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LU Title: Career Exploration |
Author: Pat Sarnacki |
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Grade Level: 11-12 |
School: Oneida BOCES |
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Topic/Subject Area: Careers/Graphics |
Address: PO Box 70 New Hartford, NY 13413-0070 |
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Phone: 315-793-8639 |
Overview
This unit is designed to guide students in making career decisions: the students will examine their thoughts on their futures - what they want , what they need, what they can attain and how they can attain what they want. The use of technology is integrated through research on the Internet, including a specific web site: Career Zone (http://www.explore.cornell.edu/newcareerzone/ or http://www.labor.state.ny.us/careerzone), and the use of word processing software. Students are also introduced to electronic resume submission.
While this Learning Unit is designed to be used with a Graphic Arts class, it can easily be modified to meet any curriculum.
Content Knowledge:
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Declarative
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Procedural
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Essential Questions
Connections to NYS Learning Standards
Mathematics, Science, and Technology
Key Idea #1: Students will understand that the use of technology is essential in today's job market.
Key Idea #2: Students will use technology to make informed decisions on career choices.
English Language Arts
Key Idea #3 - Students will use language to interpret and record requirements for career choices.
Key Idea #4 - Students will use language to compare and contrast career choices, and to complete a resume.
Career Development and Occupational Studies
Key Idea #5 - Students will assess their talents and interests in relation to career choices.
Key Idea #6 - Students will demonstrate the ability to create a professional resume and a letter of application for two different positions.
Key Idea #7 - Students will demonstrate mastery of the foundation skills and competencies essential for success in the workplace by researching and providing a written report on two career choices.
Key Idea # 8 - Students who choose a career major will acquire the career-specific technical knowledge/skills necessary to progress toward gainful employment, career advancement, and success in postsecondary programs by successful completion of their BOCES program.
Social Studies
Key Idea #9 - Students will identify geographic areas where jobs are plentiful in their career area choices.
Key Idea #10 - Students will compare the salary levels in the geographic area of their career choice with the salary levels if employed locally.
Key Idea #11 - Students will compare the cost of living in the geographic area of their career choice with the cost of living locally.
Key Idea #12 - Students will predict job growth in their career choice.
Initiating Activity
This unit will be introduced with a discussion of goals. Further discussion will lead to career goals, with a guest speaker presenting a designer's portfolio detailing what is involved with a career as a graphic designer. A field trip or a shadowing experience to a design agency could also be scheduled, but these activities might be more beneficial if done at the end of the unit rather than the beginning.
Learning Experiences - Declarative
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Knowledge to be learned: |
Experiences or activities to be used to help students acquire & integrate knowledge: |
Strategies used to help students construct meaning, organize and/store the knowledge: |
Describe what will be done: |
2. Identify personal talents and interests.
3. Identify two career choices.
4. Identify educational requirements for the two career choices.
5. Identify talent/experience requirements for the two career choices. 6. Identify geographic locations of the two career choices. 7. Compare geographic locations of two career choices using salary compensation.
8. Compare geographic locations of two career choices using cost of living expenses.
9. Compare the benefits and drawbacks of the two career choices.
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1. Whole class lecture and discussion.
2. Students will use the Internet with guidance from teacher. 3. Students will use the Internet with guidance from teacher.
4. Students will use the Internet with guidance from teacher.
5. Students will use the Internet with guidance from teacher. 6. Students will use the Internet with guidance from teacher. 7. Students will use the Internet with guidance from teacher.
8. Students will use the Internet with guidance from teacher.
9. Students will use the Internet with guidance from teacher. |
1. Teacher will provide worksheets with questions to provoke thought.
2. Teacher will provide a demonstration to class on Internet use. 3. Teacher will provide worksheet for student to record information.
4. Teacher will provide worksheet for student to record information.
5. Teacher will provide worksheet for student to record information. 6. Teacher will provide worksheet for student to record information. 7. Teacher will provide a graphic organizer to assist students in comparing and contrasting.
8. Teacher will provide a graphic organizer to assist students in comparing and contrasting. 9. Teacher will provide a graphic organizer to assist students in comparing and contrasting. |
Teacher will lead students in a discussion of goals. Guest will display and discuss a professional portfolio in graphic arts career field. Teacher will assist students in accessing the CareerZone web site and finding the interests assessment tool. Teacher will assist students in accessing the CareerZone web site and researching career choices on the CareerZone database. Students will research individually, using worksheets and graphic organizers. Teacher will work individually with students needing help. Students are also allowed to research outside of class time. All worksheets and graphic organizers will be reviewed with individual students.
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Learning Experiences - Procedural
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Procedural knowledge students will acquire and integrate: |
Strategies to aid the student in shaping and internalizing the knowledge: |
What will be done: |
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1. Complete a Career Goals worksheet, setting appropriate goals and timeline. 2. Access information using an Internet web browser, search engine and specific web site. 3. Record appropriate information.
4. Access and use CareerZone interests assessment tool.
5. Access and use CareerZone database.
6. Use a graphic organizer to compare and contrast. 7. Compile information using the Career Choice worksheet on the two career choices and create a report.
8. Complete a Resume worksheet and create a finished resume. 9. Create letters of application for the two selected jobs. 10. List the steps in submitting the cover letter and resume for the selected jobs by mail and electronically. |
1. Class lecture and discussion, providing feedback on goal setting.
2. Demonstration on accessing CareerZone on Internet. 3. A worksheet asking appropriate questions and suggesting related information needed. 4. Class demonstration on accessing CareerZone interests assessment tool.
5. Class demonstration on accessing CareerZone database. 6. Provide feedback on graphic organizers. Class discussion on findings. 7. Class demonstration on using Microsoft Word or similar software.
8. Feedback and discussion of resume worksheet.
9. Teacher will provide samples of letters of application. 10. Class demonstration of submitting resume electronically. |
Teacher will discuss goals and goal setting. Teacher will demonstrate correct way to access the Internet, use a web browser and search engine to access the CareerZone site. Teacher will demonstrate correct way to access different aspects of CareerZone site. Students will work independently on interest assessment, recording results on worksheet provided by teacher. Teacher will check with students while they are working to assist where necessary. Students will use Microsoft Word or similar word processing software to complete a report on their findings on their two career choices to include all of the declarative knowledge. Students will use Microsoft Word or similar word processing software to create a resume. Students will use Microsoft Word or similar word processing software to create two letters of application for career choices. Students will use Microsoft Word or similar word processing software to list out the steps in submitting cover letter and resume by mail and electronically.
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Learning Experiences - Extending and Refining
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Knowledge students will be extending and refining: |
Reasoning processes used: |
What will be done: |
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Identifying personal interests. Identifying personal talents. Identifying personal needs. Identifying personal goals. Identifying the relationship between education and employment. Identifying the relationship between education and income. Predict the job growth in a career choice. Identifying the relationship between geographic location and employment. Identifying the relationship between geographic location and income. Identifying the relationship between geographic location and cost of living.
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Productive habits of mind:
Comparing Classifying Induction Deduction Analyzing perspectives |
Students will complete various worksheets that will lead them to become aware of their own thinking, develop planning skills, become aware of the use of necessary resources, and begin evaluating the effectiveness of their own actions. Students will work with graphic organizers to compare and classify careers. Students will use induction and deduction of information to predict or conclude which career they would chose and where it would likely be located. Students will employ analyzing perspectives when deciding if relocation to another job market would be in their best interests. Students will submit a written report on their findings about their career choices. |
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Career Exploration Project Rubric |
Possible Score |
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U |
Score |
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A. Career Goal Worksheet Complete B. CareerZone Worksheet Complete C. Compare and Contrast Worksheet Complete D. 1st Career Choice Worksheet Complete E. 2nd Career Choice Worksheet Complete F. Completed report on two career choices
G. Resume completed H. Cover letters completed (2) I. Steps for electronic submission of resume listed
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5 5 5 5 5
10 10 10 10 10 10 5 5 5
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S - Satisfactory - All items complete Total U - Unsatisfactory - Some items missing
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Culminating Performance
Students will submit a "Career Exploration Project" which will include a Career Goals worksheet, a CareerZone worksheet, graphic organizers used, print-outs from Internet sites, a resume, two cover letters in application of two jobs located on the Internet, and a written report on their two career choices. The written report will include the extended and refined knowledge gained from the declarative knowledge. This Learning Unit could also be expanded to include a Power Point or mixed media presentation.
Instructional/Environmental Modifications
This Learning Unit should cover most learning styles, and can easily be changed to accommodate learning disabilities. However, considerable one-on-one instruction would be required for limited English proficiency students, especially on the CareerZone Internet site.
Extended time would need to be allowed to these students, as well as more worksheets and graphic organizers to guide the student.
Time Required
A typical class period in a BOCES program provides two hours of instructional time per day. This allows students to become involved in projects and get quite a lot accomplished in one class period. One class period for each of the following activities is required: (1) Initiating Activity, (2) Career Goals worksheet, (3) introduction to use of Internet and CareerZone site, (4) completion of CareerZone worksheet, (5) introduction and use of Compare and Contrast graphic organizer, (6) introduction and use of Microsoft Word (or similar word processing software). An additional four class periods are allowed for independent research, compilation and completion of a written report for a total of ten class periods ( or 20 hours).
Technology Integration
This Learning Unit revolves around the use of the Internet as a research tool, and a word-processing software as a production tool. Teachers would need to be familiar with both the Internet and the word-processing software.
Internet Site: CareerZone - http://www.explore.cornell.edu/newcareerzone/ or http://www.labor.state.ny.us/careerzone
Word-processing software: Microsoft Word, AppleWorks, etc.