CAREER AWARENESS FOR TOMORROW’S SUCCESS
EDUCATION
SUCCESS
CAREERS
FIFTH GRADE TEACHER’S GUIDE La Joya Independent School District
To:
Counseling Colleagues:
We take great pride in working together to provide career awareness lessons for all of our students district-wide. Your efforts in ensuring the implementation of these lessons is sincerely appreciated. Upon completion of the lessons for the school year, keep the career lesson logs on file at the counselor’s office for auditing purposes.
Thank you for your support and should you have any questions, feel free to call Mr. Ruben Treviño at (956)323-2283.
Career and Technical Education Rationale Federal and state guidelines for Career and Technical Education (CTE) formerly known as vocational education mandate that academic and career and technology education programs be integrated. Examples of integrated instructional materials and activities may include the following: curriculum guides, lesson plans, projects, and multidisciplinary curriculum planning. La Joya I.S.D. has adopted the School to Career Connections Curriculum. The district will implement strategies to promote the CTE state goals. Goals:
1. Managing the dual roles of the family member and wage earner. 2. Gaining entry-level employment in a high skill, high wage job or continuing the students’ education at the post secondary level.
The School to Career Curriculum will be implemented in the classroom. In order to facilitate implementation five lessons have been provided to be taught as scheduled on the timeline.
School to Career Connections Curriculum will: Promote Self-Awareness Enhance Career Exploration Develop Career Decision Making Building Interpersonal Skills Aligned with District Plan Expectations Implementation of SCANS Skills Five copy ready lessons.
“Career Awareness for Tomorrow’s Success” Table of Contents
I.
Rationale
II.
District Timeline
III.
Grade Level Timeline Classroom Career Log Lessons
IV. Additional Activities/Resources
V.
Sources
Rationale
Promote Self-Awareness Enhance Career Exploration Develop Career Decision Making Building Interpersonal Skills Aligned with District Plan Expectations Implementation of SCANS Skills PK-5th Copy Ready Lessons
La Joya I.S.D.
Career Awareness For Tomorrow’s Success District Timeline
Lesson #:
Week of:
I 1st Six Weeks
National Career Development Guideline: Understanding the relationship between educational achievement and career planning.
II
2 Six Weeks
Understanding the need for positive attitudes toward work and learning.
III
3rd Six Weeks
Skills to locate, evaluate, and interpret career information.
IV
4th Six Weeks
Skills to prepare to seek, obtain, maintain and change jobs.
5th Six Weeks
Understanding how societal needs and functions influence the nature and structure of work.
nd
V
Skills in career planning.
Lesson
Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5
Date of Lesson
La Joya ISD Career Awareness Grade Level Timeline Fifth Grade
Title of Lesson
Setting Goals
Materials Needed
Worksheet (provided)
Planning worksheet for Achieving Goals (provided)
Observation in Science
Index Cards, Worksheet (provided)
1st Six Weeks
Career Identification and Explorations
2nd Six Weeks
3rd Six Weeks
Call and schedule a presenter from a Financial institution
Calculator Problem Worksheet (provided)
Using Calculators in Careers Banking Units
4th Six Weeks
5th Six Weeks
Teacher: __________________ Grade Level- 5TH Grade La Joya ISD Campus:__________________ Lesson 1 Title: Setting Goals Date Taught: ___________ SCANSThinking Skills
Lesson 2 Title: Observations In Science Date Taught: ______________ SCANS: Information Lesson 3 Title: Career Indentification & Exploration Date Taught:___________ SCANS: Resources Lesson 4 Title: Using Calculators in Careers Date Taught: __________ SCANS: Technology Lesson 5 Title: Banking Units Date Taught: ______________ SCANS: Resources
Classroom Career Log 5TH Grade
1st Six Weeks
Student Name Student Initials Student Initials Student Initials Student Initials Student Initials
ID
2nd Six Weeks 3rd Six Weeks 4th Six Weeks 5th Six Weeks
After all lessons are completed, please keep this documentation on file at the campus.
Grade Level:
Fifth Lesson 1
Title:
Setting Goals
Directions:
See attached sheet
Wrap-Up:
Classroom Discussion
Materials:
Planning Worksheet for Achieving Goals
Time:
1 sheet
Lesson Plan: Setting Goals 1. Lead the discussion with the student on identifying goals and creating plans to accomplish goals. Ask if anyone has ever had a goal that he/she would be willing to share with the group. Did he/she accomplish the goal? Did he/she create a plan to help himself/herself? Did he/she experience obstacles to a accomplishing the goal? Did he/she think about possible obstacles in advance? If he/she had, would he/she have been able to come up with a plan that identified possible obstacles and how to avoid them? Would the goal have been accomplished? Help students realize that it is best to have a plan to help realize goals. If this is a new concept to the students, be prepared to define and lead a discussion around a fictitious goal that all will understand. A sports analogy can be used in this discussion. For example, the baseball team goal is a home run or runs. Football teams have touchdowns as a goal. If you are unfamiliar with sports, select a goal to be accomplished within the classroom. 2. Explain the importance of goal setting as a skill that will help them in many areas of their lives both now and in the future. Like any skill, it must be practiced, and it is best to start to practice goal setting when you are young. A very important goal for the future may be a career goal. A plan will help you to accomplish your goals. 3. Discuss with students that goals can be individual goals or team goals. Today, students will work together on a team goal. Discuss the advantages and disadvantages of team versus individual goals. Chart responses on the blackboard under heading “advantages” and “disadvantages.” Expect responses like team goals are more fun, others can help accomplish the goal, support is available. Disadvantages can include, it is hard to agree on a common goal, it can be hard to control others’ behavior, etc. Give examples of team supported goals, such as Little League, Elementary Band, Weight Watchers, United Way Teams, Support Groups for a variety of causes, etc. 4. Divide the students into small groups of 3 – 4 students. Have them identify a team goal for themselves. Identify the length of time to accomplish the goal as one week. Give examples of goals such as 100 percent on spelling test, 15 minutes of practice time on an instrument daily, saying something nice or giving a compliment to each student in the class each day, doing some type of aerobic exercise for 20-30 minutes 4-5 days out of 7, to practice foul shots 10 minutes each day, to walk the family dog for 30 minutes each day. Allow the students to continue to give examples. 5. Ask students to raise their hands once a goal has been selected for their team. Distribute the worksheet to help the teams establish a plan in meeting their goal. Instruct students to start completing the plan worksheet. Be available to help teams work through their worksheets. 6. Instruct students that teams will report to the class in one week on the process of achieving their goal. Engage students at that time in a discussion of what went well and why and where improvement is needed.
Teacher copy 5th grade- Lesson 1
Planning Worksheet for Achieving Goals
Team Name: __________________________________________________________________ Students on Team: __________________________________________________________________ Team Goal: __________________________________________________________________ We will achieve our goal by doing the following: (Examples: each team member will compliment 5 students a day while at basketball practice.) ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ Are there other people we should identify who can help us accomplish our goal? ___________________________________________________________________ Roadblocks we may encounter that will make it difficult to accomplish our team goal: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ This is our plan to avoid the above roadblocks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________
student copy (part 1) 5th grade- Lesson 1
Goals we may have when we grow up:
___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________
Student copy (part 2) 5th grade – Lesson 1
Grade Level: Fifth Lesson 2
Title:
Observations in Science
Directions:
See attached sheet
Wrap-Up:
Classroom Discussion
Materials:
Worksheet
Time:
1 session
Lesson Plan: Observations in Science 1. Begin by asking the question: Which are smarter, dogs or hogs? Most likely the students will respond by claiming dogs are smarter. Ask them how they know that. Have they observed hogs or dogs doing smart or dumb things? How could they measure smartness, and what do they mean by smartness? Do they have prejudices or biases towards hogs based on stories they heard or the way hogs are portrayed in the general media? Relate this discussion to how scientists must be very careful in how they observe things in nature in order to understand what actually takes place in nature. 2.
Ask students to list ways in which they can observe natural things. They should describe using their senses: smell, touch, hearing, tasting. Ask them to describe tools that are used to measure natural things, such as clocks, thermometers, meter sticks, tape measures, etc. Additionally, ask them to describe tools that help extend their senses, such as binoculars, telescopes, microscopes, etc. Finally, ask them to describe tools that are used to record their observations, such as pencil and paper, tape recorders, cameras, etc.
3.
Engage the students in an exercise to use their senses to observe natural things. Divide the class into small groups and take them outside to the school grounds. Have them observe a particular area that they must measure off, such as 5 square meters (this will depend on class size, number of groups and outside area available). Have them record everything they observe in their area. This should include all types of grass, trees, flowers, shrubs, insects, animals, rocks, sand, and human artifacts (such as a gum wrapper). They should also record anything observed by their other senses, such as smells, temperatures, wind, sounds, etc. They may also wish to record sizes of objects, so they may require measuring tools. At first, all they need to do is record everything they observe. They can use the Activity 7 Worksheet to record their observations.
4.
Return to the classroom with observations. Have each group determine how they will organize all of the data they have collected. Allow them to select their own categories. They can use the back of Worksheet 7 or additional paper to list their observations. Allow time for each group to describe their observations.
Teacher copy (part 1) 5th grade – Lesson 2
5.
Following the discussion, ask students why they did not see more animals in their area. They should determine that the animals may have been chased away by the students. Relate to students how a scientific observer can actually affect what is being observed just by being there! Ask for examples in scientific jobs how the observer may affect what happens. (The famous story from history relates how observers wanted to see if special lights would affect factory workers productivity. Productivity increased, not because of the lights, but because the observers were paying special attention to the workers!)
6.
Return to a discussion of prejudices and biases, and how they may affect a scientist’s observation. For example, what if a scientist wanted an experiment to prove something, should they let this affect how they do their observations? Describe how the observer’s feelings or emotions must not affect the scientific observations. For example, did they record a certain smell during the observation activity as bad or good, or simply describe the smell? It is very important for scientists to be very objective.
7.
Have the students list possible occupations that would require observations. An example can be found in hospitals, where nurses and doctors record information on patients prior to operations. This allows them to see what is the normal condition of the patient so they can later see if any changes have taken place.
8.
Optional: You may wish to invite a guest speaker to describe how they make and record scientific observations in their job. A variety of occupations may be used for this purpose.
Teacher copy (part 2) 5th grade – Lesson
Worksheet Directions: Measure out your observation area Record all observations from this area. Be sure to use all of your senses. Do not worry about separating your observations yet, simply record them as you observe them.
List Team Members: _____________________________ _____________________________ ____________________________ ____________________________
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
Student Copy 5th grade – Lesson 2
Grade Level:
Fifth Lesson 3
Title:
Career Identification and Exploration
Directions:
A. B. C. D. E.
1.
Shopping Bag Activity (20 minutes)
Divide class into teams of four or five (approximately five teams) Distribute one career bag to each team. Each bag contains a uniform of a certain career. Direct teams to look for the index card in the bag. The card will have questions that, when answered, will lead the teams to discover the career. Teams will select one member to dress in the uniform in the career bag. The dressed member will ask the other team to answer the questions on the card. The person who guesses the occupation first by correctly answering the questions will receive a prize.
Wrap-Up: Classroom Discussion
Materials: Activity Worksheet – these questions may be written on the index card in each shopping bag or the instructor may opt to use the worksheet with groups or individually, in place of the shopping bag activity.
Time:
1 session
Activity Worksheet 1. Do I work alone or with others? _______________________________________________________
2. Do I make a product or provide a service or both? _______________________________________________________
3. Do I work indoors or outdoors? _______________________________________________________
4. Do I need specialized training to do this job? _______________________________________________________
5. Name three jobs/tasks that I do: _______________________________________________________ _______________________________________________________ _______________________________________________________
6. Name three tools I would use on my job: _______________________________________________________ _______________________________________________________ _______________________________________________________
7. What is my job title? _______________________________________________________
Student Copy 5th grade – Lesson 3
Grade Level: Fifth Lesson 4
Title:
Using Calculations in Careers
Directions: 1. The teachers will ask the student to identify a list of careers that require the use of a calculator. This list will be posted on the blackboard. The list should include careers such as the following: Bank Teller, Cashier, Carpenter, Sales People, Accountant, Electrician, Carpet Installer, Stock Brokers, etc. 2. Distribute calculators to students and the handout of the problems to be solved. Assign students to groups of 3 or 4 to solve problems. Give students approximately 25 minutes to complete the problems. Review the correct answers with them. 3. Once correct answers have been obtained, ask the students to match the problem with the career listed on the blackboard. For example, problem number one is matched with the Teller. Ask student to create additional problems that could be encountered by people in the listed careers.
Wrap-Up:
Classroom Discussion
Materials:
Calculator Problems Worksheet
Time:
1 session
Calculator Problems Worksheet
1. VCR’s Unlimited is having a sale on VCR’s. Customers who buy one VCR can get a second VCR for half price. If the regular price is $198 how much will the second VCR cost? 2. The average cost to prepare and file annual taxes is $100. 300 returns were filed. How much income was received from tax preparation?
3. 14-3 wire costs $.25 per foot. The bill at the supply store was $40. How many feet of wire were purchased? 4. A room is 18’ by 20’. Carpet costs $15 per square yard. How much will it cost to carpet the room?
5. Sherry receives a savings deposit of $500. The customer states that she would like $65 back in cash. How much is the final savings deposit? 6. Nathan wants to buy stock in Hershey. The stock is selling for $15 a share. He has $750 to spend. How many shares can he buy?
7. Bob wants two bookshelves built for his living room. The wall where the shelves will hang is 11 feet long. Bob wants one foot of space between the shelves. How wide will each shelf be? 8. Last week Jane spent $85.95 on items from a store. Today she returned 3 pair of socks at $1.50 per pair, and a clock radio that costs $19.95. How much was Jane’s refund?
Student copy (part 1) 5th grade – Lesson 4
Calculator Problems Worksheet
Answers to Activity 5-6 Calculator Problems
1.
$99
2.
$30,000
3.
36 feet
4.
$600
5.
$435
6.
50 shares
7.
5 feet
8.
$24.45
Student copy (part 2) 5th grade – Lesson 4
Grade Level: Fifth Lesson 5
Title:
Banking Unit
Directions: See attached sheet
Wrap-Up: Classroom Discussion
Materials: Contact a local financial institution in advance and request a presenter to visit the classroom.
Time:
1 session
Lesson Plan: Banking Unit
1.
Contact a local financial institution and request a presenter to come to the school to do a banking unit with the students. Included in this unit are: History of banking Demand deposits/savings instruments definition Federal Reserve System Checking accounts Savings accounts Loans – mortgage/auto
2.
Some financial institutions may have an education packet designed for school presentations. If not, they could perhaps contact the American Bankers Association to inquire about such a program. Every financial institution is familiar with this organization.
3.
If no prepackaged program is available, most bank branch managers can address the above topics and bring sample instruments for students to use as they learn. A lesson on paychecks and budgeting is also a good idea. They should also address the duties of their job, education required, and other careers in banking.
4.
Once a relationship is established with the financial representative, they can sponsor programs such as Most Improved Math Grades/Scores. In this program, the bank employee gives students a small token (pens, portfolios, key chains, notepads) for the most improved grades/scores in math.
5th grade – Lesson 5
Suggested Additional Activities/Resources
Online Career Planning System Career Videos Career Day College Day Classroom Speakers Career Aptitude Survey Career Interest Inventory Survey Internet Resource http://www.bls.gov/ooh/ Career Portfolios Fieldtrips SCANS Skills in the Workplace U.S. Department of Labor Secretary’s Commission for Achieving Necessary Skills 200 Constitution Avenue, N.M. Washington, D.C. 20210
SOURCES
RGV LEAD
Online Career Planning System
SCANS– Skills in the Workplace
