Program Name: All CTE Content Areas
Unit Name: Post-Secondary & Career
Awareness
Lesson Title: Education and Earning Potential/Math Portion
Duration: 2-4 days
Lesson File Name: CTEIncomePotential.doc
Lesson 1 of _1_ ; Unit #___
Teacher/Student Ratio:
STANDARD & MEASUREMENT CRITERIA
STANDARD
Students will analyze their interests, aptitude and skills to plan for a future career.
Measurement Criteria
ARIZONA’S COLLEGE AND CAREER READY STANDARDS
Mathematics
HS.F-IF.5: Relate the domain of a function to its graph, and where appropriate, to the quantitative relationship it
describes.
HS.F-IF.7: Graph functions expressed symbolically and show key features of the graph by hand in simple cases and
using technology for more complicated cases.
OBJECTIVES
Student will be able to:
1. Graph salaries based on education level for a ten-year
period following High School graduation.
2. Discover the monetary advantage of planning a career
path early.
3. Discover the potential loss of income caused by lack of
post-secondary education designed to prepare them for
success in a chosen occupation.
1
LESSON PLAN
TERMINOLOGY
Associate’s Degree: is an undergraduate academic
degree awarded by community colleges, junior
colleges, technical colleges, bachelor's degree-granting
colleges, and universities upon completion of a course
of study usually lasting two years.
Bachelor’s Degree: is usually earned for
an undergraduate course of study that normally
requires three to five years of study (depending on
institution and field of study.
College: A degree awarding educational institution, a
part of a collegiate university, or an institution offering
vocational education.
Updated 9/16/2015
INTRODUCTION
Bell Work/Beginning of Class Procedures: Teacher will pass out the note sheet to all students. Using the Bell Work
slide, teacher will have students write a two-sentence summary of what they remember from the articles that were
read concerning earning potential based upon education.
Purpose of today’s learning: Students will research careers that need different levels of education, graph the salary
results and make conclusions about the earning potential at different education levels and the benefits of continuing
on with career training and education immediately after high school.
CONTENT
TEACHER ACTIONS
STUDENT ACTIONS
1. Teacher will show slide titled “Objectives” and instruct
students to write the objectives in their own words on
their note sheets.
1. Students will write objectives in their own words on
their note sheets.
2. For the slide titled “Gather Information” teacher will
instruct students to log in to Navigator and click on the
Learn About Myself tab.
2. Students will log in to Navigator and begin to search
for a career they are interested in.
3. For the slide titled “Continue Gathering Information”
teacher will have students view their assessment results or
take an assessment if they haven’t already.
3. Students will view their assessment results or take
an assessment if they haven’t already.
4. For the two slides titled “Choosing a Career Cluster and
Choosing a Career Pathway,” teacher will instruct
students to write the cluster and pathway of the career
they chose in the indicated spaces.
4. Students will record their career cluster and pathway
on their note sheets.
5. For the slide titled “Find a Career – no results” teacher
will instruct students to click on the drop-down for High
School Completion. When it says “there are no results to
display” the teacher will instruct students to write
“minimum wage job” on their note sheet.
5. Students will record “minimum wage job” on their
note sheet if applicable.
6. For the slide titled “Find a Career – with results”
teacher will instruct students to pick a career from the list
and record it on their note sheets.
6. Students will pick a career from the high school
completion list and record it on their note sheets.
7. For the slide titled “Record Annual Salary based upon a
High School Education” teacher will instruct students to
scroll down to Salary and Outlook, pick the State Salary of
7. Students will find the median annual salary for the
job they chose, and record it on their note sheets.
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LESSON PLAN
Updated 9/16/2015
Arizona (on a click, a circle comes in to indicate the proper
place), and click to show that they should choose Annual
Salary. The next click shows that teacher should instruct
students to use the median salary, and the next click gives
the instructions to write the median annual salary on their
note sheet.
8. For the slide titled “Figuring annual Salary from
Minimum Wage” teacher will discuss minimum wage with
students and instruct them on the method of finding an
annual salary from an hourly minimum wage.
8. Students will compute annual salary from hourly
minimum wage and record this amount on their note
sheet if applicable.
9. Teacher will now have students find a job requiring an
Associate’s Degree and write the job title and Arizona
median annual salary on their note sheets. The slide titled
“Record Information Based upon an Associate’s Degree
or Certificate,” goes through the steps to do this in 7
clicks.
9. Students will find a job that requires an Associate’s
Degree or certificate and write the job title and Arizona
median annual salary on their note sheet.
10. Teacher will now have students find a job requiring a
Bachelor’s degree and write the job title and Arizona
median annual salary on their note sheets. The slide titled
“Record Information Based upon a Four-year Degree
(Bachelor’s Degree)” goes through the steps in 7 clicks.
10. Students will find a job that requires a Bachelor’s
Degree or certificate and write the job title and Arizona
median annual salary on their note sheet.
11. Teacher will make sure all students have their note
sheet completely filled in using the slide titled “This is how
the note sheet should look now” slide. (6 clicks)
11. Students will make sure the front of their note
sheet is completely filled in using the example on the
slide
12. Teacher will have students fill in the table on their note
sheets. The slide titles “Table Instructions and
Parameters” gives the overall instructions, which are also
listed on the students’ note sheets. These instructions are
broken down step-by-step on the next 3 slides.
12. Students will read the table instructions on their
note sheets and begin to fill in salary amounts on their
note sheets.
13. On the slide titled “Table Instructions for High School
Salary” teacher reminds the students that they will either
have a regular annual salary to use or a minimum wage
salary. Have them follow the set of instructions that
applies to the type of salary they have. Arizona minimum
wage increases 1.28% every January pursuant to a
statutory cost of living formula that was built into the 2006
Minimum Wage Act. Explain to your students how to
calculate the 1.28% cost-of-living increase – multiply the
Yr. 1 salary by 1.0128 to get the Yr. 2 annual salary.
13. Students will begin to complete the table on their
note sheet. They will follow the set of instructions that
applies to their situation. For the High School row, if
they ended up with a Minimum Wage Annual Salary,
they will multiply each year’s salary by 1.0128 to get
the next year’s salary. If they had the chance to choose
a job with an Annual Salary, they will multiply each
year’s salary by 1.025 to get the next year’s salary.
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LESSON PLAN
Updated 9/16/2015
Multiply the Yr. 2 salary by 1.0128 to get the Yr. 3 salary,
and so on. If they have listed a job with an Arizona median
annual salary, they will need to compute a 2.5% cost-ofliving increase each year by multiplying their annual salary
by 1.025. (3 clicks bring in the Minimum Wage Annual
Salary figures for the first few years.
14. The slide titled “Table Instructions for Associate’s
Salary” will help teacher show students how to fill out the
row for the Associate’s degree job position. The set
scenario for Associate’s is that the student works part-time
20 hours/week during the 2 years to get an Associate’s
degree. Therefore, they will use ½ the Minimum Wage
Annual Salary ($8,050) for the first year, give themselves a
1.28% increase from that salary for year 2, then in year 3
jump to the Annual Median Salary for Associate’s that they
wrote on their note sheets. They will give themselves a
2.5% increase annually until the row is complete. (4 clicks
bring in the salary figures for the first few years.)
14. Students will complete the Associate’s row on the
table on their note sheet by using ½ the Minimum
Wage Annual Salary in Yr. 1 (Assuming they will be
working 20 hours/week at a minimum wage job during
the 2 years they are in school for their Associate’s
Degree or Certificate). For Yr. 2, they will give
themselves a 1.28% increase. In Yr. 3, they can write
the Annual Median Salary from the Associate’s line on
their note sheet, then give themselves an increase each
following year of 2.5%
15. The slide titled “Table Instructions for Bachelor’s
Salary” will help teacher show students how to fill out the
row for the Bachelor’s degree job position. The set
scenario for Bachelor’s is that the student works part-time
20 hours/week during the 4years it would take to get a
Bachelor’s degree. Therefore, they will use ½ the
Minimum Wage Annual Salary ($8,050) for the first year,
give themselves a 1.28% increase each year for years 2 - 4,
then in year 5 jump to the Annual Median Salary for
Bachelor’s that they wrote on their note sheets. They will
give themselves a 2.5% increase annually until the row is
complete. (6 clicks bring in the salary figures for the first
few years.)
15. Students will complete the Bachelor’s row on the
table on their note sheet by using ½ the Minimum
Wage Annual Salary in Yr. 1 (Assuming they will be
working 20 hours/week at a minimum wage job during
the 4 years they are in school for their Bachelor’s
Degree). For Yr. 2 - 4, they will give themselves a 1.28%
increase. In Yr. 5, they can write the Annual Median
Salary from the Bachelor’s line on their note sheet,
then give themselves an increase each following year of
2.5%
16. When the tables are complete, teacher will use the
slide titled “Graph Your Results” to introduce students to
the idea of graphing the findings recorded in their table.
Instruct students to either graph the table by hand or as
an Excel document.
16. Students will look at the slide “Graph Your Results”
to get an idea of where to start as they graph their
results on their note sheets or as an Excel document.
17. Teacher will use the slide titled “Excel Graph Example”
to show students that all three data sets will be graphed
on the same graph using different colors.
17. Students will graph their results by hand on their
note sheets or as an Excel document.
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LESSON PLAN
Updated 9/16/2015
18. The slide titled “Hand-Draw the Graph” gives a blank
graph for teacher to demonstrate the graphing process, IF
Excel is not being used.
18. Students will hand-draw the graph following
teacher instructions if not using Excel.
CLOSURE
The “Student Closure” slide will be used by teachers to get students deeper into their data. This slide should be
customized by teacher to lead students to use their data for the culminating writing task. Students will follow
instructions to use the data from their table and graph to assist in their culminating writing task.
EQUIPMENT
Projector
MATERIALS
Note Sheets
SUPPLIES
Colored Pencils or Markers
Rulers
Calculators
RESOURCES
ACCOMMODATIONS
PowerPoint Presentation
Teachers:
Navigator, CareerOneStop or any career interest
inventory.
Based on review of each student’s IEP or 504 plan make
appropriate accommodations.
Encourage participation from all students to the best of
their ability.
Calling on “non-volunteers” may not be appropriate for
all students.
Excel - optional
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LESSON PLAN
Updated 9/16/2015