How Can My Personal Interests Relate to

Jobs?

How Can My Personal Interests Relate to

Jobs? A transition-focused unitdeveloped and taught by

Ashley CurtisSpring 2007

A transition-focused unitdeveloped and taught by

Ashley CurtisSpring 2007

Student DescriptionsStudent Descriptions 3rd and 4th grade students

Four in 3rd grade and three in 4th grade Self contained DHH classroom

except for science and specials

All 7 use ASL and 5 use spoken English as well 2 have cochlear implants and 5 have hearing aids

4 hearing aid users are HH and use spoken English 1 cochlear implant student uses spoken English as well

None of the students comprehend spoken English consistently.

3rd and 4th grade students Four in 3rd grade and three in 4th grade

Self contained DHH classroom except for science and specials

All 7 use ASL and 5 use spoken English as well 2 have cochlear implants and 5 have hearing aids

4 hearing aid users are HH and use spoken English 1 cochlear implant student uses spoken English as well

None of the students comprehend spoken English consistently.

Transition NeedsTransition Needs Prior Experiences

Students have been exposed to community and transition units each spring

This unit builds on these experiences Related Life Centered Career Education

(LCCE) Competencies Daily Living Skills

1. Managing Personal Finances Personal-Social Skills

43. Identify interests & abilities 15. Making Adequate Decisions

Occupational Guidance and Preparation 17. Knowing & Exploring Occupational Possibilities.

Prior Experiences Students have been exposed to community and

transition units each spring This unit builds on these experiences

Related Life Centered Career Education (LCCE) Competencies Daily Living Skills

1. Managing Personal Finances Personal-Social Skills

43. Identify interests & abilities 15. Making Adequate Decisions

Occupational Guidance and Preparation 17. Knowing & Exploring Occupational Possibilities.

Instructional FocusInstructional Focus

Unit Content Areas Math, Social Studies, and Science

These 3 content areas are integrated into one thematic unit, presented here

Language Arts was taught by another teacher

Elements of the unit were integrated with the unit (also posted on website) by Lindsey Cecala

Unit Content Areas Math, Social Studies, and Science

These 3 content areas are integrated into one thematic unit, presented here

Language Arts was taught by another teacher

Elements of the unit were integrated with the unit (also posted on website) by Lindsey Cecala

LanguageLanguage The Language Proficiency levels for my

students: 3 students on Level 6

They can communicate with people that they don’t know and both parties are able to comprehend each other, with some clarifying.

2 students on Level 5 They are generally understood but more clarification is needed by

both parties in order to comprehend all details. 1 student on Level 4

Strangers would had a hard time communicating with this student and familiar adults have to ask for clarification frequently.

1 student on Level 3 This student is hard to understand by most people

-leaves out a lot of details -other person has to figure out what the student is trying to say.

The Language Proficiency levels for my students: 3 students on Level 6

They can communicate with people that they don’t know and both parties are able to comprehend each other, with some clarifying.

2 students on Level 5 They are generally understood but more clarification is needed by

both parties in order to comprehend all details. 1 student on Level 4

Strangers would had a hard time communicating with this student and familiar adults have to ask for clarification frequently.

1 student on Level 3 This student is hard to understand by most people

-leaves out a lot of details -other person has to figure out what the student is trying to say.

MathMath 3rd and 4th grade skills

Students can do two-digit addition Most of the time they remember to carry, if

needed Students can do two-digit subtraction

They forget to borrow most of the time Students are just now learning

multiplication They know the 0, 1, 2, 5, 10, 11 facts

The biggest problem is retention Students forget many things they have learned

if they stop using these skills for awhile. They also struggle with money

3rd and 4th grade skills Students can do two-digit addition

Most of the time they remember to carry, if needed

Students can do two-digit subtraction They forget to borrow most of the time

Students are just now learning multiplication

They know the 0, 1, 2, 5, 10, 11 facts The biggest problem is retention

Students forget many things they have learned if they stop using these skills for awhile.

They also struggle with money

Social StudiesSocial Studies 3rd and 4th grade

Students need maps to help them locate places and need timelines to place events over time

The biggest instructional challenge is the students’ difficulty in answering questions

They “give up” when asked to read and answer questions by themselves.

They often cry or immediately sign/say “I don’t know.” They are much more successful when worksheets or

questions are signed to them. They really enjoy social studies once they realize

that they can do the work! They need a lot of prompting to get them going.

They do really well on map work

3rd and 4th grade Students need maps to help them locate places

and need timelines to place events over time The biggest instructional challenge is the

students’ difficulty in answering questions They “give up” when asked to read and answer

questions by themselves. They often cry or immediately sign/say “I don’t know.”

They are much more successful when worksheets or questions are signed to them.

They really enjoy social studies once they realize that they can do the work!

They need a lot of prompting to get them going. They do really well on map work

ScienceScience 3rd grade

Class is mainstreamed I go with them to help teach

Challenges: Vocabulary is very hard for these students. Questions that they must read and answer

own their own: They “give up” when they see a questions with lines

for the answer. Not paying attention to the interpreter

They miss the content knowledge and information that they need.

Skills: They excel in hands-on work

3rd grade Class is mainstreamed

I go with them to help teach Challenges:

Vocabulary is very hard for these students. Questions that they must read and answer

own their own: They “give up” when they see a questions with lines

for the answer. Not paying attention to the interpreter

They miss the content knowledge and information that they need.

Skills: They excel in hands-on work

ScienceScience 4th grade

They are mainstreamed with only an interpreter They take tests in my room I help with their homework when time allows I work with them every Friday to review and do tests

2 out of the 3 do really well They only need help when language is challenging so I

interpret questions for them 1 student wants to be told the answers

Needs a lot of prompting to complete the worksheets and tests

Vocabulary is the biggest challenge for the students in this class, too.

4th grade They are mainstreamed with only an interpreter

They take tests in my room I help with their homework when time allows I work with them every Friday to review and do tests

2 out of the 3 do really well They only need help when language is challenging so I

interpret questions for them 1 student wants to be told the answers

Needs a lot of prompting to complete the worksheets and tests

Vocabulary is the biggest challenge for the students in this class, too.

Unit GoalsDeveloped by combining standards and student

needs

1) Students will explain and discuss different jobs they would like and not like to do in the future.2) Students will design a chart/graph and interpret meaning from the chart/graph3) Students will explain how outside factors affect the local job market.4) Students will keep their own records and observations, and be able to explain why it is important to keep records.

Unit Design Stage 1 Identify Desired Results

What essential questions will be explored?

What jobs am I interested in?How should I set-up a survey?What is the best way to graph my results?Should I buy this or save my money?What influences the job market?

What students under-standings are desired?

People have many different jobs.You should find a job that you like.It is important to keep records.Several things can influence or change expected results.

Stage 1: Overarching Questions & Unit Understandings

What key knowledge and skills will students acquire from this

unit?

What key knowledge and skills will students acquire from this

unit? Students will know:

That there are many different jobs/careers in the world

That not everyone likes the same jobs as another person, and that is okay

That each job has different requirements How to read and make a graph (about jobs)

Students will be able to: Explain what jobs they like and don’t like Keep accurate records Make good personal decisions about purchases Design and pass out a survey about job interests,

and interpret the results

Students will know: That there are many different jobs/careers in the

world That not everyone likes the same jobs as another

person, and that is okay That each job has different requirements How to read and make a graph (about jobs)

Students will be able to: Explain what jobs they like and don’t like Keep accurate records Make good personal decisions about purchases Design and pass out a survey about job interests,

and interpret the results

Unit Design Stage 2: Assessment

Unit Design Stage 2: Assessment

Assessment Activity Performance Criteria

Facet 1: Explanation

Math lesson: Discuss (a) different ways to keep records, (b) why we keep records, (c) why it is important not to change someone’s records and (d) why records are important.

Students must give 2/3 correct reasons why we keep records , and 2/3 legitimate reasons why we shouldn’t change other people’s records.

Stage 2Stage 2Assessment Activity Performance Criteria

Facet 2 Interpretation

The students will make different types of charts, graphs, and tables with the information that they found out from their surveys. They will interpret or explain the important results and what these mean from (a) their graphs and (b) from other students’ graphs.

Students will correctly interpret the meaning of at least one important finding using a chart, table, or graph. Two other students will evaluate that this interpretation is correct.

Stage 2Stage 2Assessment Activity Performance Criteria

Facet 3Application

-Students each will develop a 10-question survey about their jobs and their job interests.

- Student will make predictions about the link between interests and jobs.

- Students will compile survey results to create graphs and draw conclusions based on the information.

- As a class, students will compare information across different types of graphs to determine which graph best represents the information.

Students will complete each activity, with teacher and peer assistance/feedback until correct. Students will use graphs and data to show (a) at least one way in which their predictions were correct or incorrect, and (b) describe why their current conclusions are correct.

Stage 2Stage 2Assessment Activity Performance Criteria

Facet 4Perspective

-Students will discuss how there can be discrepancies in their findings or results (e.g., adding or tallying wrong) and identify how these happen. -Students will identify why they should not: reshuffle other people’s papers (confusing order of tallying, losing one’s place, etc.). -Students will work in pairs to review each other’s work for discrepancies.

- Each student must identify at least 3 things that can cause a discrepancy in the data.-Each student will choose 2 different situations and conditions (tasks and people), and describe how each may affect the results.- Student pairs will work together until all discrepancies are resolved.

Stage 2Stage 2Assessment Activity Performance Criteria

Facet 5Empathy

- Students will discuss different ways to keep records, why we keep records, why it is important not to change someone’s records and why records are important. This will focus on other people’s feelings and “ownership” of their work and materials, and why these should be respected.

Each student will write at least four sentences about what they would do/say if their friend found out that someone had changed the records. There must be at least one sentence correctly describing the person’s feelings who collected the data.

Stage 2Stage 2Assessment Activity Performance Criteria

Facet 6Self-knowledge

-Students will reflect on their needs versus wants. They will make decisions about spending or saving their “paychecks” each day and pay bills.-Note: “paychecks” are based on job interest earnings; students choose an “affordable” apartment from local ads; students drew from a bowl each day to receive a “bonus” or unexpected “bill.”

-Students will describe at least 2 needs and 2 wants.- Students will describe how their budget was used for these needs or wants. - Students will give at least two reasons why they did or did not keep accurate budget and meet the criterion (85%) for their budget.

Stage 3: Lessons & ActivitiesStage 3: Lessons & ActivitiesStudent needs

Standard Facet Activity

Lesson Activity

Math The students need to know how to (1) make different types of graphs, charts, or tables; (2) how to read each type; (3) different types of information collected and displayed for each; (4) and how each is best used.

Draw and interpret picture graphs in which a symbol or picture represents more then one object. Read, interpret and construct bar graphs with intervals greater than one. Represent and interpret data using tables, bar graphs, line plots and line graphs.

Interpreta-tion

Application

The students will make different types of charts, graphs, and tables with the information from their job-interest surveys. They will interpret what these data mean from their graphs and from another student’s graphs.

Stage 3Stage 3Student needs

Standard Facet Activity

Lesson Activity

S.S. The students need to learn how to plan their finances: how to predict future costs or bills, how to save, and the importance and rewards of saving.

Define opportunity cost and give an example of the opportunity cost of a personal decision.

Self-knowledge

The students will “earn” different amount s of money as a form of a paycheck each day and then they will have to decide whether or not they should save their money or spend it on something that they want. They will also have to pay bills each day and assess their budgeting skills.

Stage 3Stage 3

Student needs

Standard Facet Activity

Lesson Activity

Science

Visual examples of different ways to keep records and different type of records. Review different reasons why people records and why it would be important to keep records.

Keep records of investigations and observations and do not change the records that are different from someone else’s work. Explain why keeping records of observations and investigations are important.

Explanation

Empathy

We will discuss different ways to keep records, why we keep records, why it is important not to change someone’s records and why records are important. This will be linked with the math lesson.

Unit Table for MathUnit Table for MathMonday

Tuesday

Wednesday

Thursday

Friday

Week 1Lessons

Intro. to surveys; they take a survey

Writing rough draft of survey

Writing rough draft (revise)

Typing final copy survey

Complete final copy of survey

Assessment

Ideas for survey

Students’ rough drafts

Final drafts

Week 2Lessons

Intro.to graphing

Intro. to tables

Intro. to pie graphs

Rough drafts

Final drafts

Assessment

Using bar & line graphs

Using tables made from survey data

Using pie graphs from their data

Rough drafts of their 3 different graphs

Final copies of their 3 graphs

Unit Table for MathUnit Table for Math

Monday Tuesday Wednesday

Thursday

Friday

Week 3Lessons

Intro. to interpreting data & developing conclusions

Writing interpreta-tions

Writing (revising & editing) their interpreta-tions

Writing conclusions

Writing conclusions and deciding if valid

Assessment

Practice worksheet on interpreting data & drawing conclusions

Rough drafts of interpreta-tions

Final copy of interpretations based on their graphs

Rough drafts of their conclusions

Final copies of their conclusions

Unit Table for S.S.Unit Table for S.S.Monday

Tuesday

Wednesday

Thursday

Friday

Week 1Lessons

Intro. to budgets

Intro. to bills

Intro. to income

Intro. to taxes

Picking a career (for income)

Assessment

Contribute ideas about budgeting

Give examples of bills

Identify different jobs & income

Describe pay and income tax

Use info sheet to choose a career

Week 2Lessons

Apartment shopping

Figure out monthly income

Shopping for food and other “needs”

Figuring out budget

Shopping for “wants”

Assessment

Apt. info sheet completed

Monthly and weekly budget sheet

Glue pictures on paper showing what was bought

Weekly record sheet filled out

Glue pictures on paper showing “wants” that were bought

Unit table for S.S.Unit table for S.S.

Monday

Tuesday Wednesday

Thursday Friday

Week 3 Wants vs. Needs

Understanding coupons

Intro to the job market

Job market Job market research

Assessment Create Venn diagram classifying wants and needs

Sort coupons into categories of wants and needs

Make a chart of things that affect the job market in a positive way and in a negative way

Identify reasons why other countries would want to do business with Ohio, and why Ohio needs other countries

Research their career interest in Ohio’s job market. Identify if this career is needed or not much needed in Ohio

Unit table for ScienceUnit table for ScienceMonday

Tuesday

Wednesday

Thursday

Friday

Week 1Lessons

Different jobs in science

Different jobs in science

Why pick a science career?

Science jobs: women vs. men

Ways that science affects daily life

Assessment

List of traits and common factors

List of traits students do not have

Personal “Pro and Con” chart

Venn diagram of jobs

List of unique answers

Week 2Lessons

Why it is important to keep records

Accuracy in records

Differences in records: issues of ethics

Ways to keep accurate records

Keeping their own records

Assessment

List of reasons

Write why it is important

Identify issues from situations presented

Gives examples

Use data from math survey

Unit table for ScienceUnit table for Science

Monday Tuesday Wednesday

Thursday Friday

Week 3Lessons

Discrepancies in records

Discrepancies in their data

Scenarios of record keeping: understanding different perspectives

Scenarios of record keeping: empathy for others

Reflecting on their records and record keeping

Assessment

Examine their own records for discrepancies

List of things that could cause them in their records

Describe different perspectives

Describe feelings and reactions of others in scenarios

Self-evaluating their record keeping

Lesson PlansLesson Plans Here are my weekly lesson plans

for the unit. Math Week 1 Math Week 2 Math Week 3 Social Studies Week 1 Social Studies Week 2 Social Studies Week 3 Science Week 1 Science Week 2 Science Week 3

Here are my weekly lesson plans for the unit. Math Week 1 Math Week 2 Math Week 3 Social Studies Week 1 Social Studies Week 2 Social Studies Week 3 Science Week 1 Science Week 2 Science Week 3

Assessment of StandardsAssessment of StandardsAssessment Activity Student Outcomes

Math Writing SurveysMaking Tables from SurveysMaking Graphs from tablesInterpreting graphs

Students now can write a yes no survey, make and label bar, line, and pie graphs. The students are able to answer questions about their graphs. All student performed this at a level of 85 % accuracy.

S.S. Budget Record sheetNeeds picturesWants pictures Venn diagram

Students were able to use a calculator to add up their bills and subtract that amount from their budget. They were able to explain the difference between a want and a need. All students performed this at an 85% accuracy.

Science Science affects on daily lifePro and Con career tableScience jobs

Did not get to teach science part of the unit—ran out of time

Assessment of Unit FacetsAssessment of Unit Facets

Assessment Activity Student Outcomes

Facet 1explanation

Keeping accurate records during the entire length of the math unit

Students explained why it is important to keep accurate record with an 82% minimum accuracy rate.

Facet2

interpretation

Making interpretations from practice graphs and their own graph

The students were able to answer questions about their graphs at a 90% accuracy rate.

Facet3

Application

Making different types of graphs and tables

The students were able to make the final copies of their line, bar, and pie graphs using the computer program at a 95% accuracy rate.

Assessment of Unit Facets

Assessment of Unit Facets

Assessment Activity Student Outcomes

Facet 4perspectiv

e

List how there can be discrepancies in their finding or results, then describe what could cause them.

Students were able to list and explain discrepancies in their budget and their tallies with a 75% minimum accuracy.

Facet5

empathy

Essay on why it is important not to change someone’s records and why records are important.

Students were able to write reasons why it is important not to change records and why they are important with 80% appropriate reasons.

Facet6

Self-knowledge

Students will be able to defend what they bought and how they spend their money; they will reflect and evaluate if they made good or bad choices with their money.

The students were able to justify their purchase or explain what they should of done instead, with a 85% appropriate answers.

Assessment of Unit GoalsAssessment of Unit GoalsAssessment Activity Student Outcomes

Goal 1 Students will fill out an information sheet about a job they want in the future and defend their choice.

Due to time restrictions, I did not cover this goal.

Goal 2 Students will make interpretations from practice graphs and their own graph

The students were able to answer questions about their graphs accurately at a 90% accuracy rate.

Goal 3 Students will research Ohio’s job market for a job that they are interested in.

Due to time restrictions, I did not cover this goal.

Goal 4 Students will write/describe why it is important not to change someone’s records and why records are important.

Students wrote appropriate reasons why it is important not to change records and why they are important at an 80% rate.

Unit ResultsUnit Results Overall Results

Students have detailed knowledge on the parts of graphs:

how to make a graph, how to read a graph, and how to answer questions about graphs.

Students can describe the difference between a want and a need

Students are aware that families have a monthly budget and that they have to plan for the future

Students know that they need to read coupons carefully

Students understand they need to plan for emergencies and need to save for the future.

Overall Results Students have detailed knowledge on the parts

of graphs: how to make a graph, how to read a graph, and how to answer questions about graphs.

Students can describe the difference between a want and a need

Students are aware that families have a monthly budget and that they have to plan for the future

Students know that they need to read coupons carefully

Students understand they need to plan for emergencies and need to save for the future.

Unit ResultsUnit ResultsComparing Pretest and Post-test results

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Pre-test

Post-test

Unit Evaluation Unit Evaluation My Evaluation

The unit was plan was for 3 weeks and I taught it for 6 weeks

I still did not finish the unit! Most of the lessons were pretty high

I had to modify them to meet my students needs better

The students really enjoyed the unit once they got into the topic.

The unit went in a very different direction I had to re-plan based on how the students responded I had to fill in the gaps and holes in their learning

My Evaluation The unit was plan was for 3 weeks and I taught

it for 6 weeks I still did not finish the unit!

Most of the lessons were pretty high I had to modify them to meet my students needs

better The students really enjoyed the unit once they

got into the topic. The unit went in a very different direction

I had to re-plan based on how the students responded I had to fill in the gaps and holes in their learning

EvidenceEvidence

Here are pictures of my students work from the unit.

Here are pictures of my students work from the unit.

Bulletin BoardBulletin Board

Student SurveysStudent Surveys

Final copies of graphsFinal copies of graphs

Wants and NeedsWants and Needs

Student’s Unit BookStudent’s Unit Book

Student work sample 1Student work sample 1

Student Income RecordStudent Income Record

Apartment RentalApartment Rental

How will this help in the real world?

(What transition skills did they learn?)

How will this help in the real world?

(What transition skills did they learn?)Social Studies They know they should read coupons carefully They need to buy things that they need before

they buy things that they want They need to have a plan and a budget for their

money Math

They can read tables, charts, and graphs They can make tables, charts, and graphs They know the importance of keeping good

records

Social Studies They know they should read coupons carefully They need to buy things that they need before

they buy things that they want They need to have a plan and a budget for their

money Math

They can read tables, charts, and graphs They can make tables, charts, and graphs They know the importance of keeping good

records

Teaching TipsTeaching Tips Advice about teaching this unit

Be flexible with the time framework for the lessons

Let the students move at their own pace Move at your pace as well

Eliminate & modify lessons or activities based on timelines and the needs of your students

Follow the path of your students within the unit. Have fun teaching and the students will have

fun learning!

Advice about teaching this unit Be flexible with the time framework for the

lessons Let the students move at their own pace Move at your pace as well

Eliminate & modify lessons or activities based on timelines and the needs of your students

Follow the path of your students within the unit. Have fun teaching and the students will have

fun learning!