INSTRUCTIONAL ROLES:
-The teacher concentrates on developing the assignment and introducing career fields. The library media specialist introduces resources and suggests ways to find out what is required of a job by reviewing the format of the different resources available.

ACTIVITIES AND PROCEDURES FOR COMPLETION:
-Introduce students to the idea that they have choices in future careers and jobs. This might be done with a series of hats or objects. Students may guess what the person wearing or using the object might be. As students guess, they may offer their ideas about what that particular job entails. What does the person do most of the time?

-Explain that students will explore at least one career or occupation in more depth. To help in researching, the students must think about different kinds of physical activities. Make a list of such activities, (exclude thinking which is assumed to be part of all jobs).

-After the list is complete, suggest that students pick out one or two of the physical activities that they enjoy. They then should think about jobs that might include these activities. Students use books and other reference materials to find out what the job entails and whether or not their preconceptions are correct.

-In the library media center, the library media specialist introduces students to the locations of reference and career materials. Model the use of the types of materials that students will encounter. Be sure to show examples of what the text will reveal if they read carefully for answers to the questions about physical activities.

*EXAMPLE: Reference Books and Websites

-Use the US Department of Labor's "Occupational Outlook Handbook" to demonstrate categories of information such as:

*Nature of Work: Read for examples of activities.

*Working Conditions: Read for how time is spent on the job.

*Employment:  Read to find out about job opportunities

*Training, Other Qualifications:  Read for information about the kind of training required. What skills are needed? Is physical stamina necessary to complete tasks?

*Job Outlook:  Read for the possible jobs or areas of the country where jobs might exist.

*Earnings:  Read to find out how activities are compensated.

*Related Occupations:  Read about the jobs that might be similar. How are they similar in level of physical activity required?

*EXAMPLE:  Books about Individual Careers

-Check the table of contents for categories. Look for categories of information that tell what a person does during the day. What do the verbs tell about the job? Check the illustrations or photographs. What do the individuals look like they are doing?

-Model an example for students before they begin their research. Students may also use the Career Worksheet to compile their information.
-When students have collected the information, they may return to class and use their notes to discuss their findings in small groups. After the discussion, students use the information to write a short paper about the career and the physical activities required. Labels for each activity may be placed on a bulletin board and students may post the name of the career under the activity that best describes what the job would require.

FOLLOW-UP:
-This activity may be developed around other categories. For example, ask students to think about jobs in terms of the amount of time someone might be silent, sing, talk, or listen. Another example might have students look at careers in terms of modes of transport such as horseback, truck, car, boat, motorcycle, bicycle, sled, etc.