Kids Career Counselors
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Created by: Joan Barger and Carol Gill Kral
Introduction Task Process Evaluation Conclusion Teacher Page
Introduction
Everyday you and your classmates are preparing for
independence-for the time you will be able to support yourselves. Many of the career
opportunities you will be eligible to pursue were not even thought of when your
parents and grandparents were your age.
With so many career possibilities, how can you decide which is best for
you? Remember the character, Mr. Griggs,
of Mr. Griggs’ Work by Cynthia Rylant? How do you know your career
choice will make you as happy as Mr. Griggs’ choice?
You and your classmates need a career counselor-someone
to inform you of the many career choices and how to prepare for them…
Hey, why don’t you all become career counselors and help
each other??
Introduction Task Process Evaluation Conclusion Teacher Page
Task
Your task is to:
·
talk about character traits necessary to be
successful in the world of work
·
investigate a variety of careers (minimum of
3)
·
collect and organize your career information
using a graphic organizer
·
give a presentation of your favorite career
at a class career fair.
To assist in your presentation, you will:
- make
a chart showing how everyone has responsibilities
- create
a table top display and include props that highlight your career choice
·
produce a poster for display of your career’s
characteristics including science/technology components and education and
personal requirements
·
dress in appropriate costume
·
be able to tell career fair visitors about
your chosen career
Introduction Task Process Evaluation Conclusion Teacher Page
Process
- Complete the Helpful
chart telling what you do well, what you would like to do better, and to
whom you can go for help.
- Get together into your teacher
designated groups to complete the Responsibilities chart
showing how parents, students and teachers all have responsibilities and
what they are. To see how you will
earn points on this activity, click this rubric.
- Work
alone or with your partners to visit the following sites, use the Children’s Occupational Outlook
Handbook found in the guidance center at your school, or other media
resources in your school media center. Each individual student will identify at
least 3 different careers that capture their individual interests and
strengths.
- Individually
complete the graphic organizer
provided by your teacher to collect information concerning your three
career choices.
- Choose
one career for your presentation. Create a display with tools or props
needed for your chosen career. One
of your props will be a computer generated poster including at least one
graphic, highlighting your career choice. Wear a costume reflecting your career for
the presentation on Career Day.
Introduction Task Process Evaluation Conclusion Teacher Page
Evaluation
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CATEGORY |
4 |
3 |
2 |
1 |
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Routinely provides useful ideas when participating in the
group and in classroom discussion. A definite leader who contributes a lot of
effort. |
Usually provides useful ideas when participating in the
group and in classroom discussion. A strong group member who tries hard! |
Sometimes provides useful ideas when participating in the
group and in classroom discussion. A satisfactory group member who does what
is required. |
Rarely provides useful ideas when participating in the
group and in classroom discussion. May refuse to participate. |
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Provides work of the highest quality. |
Provides high quality work. |
Provides work that occasionally needs to be checked/redone
by other group members to ensure quality. |
Provides work that usually needs to be checked/redone by
others to ensure quality. |
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Never is publicly critical of the project or the work of
others. Always has a positive attitude about the task(s). |
Rarely is publicly critical of the project or the work of
others. Often has a positive attitude about the task(s). |
Occasionally is publicly critical of the project or the
work of other members of the group. Usually has a positive attitude about the
task(s). |
Often is publicly critical of the project or the work of
other members of the group. Often has a negative attitude about the task(s). |
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Consistently stays focused on the task and what needs to
be done. Very self-directed. |
Focuses on the task and what needs to be done most of the
time. Other group members can count on this person. |
Focuses on the task and what needs to be done some of the
time. Other group members must sometimes nag, prod, and remind to keep this
person on-task. |
Rarely focuses on the task and what needs to be done. Lets
others do the work. |
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Routinely monitors the effectiveness of the group, and
makes suggestions to make it more effective. |
Routinely monitors the effectiveness of the group and
works to make the group more effective. |
Occasionally monitors the effectiveness of the group and
works to make the group more effective. |
Rarely monitors the effectiveness of the group and does
not work to make it more effective. |
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Almost always listens to, shares with, and supports the
efforts of others. Tries to keep people working well together. |
Usually listens to, shares, with, and supports the efforts
of others. Does not cause "waves" in the group. |
Often listens to, shares with, and supports the efforts of
others, but sometimes is not a good team member. |
Rarely listens to, shares with, and supports the efforts
of others. Often is not a good team player. |
Total Points Earned: _______/24
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CATEGORY |
4 |
3 |
2 |
1 |
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Shows
a full understanding of the topic. |
Shows
a good understanding of the topic. |
Shows
a good understanding of parts of the topic. |
Does
not seem to understand the topic very well. |
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Speaks
clearly and distinctly all (100-95%) the time, and mispronounces no words. |
Speaks
clearly and distinctly all (100-95%) the time, but mispronounces one word. |
Speaks
clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than
one word. |
Often
mumbles or can not be understood OR mispronounces more than one word. |
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Student
uses several props (could include costume) that show considerable
work/creativity and which make the presentation better. |
Student
uses 1 prop that shows considerable work/creativity and which make the
presentation better. |
Student
uses 1 prop which makes the presentation better. |
The
student uses no props OR the props chosen detract from the presentation. |
Total Points Earned: _______
Points Possible: 12
Introduction Task Process Evaluation Conclusion Teacher Page
Conclusion
You
have earned a bonus!!
By completing this
project, you learned about the character traits that will help you do well in
the world of work. You worked well with
others to complete a project and used technology that will continue to serve
you as you grow into your career. You
have examined the resources that will be helpful to you as you set and change
your career goals in the future. Your
participation in the Career Day activity helped you and others earn about the
career you chose and the careers that are chosen by others.
Back to Student Page
Introduction Task Process Evaluation Conclusion Teacher Page
Teacher Page
Subject Area: Science, Technology, Counseling
- To introduce the lesson it is
recommended that the teacher begin discussion of careers using any trade
book concerning jobs including Mr.
Griggs’ Work mentioned in the beginning of the webquest. For suggestions see the list at http://northville.lib.mi.us/youth/themes/jfk-pb-jobspeopledo.htm.
- The Helpful
chart completed by the students in the first task can be used to form heterogeneous
groups for the Responsibility activity.
Teacher Needs:
Teacher should
possess a working knowledge of Microsoft Publisher and access to a poster
printer for the poster activity to fulfill technology requirements.
Grade Level: 4th and 5th
Learner Information:
- To adjust more challenging activities,
the graphic organizers can be done as a whole group activity. Groups are preferably heterogeneous and
can be used for the completion of the final graphic organizer as well.
- After a practice presentation in the
classroom where students can view each others’ work, invite other
classes/community members/parents to see the presentations at Career
Day. An excellent enrichment of
this webquest would be to produce digital video of the presentations on
Career Day to be used as a model for the future/to be published on the
webquest or school site/or for presenting at a PTA meeting.
· For elimination of technological
limitations or time constraints, posters can be made by hand/at home.
Curriculum Standards:
9. Demonstrate an
understanding of the relationships among science, technology, and society
past and present.
- Explaining how scientists use technology in
scientific research
- Recognizing the importance of science and
technology to many careers
- Demonstrating an understanding of the
impact of society on human health and environmental conditions
- Recognizing contributions of science to
development and design of technology
Information Literacy, Grade 4
Access
- Recognize the library catalog as a
relational database.
- Extrapolate information form tables
and tally charts.
Evaluate
- Determine if sufficient information is
provided.
Use
- Use available technologies to produce
materials.
Information Literacy, Grade 5
Access
- Retrieve information about a given
topic from sources in different formats.
Evaluate
- Extend meaning of material read,
viewed, and heard.
Use
- Collaborate with others, using
technology to share information.
- Use photography or another visual form
to communicate a message.
Counseling and Guidance, Grades 3-5
Develop Career Awareness
- Standard A: Students will acquire the
skills to investigate the world of work in relation to knowledge of self
and to make informed career decisions.
- C:A1.5
learn to make decisions
- C: A1.6 learn how to set goals
Personal/Social Development Domain
- Standard A: Students will acquire the
knowledge, attitudes and interpersonal skills to help them understand self
and others.
- PS:A1.9 demonstrate cooperative behavior in
groups
- PS:A1.10 identify personal strengths
and assets
Technology:
17.
Relate search results to class or individual assignments.
19.
Select appropriate technology tools and resources to address a
variety of tasks and problems.
MCPSS Fourth/Fifth Grade Standards
14.
Identify areas in which technology has impacted
human lives.
Examples: transportation, communication, nutrition,
sanitation, health care, entertainment
24.
Use
appropriate techniques for producing and
publishing documents.
Create and save a new document
Use New
Open, view, print and close documents
Format documents
Edit text
Insert graphics/size graphics
Use Spell Check
25.
Use a variety of media and technology resources to
produce
developmentally appropriate multimedia products
across the curriculum.
Class projects with digital cameras, scanners,
presentation
software
Autobiography and stories using word processing
or slide presentation
31. Use the Internet as a
resource for information.
32.
Utilize information from a locally approved Internet
web site.
Examples:
research projects of dinosaurs, dental
health or rain forests