Work Force Solutions Middle School PDF
Work Force Solutions Middle School PDF
Work Force Solutions Middle School PDF
Lesson M1a
7b.3(A) apply and extend previous understandings of operations to solve problems using addition, subtraction, multiplication, and
§111.23 division of rational numbers
7b.9 (B) determine the circumference and area of circles
8b.6 (B) model the relationship between the volume of a cylinder and a cone having both congruent bases and heights and connect
§111.24 that relationship to the formulas
8b.7(A) solve problems involving the volume of cylinders, cones, and spheres
Instructional Directions This activity is designed to take 25 –45 minutes as presented below.
1. This lesson would follow after students are familiar with formulas for surface area of circle
and rectangle.
2. Discuss with students the various preparations needed for an evacuation and what needs to
be done when we return from the evacuation. What are some of the things we do at home if we
had to leave in an emergency situation? What needs to be done when we return? How do they
think their parents might need to prepare at work? If some of your students have parents who
work in plants, they may be able to share any knowledge they may have with plant turnarounds.
3. Have students complete Blackline Master M1a.1 and problem solve how they will determine
the surface area of this vessel. Guide them through questioning to find that the vessel is
a rectangle and two circles. The height of the vessel is one side of the rectangle and the
circumference of the circle is the other side.
Learning Outcome(s) tudents will be able to use real data to measure, estimate, and hypothesize on real needs
S
and results. Students will determine surface area of a vessel to determine how much cleaning
solution is needed to start the plant up again after a shut down and give a cost estimation.
Related Occupations/Industry S
pecialty Construction Industry; Cost Estimator; Energy Industry: Chemical Plant & System
Operator; Petroleum Pump System Operators, Refinery Operators, & Gaugers
Vocabulary or Concepts
(New and /or Challenging) • Surface area
• Cost estimation
• Proportions
r =11.5"
1. What formula(s) will we need to use to find the surface area
of this vessel?
h=34.5"
2. The solution used to clean this vessel uses 1 gallon per 1000 sq.ft.
How will we find out how much of the cleaning solution we will need?
3. What will the cost of the cleaning solution be to clean this vessel/drum
(Hint: you will need to research costs to solve this.)
2. Which unit of weight is lighter than a ton but heavier than an ounce? __________________________________
4. Which unit of length is about as long as the distance from your shoulder to your elbow? __________________________________
5. Which unit of capacity is about the capacity of a small bottle of salad dressing? __________________________________
7b.2 number and operations. The student applies mathematical process standards to represent and use rational numbers in a
variety of forms. The student is expected to extend previous knowledge of sets and subsets using a visual representation to describe
§111.23 relationships between sets of rational numbers
7b.3(A) apply and extend previous understandings of operations to solve problems using addition, subtraction, multiplication, and
division of rational numbers
Instructional Directions This activity is designed to take 25–45 minutes as presented below.
1. Using Blackline Master M1b, students will use real data to calculate a resource need
based on volume. Have students read the prompt at the top of the page and clarify any
information needing additional explanation.
2. This lesson should follow an introduction to calculating volume, but may also serve as
the introduction if paired with existing resources and lessons.
3. The data in this lesson is extracted from The American Red Cross website; however,
if a local blood bank has similar related information, the teacher is encouraged to modify
the lesson with appropriate data as she/he sees fit.
Reference: http://www.redcrossblood.org/donating-blood
Learning Outcome(s) Students will calculate volume using real data to measure, estimate, or determine resource
capacity or need in specific scenarios related to a hurricane evacuation. Specifically, students
will measure volume, make inferences, approximate, and hypothesize to determine the
amount of blood needed to respond to the emergency scenario following a natural disaster.
Related Occupations/Industry Health Care: Medical & Clinical Laboratory Technologists; RNs, LVNs, and Doctors
Please consult wrksolutions.com/jobs/focuson.html for more information.
IDEAL
• Integrate Blood Bank with a representative visiting classroom
(with a mobile blood unit) or field trip to a blood bank
• Have beakers available to measure out the volume of blood needed
per person or taken from a blood donor.
LIMITED
• Paper-based
Vocabulary or Concepts
(New and/or Challenging) • Volume
• Pints
• Percent
1. If our school district is able to collect 123 pints per day, how many pints will we collect in a school week?
3. The average adult has 10 pints of blood in his body, what percentage would a person donate per donation?
4. If our school district is able to collect 123 pints per day, what percentage would our district contribute to the
need of blood? In a week?
Source: http://www.redcrossblood.org
7b.2 Number and operations. The student applies mathematical process standards to represent and use rational numbers in a
variety of forms. The student is expected to extend previous knowledge of sets and subsets using a visual representation to describe
relationships between sets of rational numbers
§111.23
7b.3 (A) add, subtract, multiply, and divide rational numbers fluently
7b.3 (B) apply and extend previous understandings of operations to solve problems using addition, subtraction, multiplication, and
division of rational numbers
8b.1 (F) analyze mathematical relationships to connect and communicate mathematical ideas
§111.24
8b.1 (G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication
Instructional Directions This activity is designed to take 45–75 minutes as presented below.
1. By applying the content knowledge to a real-life scenario regarding shelter for a hurricane
evacuation, students will complete Blackline Master M1c.
2. This lesson would be best after students understand how to find the surface area of a
rectangle. Showing students the floor plan for the Reliant Center would therefore also be helpful.
Use the link on the next page to access the images of the floor plan.
3. Because the Reliant Center floor is not rectangular, either have students use a best estimate or
you may choose to explain and use calculations for composite figures.
4. Have students determine what they think the measurement for a good walking space would
be between the cots. Because the walking space is an unknown variable at the beginning of
the lesson, this will affect the amount of available space for cots. Similarly, if the space from the
composite figures are included, more cots may fit in the space.
5. It is up to the teacher to decide how to implement the dimensions desired in the lesson. The
worksheet considers the dimensions of Reliant Center.
6. A sample lesson might consider the floor space as a rectangle. An introductory lesson might
only consider a portion of the available space at Reliant Park, such as the football field itself.
Here is an interactive and printable diagram of an NFL football field with dimensions:
http://tinyurl.com/9olez
An NFL football field measures 360' (L) x 160' (W) or 57,600 sq. ft.
If a cot is 75" x 26" or 1950 sq. in., each cot takes up (approximately) 13.5 sq. ft.
Therefore, lined end-to-end, 4,265–4,267 cots would fit in the available space. However,
because this would not allow any room for walking in between the cots, how much space do
we allow for a walking path and how many cots can we realistically fit in the space?
Learning Outcome(s) Students will be able to use real data to measure, estimate, and hypothesize on real needs
and results. This lesson should follow lessons M1a and M1b, measuring surface area and
volume. Students will practice available resource and cost estimation.
Related Occupations/Industry Specialty Construction Industry; Engineer, Cost Estimator, Accountant and Auditor
Please consult wrksolutions.com/jobs/focuson.html for more information.
In an ideal situation, each person would have their own cot. If the floor of the Reliant Center is approximately 706,000 sq. ft. and
a cot is 75" L x 26" W x 16" H, how many cots could we fit in this space? Use the box below to sketch the space and write out any
necessary calculations.
Now, we need to consider a pathway for the people to walk between cots. Use the diagram below to help you answer
the following questions.
X X
2. How much available space for cots does this remove? __________________________________________________
3. How many cots will we be able to reasonably fit in the remaining available space? __________________________
PLANNING AN EVENT
• The following website gives more detail on the various spaces and space configurations
available at the Reliant Center. This additional information can be used to extend the
lesson by exploring different uses of space based on what the space is to be used for
and how the space is to be used.
h
ttp://reliantpark.com/sites/reliantpark.com/files/ReliantStadiumSpace_0.pdf
• Have students plan an event of their choice and determine how the space should be
utilized complete with drawings of the various items that will take up space at the
event. For example, if they are planning a party in the space, they will need to know how
much space each table will take, how many people will be able to sit at each table and
therefore how many people can be hosted.
• This project should focus on extending the idea of understanding the use of surface area
as it accommodates available resources. However, teachers might encourage creativity
in the end product through a demonstration of their event in a presentation, poster, or
other demonstrable product.
7b.2 number and operations. The student applies mathematical process standards to represent and use rational numbers in a
variety of forms. The student is expected to extend previous knowledge of sets and subsets using a visual representation to describe
relationships between sets of rational numbers
§111.23
7b.3 (A) add, subtract, multiply, and divide rational numbers fluently
7b.3 (B) apply and extend previous understandings of operations to solve problems using addition, subtraction, multiplication, and
division of rational numbers
8b.1 (F) analyze mathematical relationships to connect and communicate mathematical ideas
§111.24
8b.1 (G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication
Instructional Direction This activity is designed to take 30–60 minutes based on chosen depth of activity.
or this lesson, students need to be able to find surface area of a rectangle and
F
calculate measurement conversions.
1. Pass a roll of toilet paper (or several) around the classroom and ask each student to
quickly take as much paper off the roll as they would need for a visit to the restroom.
2. Have students follow the Blackline Master M1e. If needed, help students measure
with a ruler, being sure they understand how to measure accurately.
3. Review area of a rectangle if needed so students can answer question 4.
4. Question 6 on the worksheet would be an opportunity to set up a proportion to
calculate the conversion.
5. If possible, have the students take the toilet paper they took from the roll and line the
hallway outside the classroom.
Learning Outcome(s) tudents will be able to use real data to measure, estimate, and hypothesize real needs
S
and results. By measuring/calculating surface area and determining how many rolls are
needed, they can calculate cost estimations. With this information they can hypothesize
the total use and cost of a basic product need during an emergency situation.
Related Occupations/Industry pecialty Construction Industry; Engineer, Cost Estimator, Accountant and Auditor
S
Please consult wrksolutions.com/jobs/focuson.html for more information.
1.. Count how many individual squares of toilet paper you took and write it here: __________________
2. Carefully measure one square of toilet paper to the nearest inch. Be sure to measure all sides and record it below.
4. Assume everyone in the classroom used the same amount of toilet paper you did, how many square inches did the class use?
6. Now, assume the 27,000 temporary residents of the Reliant Center from hurricane Katrina used the same amount of toilet paper
you did, how many square inches of toilet paper would that be? How many square feet would that be?
7. How many rolls of toilet paper would be needed to cover the floor of the Reliant Center (706,000 ft2) if each roll covered
275 square feet?
30 SECONDS
MATH TEKS OBJECTIVES
6b.1 (C) use integers to represent real-life situations
6b.2 (B) use addition and subtraction to solve problems involving fractions and decimals
6b.8 (A) estimate measurements (including circumference) and evaluate reasonableness of results
6b.8 (B) select and use appropriate units, tools, or formulas to measure and to solve problems involving length (including perimeter),
§111.22 area, time, temperature, volume, and weight
6b.10 (A) select and use an appropriate representation for presenting and displaying different graphical representations of the same
data including line plot, line graph, bar graph, and stem and leaf plot
6b.10 (B) identify mean (using concrete objects and pictorial models), median, mode, and range of a set of data
6b.10 (D) solve problems by collecting, organizing, displaying, and interpreting data
7b.1 (A) apply mathematics to problems arising in everyday life, society, and the workplace
§111.23 7b.3 (A) add, subtract, multiply, and divide rational numbers fluently
7b.12 (B) use data from a random sample to make inferences about a population
Instructional Directions This activity is designed to take 25–90 minutes based on chosen depth of activity.
1. Decide whether or not you want to give students time to prepare their 30-second
commercial ,or if you want them to be able to do it without much thought (just like if they
were meeting the CEO in the elevator unexpectedly).
2. Instruct students that they will be holding their conversation using the “30-Second
Commercial” while their back is to the clock and their partner watches time for them.
3. Once a student thinks they have been talking for 30 seconds, they can ask their partner to
stop the clock. The students will then record the actual time on the table.
4. The student recording the time can ask questions of their partner for a true conversation
to take place. Partners will then switch roles and record the second time.
5. Once all students are done, have students announce their times for all students to
record on table. Be sure students understand how to correctly create a stem and leaf plot
as well as calculating central tendencies and range.
30 SECONDS
Learning Outcome(s) Students will be able to estimate time and use the collected data to appropriately display
data in Stem and Leaf Plot as well as find mean, median, mode, and range.
Deliverables Completed Blackline Master M2
Resources Needed • Blackline Master M2
• Clock/stop watch
• Writing utensil
Vocabulary or Concepts • Stem and leaf plot • Range
(New and /or Challenging) • Mean • Outlier
• Median • Shape of data: symmetrical, skewed, peaks
• Mode
30-SECOND COMMERCIAL
What would you say if you were about to interview for a job and you ended up meeting the CEO of the company on the elevator
ride up to the office?
People looking for a job are often asked to summarize their experience and interests in a short speech. Sometimes this is
called an “elevator speech” or “30-second commercial” because it is the short time recruiters or other hiring managers allow
applicants to “sell” themselves before their attention is distracted or disinterest occurs.
Practice your own 30 -second commercial with a partner and make sure you include the following details:
• Information about your education (what you have completed and where you want to go)
• Three unique skills
• At least one notable accomplishment related to the job you might want
• Details on what would make you a good match for this ideal job
30-SECOND COMMERCIAL
How well can people judge the time it takes for 30 seconds to pass?
Instructions: Work with a partner to engage in a conversation about your careers, using your 30-second commercial as material.
One partner should watch the clock and the other should speak. Once the speaker thinks 30 seconds have passed, he/she should
stop speaking and let the timer know when he/she is done.
The timer should record how much time actually passed here: _________________. Switch roles so each has had a turn.
30-SECOND COMMERCIAL
Record data on the Stem & Leaf chart below.
STEM LEAF
KEY:
1. Analyze data: What is the center of the data: mean, median and mode?
2. Analyze data: What is the variability of the data (also known as range)? Identify any outliers.
3. Analyze data: Describe the shape of the data using symmetry, skewed and/or number of peaks.
4. Interpret the results: Give two descriptive statements that could provide an answer to the question “How well can
people judge the time it takes for 30 seconds to pass?”
5. Analyze the results: Did you use your 30 seconds as efficiently as possible? If not, what might you add or remove
to deliver the best commercial for yourself during this time?
PLAN A VACATION
MATH TEKS OBJECTIVES
6b.1 (A) apply mathematics to problems arising in everyday life, society, and the workplace
6b.1 (B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution,
justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution
6b.1 (C) select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including
§111.22 mental math, estimation, and number sense as appropriate, to solve problems
6b.3(D) add, subtract, multiply, and divide integers fluently
6b.3 (E) multiply and divide positive rational numbers fluently
6b.5 (A) a represent mathematical and real-world problems involving ratios and rates using scale factors, tables, graphs, and proportions
Instructional Directions D
epending on the parameters chosen by the teacher, this lesson can take 45 minutes –
2 hours and may be a good project-based lesson that can be assigned in part as homework.
Or, each worksheet (Blackline Master M3.1 and M3.3) can be addressed on separate class
days.
There are various ways to implement this lesson. The idea is that it should inspire both
informed decision making and creativity while supporting the prevailing concepts of
budgeting and consequence.
. Teachers will distribute Blackline Master M3.1 and have students read through the
1
project parameters. Their budget must be completed on the accompanying Vacation Planner
worksheet (Blackline Master M3.3). A pencil is recommended for completion to allow for
correcting errors in calculation.
2. The teacher may choose to implement as is with the provided approximations for travel
expenses, or they can choose to enhance or adapt the lesson with any of the following
options (or others of their own choosing):
. Have student complete the Reality Check activity (found online at texasrealitycheck.com).
A
Have them establish their budget based on one month’s salary in their resulting career.
. Add in luxuries. Students may want to have a “nicer” vehicle that has added perks
B
or they may use a more fuel-efficient vehicle to save money for other items. Either way,
they need to research their decision and provide accurate and verifiable data on costs.
A rental car website might be a good resource, for example. Sources should be cited.
T hey may find travel deals for air- or rail-fare that they can incorporate. The budget must
still remain the same: $5,000 or whatever their monthly salary might be (see A. above).
C. Make it a Family Planning experience. The 7–8 Grade Career Exploration TEKS also
include objectives that focus on teamwork and collaboration. Pairing students together
as “parents” or into small groups as “families” would allow them to plan a vacation in
collaboration while they work on their budgeting and prioritization skills.
Learning Outcome(s) Students will be able to plan a vacation using a budget. Students will have to estimate
expenses (costs), make adjustments based on value judgments, and evaluate outcomes
based on goals.
Related Occupations/Industry Students will be exploring budgeting as it applies to lifestyle decisions and outcomes.
The activity also integrates the need to research options prior to decision making.
Therefore, the most applicable occupations are: Cost Estimator, Accountant, Financial
Analyst, Market Research Analyst and Auditor.
Vocabulary or Concepts
(New and /or Challenging) • Budget
• Miles per gallon
• Miles per hour
• Scale bar (map)
• Scale drawing (map)
PLAN A VACATION
You and your family will be taking a seven-day vacation and your parents have told you that you can make all the choices!
Where to go? What to see? Where to stay? How long will you be away? What to eat? This is going to be fun!
But, you have to stay within some parameters. First, decide how long your trip will last. For every day that you are on
vacation, you must consider the following parameters. This is a driving trip, so you must include the cost of travel by car.
You will also need to stay in a hotel. Finally, everyone needs to eat. Complete the questions below. Then review the rules
(parameters) for your trip. Plan your vacation in your head then start making decisions for your trip. Fill in the boxes on
your Vacation Planner once confirmed. Make sure you stay in budget!
2. Transportation: use your ruler and map/atlas to determine where you will travel, cost of gas, time it will take to travel.
Try not to drive more than 400 miles a day. This may require you to stop and stay overnight somewhere on the way.
Fuel $3.49 per gallon
Car gets 18 miles per gallon
Car drives 70 miles per hour (on average)
3. Lodging: (based on 4-person occupancy, $10 for additional occupant; maximum of 5 occupants per room per day)
$69 for 2 double beds
$99 for 2 double beds, sofa, and continental breakfast
$149 for 2 queen beds, sofa, and continental breakfast
4. Meals: each family member is required to have at least 2 meals per day (one of those meals must be dinner).
$5 Breakfast per person
$7 Lunch per person
$15 Dinner per person
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Transportation
Distance 402 miles 433 miles 640 miles 350 miles 1825 miles traveled
Lodging
Sports Resort @
Disney: 2 qn beds $149.00 $149.00 $149.00 $149.00 $596.00
+ brk
Hilton Riverside:
$149.00 $149.00
2 qn beds + brk
Meals
$80.00 $88.00 $88.00 $88.00 $88.00 $88.00 $80.00 $600.00 meal costs
(meals total x 4)
Admission Tickets
for Four Days $1,116.00 $1,116.00 entertainment
($279 per ticket)
Tickets for a
Riverbarge Cruise $128.00 $128.00
($32 x 4)
TOTAL $3,191.84
EXPENSES
starting in
Transportation
Lodging
lodging costs
Meals
meal costs
(meals total x 4)
entertainment
TOTAL
EXPENSES
Instructional Directions T his activity is designed to take 60–90 minutes of instructional time and 6–8 hours of
project time based on chosen depth of activity. The lesson components should be separated
and delivered as best suited for your instructional needs.
This lesson can be delivered in two ways:
how the video “Miniature Earth” found on You Tube at http://tinyurl.com/yvurqu. Then,
1. S
have students review Blackline Master M4.2 "Miniature Gulf Coast" Scaled Data. Ask
students to write down three careers they see as critical to future societal needs before
and after the video. Lead a short discussion about their initial thoughts and thoughts
after viewing the video. Add additional questions of your own to enhance the discussion
as time permits. This lesson can then be used to introduce other lessons that focus on
high-skill, high-growth jobs for our region or initial research into one of these careers.
2. A
more in-depth variation on this lesson can be done over a series of class periods
where students would have time to view the video, create a data collection and analysis
research project, and make informed conclusions about their research. Access to a
computer with internet access is ideal.
y scaling the statistics, the numbers should have more meaning to the students than
B
data that is based on national or global data. Have students compare the numbers used
in the video and relate the same numbers to their everyday life (if you are on a campus
of about 1000 students this would be a good connection).
Instructional Directions 3. Go over rubric with students and clarify any questions. Consider also providing students
a timeline for due dates and class work days on the project.
4. Students will choose a research question in one of the following “world issue” areas:
• (Un-)Employment
• Educational Attainment
• Income
• Transportation & Commuting
• Cost of Living
• Accessibility to Resources
• Distribution/Availability of Career
• Technology
• Health & Mortality
5. Hand students the Miniature Gulf Coast Project Plan (Blackline Master M4.1). Discuss
pros and cons of working as an individual or as a partner group. Have student choose an
area they would like to investigate. Once they have done this, discuss how to develop an
effect quantitative question for research.
or example: If a student chooses Transportation & Commuting, a good effective
F
quantitative question could be “How many cars do you know of that your family has
owned?”. All responses need to be a single numerical response and a question that their
peers can answer readily when surveyed. Questions should not be “double-barrelled” (i.e.
How many dogs and cats do you have?), where two numbers would be required to answer
the question.
6. Hand students Final Project Plan sheet as their final approved question for research. Once
teacher has these questions, create surveys either on paper or in a tool such as Google
Docs or Survey Monkey. It is best to survey 50–100 peers for an appropriate sample size.
Set aside adequate time for students to respond to all the survey questions. Depending on
the sample size, this may take up to one or two class periods. Discuss with students about
answering the questions to the best of their ability. Once the surveys are complete, give
each student their raw data (responses to survey).
7. Students should then compile mean, median, and mode for the data and should graph
their data as is appropriate. Graphing tools in Excel or other software might be used
depending on how technologically-driven you want the exercise to be. The data should be
summarized in either a final paper or project relating their data analysis to a conclusion or
conclusions about their world issue.
Learning Outcome(s) Students will be able to relate the community at large in proportion to their immediate
community within their classrooms. They will practice creating and analyzing ratios and
proportions as well as functions of quantitative (raw) data. Graphed data may be an outcome
of the project.
Deliverables Formal essay or project board detailing research question, method, data collection,
and conclusions.
Resources Needed IDEAL LIMITED
• Computer • This project is possible without internet or technology
• Internet access but may need to be scaled down to a smaller
• Excel sample size to make implementation easier. Paper-based
• PowerPoint data collection, distribution, and analysis would be the
• Google Docs/Survey Monkey immediate adaptation.
Vocabulary or Concepts • Mean • Graph
(New and /or Challenging) • Median • Data
• Mode • Raw Data
• Ratio • Research Question
• Proportion • Sample
Workforce Solutions is an equal opportunity employer/program.
Auxiliary aids and services are available upon request to individuals with disabilities.
Relay Texas Numbers: 1-800-735-2989 (TDD) 1-800-735-2988 (voice) or 711
Name _________________________________________
Period ________________
Date ________________
I WANT TO WORK (choose one)
q Alone
e-mail ____________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
METHOD
Descriptive/Survey – This method will be used by all students for this project.
RESEARCH QUESTION
(Must be an effective question one of your classmates can answer and is quantifiable; no number ranges, only individual number
responses): __________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
q I understand that my child will be given 12 class days to complete this project (ample time if student(s) stays on task).
Students are welcome to come work on their project during tutorials. If the project is not completed in class, they will have to
complete it on their own outside of school.
REVISED QUESTION:
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
GENDER
• 50 would be male
• 50 would be female
EMPLOYMENT
(among the residents over the age of 16)
OCCUPATIONS
(among the employed residents)
BIRTHPLACE
• 78 would have been born in the U.S.
• 22 would have been born overseas
• 1 would have been born in Europe
• 1 would have been born in Africa
• 4 would have been born in Asia
• 16 would have been born in Latin America
• 14 of the 22 villagers would not be U.S. citizens
ETHNICITY
• 7 Asians
• 17 Blacks
• 36 Hispanics
• 39 Anglos
• 1 person of mixed race
EDUCATION
(among the 63 adults)
TRANSPORTATION
• 38 would drive alone to work every day
• 5 would carpool
• 1 would take public transportation
• 1 would travel by other means
• 3 would work at home
HEALTH CARE
• 77 would have health insurance coverage
• 23 would be uninsured
The village numbers are derived from the Census Bureau’s 2012
American Community Survey. When calculating the village, the residents
were rounded to the nearest whole number.
§127.3 c 8. The student identifies and explores technical skills essential to careers in multiple occupations, including those that are high skill, high
wage, or high demand. The student is expected to: (B) analyze the relationship between various occupations such as the relationship between
interior design, architectural design, manufacturing, and construction on the industry of home building or the multiple occupations required for
hospital administration.
1. The student explores one or more career clusters of interest. The student is expected to: (A) identify the various career opportunities within
§127.4 c
one or more career clusters;
Instructional Directions This activity is designed to take 15–25 minutes as presented below.
1. The teacher should distribute the cards, Blackline Master S1a.1, to students individually or in groups.
2. Students review pictures of people working and find common characteristics to formulate relationships.
3. Arrange pictures into groups based on the identified relationships.
4. Students must justify to others (peers and/or instructor) the groups made.
5. The teacher may elect to use Blackline Master S1a.2 to collect responses.
Learning Outcome(s) T he students will be able to justify his/her decisions based on observations, inferences and
schema. There are no “right or wrong” answers if quality justification can be made.
Related Industries /Occupations Teacher, Postsecondary Teacher, Counselor, Pharmacist, Welder, Electrician, Network & Computer
Systems Administrator, Engineer, Industrial Machinery Mechanic, Machinist, Service Unit Operator,
Geoscientist, Registered Nurse, Licensed Vocational Nurse, Radiologic Technologist, Physical
Therapist, Computer Systems Analyst, Systems Software Developer, Plumber and Paralegal.
Deliverables Peer review or teacher review of groupings. Oral justifications of groupings.
Resources Needed Blackline Master S1a.1
Note: While this is designed to achieve Science TEKS objectives, this activity could be completed in
any subject matter classroom in the intermediate school level.
Vocabulary or Concepts
(New and /or Challenging) • Relationships • Rationalize/rationalization
• Attributes • Justify/justification
• Classification
3 4
Blackline Master S1a.1 – Front A
COMPUTER SYSTEMS ANALYSTS PRIMARY, SECONDARY, & SPECIAL
Computer systems analysts solve computer problems EDUCATION SCHOOL TEACHERS
and apply computer technology to meet the needs Teachers who work in the public school education
of an organization. They analyze user requirements, system teach grades kindergarten through 12.
procedures, and problems to automate or improve Some teachers can work in private or charter schools,
existing systems, and review computer systems which may serve special needs or gifted children.
capabilities, workflow, and scheduling limitations.
SUBSET: BILINGUAL EDUCATION, SPECIAL
Median Hourly Wage: $40.12 EDUCATION, SECONDARY SCIENCE AND
Jobs in 2010: 11,020 MATH TEACHER
Estimated Jobs in 2020: 13,520
Employment Growth: 22.7% Median Hourly Wage: N/A
Annual Average Job Openings: 455 Jobs in 2010: 103,760
Minimum Education: Bachelor’s degree Estimated Jobs in 2020: 152,220
Employment Growth: 46.7%
Annual Average Job Openings: 7,365
Minimum Education: Bachelor’s degree
2 1
PHARMACISTS INDUSTRIAL MACHINERY MECHANICS
Pharmacists count pills, fill prescriptions and provide Industrial mechanics perform a wide variety of duties,
proper selection and dosage of medications, such as preventive maintenance, detecting breakdown
interactions, and side effects of medications. conditions before they happen, making machinery
adjustments, and repairing equipment using blueprints,
Median Hourly Wage: $53.15
sketches, diagrams, and a variety of tools.
Jobs in 2010: 5,130
Estimated Jobs in 2020: 6,560 Median Hourly Wage: $23.23
Employment Growth: 27.9% Jobs in 2010: 11,630
Annual Average Job Openings: 275 Estimated Jobs in 2020: 16,460
Minimum Education: Employment Growth: 41.5%
Master’s degree & license
Annual Average Job Openings: 710
Minimum Education: Long-term on-the-job training
4 3
Blackline Master S1a.1 – Back A
5 6
7 8
Blackline Master S1a.1 – Front B
ELECTRICIANS REGISTERED NURSES
Electricians are in short supply and demand continues A registered nurse (RN) is a nurse who has graduated
to grow in response to an ever-increasing population from a nursing program at a university or college and
and as a growing number of baby boomers retire. The has passed a national licensing exam. A registered
shortage of electricians translates into outstanding career nurse helps individuals, families, and groups to achieve
opportunities to individuals entering into the workforce. health and prevent disease.
6 5
SOFTWARE DEVELOPERS, ENGINEERS
SYSTEMS SOFTWARE Engineers design, develop, test, or supervise
Software developers, systems software, coordinate manufacturing projects and work in the chemical, civil,
the construction, maintenance, and expansion of an computer hardware, electrical, electronic, industrial,
organization’s computer system. mechanical, petroleum, and other industries.
Median Hourly Wage: $42.93 SUBSET: ENVIRONMENTAL ENGINEER,
Jobs in 2010: 8,220 PETROLEUM ENGINEERS, MINING AND
Estimated Jobs in 2020: 10,770 GEOLOGICAL ENGINEERS
Employment Growth: 31.0% Median Hourly Wage: N/A
Annual Average Job Openings: 340 Jobs in 2010: 47,870
Minimum Education: Bachelor’s degree Estimated Jobs in 2020: 58,880
Employment Growth: 23.0%
Annual Average Job Openings: 2,245
Minimum Education: Bachelor’s degree
8 7
Blackline Master S1a.1 – Back B
9 10
11 12
Blackline Master S1a.1 – Front C
GEOSCIENTISTS, EX. HYDROLOGISTICS WELDERS, CUTTERS, SOLDERERS, &
& GEOGRAPHERS BRAZERS
Geoscientists study the composition, structure, and Welders, cutters, solderers, and brazers can use their
other physical aspects of the earth for the purpose skills to pursue careers in high-demand occupations
of oil and gas exploration. Some find additional such as: welder-pipefitter and other pipe trades,
opportunities in education, mining, government, and
structural welder, welder-fitter, maintenance mechanics,
the environmental industry.
scaffold builders, and millwrights.
Median Hourly Wage: $61.63
Jobs in 2010: 4,670 Median Hourly Wage: $17.93
Estimated Jobs in 2020: 6,370 Jobs in 2010: 15,510
Employment Growth: 36.4% Estimated Jobs in 2020: 19,650
Annual Average Job Openings: 310 Employment Growth: 26.7%
Minimum Education: Bachelor’s degree Annual Average Job Openings: 830
Minimum Education: Postsecondary
vocational training
10 9
RADIOLOGIC TECHNOLOGISTS MACHINISTS
& TECHNICIANS Machinists are highly-skilled manufacturing workers.
Radiologic technologists perform imaging tests to assist They use power-operated tools to produce precision
in diagnosing patients. Some radiologic technologists metal or plastic parts.
specialize in computerized tomography (CT) and Median Hourly Wage: $18.95
magnetic resonance imaging (MRI). Jobs in 2010: 11,850
Median Hourly Wage: $26.27 Estimated Jobs in 2020: 14,850
Jobs in 2010: 3,760 Employment Growth: 25.3%
Estimated Jobs in 2020: 5,300 Annual Average Job Openings: 520
Employment Growth: 41.0% Minimum Education: Long-term on-the-job training
Annual Average Job Openings: 215
Minimum Education: Associate’s degree
12 11
Blackline Master S1a.1 – Back C
13 14
15 16
Blackline Master S1a.1 – Front D
SERVICE UNIT OPERATORS, OIL, LICENSED PRACTICAL & LICENSED
GAS, & MINING VOCATIONAL NURSES
A service unit operator’s responsibility is to maintain or Licensed vocational nurses (LVNs), referred to as
increase oil/gas flow from producing wells. licensed practical nurses in some other states, care for
Median Hourly Wage: $18.58 the sick, injured, convalescent, and disabled under the
Jobs in 2010: 6,570 direction of physicians and registered nurses.
Estimated Jobs in 2020: 8,930
Median Hourly Wage: $21.28
Employment Growth: 35.9%
Jobs in 2010: 14,600
Annual Average Job Openings: 375
Estimated Jobs in 2020: 18,920
Minimum Education: Moderate-term
Employment Growth: 29.6%
on-the-job training
Annual Average Job Openings: 820
Minimum Education: Postsecondary
vocational training
14 13
PLUMBERS, PIPEFITTERS, & STEAMFITTERS POSTSECONDARY TEACHERS
Plumbers, pipefitters, and steamfitters are among the Postsecondary teachers instruct students in a wide
largest and highest-paid construction occupations. range of subjects after high school. In addition, many
Plumbers, pipefitters, and steamfitters install, maintain, do research in their area of specialization.
and repair many different types of pipe systems that SUBSET: NURSING INSTRUCTORS AND
carry water, steam, air, or other liquids or gases. TEACHERS, POSTSECONDARY
Median Hourly Wage: $23.60 Median Hourly Wage:
Jobs in 2010: 10,420 N/A
Estimated Jobs in 2020: 12,610 Jobs in 2010: 30,410
Employment Growth: 21.0% Estimated Jobs in 2020: 37,350
Annual Average Job Openings: 520 Employment Growth: 22.8%
Annual Average Job Openings: 1,180
Minimum Education: Long-term on-the-job training
Minimum Education: Master’s/Doctoral degree
16 15
Blackline Master S1a.1 – Back D
17 18
19 20
Blackline Master S1a.1 – Front E
PHYSICAL THERAPISTS PARALEGALS & LEGAL ASSISTANTS
Physical therapy is the method of treatment that varies Paralegals, also referred to as legal assistants, assist
case by case and can be anything from therapeutic lawyers by researching legal precedent,
exercise and functional training to the use of adaptive investigating facts, or preparing legal documents.
devices and equipment or even various forms of Median Hourly Wage: $23.86
electrotherapy. Jobs in 2010: 4,730
Median Hourly Wage: $39.38 Estimated Jobs in 2020: 6,280
Jobs in 2010: 2,960 Employment Growth: 32.8%
Estimated Jobs in 2020: 4,030 Annual Average Job Openings: 220
Employment Growth: 36.1% Minimum Education: Associate’s degree
Annual Average Job Openings: 140
Minimum Education: Bachelor’s degree & license
18 17
EDUCATIONAL, VOCATIONAL, & SCHOOL NETWORK & COMPUTER SYSTEMS
COUNSELORS ADMINISTRATORS
Counselors cover a wide scope of activities for students Network and computer systems administrators are
ranging from encouragement of academics, career professionals that analyze, design and test local area
and personal/social development, to helping students networks (LAN), wide area networks (WAN), Internet,
maximize their academic achievements. intranet, and other data communications systems.
Median Hourly Wage: Median Hourly Wage: $34.43
$27.93 Jobs in 2010: 6,720
Jobs in 2010: 6,250 Estimated Jobs in 2020: 8,910
Estimated Jobs in 2020: 8,540 Employment Growth: 32.6%
Employment Growth: 36.6% Annual Average Job Openings: 335
Annual Average Job Openings: 365 Minimum Education: Bachelor’s degree
Minimum Education: Bachelor’s degree
20 19
Blackline Master S1a.1 – Back E
Name _________________________________________
Period ________________
Date ________________
Review the pictures of people working and find common characteristics to formulate relationships. Arrange pictures into groups
based on the identified relationships. You must justify your decisions based on observations, inferences and schema.
There are no “right or wrong” answers if quality justification can be made. Make any notes below that may help you justify or
prove your answers.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Instructional Directions This activity is designed to take 30–45 minutes as presented below.
1. Set up sounds with appropriate volume for each student to hear sound clips of the 10 Workforce
Solutions high-skill, high-growth jobs provided. (this could be one source to listen to as a class or
an individual device that students could listen to with earphones).
2. Provide chart for students to first record the hypothesis of the sounds they hear from the
recording. Guiding questions: What do you think makes this sound? What type of job might
have this sound in its environment? Encourage students to record observations that inform their
research in the notes box on their worksheets.
3. Give students copies of the Workforce Solutions High-Skill, High-Growth Jobs List and have
the students hypothesize what job is associated with each sound. Play sounds again at your
discretion.
4. Reviewing answers as a group or class will give students an opportunity to justify their thoughts.
Students could compare answers with a partner before the classwide discussion.
Learning Outcome(s) The students will use observation skills to record hypotheses of sounds heard and then
hypothesize about the type of job where that sound may be heard. Students will understand that
observations are not just by sight.
Related Industries /Occupations These 10 jobs have been selected:
• Plumber (flushing toilet)
• Mobile Heavy Equipment Mechanic/Operator (large machine/truck moving)
• Geoscientist (rocks being manipulated/crushed)
• Electrical Power Line Installer/Repairer (buzzing electrical lines)
• Registered Nurse (heart monitor)
• Dentist (tooth drilling)
Hypothesize about the sounds you observe as you listen to audio clips from the world of our region’s workplaces. Then look
at the High-Skill, High-Growth Jobs List and hypothesize the job that could be associated with that sound. Make any notes
that may help you justify or prove your answers.
2.
3.
4.
5.
6.
7.
8.
9.
10.
List of jobs that could create the sounds you have heard:
• Plumber
• Mobile Heavy Equipment Mechanic/Operator
• Geologist
• Electrical Power Line Installer/Repairer
• Registered Nurse
• Dentist
• Pharmacist
• Radiologic Technologist
• Respiratory Therapist
• Accountant
6.3, 7.3, 8.3 Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem -solving to make
informed decisions and knows the contributions of relevant scientists.
The student is expected to: (A) in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence,
logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific
explanations, so as to encourage critical thinking by the student.
Instructional Directions This activity is designed to take 5–50 minutes based on chosen content, modifications
or extensions
ach picture has two “versions.” By using keen observations skills, students can find as many
E
differences between the pictures as possible. Differences can be recorded on Blackline Master
S1c.
Learning Outcome(s) tudents will use acute visual discrepancy skills to analyze the differences between two versions
S
of the same photograph depicting Workforce Solutions high-skill, high-growth jobs.
Related Industries/Occupations Specialty Construction Industry
Deliverables Completed Worksheet with differences between each picture listed.
Resources Needed • Blackline Master S1c
IDEAL: An additional digital photograph for the extension activity.
Vocabulary or Concepts
(New and /or Challenging) • observe • minute (as in small)
• observation skills • analyze/analysis
• visual acuity
A B
1. ______________________________________________________________________________________________
2. ______________________________________________________________________________________________
3. ______________________________________________________________________________________________
4. ______________________________________________________________________________________________
5. ______________________________________________________________________________________________
6. ______________________________________________________________________________________________
Instructional Directions This activity is designed to take 15–25 minutes as presented below.
1. Teacher should cut cards apart, laminate and place cards in an envelope or baggie.
2. Students are placed into partnerships or small groups (no more than three is advised to allow
all students ownership of a portion of the activity).
3. Cards are given to student groups in an envelope. Each envelope contains a set of
10 pictures, 10 job names, and 10 descriptions/scenarios.
4. Student groups spread cards out and observe/read.
5. Students begin to match job names with descriptions by using context clues. Students should
be advised that some safety “tools” could be used by more than one profession, but that in
this activity, there is a best match for each job, description and picture using context clues.
6. Once all pictures, job names, and description/scenarios are matched as the group deems
correct, the group calls the instructor over to check their work.
Learning Outcome(s) The students will use observation and context clue reading skills to match a picture and also a
verbal description of safety equipment to the job that uses it. The finished product here will be
a set of three columns: job names, pictures of safety tools/equipment and a verbal description
or scenario for the equipment’s use. In each row, the goal is for the student to match up the
job, safety equipment and scenario correctly. Each picture will have a specific job and matching
description/scenario. No writing involved in this activity.
Related Industries /Occupations lumbers, Welders, Machinists, School Teachers, Dentists, Nurses, Radiologic Technologists,
P
Computer Programmers, Software Developers and Accountants
Deliverables Students will ask teacher to check completed sets of job titles, description/scenarios and safety tool
once all sets are complete in their group.
Resources Needed . Laminated sets of Tools of the Trade Mix Match and Mingle Activity Cards
1
(Blackline Masters S1d.1)
2. Envelopes for sets as they are cut apart (30 pieces)
3. Key for teacher (Blackline Master S1d.2)
Vocabulary or Concepts
(New and /or Challenging) • Relationships
• Attributes
• Classification
• Profession
Adapted from Clear Creek ISD Mix, Match and Mingle activities: Classification, Ecology, Genetics
Worn whenever contact with blood or These workers have hands-on daily
other potentially infectious materials is contact with their patients and therefore
likely to occur. Since saliva is considered play a vital role in patient safety and
a potential infectious material, these infection control. The Center for Disease
should be worn in almost all patient Control explains how hand-washing is
procedures and when touching contami- the single most effective way to prevent
nated items or surfaces. the spread of infection.
WELDERS Protect eyes from radiation exposure. Infrared radiation can cause retinal burn-
ing and cataracts and it can usually be felt as heat. Ultraviolet radiation, which
cannot be felt, can cause an eye-burn. This condition may not be apparent until
several hours after exposure. It can cause extreme discomfort and can result in
swelling, fluid excretion and temporary blindness.
http://www.lincolnelectric.com/en-us/education-center/welding-safety/pages/person-
al-protective-equipment-faqs.aspx
MACHINISTS Using eye protection in the machine shop is the most important safety rule of
all. Metal chips and shavings can fly at great speeds and distances and cause
serious eye injury. Safety glasses must be worn when working with hand-cutting
tools, since most hand-cutting tools are made of hardened steel and can break
or shatter when used improperly.
http://machinist.org/army-machine-tool/general-machine-shop-safety/
SCHOOL TEACHERS These safety tools may become obsolete with more technology-driven, paperless
assignments.
DENTISTS Worn whenever contact with blood or other potentially infectious materials is
likely to occur. Since saliva is considered a potential infectious material, these
should be worn in almost all patient procedures and when touching contami-
nated items or surfaces.
http://www.ada.org/sections/professionalResources/pdfs/cdc_protective_equipment.pdf
RADIOLOGIC These workers are protected from radiation by using protective equipment such
TECHNOLOGISTS as lead shields, by following rigid safety procedures, and by wearing film badges
to monitor exposure to radiation.
http://www.michigan.gov/healthcareers/0,4590,7-221-39742-63169--,00.html
COMPUTER These workers can design instructions to cut and shape machine, automobile
PROGRAMMERS and aviation parts. They then input an instructional program into their machines
to set guidelines for movement, cutting and shaping. Anyone seeking this
profession should be capable of closely following safety measures, including
wearing safety gear such as earplugs because machine tools can be hazardous.
http://education-portal.com/become_a_cnc_programmer.html
SOFTWARE The American Academy of Ophthalmology also recommends that users should
DEVELOPERS look up or away from their screens several times an hour. In addition, frequent
blinking tends to lubricate the eyes and prevent them from drying out.
http://consumer.healthday.com/encyclopedia/article.asp?AID=646385
ACCOUNTANTS Some workplace injuries can happen from sitting in one place too long while
making sure the company has accurate public records and its taxes are paid
properly and on time. But there is a solution for this kind of fatigue.
http://www.inc.com/guides/2010/05/9-avoidable-workplace-health-safety-hazards.
html/1
7. Force, motion, and energy. The student knows that there is a relationship among force, motion, and energy. The student is expected to:
§112.19.
(B) illustrate the transformation of energy within an organism such as the transfer from chemical energy to heat and thermal energy in digestion
Instructional Directions This activity is designed to take 15–30 minutes for brainstorming; 10–45 minutes for skits
depending on class size.
1. Students have acquired background knowledge and comprehension of energy transformation
that take place around us and the Law of Conservation of Matter (Energy).
2. Students are given a scenario from a particular job. (Blackline Masters S2.1–S2.7)
3. Students brainstorm energy transformations that take place in that scenario.
4. In the blank space on their worksheet, students draw out transformations using arrows to
show direction of transfer.
5. Students create a pantomime (silent) skit of the transformations.
6. Students perform their skit for their classmates. Classmates try to guess which
job is being shown.
7. Class discusses energy transformations shown in group’s skit.
Learning Outcome(s) T he students will demonstrate knowledge and application of energy transformations in an
activity by a given job.
Related Industries /Occupations Scientist, Nurse, Doctor, Accountant, HVAC Specialist, Geoscientist, Licensed Vocational Nurse (LVN)
Deliverables Acting out a pantomime demonstrating the scene given. A list of energy transformations found in
the scene.
Resources Needed Blackline Masters S2.1–S2.7 (This is where students will list their energy transformations.)
Vocabulary or Concepts
(New and /or Challenging) • Pantomime
• Energy
• Law of Conservation of Energy
• Energy transformations
________________________________ ________________________________
Group 1: Astronauts replace a “window” on the international space station that allows sunlight to enter the
lab where the scientists are experimenting on growth plants in space.
When your group is called on, act out your situation. The audience will record on a piece of notebook paper what they think
your situation is and the energy transformations that they saw. Your grade is based on:
• The energy transformations shown below on this page (with arrows correct)
• Appropriate participation in your group
• Showing a minimum of three energy transformations in your pantomime
• Making your situation obvious to your audience in your acting
• Your active participation in observing other groups
________________________________ ________________________________
Group 2: A college nursing instructor is showing students how to give an immunization shot. A student
attempts to give another student a shot and is too rough. The student receiving the shot
screams in pain.
When your group is called on, act out your situation. The audience will record on a piece of notebook paper what they think
your situation is and the energy transformations that they saw. Your grade is based on:
• The energy transformations shown below on this page (with arrows correct)
• Appropriate participation in your group
• Showing a minimum of three energy transformations in your pantomime
• Making your situation obvious to your audience in your acting
• Your active participation in observing other groups
________________________________ ________________________________
Group 3: You eat a bad hamburger, become ill, go to see a doctor. He/She writes a prescription after
examining you.
When your group is called on, act out your situation. The audience will record on a piece of notebook paper what they think
your situation is and the energy transformations that they saw. Your grade is based on:
• The energy transformations shown below on this page (with arrows correct)
• Appropriate participation in your group
• Showing a minimum of three energy transformations in your pantomime
• Making your situation obvious to your audience in your acting
• Your active participation in observing other groups
________________________________ ________________________________
Group 4: An accountant is trying to calculate the end-of-month expenses but her phone keeps ringing and
no one is on the other end. Finally, her boss comes in and informs her that he has been trying to
call her. They realize his phone is not working. He throws it out the window.
When your group is called on, act out your situation. The audience will record on a piece of notebook paper what they think
your situation is and the energy transformations that they saw. Your grade is based on:
• The energy transformations shown below on this page (with arrows correct)
• Appropriate participation in your group
• Showing a minimum of three energy transformations in your pantomime
• Making your situation obvious to your audience in your acting
• Your active participation in observing other groups
________________________________ ________________________________
Group 5: Your home’s air-conditioning has gone out! UGH! You call an HVAC (home ventilation & air
conditioning) specialist to come out and fix the problem. He finds that a huge weed has grown
and become intertwined in the unit outside. He cuts it back and restores AC to your home!
Thank goodness!
When your group is called on, act out your situation. The audience will record on a piece of notebook paper what they think
your situation is and the energy transformations that they saw. Your grade is based on:
• The energy transformations shown below on this page (with arrows correct)
• Appropriate participation in your group
• Showing a minimum of three energy transformations in your pantomime
• Making your situation obvious to your audience in your acting
• Your active participation in observing other groups
________________________________ ________________________________
Group 6: Geoscientists take seismic readings to determine what kind of rock is under the ground. They use
computers to interpret that info and then show the petroleum technician where to drill on a map.
When your group is called on, act out your situation. The audience will record on a piece of notebook paper what they think
your situation is and the energy transformations that they saw. Your grade is based on:
• The energy transformations shown below on this page (with arrows correct)
• Appropriate participation in your group
• Showing a minimum of three energy transformations in your pantomime
• Making your situation obvious to your audience in your acting
• Your active participation in observing other groups
________________________________ ________________________________
Group 7: It’s your grandpa’s birthday. He lives in a nursing home. His LVN (Licensed Vocational Nurse)
wheels him in the room. You get to light the candles on the cake and then help him blow them out
before you all eat it.
When your group is called on, act out your situation. The audience will record on a piece of notebook paper what they think
your situation is and the energy transformations that they saw. Your grade is based on:
• The energy transformations shown below on this page (with arrows correct)
• Appropriate participation in your group
• Showing a minimum of three energy transformations in your pantomime
• Making your situation obvious to your audience in your acting
• Your active participation in observing other groups
Instructional Directions This activity is designed to take 45 –60 minutes as presented below.
1. Students discover background information of the types of high-skill, high-demand jobs found
in the Gulf Coast region (http://tinyurl.com/menzpp9)
2. Students can also review background information on Newton’s Second Law
through discussion of previous lessons or watching a video such as
http://tinyurl.com/kv2osp2
3. Students will be given instructions to think of a contrasting situation related to one of the
jobs on the video to show/illustrate Newton’s Second Law: Force = Mass x Acceleration.
Students select one. All groups can be given the same jobs or each group can have a
different job/scenario. Students must then illustrate the contrasting scenarios.
* Example: The same nurse has to move two different patients from their beds to a gurney to get x-rays
taken. The first patient is an elderly lady that weighs 90 lbs. (lesser mass). The second is a former
Houston Texans player who weighs 295 lbs. (greater mass). To accelerate (move the same direction
at the same speed), the nurse will have to use more force with the second patient – the one with the
greater mass. Students could draw or find computer images to portray this contrasting scene that
illustrates Newton’s Second Law of Motion.
(NOTE: Ask students to avoid situations that involve gravity as most don’t fully grasp the
concept of gravity as a force yet.)
Learning Outcome(s) tudents will review the concept of Newton’s Second Law. Students will also review the
S
types of high-skill, high-growth jobs found in the Gulf Coast region. The students apply their
comprehension of the law by creating an illustration of Newton’s Second Law at work in a
particular job related task. Each student will do his/her own illustration.
Related Industries/Occupations Any of those found in Workforce Solutions’ High-Skill/High-Growth Jobs List
Deliverables Short essay illustrating example of Newton’s Second Law.
Contributions can be individual or group assignments.
Resources Needed IDEAL
• U.S. Department of Labor videos
• Focus On profiles (wrksolutions.com/jobs/focuson.html)
• High-Skill/High-Growth Jobs List (wrksolutions.com/jobs/doc/WFS-HSHG.pdf)
• Computers, Internet access for images, drawing paper, markers, map pencils
LIMITED RESOURCES
• Teacher provides paper-based information on pre-selected jobs from the High-Skill/
High Growth Jobs List (wrksolutions.com/jobs/doc/WFS-HSHG.pdf)
• Students hand-draw illustrations on their essay page
Instructional Directions This activity is designed to take 25–45 minutes as presented below.
1. Read the scenario about living on the moon. Describe general ways life would be
different on the moon.
2. Review the Workforce Solutions High-Skill, High-Growth Jobs List and determine
10 jobs that may transfer to lunar living.
3. Record your ideas and your reason(s) for selecting that job.
4. Record a different challenge for each occupation that might be unique to getting
the job done considering the facts given about the moon.
Learning Outcome(s) The students will understand living conditions on the moon by being able to justify
the need for specific jobs needed for habitation of the moon.
Related Industries /Occupations: All those found in Workforce Solutions High-Skill, High-Growth Jobs List
Vocabulary or Concepts
(New and /or Challenging): • Gravity • Orbit
• Lunar month • Regolith
• Maria • Atmosphere
Life on earth is getting challenging. The earth’s resources just can’t seem to catch up with the ever-growing human
population and the demand we put on the non-renewable resources that we have used for the “necessities” of our
lives. NASA engineers have been exploring the possibility of lunar living for decades, but have renewed their efforts in
the past few years with the goal of having colonies on the moon by the year 2020. Just like the early explorers to the
new world, adaptations have to be made for new surroundings, new challenges and new resources that are available.
Imagine that your family is one of the first families to actually live on the moon and not just visit.
I. Use your schema and the given background facts on the moon to list five specific ways basic life will be different on the moon:
1. __________________________________________________________________________________________________________
2. __________________________________________________________________________________________________________
3. __________________________________________________________________________________________________________
4. __________________________________________________________________________________________________________
5. __________________________________________________________________________________________________________
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
III. C hallenge: Choose five of the jobs above and list specific challenges that a person doing that job would encounter on the moon
as opposed to living on earth.
1.
2.
3.
4.
5.
SPACE SPIN-OFFS
SCIENCE TEKS OBJECTIVES
11. Earth and space. The student understands the organization of our solar system and the relationships among the various bodies that
§112.18 comprise it. The student is expected to: (C) describe the history and future of space exploration, including the types of equipment and
transportation needed for space travel.
3. Describe what the limitations would be considering the difference in gravity between
the earth and the moon.
4. Have students write a 1–2 page paper summarizing their conclusions/findings based
on the instructional direction you have chosen.
Learning Outcome(s) Students will identify space materials & processes that have been used in space history
and then applied to industry/everyday living.
Related Industries /Occupations All those found in the Workforce Solutions’ High-Skill, High-Growth Jobs List
Deliverables 1–2 page paper OR this could be a paperless activity for discussion
Resources Needed Computer(s) to view NASA website, Workforce Solutions High-Skill, High-Growth Jobs List
Vocabulary or Concepts
(New and /or Challenging) • Spinoff
• Velcro
• Any other term used in conjunction with the spinoffs
Instructional Directions This activity is designed to take 30–45 minutes as presented below.
1. Students review simple machines. Teachers review just simple machines that apply
to their curriculum.
2. Students are given pictures of Workforce Solutions high-skill, high-growth jobs and
challenged to hunt for simple machines found in these pictures. (You may use pictures
from Blackline Masters S1a and S1d or any of your choosing.) This activity should
be timed. This could be done in pairs or in a larger group depending on the number
of copies of pictures you have. Students list simple machines found in each pic.
3. Students are then challenged to use Workforce Solutions’ High-Skill, High-Growth Jobs
List to hypothesize which picture fits with which job.
Learning Outcome(s) The students will be able to identify simple machines at work in jobs pictures. Students
will become more aware of the types of jobs available in the Gulf Coast region.
Related Industries/Occupations All those found in Workforce Solutions’ High-Skill, High-Growth Jobs List
Deliverables T his could be a paperless activity for discussion or students could complete the Simple
Machines Scavenger Hunt Activity. (Blackline Master S4)
Resources Needed • Same photos from Blackline Master S1a & S1d
• Blackline Master S4
• Workforce Solutions’ High-Skill, High-Growth Jobs List
Vocabulary or Concepts
(New and /or Challenging) • Scavenger hunt • Inclined plane • Wheel and axle
• Strategy • Pulley • Wedge
• Simple machines • Lever • Screw
SIMPLE MACHINES
WEDGE DESCRIPTION
(Which job is using or might use this machine? What does it look like, what does it do,
how does it work? Give an example.)
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
• Moving incline plane
• Greater distance, less force (longer thinner wedge, less effort)
• 2 wedges put together – knife, ax
• Lock, key – series of wedges, zipper
SCREW DESCRIPTION
(Which job is using or might use this machine? What does it look like, what does it do,
how does it work? Give an example.)
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
• Inclined plane wrapped around a central bar, or cylinder to form a spiral
• Multiplies effort force by acting through a longer distance
• Closer threads – more distance, less force
PULLEY DESCRIPTION
(Which job is using or might use this machine? What does it look like, what does it do,
how does it work? Give an example.)
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
• Rope, belt, chain around grooved wheel
• Mechanical advantage: Changes direction or amount of force
• Increase mechanical advantage, by adding another pulley to create a pulley system
LEVER DESCRIPTION
(Which job is using or might use this machine? What does it look like, what does it do,
how does it work? Give an example.)
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
• Rigid bar, free to move around a fixed point (fulcrum)
• Decrease distance, changes direction of force
• D
ivided into three classes depending on location of fulcrum and forces
(effort force and resistance force)
Instructional Directions This activity is designed to take 20–35 minutes as presented below.
1. Define “Career Exploration” for students. This is the process of aligning interests to possible
job options, identifying appropriate educational and lifestyle choices, and considering options
for achieving their career goals. Discuss with students how they might explore careers, what
careers they are considering, and why they currently have these ideas.
2. Discover Your Interests – Direct the discussion to lead students to considering their interests
and strengths as a starting point for discovering career opportunities.
A. Give examples of strengths/character qualities, such as:
a. Compassionate listener
b. Outgoing encourager
c. Problem solving investigator
B. Have students complete the Discover Your Interests Worksheet (Blackline Master C1)
a. Review questions for understanding
b. Allow time for completion. Students may consult peers as appropriate or
desired based on the nature of the question.
Learning Outcome(s) tudents will be able to determine what talents others may recognize in them, identify
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qualities they admire in others that they possess, acknowledge positive actions that gave
them a sense of accomplishment, identify how interests may turn into occupations.
Vocabulary or Concepts
(New and /or Challenging) • Career Exploration
4. Identify three people you admire. Name THREE QUALITIES or characteristics in each of these people that you most respect
or admire. Circle the qualities that you named that are also true about YOU. How do you show these characteristics?
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
5. Describe something you DESIGNED, CREATED, built, made, or fixed up, that gave you a strong sense of satisfaction.
Tell why you feel good about it.
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
EGG-STREME SPORTS
CAREER EXPLORATION AND PORTALS TEKS OBJECTIVES
2. The student analyzes personal interests and aptitudes regarding education and career planning. The student is expected to: (C)
develop and analyze tables, charts, and graphs related to career interests; (E) identify entrepreneurial opportunities within a field of
personal interest.
4. The student evaluates skills for personal success. The student is expected to: (B) use interpersonal skills to facilitate effective
teamwork; (C) use a problem-solving model and critical-thinking skills to make informed decisions; (D) use effective time-management
and goal-setting strategies; (F) identify skills that can be transferable among a variety of careers.
7. The student develops skills for professional success. The student is expected to: (A) demonstrate effective verbal, nonverbal, written,
§127.3.c and electronic communication skills; (C) model characteristics of effective leadership, teamwork, and conflict management; (E) explore
and model characteristics necessary for professional success such as work ethics, integrity, dedication, perseverance, and the ability to
interact with a diverse population and; (F); complete activities using project- and time-management techniques.
8. The student identifies and explores technical skills essential to careers in multiple occupations, including those that are high skill,
high wage, or high demand. The student is expected to: (A) complete actual or virtual labs to simulate the technical skills required in
various occupations and; (B) analyze the relationship between various occupations such as the relationship between interior design,
architectural design, manufacturing, and construction on the industry of home building or the multiple occupations required for hospital
administration.
1. The student explores one or more career clusters of interest. The student is expected to: (A) identify the various career opportunities
within one or more career clusters; and (B) identify the pathways within one or more career clusters.
2. The student explores pathways of interest within one or more career clusters. The student is expected to: (A) investigate career
opportunities within the pathways; (E) describe the technical-skill requirements for careers of personal interest.
§127.4.c 4. The student explores the professional skills needed for college and career success. The student is expected to: (F) employ effective
leadership, teamwork, and conflict management; (H) demonstrate characteristics required for personal and professional success,
including work ethics, integrity, dedication, perseverance, and the ability to interact with a diverse population.
6. The student explores labor market information. The student is expected to: (A) analyze national, state, regional, and local labor
market information; (B) cite evidence of high-skill, high-wage, or high-demand occupations based on analysis of labor market
information.
Instructional Directions T his activity is designed to take 45 minutes – 1.5 hours as presented below. In this lesson, students
will experience career activities before discussing and analyzing their actions. Allowing time for the
analysis is critical for quality learning outcomes.
1. Scenario (Read aloud or use your best storytelling ability to set up the scenario)
There is a new extreme sport that Eddie the egg, and dozens of his friends are passionate about. They are
free falling from various heights. Their problem is in the landing. They enjoy the sport but have had several
friends scramble their brains in the process. They like to free fall so they like nothing wrapped around
them, hence no parachute, etc.
our company is going to capitalize on this new sport by building a structure to place on the floor where
Y
Eddie and his friends can land safely. You will build a prototype competing with several other companies.
In order to get the business you need to not only build a working structure but have good advertising and
promotional materials.
2. Construction
A. Arrange students in small groups (4–5 students; less or more as appropriate to class size)
i. Groups may choose to divide the tasks or work as one unit.
B. Materials for prototype
i. Pass out 2 pieces of newspaper, 6 inches of tape, 4 straws and 1 raw egg to each group.
ii. To keep it “fair,” the groups must only use the materials given in the construction.
iii. To be sure no group just uses wadded up newspapers, they must use all of the
supplies given to them.
EGG-STREME SPORTS
C. Marketing strategy
i. Decide on a name for the company
ii. Create a slogan/tag line
iii. Any additional advertising strategies
iv. Develop a commercial (time permitting)
D. Organizational plan
i. Since this is a start-up company, staff must be limited. What are the five critical positions?
Why?
E. Customer service
i. The customer/egg must be treated well at every stage of the process
ii. He/she may be pampered (decorated) but not damaged
EGG-STREME SPORTS
I. Share lists with class and make one “ideal” list of occupations needed for the best company
J. Construction
i. What worked well in this phase?
ii. What could they have done differently?
K. Companies
i. What would be the company’s biggest obstacle in being successful?
ii. Direct students to the observation that companies are made up of many occupations,
some more or less obvious than others. Their ideal job may exist where they least expect it.
Learning Outcome(s) Students will be able to identify occupations needed to form a successful company, from occupations
identified through their project development. The project is designed to highlight jobs that are high-
skill, high-growth, apply engineering and mathematical principals to build a structure, use effective
communication tools to create company marketing materials, and introduce business acumen to make
decisions about the organizational structure of a company.
Vocabulary or Concepts
(New and /or Challenging) • Prototype
• Marketing Strategy
• Organizational Chart/Plan
• Hierarchy
REALITY CHECK
CAREER EXPLORATION AND PORTALS TEKS OBJECTIVES
2. The student analyzes personal interests and aptitudes regarding education and career planning. The student is expected to:
(B) make oral presentations that fulfill specific purposes using appropriate technology; (C) develop and analyze tables, charts, and
graphs related to career interests; (D) determine the impact of technology on careers of personal interest; (E) identify entrepreneurial
opportunities within a field of personal interest.
3. The student analyzes college and career opportunities. The student is expected to: (A) determine academic requirements for
§127.3.c
transition from one learning level to the next; (B) explore opportunities for earning college credit in high school such as Advanced
Placement courses, International Baccalaureate courses, dual credit, and local and statewide articulated credit.
5. The student recognizes the impact of career choice on personal lifestyle. The student is expected to: (A) prepare a personal budget
reflecting the student’s desired lifestyle; (B) use appropriate resources to compare and contrast salaries and educational requirements of
at least three careers in the student’s interest area; (C) evaluate at least three career interests based on budget and salary expectations.
Instructional Directions This activity is designed to take 30 minutes – 2 hours as presented below. Additional time can be
allotted if a project-based demonstration of learning is chosen as the students’ deliverable.
T his lesson can be completed in a number of different ways depending on technological resources
available. Please consider the appropriate direction for:
A. a classroom with one internet-accessible computer;
B. a classroom (lab) with multiple computers so that students could work individually or in pairs; or,
C. a classroom with no computers.
lackline Masters C3a and C3b are used for all three options and are necessary to complete option C,
B
as it replaces the online interface.
Please note: It is advisable that teachers check for accessibility and use of the Web site www.texasrealitycheck.
com prior to beginning this lesson. The website has three activity options. We will be using the activity titled
“Reality Check,” or option 1 using the free download Apple app.
REALITY CHECK
2. Students should then write down the salary (range) they must achieve to afford the lifestyle they have
selected. The website provides a salary range and a link to consider careers that might provide this
salary. For students doing the paper activity, they will need to reference the Reality Check Results Grid
(Blackline Master C3b). All occupations on the grid are from the Workforce Solutions High-Skill, High-
Growth Jobs List (wrksolutions.com/jobs/doc/WFS-HSHG.pdf), which should be introduced to students
as a reference in their decision making.
In either case, this is a good time to open a discussion about how the students’ lifestyle choices
affected the available careers and salaries. Depending on the teacher’s discretion and time allotted
for the lesson, students might be allowed to change choices to allow different career options.
--- The lesson can be broken into two smaller units by stopping at this point ---
3. Students should now research the occupation (using Focus On Profiles – wrksolutions.com/jobs/
focuson.html)
A. Multiple computers
1. Have student find their occupation from the list of Focus On Profiles
2. Complete the Focus on Profile Worksheet (Blackline Master C3c)
B. One computer or none
1. Provide hard copies of Focus On Profiles for each student to choose from, or
2. Break into groups and work on an occupation as a team
3. Complete the Focus on Profile Worksheet (Blackline Master C3c)
4. Summarize -- Using all completed worksheets, the students should summarize their findings:
A. Review Focus On Profile worksheet as a class and direct a discussion on choices and outcomes
regarding money, education, and career decisions; or,
B. Have students create presentations on their chosen occupations. These can be oral, essays, group
presentations, posters, or any deliverable deemed appropriate by the teacher. Students should
include information on:
1. how they chose the profession they researched
2. what mattered most in choosing their career
3. how influential were salary and expenses in considering their options
4. what educational steps should they take next
5. where might they look for a job (include specific companies and industries) when they have
completed their education.
Learning Outcome(s) tudents will calculate their cost of living, determine a high-skill, high-growth job that would meet their cost
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of living, and investigate their determined occupation.
Vocabulary or Concepts
(New and /or Challenging) • Cost of living
• High-skill, high-growth occupation
• Post-secondary education
• Student loans
• Public school
• Private school Workforce Solutions is an equal opportunity employer/program.
• For-profit (proprietary) school Auxiliary aids and services are available upon request to individuals with disabilities.
Relay Texas Numbers: 1-800-735-2989 (TDD) 1-800-735-2988 (voice) or 711
page 1 of 2
Name _________________________________________
Period ________________
Date ________________
1. F
or each box above you are going to choose one or more options for lifestyle expenses you might choose to have when you have
your first full-time job after high school or college.
2. I f the box says “Choose 1,” then you would only choose one option. For example: for housing, choose the line that matches the
type of housing you would like to have. If you want to rent a one-bedroom apartment, you would circle 5 next to this choice.
3. For boxes where you can choose more than one option, feel free to choose as many as you think you need or want. For
example, for entertainment, if you plan to go out with friends in town and also take short vacations, you should circle the
corresponding number next to both of these options for a total of five.
4. Total the number of circled points and write the answer in the final space. Using the Reality Check Results Grid, find the column
that matches your number of points and write down the salary range for that column in the box above. Next, choose one or
more occupations you might consider to achieve this salary.
Reality Check may be found at www.texasrealitycheck.com or as an application for Apple products (Android coming soon).
2% 1 Certificate 1
5% 2 Associates 1 Salary Range
7% 2 Bachelor's 2
10% 3 Master's 4
Professional 5 Possible occupations
for my chosen lifestyle
Bilingual Teacher
Read the “Focus On” profile to get more information on occupations that may interest you.
Profiles can be found at http://www.wrksolutions.com/jobs/focuson.html.
Auxiliary aids and services are available upon request to individuals with disabilities.
Name _________________________________________
Period ________________
Date ________________
6. According to this handout how many places offer this training? Name two.
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
7. How many major employers are listed as needing this position? Name two.
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
Instructional Directions This activity is designed to take 45 minutes – 1 hour as presented below.
1. Current Career Choice
A. Depending on class size, arrange students in small groups of four or more (ideally – adapt group
size for smaller or larger classes as deemed appropriate)
B. Using the Career Choice ticket (Blackline Master C4), have students write down their
current career choice and why.
C. Have students share their choices within the small groups
D. Once complete, proceed to step 2
2. Survivor Island – Small and Large Group Activity
E. Scenario – (You may read aloud to class or “embellish” as you feel qualified.)
After entering their chosen professions, the small group travels on a plane together. It crashes on a deserted
island. Others have crashed there as well. The island can only sustain _____ number of people (change this
number to represent two for each group, so if there are four groups, the number would be 4 x 2 or 8).
F. Decisions
i. Based upon their occupation, the small group must decide which two people from their
group can remain. The others are fed to the sharks!
Learning Outcome(s) tudents will recognize how the need for occupations may vary according to the community, consider a
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career choice based upon labor market information, and become familiar with the High-Skill, High-Growth
Jobs List.
Vocabulary or Concepts
(New and /or Challenging) • Labor Market Information
• Tsunami Workforce Solutions is an equal opportunity employer/program.
Auxiliary aids and services are available upon request to individuals with disabilities.
Relay Texas Numbers: 1-800-735-2989 (TDD) 1-800-735-2988 (voice) or 711
LAST FIRST LAST FIRST
Blackline Master C4
CAREER
CAREER
Why? Why?
EXPLORATION
EXPLORATION
2 Training Required
2 Training Required
CAREER
CAREER
Why? Why?
EXPLORATION
EXPLORATION
2 Training Required
2 Training Required
CAREER
CAREER
Why? Why?
EXPLORATION
EXPLORATION
2 Training Required
2 Training Required
CAREER
CAREER
Why? Why?
2 Training Required
2 Training Required
NETWORKING BINGO
CAREER EXPLORATION AND PORTALS TEKS OBJECTIVES
4. The student evaluates skills for personal success. The student is expected to: (B) use interpersonal skills to facilitate effective
teamwork.
§127.3.c 7. The student develops skills for professional success. The student is expected to: (A) demonstrate effective verbal, nonverbal, written,
and electronic communication skills.
Instructional Directions This activity is designed to take 30–45 minutes as presented below.
1. Using Blackline Master C5, complete the activity by having students fill out their
responses to each of the prompt boxes with their individual answers first. Allow a limited
amount of time based on how you would like to implement the lesson. This can be a quick
ice breaker to begin the thought process on interests and education and career decision
making, or it can serve as a larger lesson to include a group discussion. For either, allow
no more than 2–3 minutes for the individual work.
2. Next, explain to students that they will be networking. This is also briefly defined in line
item 3 on the worksheet. Networking is talking to people to discover and share mutual
interests. Role-playing this activity might be valuable at this point.
3. Inform students that they will have 8–12 minutes (again, based on the customization
of your lesson) to network. The first student to find 12 unique connections with other
students to complete their grid should shout “Bingo!” At this point, the interactions
should stop and the teacher should verify the connections by calling out the answers
(i.e. “Johnny, Alice said you both share the same Ideal Job as an Astronaut.”) If all the
answers are verified, that student “wins.”
4. The activity should end with discussion on the purpose of connecting with others through
networking. It also sets up a brief assessment of interests and allows students to take
an inventory of things in their lives that they may not have previously considered valuable
in their career decisions. Some possible questions for discussion are included at the
bottom of the worksheet.
Learning Outcome(s) Students will apply interpersonal skills to recognize similarities in interests and both
education and career decisions with their peers.
NETWORKING BINGO
INDIVIDUALLY
1. Respond to each prompt (as it pertains to your own life and experience) by writing your answer on the “Me” line in each box.
2. You have ______ minutes to complete this portion of the exercise.
IN A GROUP
3. Stand up, walk around, and talk to people. This is called “networking.” Identify individuals that have the same response for
each box. When you find someone that matches your response, write their name in the box. You may not have the same
person’s name more than ONE time in the grid.
4. You have ______ minutes to network and complete your grid. Yell “BINGO!” when all blanks are filled in.
1. How could people who share your interests help you make good educational and career choices?
3. How might a “fun” connection like “favorite hobby” or “animal” help in your career development?
4. Can social media, like Instagram or Snapchat, help us network? If so, how? Can it hurt our networking opportunities?