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Course, Subject

Home & Careers, Career Development and Occupational Studies

Assessment

• Teacher/student-generated rubric is used to evaluate presentation.
• Visual display and classroom career book are evaluated.

Authors

Melissa Dixon, Patricia Molloy, and Carol Varsalona.

Duration

5 periods

Essential Questions

• Why do the choices I make now matter to my future?
• How do I find out what I want to know?
• How do I develop the skills and abilities that I need to be successful in a career?

Description

Objective: Students will research the job market through the Internet.

• Teacher invites a representative from the Department of Labor, the Chamber of Commerce, or other organizations to speak about careers in the 21st century.
• Students take personal interest inventories or aptitude surveys to determine appropriate areas of interest. Students can also interview fellow students to generate a list of personal interests, aptitudes, and abilities.
• Students choose one career area that reflects their interests and abilities.
• Teacher presents information on various means of researching career information, explaining the website CareerZone and what can be found there.
• Students access the Internet address https://www.careerzone.ny.gov/views/careerzone/index.jsf to research the occupation of choice.
• The teacher and students create a rubric of what is to be included in the presentation.
• Students prepare a presentation including at least the following information:
  • Availability of jobs in various geographic areas
  • Title of career
  • Education requirements
  • Job outlook
  • Job responsibilities
  • Average salary
• Students create a PowerPoint (or other graphics program) presentation of their findings. The presentation must include both a visual display and a verbal explanation.
• The computer presentations are printed and combined to make a class resource on careers.

Website(s)

CareerZone

Materials / Resources

• PowerPoint or other presentation program
• Supplies for classroom book on careers
• Personal interest inventories/aptitude surveys
• Internet access
• Speakers

Comments / Modifications

• Projects can be completed in pairs.
• Presentations can be videotaped to allow for peer review.
• Take a field trip to local business sites to learn about specific careers.

Source

Melissa Dixon, Patricia Molloy, and Carol Varsalona. “What Shall I Be?” In Career Development and Occupational Studies (CDOS) Resource Guide with Core Curriculum. New York State Department of Education, 104.

Related Academic Standards

New York State

CDOS 

CDOS.I.1 Students will be knowledgeable about the world of work, explore career options, and relate personal skills, aptitudes, and abilities to future career decisions.

CDOS.I.1.1 Students will learn about the changing nature of the workplace, the value of work to society, and the connection of work to the achievement of personal goals.

CDOS.I.1.1.A Students continue development of a career plan that would assist in the transition from school to eventual entry into a career option of their choosing.

CDOS.I.1.1.A.SW 

1. Key elements of a career plan should include the student's documenting the following:
   1. Personal data
   2. Knowledge
      1. Who am I?
      1. Interests
      2. Abilities
      3. Areas to strengthen
      2. Where am I going?
      3. How do I get there?
   3. Skills/Application
      1. Foundation skills
         1. Knowledge
         2. Application
   4. Culminating activity
      1. Activity description
      2. Self-reflection
   5. Review of student career plan
2. Research careers within career clusters:
   1. Use a variety of sources for career research and employment information
   2. Develop strategies to explore career options
   3. Develop an awareness of high school and postsecondary options
   4. Investigate specific job descriptions
   5. Participate in job-shadowing experiences
   6. Explore entrepreneurial options and possibilities

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