7TH GRADE Lessons STUDENTS

CAREER AWARENESS FOR TOMORROW’S SUCCESS EDUCATION SUCCESS CAREERS ______________________________ STUDENT NAME SEVENT...

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CAREER AWARENESS FOR TOMORROW’S SUCCESS

EDUCATION

SUCCESS

CAREERS

______________________________ STUDENT NAME SEVENTH GRADE STUDENT WORKBOOK

La Joya Independent School District

Individual Student Career Log 7TH Grade

Place this in your career portfolio. Initial under the lesson when you complete the work.

Title: Life Roles and The Media Date Taught:___________ SCANS: Basic/Thinking Skills-

5th Six Weeks Lesson 5

Title: SCANS Skills in the Workplace Date Taught: __________ SCANS: Basic/Thinking Skills-

4th Six Weeks Lesson 4

Title: College Pays Off Date Taught:___________ SCANS: Basic/Thinking Skills-

3rd Six Weeks Lesson 3

Title:Importance of a Good Job/Career Date Taught: ___________ SCANS: Basic/ThinkingPersonal Qualities

2nd Six Weeks Lesson 2

Title:Life Roles Date Taught: ___________ SCANSBasic Thinking Skills

1st Six Weeks Lesson 1

Student Name

Student Initials

Student Initials

Student Initials

Student Initials

Student Initials

ID

Teachers: This sheet is also located at the end of the student workbook. Please have students initial after each lesson. * Once all lessons are completed, please keep this documentation on file at the campus. * When all lessons have been completed, please make sure each student places a copy of this form in their career portfolio.

Family For A Day – Student Guideline Sheet

Name: _______________________________________________________________ Step 1:

Step 2:

Describe problems you encountered trying to balance family, being a student (your current occupation), and leisure time.

What types of decisions did you need to make to help solve problems listed in Step 1?

Step 3:

What solutions did you use to solve the problems listed in Step 1?

Step 4:

Describe any other thoughts or observations you feel are important that you discovered during this activity.

Shopwise Consumer

Lesson II

Use this form to compare prices, quality and name brands on the same items bought in different stores.

Item: __________________________ Purpose/use for item: _____________ Top price

$_______

Purchased at: _____________________________

Quality/Features: _______________________________________________________________________ Middle price

$ ______

Purchased at: _____________________________

Quality/Features: _______________________________________________________________________ Lowest price

$______

Purchased at: ______________________________

Quality/Features: _______________________________________________________________________ Item: __________________________ Purpose/use for item: _____________ Top price

$_______

Purchased at: _____________________________

Quality/Features: _______________________________________________________________________ Middle price

$ ______

Purchased at: _____________________________

Quality/Features: _______________________________________________________________________ Lowest price

$______

Purchased at: ______________________________

Quality/Features: _______________________________________________________________________ The education you choose after high school will determine the kind of job/career you will have and how much money you will earn. The amount of money a person earns will determine the quality of items a person may be able to purchase.

Lesson Plan: SCANS Skills in the Workplace 1.

This activity is intended to introduce students to the five competencies and three basic skills foundations that are required in today’s workplace. They have been developed by the Secretary’s Commission on Achieving Necessary Skills(SCANS), through the Department of Labor. The activity will help students outline and define the competencies and basic skills, which they will use in subsequent activities. 2. Lead a discussion on how the world of work has changed over the past 40-50 years. The requirements of obtaining and keeping a job are now different from when the students’ parents entered the workforce. Emphasize that today’s employers require and seek people who are adaptable and able to learn and work in teams. Today’s workplace is now globally competitive and requires extensive use of technology. 3. Share with your students the following chart that compares the traditional workplace with that of today and tomorrow. *The high performance model is used by today’s most successful companies, and will be used by companies that can compete in the future. Traditional Model Strategy High Performance Model  Mass production  Flexible production  Long production runs  Customized production  Centralized control  Decentralized control Production  Fixed automation  Flexible automation  End-of-line quality control  On-line quality control  Fragmentation of tasks  Work teams, multi-skilled workers Hiring and Human  Labor-management  Labor-management cooperation Resources confrontation  Screening for basic skills,  Minimal qualifications abilities accepted  Workforce as an investment  Workers as a cost Job Ladders  

Internal labor market Advancement by seniority

 

Limited internal labor market Advancement by certified skills

Training Minimal for production  Training sessions for everyone workers  Broader skills sought  Specialized for craft workers *From “Completing in the New International Economy”. Washington Office of Technology Assessment, 1990. 

1.

Provide students with the handouts on SCANS competencies and three-part foundation skills. Make sure they understand the definitions of all the information. They should be made aware that the competencies and foundation skills are usually not used in isolation in the workplace. They are often integrated, with each work task drawing a several or many of the competencies and skills simultaneously. The competencies and foundation skills have been identified as the minimum that is required to obtain and keep a good, high paying job.

SCANS Skills in the Workplace

SCANS: Three-Part Foundation Skills

Basis Skills: Reads, writes, performs arithmetic and mathematical operations, listens, and speaks. A. B. C. D. E.

Reading – locates, understands and interprets written information in prose and documents such as manuals, graphs, and schedules. Writing – communicates thoughts, ideas, information, and messages in writing, and creates documents such as letters, directions, manuals, reports, graphs, and flow charts. Arithmetic/Mathematics – performs basic computations and approaches practical problems by choosing appropriately from a variety of mathematical techniques. Listening – receives, attends to, interprets and responds to verbal messages and other cues. Speaking – organizes ideas and communicates orally.

Thinking Skills: Thinks creatively, makes decisions, solves problems, visualizes, knows how to learn, and reasons. A. Creative Thinking – generates new ideas. B. Decision Making – specifies goals and constraints, generates alternatives, considers risks and evaluates and chooses the best alternative. C. Problem Solving – recognizes problems and devices and implements plan of action D. Seeing things in the Mind’s Eye – organizes and processes symbols, pictures, graphs, objects, and other information. E. Knowing How to Learn – uses efficient learning techniques to acquire and apply new knowledge and skills. F. Reasoning – discovers a rule or principal underlying the relationship between two or more objects and applies it when solving a problem. Personal Qualities: Acquires and uses information A. Responsibility – exerts a high level of effort and perseveres towards goal attainment. B. Self-Esteem – believes in own self-worth and maintains a positive view of self. C. Sociability – demonstrates understanding, friendliness, adaptability, empathy, and politeness in group settings. D. Self-Management – assesses self accurately, sets personal goals, monitors progress, and exhibits self-control. E. Integrity/Honesty – chooses ethical courses of action.

SCANS Skills in the Workplace

Five Competencies

Resources: Identifies, organizes, plans, and allocates resources. A. Time – Selects goal-relevant activities, ranks them, allocates time, and prepares and follows schedules. B. Money – Uses or prepares budgets, makes forecasts, keeps records, and make adjustments to meet objectives. C. Material and Facilities – Acquires, stores, allocates, and uses materials or space efficiently. D. Human Resources – Assesses skills and distributes work accordingly, evaluates performance and provides feedback. Interpersonal: Works with others A. Participates as a Member of a Team – contributes to group effort. B. Teaches Others New Skills C. Serves Clients/Customer – works to satisfy customers’ expectations. D. Exercises Leadership – communicates ideas to justify position, persuades and convinces others, responsibly challenges existing procedures and policies. E. Negotiates – works toward agreements involving exchange of resources, resolves divergent interest. F. Works with Diversity – works well with men and women from diverse backgrounds. Information: Acquires and uses information A. Acquires and Evaluates Information B. Organizes and Maintains Information C. Interprets and Communicates Information D. Uses computers to Process Information Systems: Understands complex inter-relationships A. Understands Systems – knows how social, organizational, and technological systems work and operates effectively with them. B. Monitors and Corrects Performance – distinguishes trends, predicts impacts on systems operations, diagnoses deviations in systems’ performance and corrects malfunctions. C. Improves or Designs Systems – suggests modifications to existing systems and develops new or alternative systems to improve performance. Technology: Works with a variety of technologies A. Selects Technology – chooses procedures, tool or equipment including computers and related technologies. B. Applies Technology to Task – understand overall intent and proper procedures for setup and operation of equipment. C. Maintains and Troubleshoots Equipment –prevents, identifies, or solves problems with equipment, including computers and other technologies.

ADVERTISMENTS

Look for advertisements to see how males and females may be given different opportunities.

Check the one you reviewed:

____________ newspaper

____________ television

___________ ____________ radio magazine

Describe the article: ____________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ Did you find any of the following: (Describe situation) Stereo types: ___________________________________________________________________ ______________________________________________________________________________ Biases: ________________________________________________________________________ ______________________________________________________________________________ Discriminatory behavior: _________________________________________________________ ______________________________________________________________________________ How could the article be rewritten to give equal opportunity to females as well as males: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________