Grade Level:  8, 9, 10, 11, 12

Subject:  Vocational/Technical Skills, Language Arts, Social Studies

Learner Outcome: Students will select one career and produce a six slide power point presentation.

Duration of Lesson: One, two, or three 50 minute class periods, depending on how much time and effort teacher wishes students to put into power point presentation.

Materials:  Career research answers sheet (from Lesson 3), assessment rubric. If teacher does not want to do Lesson 3, student can select any career in which they are interested.

Technology Tools/Courseware: Presentation device (LCD panel, TView, or multimedia projector), computers with internet access and power point software.

Teacher Notes:

ø The teacher must be computer literate and comfortable with power point.
ø Students must have a signed acceptable use policy. If the student does not possess a signed acceptable use policy, he/she can be paired with another student.
ø The nature of this activity is geared to various levels. Some students will be able to add lots of "bells and whistles" to their presentations, while others will have basic presentations. Recommend to students to go through and set up their slides, then go back and add when they have finished the basic requirements.
ø If the teacher has not done lessons 2 or 3, the students can select a career they would like to research. Two good sites for researching careers are the Occupational Outlook Handbook site and Bridges.
ø The teacher may want to do an introduction to power point, depending on the skill level of students.

Lesson:

1. Using the career research questions, and answers from lesson 3, students will select one career in which they are most interested. If students have not completed lesson 3, they can just answer the five questions about one career.
2. Bring up power point on the projection device. Have students follow your lead on the presentation device, especially if they have never done a power point presentation before.
3. Select blank presentation.
4. For the first page, select the last AutoLayout slide (blank slide).
5. The students will then type the name of their career selection into the selected slide using WordArt.
6. Below this, still on the title page, students will insert a text box and type their names and any other identifying information the teacher wishes to include. Show students how to change color, font, and font size.
7.  Be sure to have students select a background either through Presentation Designs or through the background fill selection. Both can be accomplished by right mouse clicking in the background of the slide.  Be sure to show students if they select background fill the various options they have.
8. This first slide is also a good slide to show the students how to add animation effects. Find the Animation Effects - probably under Common Tasks - by clicking on the yellow star icon, then clicking on the arrow, clock, sound icon.
9. From there, students need to check the slide objects they wish to animate and the animation order they wish to use.
10. Students then select entry animation and sounds they wish to use. At this point remind students to get their information down on each slide, then animate. This will ensure everyone gets the needed information into the presentation.
11. The students need to insert five more slides.  The remaining slides should contain the following information, one topic per slide:
a. starting salary
b. training needed
c. hours per week
d. occupational outlook
e. benefits.
*The students will include the research information they recorded on the career research data sheet on each corresponding slide.
12. Once each student's whole presentation is done, then he or she (depending on skill level) can set up their slide show for presentation to the class, using slide transition (automatic or mouse click), internet graphics and/or sound, and other options available in power point.
13. Be sure to save work daily. *Recommended - Save power point presentations to hard drive and to a disk.
*Depending on the skill level and work pace of students, this may take one to two or more class periods.

Modifications:

• Be sure to point out to the students that they can follow your oral directions by watching the overhead projector or screen.
• Go slow!
• Students can be paired or utilize peer tutoring.
• Additional slides could be added to or taken from the power point presentation.
• Students could have a typist assigned to them - they give ideas, typist puts them on slide.
• A hard copy of step-by-step instructions for creating a power point presentation could be created to distribute to those students needing it.
• When presenting power point, student can have a presenter read slides and he/she manipulates computer.

• The Bridges site contains many extension activities that the instructor will want to explore both in the student mode and in the teacher mode. Some to note are the “Career Information,” “WV Link,” and “Employment Trends” articles in the student mode.
• Also on the site is a “Decision Making Guide” that allows students to practice making decisions and gives the student several outcomes based on the decision selected.
• Finally, a college database is accessible at the Bridges site or at ACT, as well as a scholarships and financial aid database.
• Students can create a collage of the different careers they have discovered. A digital or polaroid camera could be used to get pictures of "real-life" occupations.
• Students can create a poster advertising the career they have selected.
• Students can present power point presentation to class.
• Students can put together an amateur production of a recruitment video for a given or selected career.
• Students can interview a professional in the career they have chosen. A cassette recorder could be used for modifications or for additional support.

West Virginia Instructional Goals and Objectives:

Process/Workplace Objective: PW.45, PW.46.
English Language Arts Objectives: 9.15, 9.16, 9.19, 9.25, 10.15, 10.24, 10.31, 10.81, 11.25, 11.26, 11.82, 12.15, 12.24.
Social Studies: 11.57

National Standards:

Life Work Standards:

• Uses various information sources, including those of a technical nature, to accomplish specific tasks.
• Pursues specific jobs.
• Makes general preparation for entering the work force.

• Uses viewing skills and strategies to understand and interpret visual media.

• Understands the concept of regions.

References:
1. Bridges Internet site: Bridges
2.  Learn Net
3.  Teach-nology.com.Rubric
4.  Occupational Outlook Handbook
5.  ACT
 
 
 

Vickie Cutright                                     Rhonda Bolyard                                    Jerry Parsons