Careers

Title: Career Focus on Science and Technology

Author: Jennifer Dwojakowski

Grade Level: 9-12

Subject/Content: Science / Biology

Summary of Lesson: Students will understand the demands of current science professions as well as the contributions past scientists have made to these professions.

Focus Question: What are current professions in the area of science and how have historic figures shaped these careers?

Databases(s): History Resource Center, U.S. and World; WEB FEET, Science Resource Center

Procedures:

• Steps/Activities by teacher:
  • Generate a list of at least 20 popular historical contributors to the understanding of science for your students
  • Allow students to access the History Resource Center: U.S. and World to search for these individuals. During their search they should make note of what their profession was, what their major contribution(s) to science was and the year their contribution(s) were made
  • See possible Global Studies tie
  • Generate a second list of at least twenty job opportunities in the area of science
  • Allow students to search for these professions to find out more about them. Be sure they take notes about each profession including a general job description, qualifications, salary ranges, etc
  • Divide the students into groups of four to share the information they have found
  • Share the job classifieds sections of several newspapers with your students
  • Guide the students in their groups of four as they construct a classified section of their own. Students should divide up the professions between the four members. Each member should be responsible for creating the want ads for the professions they have received
  • Allow the students computer time to compile their want ads onto a single page and creatively make it appear like an actual newspaper classifieds section
  • Again allow the students in their groups of four to divide up the scientists they researched earlier. Each student is now responsible for "applying" each scientist to at least one want ad that the group has created by completing a short application for the scientist. An application may be as simple as:
    Date of application:
    Name:
    Address:
    Qualifications:
    Past experiences in the particular job field:
    Personal references:
  • See possible English tie
  • Stress to students the importance of creativity as well as factual content
  • Allow student groups time to exchange classified pages
  • "Applications" can be used as a study tool. Have students read application information to the class without the name of the scientist. The students will have to guess which scientist they are talking about
• Steps/Activities by student(s):
  • Access the History Resource Center: U.S. and World to search for the list of individuals your teacher gave you. Make note of their science profession, their major contribution(s) to science and the year their contribution(s) were made
  • Search for the list of professions provided by your teacher to find out more about them. Be sure to take note of what the general job description is, qualifications that are necessary, salary ranges, etc
  • Share your information with your small group of four
  • Construct a classified section of a newspaper, such as the examples your teacher has gone over with you. Divide up the professions between the four members. Each member is responsible for creating the want ads for the professions they have received
  • Compile your groups completed want ads onto a single page. Creatively make it appear like an actual newspaper classifieds section
  • Divide up the scientists you researched earlier with your group members. "Apply" each scientist to at least one want ad your group has created by completing a short application as provided by your teacher. Some of the information on the application may be fictional, however most will be factual using the information you collected earlier
  • Exchange classified pages with other groups to share your work

Outcome: Students will recognize great contributors to the history of science as well as familiarize themselves with current scientific career options.

Related Activities: This activity is easily integrated with:

English can be incorporated by: Creating "applications" for the scientists when answering the want ads can instead be an opportunity for students to learn about cover letter writing or resume writing.

Global Studies can be incorporating by: Students can be responsible for looking into the historical perspectives of the scientists they are asked to find out about. Students could spend time looking into the history of scientific thought during the period of time each scientist was making their contribution and the acceptance or lack of acceptance during that time.

Standard Date: December 1994

Content Standard(s): NS.9-12.5(E) Understandings about science and technology; NS.9-12.7(G) Historical perspectives

Learning Expectation: As a result of activities, students will recognize and understand the work of scientific pioneers and understand the demands of current and future of scientific professions.

Performance Indicators:

• At Level 1, the student is able to:
  • Match scientific pioneers to their accomplishments
• At Level 2, the student is able to:
• Recognize and understand the demands of certain scientific professions
• At Level 3, the student is able to:
• Construct a want ads page that details current science professions and a list of applicants

Computer Literacy and Usage Standards 9-12:

• The student will demonstrate proficiency in the care and use of computer-based technology
• The student will develop skills using a variety of computer resources to increase productivity, support creativity, conduct and evaluate research, and improve communications
• The student will use technology resources to improve problem solving and decision-making skills and apply these skills to real world situations

ISTE NETS for Students

• A2 Results of scientific inquiry emerge from different types of investigations and public communication among scientists
• E2 Science often advances with the introduction of new technologies; Creativity, imagination and a good knowledge base are all required in the work of science and engineering

Information Power; Information Literacy Standard 7:

• The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society