Lessons Integrating Information and Communication Technology within a Curriculum Area


Trisha Demone & Jennifer Langford


Exploring Careers in Science

Grade Level


Subject Area


Overview of unit/lessons/activities (assumptions of prior knowledge/learning)

Students in Grade 9 work on science outcomes related to careers and technology. Students research information about a career and present it to the class using either a brochure (Microsoft Publisher), or a visual presentation (PowerPoint, Star Office Impress, etc.), a video presentation (iMovie/Movie Maker etc.).

One of the main goals is to expose students to a wide range of science careers and to get them excited about their different career choices in the science field. The project looks at it from a selling point, where the students are career recruitment officers for potential employees.

Although this project was designed for an end of the year wrap up, if computers are limited, this could be an ongoing project introduced towards the beginning of the year. This would allow small groups of individuals to work on it at various times.

Correlations to ICT and curriculum outcomes

Grade 9 Science Outcomes

112-8 provide examples to illustrate that scientific and technological activities take place in a variety of individual or group settings

112-10 provide examples of science- and technology-based careers in their province or territory

112-11 describe examples of science- and technology-based careers in Canada, and relate these careers to their studies in Science

ICT Outcomes

BOC 9.1 – operate a wide variety of school media, computers, and other electronically appropriate equipment for learning common communication and the representation of their learning, independently and safely with teacher supervision.

SEHI 9.3 – understand, model, assume personal responsibility for the acceptable use of copyrighted and other informational resources

SEHI 9.5 – identify technology related career opportunities of professional interests, and begin to assess their strengths and interests with respect to technology

PTS 9.3 – explore the curriculum through a wide range of print and electronic forms; accessing and processing information by means of these specialized techniques associated with the technology they select

PTS 9.4 – create and manipulate sound, images, and video using digital equipment and computer-based editing, to represent their learning for particular audiences and purpose, independently

RPSD 9.9 – accurately and independently cite information sources

Projected timeline for preparation and for carrying out activities

This project should take approximately 10 (50 minute) classes.

  • 1 class for introduction and explanation of assignment. During this class they should also choice their partners and their career.
  • 2 classes for research of required career information.
  • 5 classes to produce their final product and to practice their presentation.
  • 2 classes for class presentations.

Time will vary depending on the number of students in the class, access to computers and video equipment, and the amount of out of class work assigned.

Equipment Requirements: (computers, software, etc)

Computers with access to the Internet

LCD Projector

Microsoft Publisher

Presentation Software (PowerPoint, Sat Office Impress, etc.)

Video Equipment

Video Editing Software (iMovie/Movie Maker etc.)

Teaching materials provided (Blacklines, worksheets, templates, teacher materials)

Project sheet provided with rubrics and observational checklist:

Student Project Outline (Word format) (pdf format)

Rubric for Presentation and Brochure (Word format) (pdf format)

Rubric for Presentation and Video (Word format) (pdf format)

Rubric for Presentation and Visual (PowerPoint) (Word format) (pdf format)

Observational Checklist (Word format) (pdf format)

Resources available for teacher/student use (websites, references, etc)

SciencePower 9 textbook


Websites given to the students to begin their research:

Detailed instructions for each activity or lesson (teacher notes, activity information, learning strategies, teacher role, student roles)

This project is designed as an end of the year activity; however, as mentioned previously this could be introduced at the beginning of the year giving more opportunities if computers are limited. Throughout the course of the year, students have learned about various aspects of Biology, Physics, Chemistry and Astronomy. Students will now extend this prior knowledge to incorporate how this information is used in everyday life and in many careers.

Teachers should begin by utilizing one class period to hand out the project outline and explain the requirements and expectations. It should be stressed that they are trying to “sell” their career, so enthusiasm is very important. You may want to discuss different ways that recruitment officers draw your attention and make you want to learn more about what they’re presenting. For example, what do army recruitment officers, university/college representatives, politicians, etc. do to build excitement for their presentation? During this class, students should also form partners and decide on the career they would like to research. They may need some time to think this over.

The next couple of classes should be student research periods, where they are collecting the required information on their career. After the research periods, students will need approximately five classes to work on their production (brochure, visual presentation, or video presentation) and prepare for their presentations.

Students will be evaluated in partners for the class presentation and final product. The student’s individual mark will be based on their work ethic during the research and production classes. Teachers should use the observational checklist (Word format) (pdf format) to evaluate individual progress during these seven days. Depending on the number of students in the class, approximately 2 classes will be needed for class presentations. Evaluation of the class presentation and even the evaluation of the final product can be done while the partners are presenting. Use this mark and then the score from the observational checklist (Word format) (pdf format) to determine student’s individual mark.

Student products expected

Class presentation, as well as one of the following options:

Brochure with Illustration

Visual Presentation (minimum 10 slides)

Video Production

Samples (include teacher notes, assessment information, student work if available)

See detailed instructions above.

Logistics (organization, grouping, management issues, access to technology)

This project is designed for groups of two (teacher or student chosen).

By utilizing and explaining the observational checklist (Word format) (pdf format) in the beginning, appropriate classroom behavior should be displayed, as it will affect student’s individual mark. The teacher will constantly be monitoring and observing the students while they are working.

One computer per partner would be ideal for research and production of brochure and/or visual presentation. If computers are not available, students may be able to rotate in timed intervals using classroom/library computers.

One video camera and computer with video editing program will be required for the students doing the video presentation. Depending on the number of video cameras and equipment available in your school, there may only be a small number of students who are able to do this type of production. The type of production chosen could be on a first come first serve basis.

Assessment information (e.g., rubrics for products and/or process)

Students will be evaluated through the use of a rubric and an observational checklist.

Assessment Rubrics Observational Checklist

Rubric for Presentation and Brochure (Word format) (pdf format)

Rubric for Presentation and Video (Word format) (pdf format)

Rubric for Presentation and Visual (PowerPoint) (Word format) (pdf format)

Observational Checklist (Word format) (pdf format)

Possible extensions

Integration with the grade 9 PDR curriculum (D4.1 – locate and interpret information about a range of occupations), students could talk to other peers about their careers for a career day, incorporating this project with the “Take Your Kid to Work” day where students then, where possible, go and spend a day with a person from their researched career

Adaptations for students requiring additional support

Students may need to work in the learning centre or with the aid of a PSA, an extended period of time may be needed, adapting the amount of detail required, giving those students the exact resources to find their required information, so then they just need to put it together rather then look for it, allowing them to work in a group of 3 so they can help the other individuals out at their level

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