"Real World"

Introduction

This lesson was originally developed as part of the Illinois State Board of Education Learning Technology Center's Enternet '99 Project, coordinated by Area One Learning Technology Hub and has been further developed as part of the Illinois State Board of Education ILSI Knowledge Section, coordinated by Suburban Cook County Learning Technology Center.

In this unit, students will research career information designed to help them make informed decisions about their future work lives. After selecting a desired occupation, the students will research and develop a budget that reflects the lifestyle that fits the salary associated with that career. They will be held accountable for keeping track of their finances and being economically responsible. They will communicate their findings through a final presentation. 
 
 

Content Area and Grade Level

This interdisciplinary unit is written for fifth grade students. Math, social science and language arts concepts are incorporated in this unit.

STATE GOAL 1:Read with understanding and fluency.

B. Apply reading strategies to improve understanding and fluency.

1.B.2c Continuously check and clarify for understanding (e.g., in addition to previous skills, clarify terminology, seek additional information). 

1.B.3b Identify text structure and create a visual representation (e.g., graphic organizer, outline, drawing) to use while reading. 

C. Comprehend a broad range of reading materials.

1.C.2a Use information to form and refine questions and predictions.

1.C.2d Summarize and make generalizations from content and relate to purpose of material.

1.C.2f Connect information presented in tables, maps and charts to printed or electronic text. 

A. Use correct grammar, spelling, punctuation, capitalization and structure.

3.A.2 Write paragraphs that include a variety of sentence types; appropriate use of the eight parts of speech; and accurate spelling, capitalization and punctuation.

3.A.3 Write compositions that contain complete sentences and effective paragraphs using English conventions.

C. Communicate ideas in writing to accomplish a variety of purposes.

3.C.2b Produce and format compositions for specified audiences using available technology. 

B. Speak effectively using language appropriate to the situation and audience.

4.B.2d Identify main verbal and nonverbal communication elements and strategies to maintain communications and to resolve conflict. 

B. Investigate, represent and solve problems using number facts, operations

(addition, subtraction, multiplication, division) and their properties, algorithms and relationships.

6.B.2 Solve one- and two-step problems involving whole numbers, fractions and decimals using addition, subtraction, multiplication and division. 

C. Compute and estimate using mental mathematics, paper-and-pencil methods, calculators and computers.

6.C.2a Select and perform computational procedures to solve problems with whole numbers, fractions and decimals. 

6.C.2b Show evidence that computational results using whole numbers, fractions and decimals are correct and/or that estimates are reasonable. 
 
 

This length of this unit is approximately four to six class periods, based on 55 minute class period.

• Students will choose a career and job location.
• The students will brainstorm possible questions to answer in relation to a self-sufficient lifestyle.
• Students will use on-line resources to research salaries and living expenses.
• The business letter format will be studied and utilized as another method of obtaining specific information.
• Students in create a budget outline for one month using their research.
• Students will use a check register, write checks, and use a calculator to balance a checkbook.
• Students will use a spreadsheet to generate graphs related to monthly expenses.
• Students will synthesize information gathered.
• Student will use the descriptive writing format as part of their presentation.
• Students will select a presentation format to share their findings and conclusions.

Resources Needed

What's needed to implement this lesson:
 
 

• A visual model of a business letter in order to produce their own letter to a company or city

• http://www.palos118.org/East/Curriculum/realworld/index.html 
• http://www.salary.com
• http://stats.bls.gov/oco/ocoiab.htm 
• http://jobsmart.org/tools/salary/sal-prof.htm
• http://www.allapartments.com/
• http://www.yahoo.com/Regional/U_S_States/
• http://www.lycos.com/cgi-bin/pursuit?query=careers

At least one teacher is needed to explain the purpose of a budget and keeping an accurate checking account. It is helpful to have another adult while researching careers, creating graphs and budget outlines.

Entry Level Skills and Knowledge

The students need to be able to add, subtract, multiply and divide decimals. They should be able to represent numbers in the written and standard notation. For example, 24 is twenty-four.

Evaluation

The unit will be successful if the students complete a checkbook with accurately written checks and register. The budget outline reflects the expenses that were incurred over a month period. The graph will illustrate visually the monthly expenses. The business letter should request applicable information. The one page paper should give an overview of the chosen career.

Evaluation Rubric

Activities	Exceeds	Meets	Striving	Not yet
Each career group generates a list. Back in large group, a chart is generated using all the ideas from the small groups.	The group created more than three questions related to their career and self-sufficient life style.	The group created three questions related to their career, and at least two questions related to a self-sufficient life style.	The group created two questions related to their career, and one question related to self-sufficient life style.	The group could not compile a list of questions related to their career.
Students will use a concept map to gather information about their career.	The student is able to independently complete a well developed concept map that shows additional research was done on his/her career.	The student is able to independently complete a well developed concept map.	The student is able to complete a concept map with some assistance.	The student is unable to independently create a concept map.
Develop a research paper, short report, essay, etc. using standard English conventions including correct grammar, complete sentences and effective paragraphing.	The research paper does have a clear focus. There are supporting details, there are no grammar, spelling or punctuation errors.	The research paper does have a focus. There are some supporting details, there are two to three grammar, spelling or punctuation errors.	The research paper does have a focus. However, there are no supporting details, there are three to five grammar, spelling or punctuation errors.	The research paper does not have a focus. There are no supporting details, there are more than five grammar, spelling or punctuation errors.
Use peer editing to check for mistakes in conventions. Edit and revise work. Show through multiple drafts the ability to edit and revise a piece of writing	The student was able to stay on task. They were able to peer edit independently.	The student was able to stay on task. They were able to peer edit another student with some help.	The student was able to stay on task. They were unable to peer edit.	The student was unable to stay on task. They were unable to peer edit.
Develop a sample letter to an actual business. List current address, experience, phone number, hours available, etc.	The business letter follows the correct format. The letter had a particular purpose. The student used a word processing program to create the letter and corresponding envelope.	The business letter follows the correct format. The letter had a particular purpose.	The business letter did not follow the correct format completely. The student did not write for a particular purpose.	The business letter did not follow the correct format. The student did not write for a particular purpose.
Develop and present an oral report that reflects on the overall project.	The student's presentation is organized, the audience could hear the presentation, there was continuous eye contact, expression or articulation.	The student's presentation is organized, the audience could hear the presentation, there was some eye contact, expression or articulation.	The student's presentation is organized, the audience could sometimes hear the presentation, there was some eye contact, expression or articulation.	The student's presentation is not organized, the audience could not hear the presentation, there was no eye contact, expression or articulation.
Calculate monthly expenses using given weekly amounts.	The student was able to calculate monthly expenses with given amounts and verified answers by checking.	The student was able to calculate monthly expenses with given amounts independently.	The student was able to calculate monthly expenses with given amounts with some teacher assistance.	The student was not able to calculate monthly expenses with given amounts without teacher assistance.
Create a budget that reflects weekly and monthly expenses.	The budget lists all expenses to sustain a self-sufficient lifestyle and are accurately calculated. The budget does not exceed the student's monthly income.	The budget lists most of the expenses to sustain a self-sufficient lifestyle and are accurately calculated. The budget does not exceed the student's monthly income.	The budget does not lists all expenses to sustain a self-sufficient lifestyle and are accurately calculated. The budget does exceed the student's monthly income.	The budget lists few expenses to sustain a self-sufficient lifestyle and are not accurately calculated or the budget exceeds the student's monthly income.
Balance a checkbook that shows weekly and monthly expenses. Create a graph using a spreadsheet that shows all expenses.	The checkbook balances to the penny. The graph reflects all the expenses shown.	The checkbook's balance is off by less than $5.00. The graph reflects all the expenses shown.	The checkbook's balance off by $5.00 to $10.00. The graph does not reflect the expenses shown.	The checkbook's difference is over $10.00. The graph is incomplete.

A teacher can limit the expenses or delete one of the components.

This unit has been field tested and students have been very positive about their experience.