for each occupation; compare them and put stars by the ones you think are the most important. #1 #1 #1 #2 #2 #2 4. List 2 characteristics of the Working Conditions for each occupation; compare them and put stars by the ones you think are the most important. #1 12
#1 #2 #2 5. Read the section Training, Other Qualifications and Advancement. List what kind of training or certification is required for each occupation. #1 #2 6. Read the section Job Outlook. List 2 important facts for each occupation; compare them and put stars by the ones you think are the most important. #1 #1 #2 #2 7. Read the section Earnings. Compare equivalent earnings for each occupation. #1 #2 Choosing an Occupation 8. Review the facts that you have listed above. Tell which occupation you think you would prefer. 9. List 2 reasons why you think this occupation would be better for you. 13
Name: Date: Period: Guess Which Career Objective: Students investigate several technical careers Instructions: 1. Students work in small groups using http://www.bls.gov/oco/ to get facts about different technical careers. 2. Students should only investigate technical careers in the Computer and Mathematical Occupations group. 3. Each student in the group should pick 2 careers; then record the career names and 5 facts about each one. These facts will be used as clues when the guessing starts. Have them record the hardest clues first. The last clues should be the easiest. 4. When groups are finished recording their clues, they should give their career clue sheets to the teacher who will act as the moderator of the game. 5. The teacher reads clues, one at a time, for a given career. The first group to identify the career gets points based on how many clues were revealed. One clue = 5 points, 2 clues = 4 points, etc. 6. The team with the most points wins. 7. Write your group name and team members here. Career # 1-1. Clue #1 2. Clue #2 3. Clue #3 4. Clue #4 5. Clue #5 14
Career # 2-1. Clue #1 2. Clue #2 3. Clue #3 4. Clue #4 5. Clue #5 15
Name: Date: Period: Occupation Report Rubric Objective: Students choose a career that they are interested in to research and report on. Instructions: Use http://www.bls.gov/oco/ to research and report on a career. Use the rubric below to guide your report. 1. Sources Cited: (10 points) Website pages and/or book and page numbers are listed. 2. Information restated, not copied: (25 points) The report contains few if any direct quotes from the original source. Where direct quotes are used, they are cited. 3. Nature of the Work: (10 points) 5 important aspects of the work are described in complete sentences. 4. Working Conditions: (15 points) 3 important aspects of the working conditions are described in complete sentences. 5. Employment: (10 points) Compare the employment statistics to the employment statistics of a related occupation. 6. Training and Qualifications: (10 points) 3 important aspects are described in complete sentences. 7. Job Outlook: (10 points) 3 important aspects are described in complete sentences. 8. Earnings information: (10 points) Median and earnings range are listed and explained. 16
Name: Date: Period: Targeting a Technical Career Objective: Students research technical career specifications online. Instructions: Do an internet search for a technical career, following the instructions below. 1. Create your own document with your name at the top and the name of the technical career you are researching as the title. 2. You can cut and paste information from the internet, but it cannot be used alone. Use your own words to describe what is important in the information you have gathered. Be sure to cite any information you get from websites. 3. Start by copying a short job advertisement for the technical career you are researching. 4. Make a list in the same document with each of the terms or phrases in the job ad that you do not understand. 5. Do an internet search to get information on each of the terms in the list above. Copy and paste information that explains the term. Add your own explanations to the information you found. 6. Make another list of any program languages, technical certifications and other requirements that the job ad lists. 7. Do an internet search to get information on each of the requirements in the list above. Copy and paste information that explains the requirement. Add your own explanations to the information you found. 8. Write a conclusion to explain what you learned from your research. 17
Name: Date: Period: Apply for a Job Objective: Students applies for an actual job or internship Instructions: Find a job opening online or in the newspaper. Document your job application by answering the questions below. 1. What is the job title? 2. What is the name of the company? 3. Where is the job located? 4. Give the source or website that you used to find the job. 5. List some of the job responsibilities or activities. 6. List some of the job requirements, including any certifications, required languages, education, etc. 7. List some of your qualities, experience, and skills that will help you to be considered for the job. 8. Tell why you are interested in this job. 9. Print your application and attach it to this document. 18