| CareerZone Lesson Plan Registry
http://www.nycareerzone.org/resources/lessonplans |
| Death and Taxes |
| Author(s): Charles "Chuck" Chafee |
| Grades: 9 - 12 |
| Subject: Career Development and Occupational Studies |
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| Learning Context:
They say that only two things are for certain: death and taxes. This learning unit takes a look at the United States tax system and how it affects each of us. The unit begins with students researching and choosing a career field and concludes with the filing of a tax return. Applicable to students in grades 9-12, the length of this unit is planned at four to five weeks. Depending upon individual needs, this time frame can be adjusted up or down. LEARNING STANDARDS: ELA 1 CDOS 1 MST 2 |
| Procedure:
Initiating Activity: After taking the Meyers-Briggs aptitude test online (www.keirey.com) students will use "Think-Pair-Share" to complete a corners activity to justify/explain the reason for choosing a career (e.g. pay, aptitude/ability, or fun/interesting). -The students will use the library, Guidance Office, and the Internet (CareerZone) for career research through "think aloud" and "written set of steps." At the conclusion of this activity, the students will have collected data, including but not limited to, salary, job descriptions, sector growth, etc. on at least two career fields. Students will organize the career information through the use of a descriptive pattern graphical organizer. (5 days) [Declarative 1, Procedural 1 & 2] -Students will determine whether two career fields are in the same career cluster by using an "open compare and contrast" graphical organizer. (1/2 day) [Declarative] -Students will type a 1-2 page rough draft highlighting the information the student discovered during their research. Students also need to conclude the similarities and the differences observed and documented during the use of the "open compare and contrast" graphical organizer. (1 day) [Procedural 3] -Students will construct meaning on government spending and the economy using the KWL graphic organizer. (2days) [Declarative 3] -Students will organize the goods and services provided by the United States government through the use of a "Wordsplash" graphical organizer during a brainstorming session facilitated by the teacher. (1/2 day) [Declarative 3] -Students will learn the process of completing a W-4 tax form through "think aloud" and "written set of steps." (1 day) [Procedural 4] -Students will construct meaning on taxes and taxation using the KWL graphic organizer. Students will also discover who has to pay taxes by successfully completing a flow chart. (2 days) [Declarative 4] -The students will be given a template of a personal business letter and they will learn the process of typing/formatting the personal business letter through "think aloud" and "written set of steps." (1 day) [Declarative 5] -Students will contact local tax preparers through e-mail, phone, and mail, asking about costs to prepare the tax forms 1040 EZ & 1040 A. (2 days) [Procedural 5] -Students will learn the process of completing a 1040EZ and a 1040A tax return through "think aloud" and "written set of steps." (1-2 days) [Procedural 4] -The students will learn the process of using PowerPoint through the "think aloud" and "written set of steps." (1-2 days) [Procedural 4] -The students will learn the process of using PowerPoint through the "think aloud" and "written set of steps." (2-3 days) [Procedural 6] -The students will write a 250 word essay answering the following question: "What ramifications does cheating on your tax returns have on you, your friends, your school and your government?" Students need to be specific and cite evidence for their arguments. [Extending /Refining exercise] CULMINATING PERFORMANCE: Students will use the PowerPoint software to develop a three to five minute presentation on their career choice, preparing a tax return and the uses of "their" tax dollar. (3-5 days) [Procedural 7] |
| Instructional/Environmental Modifications:
PREREQUISITE SKILLS: Prior to starting this unit, students should have the following skills/knowledge: 1. Word processing (preferably MS Word) 2. E-mail 3. Telephone skills 4. Library and Internet search techniques Students with an IEP may have the learning unit modified to meet their needs. Cooperative groups may be used to assist special needs students with Internet & Library research as well as with the PowerPoint presentation. |
| Materials and Supplies:
1. Word processing software 2. Internet 3. PowerPoint software 4. Electronic mail (e-mail) 5. LCD Projector |
| Time Required:
This unit is designed to be used during the months of March to April, but would be relevant at any time during the school year. The teacher needs to plan time with the Guidance office and Computer Lab in order to facilitate the use of their resources. Also, the teacher should have the most recent versions of the tax forms (W4, 1040EZ, and 1040A) and current information on who is required to file a tax return. The entire unit will take between four to five weeks. |
| Assessment Tools and Techniques:
1. Oral presentation rubric 2. Writing project rubric (See attached sheets) |
| Reflections:
INTERNET WEBSITES: 1. www.keirsey.com 2. www.stats.bls.gov 3. www.nycareerzone.org 4. www.acinet.org/acinet/occ_seal.htm 5. www.sk.hrdc-drhc.gc.ca/lmi/futures/en/frames/l_es10.html 6. www.claitors.com/ooh/ooh00715.htm |
| Attachments:
Attachment 1 |