Day 3: Career Deep Dive

Daily Learning Contract

• Topic: Career Research
• Objective: Students will document work, preparation, pay, and outlook for one career using labeled evidence.
• TEKS: d(8)(B)
• Demonstration of Learning: Career Deep Dive.

Lesson Overview

Before Class

Provide one FYF workbook and one device per student. Print zero copies by default; print the four-page enlarged guide only for students using the no-workbook or added-scaffold route. Test the sources and project the supplied Registered Nurse card dated August 11, 2026. Start with the district-licensed FYF, H&L, or Xello evidence students are using. Use BLS as a national cross-check. Do not mix a local range with a national median without labeling both.

Warm-Up (5 min)

Label each phrase as place, year, or measure: DFW, May 2024, median annual wage. Explain why a salary without these labels is incomplete evidence.

Activity 1: Read a Source Card (10 min)

Model how to capture:

• career and common tasks;
• typical education or training;
• license or certification when the source names one;
• salary with place, year, and measure;
• outlook with geography and time period; and
• source title or URL.

Say explicitly: median is not starting pay, national is not DFW, and a posted salary is not a guarantee.

Activity 2: Complete the Deep Dive (25 min)

Students research the career from Day 2 on FYF pp. 285-286. They may use a current H&L or Xello profile, BLS, an official training provider, or the teacher's fixed evidence cards. The enlarged CCE Deep Dive replaces the workbook only when the workbook is unavailable or the scaffold is needed.

Carry forward two common tasks and one work setting from FYF pp. 283-284. Put them beside the career name or in a notebook; p. 285 begins with preparation rather than repeating the career snapshot.

The workbook asks for pay and outlook but does not provide enough space for every source label. Students write source, date, place, and measure beside the pay field or in a notebook. They write the outlook years beside the outlook field.

Monitoring priorities:

1. every number has a source label;
2. preparation is a real requirement or common route, not a guess; and
3. the student explains what the evidence means for them.

If one third of the class confuses median with starting pay or national with local, project the supplied card and relabel it together. If students are behind, make the partner label check independent; protect the source labels, first step, and exit response.

Activity 3: Evidence Check (5 min)

Students use the checklist on the Deep Dive to circle one strong source label and repair one incomplete claim. A partner may check labels, but the research remains individual.

Exit Ticket (5 min)

Which career requirement will take the most planning for you? Name the evidence and one realistic first step.

Students retain the Deep Dive for Day 5, save their work, close source tabs, and return devices to the assigned charging or storage location.

Supports and Fallbacks

• Absent, workbook unavailable, or web blocked: Use the enlarged guide and dated career card in Canvas.
• Support: Research one source at a time and use the labeled fields.
• Extension: Compare the same statistic from two sources and explain why the figures differ.