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Exploring Career Choices with the Occupational Outlook Handbook (OOH)
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Activity Description
The Occumational Outlook Handbook is created and maintained by the U.S. Bureau of Labor Statistics. It includes an up-to-date description of occupations, job summaries, entry-level education, median pay, and projected job growth
For this project, using the OOH, students will investigate three jobs of their choice and engage in project based learning activities to delve into various careers and discuss future trends.
Preparation
- Check the website to ensure it is not blocked at your site.
- Read through the lesson plan.
- Print and make copies of any handouts.
More Ways
The U.S. Bureau of Labor Statistics has a vast array of resources including but not limited to:
Under Classroom>Student's Desk> Economics Made Easy, Career Resource Guide, Periodic Table of STEM Occupations, Career Exploration, Economy at a Glance and Maps displaying data on monthly and annual employment across the United States.
Classroom>Under Teacher's Desk> Classroom activities, Posters, Videos
Classroom>Games & Quizzes
Classroom> Questions & Answers
Under Publications Occupational Outlook Handbook
if you are teaching graphs, this is an excellent source of relevant material
Program Areas
- ABE: Adult Basic Education
- ESL: English as a Second Language
- ASE: High School Equivalency Preparation
- ASE: High School Diploma
- CTE: Career Technical Education
- AwD: Adults with Disabilities
Levels
- Intermediate
- High
- Beginning High
- Intermediate Low
- Intermediate High
- Advanced
Lesson Plan
Ask the question: what influences your choice in picking a career? Students turn to each other to discuss then gather as a whole group. Write ideas on the board.
Ask, what are your career goals? What questions do you have as you search for information about different careers: How do you find answers to those questions? Students turn to each other, two pair groups joining together. Then share ideas with the whole group. Write questions on the board, add student answers.
We will be looking at the Occupational Outlook Handbook made and maintained by the U.S Bureau of Labor Statistics.
[go to the tool and demonstrate how to navigate around the website] Ask for a job a student is interested in learning about. Use the job to look up and find current information on median pay, entry-level education, work experience, on the job training, number of jobs, job outlook and employment change.
Have pairs of students work together to explore the website. Search by occupation, by industry, notice job outlook. Students come away from this search with three jobs they are interested to investigate.
Ask what are ways we can communicate the information we learn? If we wanted to share what we are learning about different jobs, how could we share it? Which ones are the students familiar with? Have students pair up to answer and then have them discuss favorites and why. Gather as a class and share ideas.
- oral reports
- Google slide presentation (individual create 5 slides)
- Class slide presentation each student with one slide to present
- create an infographic
- create a poster
- career pathway maps
If the class has not used some of these presentation methods, choose ones you would like to show and or demonstrate.
- Students group according to the career field they are interested in.
- As a group, decide on group roles: (leader, recorder, researcher, time-keeper-choose the ones that will work best for your group) one person will need to email/share with the teacher group timeline and updates
- As a group decide on how you will share your information
- Within the career field, select three entry level jobs to highlight in your presentation Ie: medical field: 1) phlebotomist, pharmacy clerk, EMT
Determine how long groups have to research and prepare their presentations.
Use the document Rubric to Use for Peer Reivew of Slide Presentations.
The class gathers to share the presentations from each of the groups. Students take notes on two things:
- what students did well and what they can do to improve their future presentations
- After all the groups have presented, students write a paragraph summary of what they learned about the job market in the United States. In a second paragraph, write how you will use this information in your own job search.
Gather in pairs to discuss conclusions from using the OOH to explore careers. How will you use this resource?
As a class share the conclusions. Why is it important to have current information? Were there any surprises as you investigated? What are next steps?
Documents
- Rubric to use for Peer Review of Slide Presentation (suggestions from ChatGPT) (1).docx - Rubric for Peer Review
Subjects
- Electives
- Career Exploration
- Employment
- Understand basic principles of getting a job
- Understand wages, benefits, employee rights, and concepts of employee organizations
- Language Arts - Reading
- Comprehension
- Language Arts - Writing
- Language Facility
- Organization of Ideas
- Writing Conventions
- Learning and Thinking Skills
- Demonstrate ability to use critical thinking skills
- Demonstrate ability to use problem-solving skills
- Demonstrate the ability to use information and communication technology
- Demonstrate the ability to view the media critically
- Reading
- Critical Thinking/Decision Making
- Employability
- Writing
- Basic Sentences
- Paragraph Skills
CTE Sectors
- Agriculture and Natural Resources
- Arts, Media, and Entertainment
- Building and Construction Trades
- Business and Finance
- Education, Child Development, and Family Services
- Energy, Environment, and Utilities
- Engineering and Architecture
- Fashion and Interior Design
- Health Science and Medical Technology
- Hospitality, Tourism, and Recreation
- Information and Communication Technologies
- Manufacturing and Product Development
- Marketing Sales and Service
- Public Services
- Transportation
CTE Anchor Standards
- Anchor Standard 3: Career Planning and Management - Speaking and Listening Standard: Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
- Anchor Standard 4: Technology - Writing Standard: Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments and information.