There are 16 career clusters leading to various career pathways. Instructors can incorporate these clusters into curriculum design and instruction. Adult education services will include workforce preparation activities and training for specific occupations; this will allow students to achieve their educational and career goals. For a listing and description of these career clusters, please click on the link below.
Students will explore the types of jobs available in the diagnostic services pathway of a health science career cluster in order to encourage students to pursue one of these careers.
At the end of this lesson, students will read text to locate information on diagnostic health care careers, answer text-dependent questions, work with a partner to summarize the information, organize their research in a graphic organizer, and write an informative essay.
Student Target
"I can explain and write about a career in diagnostic services.”
CCR Standards
Writing
Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
Speaking and Listening
Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
Lead CCR Level Specific Standards
Supporting CCR Level Specific Standards
With some guidance and support from peers and others, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 at this level.)
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. [This includes the narration of historical events, scientific procedures/experiments, or technical processes.] a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from and supports the information or explanation presented.
Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
KYAE Employability Standards
E.7 Accurately analyze information and respond appropriately.
E.8 Interact with others in a professional manner.
E.9 Analyze self-performance to better understand strengths and areas for improvement.
