Making Informed Career Decisions
Unit 5 · Lesson 5.5 · Last updated June 10, 2026
A 45-minute lesson where students apply economic thinking to explore occupational costs and benefits, research a career using the BLS Occupational Outlook Handbook, and create an Occupation Fact Card.
Overview
In this lesson, students consider the costs and benefits of pursuing an occupation and the role personal preferences play in the decision-making process. Using sources like the BLS Occupational Outlook Handbook, students research an occupation of interest and create a fact card summarizing what they find.
Learning Objectives
- Apply the principles of economic thinking to selecting an occupation.
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Materials
- Instruction Slides (display during class period)
- Student Handout pp. 4–6 (1 copy per student)
- BLS Data Set pp. 7–9 (1 copy per student)
- Sources (provide electronic access as "view only")
- Computer or tablet (1 per student)
Lesson Sequence
Slides 2–5
- Display Slide 2. Distribute 1 copy of Student Handout to each student. Tell students to follow the instructions on the slide and allow approximately 2 minutes to complete the "Occupation Preferences" portion of their handout. Additional educator tips and suggested answers are in the notes section throughout Instruction Slides.
- Click to reveal the yellow textbox on Slide 2 to transition to Slide 3. Instruct students to discuss the prompts on Slide 3 with a peer.
- Advance to Slide 4. Use the information on the slide to explain that students have identified some costs and benefits that are relevant to them when considering an occupation.
- Display Slide 5 and explain the learning objective for the lesson.
Slides 6–21
- Progress through Slides 6–7 to emphasize the importance of considering costs and benefits when deciding on an occupation.
- Proceed to Slide 8, which includes a 2-minute video clip about the kinds of costs and benefits one might consider when choosing an occupation. Tell students to consider the question on the slide as they watch. Play the video.
- Advance to Slide 9. Instruct students to discuss their responses with a partner and add to the "costs and benefits" table on Student Handout. After approximately 30 seconds, click to reveal the yellow textbox and call on volunteers to share their responses. Use Slide 10 to support the debrief as needed.
- Display Slide 11. Allow students a moment to review additional considerations that might play a role in their decision making. Instruct them to add any relevant costs and benefits to their handout.
- Proceed to Slide 12. Acknowledge that there are many costs and benefits to consider when selecting an occupation, and note the role that individual preferences play in that decision.
- Advance to Slide 13. Distribute 1 copy of BLS Data Set to each student and tell students to follow the instructions on the slide. After approximately 3 minutes, click to reveal the remaining text and allow 30 seconds for students to record their responses on their handout.
- Display Slide 14. Identify what students will do on the summative assessment (Lesson 5.12) and explain how setting a goal is inherently related to weighing costs and benefits. Click to reveal each textbox as you explain how this lesson's task prepares students for the summative.
- Proceed to Slide 15. Tell students to read Parts 1 and 2 on their handout.
- Advance to Slide 16. Show students what a finished product might look like. (See the notes section for an optional classroom decoration and extension idea.)
- Display Slide 17. Explain that students will complete their research using Sources. Emphasize that they can view the resources in any order, but are required to visit and use the BLS Occupational Handbook.
- Progress through Slides 18–19 and model how to navigate the BLS Occupational Handbook and access O*Net. Instructions for navigating the Handbook are also included on Slide 1 of Sources.
- Proceed to Slide 20 and provide a brief overview of the other sources available.
- Display Slide 21. Provide each student a device and access to Sources. Allow approximately 20 minutes to research an occupation and create a fact card. Circulate while students work, answering questions as necessary. Note: Post Sources to your learning management system or provide access in another way. After 5 minutes of work time, check that all students have selected one occupation to focus on.
Slides 22–24
- Progress through Slides 22–23. Remind students that for their end-of-unit summative assessment, they will identify a personal finance goal and specific steps to achieve it.
- Advance to Slide 24. Instruct students to discuss the prompt on the slide with a partner. Students may choose to incorporate these steps into their end-of-unit assessment.
Aligned Standards
National Standards for Personal Financial Education
What Educators Are Saying
I liked this lesson because it was interactive and had real world applications. It had the students pick a job they were interested in and then conduct some research on that occupation. The students really liked the lesson and were excited to share what they learned with their friends.
I liked that students used the BLS website and other engaging sources. I enjoyed the Occupation Fact Card activity and had students draw an image representing their career on their cards.
Students were exposed to a variety of careers and their benefits and costs.