CAREER PREPARATION UNIT
PROJECT TITLE: Career Preparation at Bay Area Rapid Transit (BART)
OVERVIEW OF PROJECT: Three jobs at BART will be explored (i.e. Train Operators, Station Agents and Electronic Technicians). Lesson plans will be created to assist students in obtaining a job in these areas as well as preparing them to work in these positions. The focus of these lessons will be in the English/Language Arts area.
STANDARDS: The English/Language Arts Content Standards for the Ninth and Tenth Grades for California Public Schools will be utilized in these lessons.
ASSESSMENT: The teacher will utilize the Access Academic Rubric and the Access Lifeskills Rubric. The student will complete written assignments, participate in small group and classroom discussions, devise and present a role-playing activity, participate in a field study assignment and submit extended learning assignments as required.
UNIT OUTCOME: Students will learn and accomplish the following: a role-playing activity prepared and acted by all the students in the class; written assignments; cooperative learning groups; classroom discussions on all three positions; information provided by the teacher regarding these careers; information, sights, etc. provided by the employees working at jobs for BART which will provide the students with a "hands-on" feeling for these careers.
CONDITIONS: An entire unit on BART could extend several weeks to one quarter. The lesson plans presented at this time will take from three to six days. Both classroom and BART facilities will be used. Several employees from BART will be needed for one of the activities. Only normal school supplies and facilities will be required for the other two activities.
CRITERIA: The mastery of the material can be assessed by the nature and quality of the role-playing activity and by the content of the written assignments. The teacher can also determine the mastery of the material by the answers to questions in the classroom discussions and other informal forms of assessment.
MATERIALS: The materials for the lessons of this unit include pencils, paper, assignment sheets, modes of transportation and materials for follow-up letter(s) (e.g. computers).
MODIFICATIONS/ACCOMMODATIONS: Modifications and accommodations
for this unit are designed for those students with special needs but must
be interpreted as suggestions only and are not all-inclusive. Each
teacher in each class must make the necessary changes to suit the needs
of their unique students and situations.
NAME OF LESSON: Train Operator
OBJECTIVE: Students will practice the skills needed to become a train operator for BART.
CLASSROOM ACTIVITIES: Students will be assigned to several cooperative learning groups with five to six students per group. Each group will select a BART train operator and the other students will act as passengers. The teacher will read a list of essential job functions of BART train operators including visually monitoring tracks and platform, making announcements, operating the train and other job functions. Each group will practice "operating the train" from one station to the next with the train operator in the cab and the passengers embarking and disembarking the BART train. After ten to fifteen minutes of practice, each group will perform this train ride for the entire class.
CONDITIONS: The teacher will assign the members randomly to each group. Tables and chairs should be arraigned for cooperative groups and an area in the front of the room should accommodate all group members. The teacher should allow two class periods for this lesson including teacher lecture, group work and performances.
MATERIALS: No extra materials or supplies will be needed for this lesson.
METHOD OF ASSESSMENT: Students will be assessed by how well they perform as a group, the level of seriousness of each group during discussion, practice and final presentation and if they incorporate all or most of the essential job functions outlined by the teacher at the beginning of the lesson.
MODIFICATIONS/ACCOMMODATIONS: Students in each group will modify their performance to accommodate physically challenged or other students. Groups and be larger or smaller depending on attendance on a given day in a particular class. Other changes can be made by the teacher as needed.
STANDARDS ADDRESSED: English/Language Arts Standards addressed include listening and speaking as well as the auxiliary skills: critical thinking, planning, cooperative learning and public speaking and/or acting.