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This is the fifth in a series of six lessons on careers in the field of oceanography. The lessons would not necessarily have to be done as part of a unit of study on oceanography, marine science, marine biology, etc., but they would certainly be more meaningful to the students if they were integrated into the teaching of the academic content material.
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The COAST Careers module contains videotaped interviews with actual practitioners in several fields related to oceanography. These interviews are intended to put a face with a name as well as a career in order to let the students see "real" people involved in these careers. In using the interviews in a classroom, teachers can point out the diverse nature of the careers related to oceanography as well as the diverse nature of the demographic information related to the practitioners themselves. These men and women come from different backgrounds, are different ages, and have different career interests, yet they all have found a place of work within the broad field of oceanography.
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At the end of this series of lessons, students will be able to:
- Identify the differences between a job and a career
- Identify career areas within the broad field of oceanography
- Explain the commonalties and differences between the various careers in the field of oceanography
- Demonstrate a knowledge of how these various careers relate to each other
- Locate information on the World Wide Web related to a specific career field
- Recognize the necessary educational foundation needed for a specific career field
- Compare and contrast the requirements needed to become a practitioner of various oceanographic career fields
- Determine the high school course selections that would be most beneficial for someone planning a career in oceanography
- Create as part of a group a computer-based project relating to an oceanographic career
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- Access to computers and the Internet
- QuickTime plug-in for viewing the COAST Web site
- Dictionaries
- Spreadsheet software
- Presentation software (e.g., PowerPoint, HyperStudio)
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Activity
- Visit the web sites allapartments.com, movingcalculator.com, or something similar and bring up the salary calculator. Make comparisons in the cost of living between the students' local area and other parts of the United States as based on the salaries given. Give the students actual salary dollar amounts and have them compute what the salary would need to be in another location. For example, if the salary calculator indicates that a person earning $100,000 locally would have to earn $109,969 in another location, what would a person earning $32,000 have to earn at the other site?
- Divide the students into groups and ask them to create a spreadsheet that lists the costs of three universities in different states. The students will need to include the estimated costs for:
- Tuition
- Books
- Supplies
- Room and board
- Travel if out of town
- Food if not living at home
Ask them to determine which of the three universities they investigated seems to be the better buy. What factors might contribute to this?
Next ask the students to visit the Bureau of Labor and Statistics web site [http://www.bls.gov/emphome.htm] and find a salary projection for a particular career. Have them compare the projected salary to the cost of 4 years in college in order to determine how long they will have to work before they begin to show a "profit."
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- Use a rubric to assess each student's ability to work collaboratively. For an example collaboration rubric, visit the EdWeb Web site: http://edweb.sdsu.edu/triton/tidepoolunit/Rubrics/collrubric.html . Many of the activities for these career lessons can best be evaluated through the use of rubrics.
- Check the student groups' calculations to determine if they have arrived at the correct conclusions.
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Last modified: 11-June-99
Copyright Notice
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