Career Exploration Module – DAYS NINE & TEN

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Career Exploration Module – DAYS NINE & TEN
Lesson Title
Research
Scavenger Hunt
Cluster
Pathways
All
Essential
Question
How can locate
additional
information
about Marketing
careers?
TEKS
Career Portals:
1.A, 2.A, 2.B,
2.C, 2.D, 2.E,
4.A, 4.D, 6.A,
6.B, 6.C, 7.A,
8.D
Prior Student
Learning
Students should
have already
been presented
all lecture
presentations
within the
Career Module
Estimated time
Approx 100 min
Objectives
- Identify, explore, and review career opportunities within the Marketing
Cluster
- Compare levels of education for careers of personal interests
- Research steps required to participate in a variety of career and
educational opportunities
Materials/Equipment/Handouts Needed
- Career Scavenger Hunt Handout
- Research Presentation Rubric
- Research Paper Rubric
- Computers with Internet access
- Magazines with a variety pictures of people in the Marketing field
- Poster boards (at least one per student)
- Individual Student Programs of Study (POS)
Introduction/Engage
- Review requirements of the Research Scavenger Hunt
- Allow students to choose their 5 careers of preference
Activities
- Allow students to conduct research via internet and other library
resources
- Students will compile research into an 8-page report
- Students will compile research into a visual display
Lesson Closure
- Review several aspects of the entire Career Exploration Module
using questioning techniques
- Explain the relationship between educational achievement and
career success
Assessment
- Verbal responses to questions
- Research Presentation Rubric
- Research Paper Rubric
Extension
- Create your own version of “Career Jeopardy”
- Instruct students to research the outlook of a variety of Marketing
career opportunities within their community
- Have students to write a reflection paper of the entire Career
Exploration Module Experience
Copyright © Texas Education Agency, 2014. All rights reserved
Day 9 & 10 of 10
Page 1
Accommodations for Learning Differences
- Accommodations Manual
- Guidelines and Procedures for Adapting Instructional Materials
- Sample Curriculum Customizations for Learning Differences
- Lesson Plan/Curriculum Modification Checklist
- Instructor Format for Curriculum Customization for Learning
Differences
Copyright © Texas Education Agency, 2014. All rights reserved
Day 9 & 10 of 10
Page 2
CAREER SCAVENGER HUNT
Name: ___________________________________________ Date: ___________________
This scavenger hunt is designed to help you gain further understanding and knowledge about career
possibilities within your area of interest in Marketing. Based on your recent experiences in this class, you
will choose one occupation from each of the five pathways in the Marketing Cluster to research:
1) Merchandising:
2) Professional Sales:
3) Marketing Research:
4) Marketing Communication:
5) Marketing Management:
You will turn in two separate items:
1. An 8-page report
2. A display to accompany your report
Your report must have the following components:
- A title page (Page 1)
- A table of contents (Page 2)
- At least one-typed page per career (List each career separately at the top of its
respective page)
- A reference page at the end of the report (Page 8)
Within your report, you must include the following information:
- Knowledge, skills, and abilities needed
- At least three activities a person in this position would do on the job
- Physical work conditions
- Educational training required
- Average income
- Outlook of the career over the next five years
- Prospective employers within your city (or within close proximity)
- At least one college that offers a degree plan for this career
- Sources of all information (websites, books, etc.)
Within your display, you must present the following information:
- Names, average salaries, and minimum education requirements of the chosen
occupations
- Pictures or graphics of someone in the chosen fields
- Brief job description of each of the positions
- Actual job postings for each of the positions
Copyright © Texas Education Agency, 2014. All rights reserved
Day 9 & 10 of 10
Page 3
WRITING RUBRIC
Student: _________________________________________
Scoring criteria
Date: ___________________
4
3
Excellent Good
2
1
Needs
Needs
N/A
Some
Much
Improvement Improvement
The writing has all required parts, from introduction to conclusion,
in smooth transition.
The writing is interesting, supportive, and complete.
The writing demonstrates that the writer comprehends the writing
process.
Accurate spelling, grammar, punctuation.
Content of paragraphs emphasize appropriate points.
The writer shows an understanding of sentence structure,
paragraphing, and punctuation.
All sources and references are clearly and accurately
documented.
NOTE: N/A represents a response to the performance which is "not appropriate."
Total points: ______________
Copyright © Texas Education Agency, 2014. All rights reserved
Day 9 & 10 of 10
Page 4
INDIVIDUAL PRESENTATION RUBRIC Presentation Title: ___________________________________________________________________________________ Name: ______________________________ Teacher: __________________________ ID # ______________________________ Date of Presentation: ________________ Criteria Points Organization 11‐15 16‐20 Audience cannot
understand
presentation because
there is no sequence
of information
Audience has
difficulty following
presentation
because student
jumps around
Student presents
information in
logical sequence
which audience
can follow
Student presents
information in
logical,
interesting
sequence which
audience can
follow
____ Student is at
ease with
content, but fails
to elaborate
Student
demonstrates full
knowledge (more
than required)
with explanations
and elaboration
____ Student is
uncomfortable
with information
and is able to
answer only
rudimentary
questions
Student
occasional used
visuals that rarely
support text and
presentation
Student used no
visuals
Visuals 6‐10 Student does not
have grasp of
information; student
cannot answer
questions about
subject
Content Knowledge 0‐5 Mechanics Student's
presentation had four
or more spelling
errors and/or
grammatical errors
Presentation had
three misspellings
and/or
grammatical
errors
Delivery Student mumbles,
incorrectly
pronounces terms,
and speaks too
quietly for students in
the back of class to
hear
Student
incorrectly
pronounces
terms; audience
members have
difficulty hearing
presentation
Student used
Visuals related to visuals to
text and
reinforce screen
presentation
text and
presentation
Presentation has
no more than two Presentation has
misspellings
no misspellings
and/or
or grammatical
grammatical
errors
errors
Student used a
Student's voice is
clear voice and
clear; student
correct, precise
pronounces most
pronunciation of
words correctly
terms
Total‐‐‐‐>
____ ____ ____ ____ Teacher Comments: Copyright © Texas Education Agency, 2014. All rights reserved
Day 9 & 10 of 10
Page 5
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