Dana Thomas
Health Career Choices
Health Career ChoicesKey Topics
– Career Information
– Future Trends
– Reduction of Bias
– Self-Awareness
Objectives:
– Students will be able to identify various Health Career Choices.
– Students will be able to discuss different Health Care Careers.
Activity
For this activity, students brainstorm a list of careers in healthcare.
• Ask students to create a list of the 20 most interesting health careers to them. Ask students to think beyond the traditional choices of doctor and nurse.
• Once students have created their lists, create a master list on the chalkboard.
• As a class, use Bureau of Labor Statistics to find the average salaries of these workers in your state. Also find the educational requirements for the most popular health career choices of the class.
• Place the career choices along with the salaries on a bulletin board. These should be ranked from highest to lowest salary. You might also post the educational requirements for each career.
Preparation
Materials needed:
– Bureau of Labor Statistics
– Chromebook
Time needed:
• One or two 45-minute class period(s)
Discussion
Discussion questions to consider asking students include:
• Does the starting salary increase with the level of education required?
• Other than salary, what other rewards might health care workers realize on their job?
Variation
• Refer to a recent list of fastest growing jobs (available through your state’s Division of Employment and Training or Bureau of Labor Information).
• Identify the jobs in health care.
• Why are health care careers growing so rapidly?
• Using the local yellow pages, note the number of males and females in health related careers (e.g., physicians, dentists). Are the numbers equal? If not, why not?
Visit your area career and technical center.
• Identify all health-related occupations for which career and technical graduates are prepared.
• Using the major organs and sensory systems of the body, have students list medical specialists who would be involved with the care of that system. An example would be sense of sight – health care professionals:
o ophthalmologist
o optometrist
o optician
o physician
Culinary: Tools + Equipment Intro
Culinary Basics
Primary Subject Area and Grade Level: |
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– Culinary Basics (introductory culinary course)à grades 9-12 |
Interdisciplinary Connections:(1a: Demonstrating Knowledge of Content and Pedagogy) |
– English/Language Arts |
Lesson Duration:(1e: Designing Coherent Instruction) |
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This lesson will last approximately 45 minutes.
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Relevance/Rationale: (1b: Demonstrating Knowledge of Students) |
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– Checking prior knowledge of students |
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Outcomes/Objectives: (1c: Setting Instructional Outcomes) |
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– Students will be able to list different tools and equipment. – Students will be able to define and differentiate different pieces of tools and equipment. |
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Content Standard(s) and/or Common Core Learning Standard(s): (1c: Setting Instructional Outcomes) |
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– 8.3.6 à Identify a variety of types of equipment for food processing, cooking, holding, storing, and serving, including hand tools and small ware. |
Use of Formative Assessment to Inform Planning:(1f: Designing Student Assessments) |
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– There will be a test on Tools & Equipment |
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Class Information: (1b: Knowledge of Students) |
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– Class has a range of students grades 9-12 – Student ability varies greatly – Introductory course à no culinary courses have been taken at the high school level |
Overview:(1a: Demonstrating Knowledge of Content and Pedagogy) |
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– Students first will assess their prior knowledge on the topic of tools and equipment. – They then will become the “master” of one piece of equipment or tool and will be responsible to teaching the class about their tool. |
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Technologies and Other Materials /Resources: (1d: Demonstrating Knowledge of Resources) |
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– Students will use a piece of paper and writing utensil to create the list. |
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Grouping Strategy: (1e: Designing Coherent Instruction) |
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– Groups are created based on student choice; they will be working within the groups that they selected at the beginning of the semester. |
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Academic Vocabulary: |
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– Various pieces of kitchen tools + equipment. |
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Lesson Procedures: (1a: Demonstrating Knowledge of Content and Pedagogy; 1e: Designing Coherent Instruction) |
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– Students will be working in their cooking groups (2-3 people) and will come up with a list of tools and equipment related to culinary, without using the internet (just prior knowledge). – One person from each group will stand up. As I read a list of tools and equipment, if they have the piece of equipment on their list they must cross it off. The group with the least amount of items crossed off (at the end) will “win”. – Each group then will be assigned a piece of equipment or tool to become the “master” on à they will have to draw a picture or provide a picture, define it, provide an example of how it is used, and list a recipe where you need to use it. This will be put on a poster or GoogleSlide and then presented to the class. |
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Differentiation: (1e: Designing Coherent Instruction) |
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– Students are learning about different pieces of equipment and tools and have different roles in the entire lesson. |
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Assessment Criteria for Success: (1f: Designing Student Assessments) |
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Formative: Novel Ideas Intro Activity à assessing what students already know about kitchen tools and equipment.
Summative: Final assessment on kitchen tools and equipment (at the end of the unit). |
Anticipated Difficulties:(1a: Demonstrating Knowledge of Content and Pedagogy) |
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– Some students may find it difficult to find recipes using the particular tools and equipment, so they will have access to our culinary recipe library where they can find them. |
Reflections:(4a: Reflecting on Teaching) |
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1. How can I increase communication between students? 2. How can I help students make choices/decisions without doing it for them? 3. What are some more ways/resources I can introduce students to do create their projects in a way that they have not done before? |