Grade+8+Careers

"The learner will . . ." || **Standard(s)** || **No. of Days** || **Vocabulary Terms** || **Resources** || **Student Learning Activities** || **Assessment** || • Describe the scope of career options. • Distinguish between a job and a career. || 4.2 5.3 || 3 || Career Job || NebraskaCareerConnections Middle School Careers Curriculum NDE || Students create a roadmap that represents where they are and where they want to go in life. Use “The Roadmap of My Life” activity sheet to help students segment their poster. It may be helpful to have students answer the questions on the activity sheet before the students complete the roadmap. Have students register to the Nebraska Career Connections website. || Road Map activity will be assesses for complete information and quality of work and presentation. || • Illustrate the placement of career fields, clusters and the foundation knowledge and skills. • Demonstrate the connection between career fields, clusters and the foundation knowledge and skills. • Recognize the importance of understanding the organizational structure of the Nebraska Career Fields/Clusters Model. || 1.1 || 2 || Cluster Patheways Career Specialties || NebraskaCareerConnections Middle School Careers Curriculum || 1. Teacher should choose a Career Field. (i.e. Human Services and Resources)
 * nTeachers ** J.J. Thorpe
 * Textbook ** Nebraska Career Middle School Curriculum
 * ~ (1) ||~ (2) ||~ (3) ||~ (4) ||~ (5) ||~ (6) ||~ (7) ||~ (8) ||~ (9) ||
 * **Obj #** || **Unit** || **Objective:**
 * 1 || 1 || • Describe why career exploration is important and fun.
 * 2 || 2 || • Identify the organizational structure of the Nebraska Career Fields/Clusters Model.

Write the name of the specialty occupations on note cards/sticky notes

Pass note cards/sticky notes out to students

Students will group note cards/sticky notes into categories of similarity. These are call job “specialties”. (See glossary for definition.) Once the categories of similarities have been established, the concept of a “pathway” (See glossary for definition) can be discussed. || Have the students draw on a sheet of paper a diagram of the Nebraska Career Education Model and identify the different sections Students will take a quiz on the Nebraska Career Education Model || • Describe the scope of agricultural, food, and natural resources career cluster. • Describe the agricultural, food, and natural resource pathways. • Find career information related to this cluster. || 1.2 1.3 5.1 5.2 || 5 || Target Market || Nebraska Department of Agriculture Fact Card, 2005; www.pizzaware.com; NebraskaCareerConnections, course catalog selectors (, computer lab, copies of activity sheets titled “Career Pathway”, “Plan of Study”, and “Favorite World-Wide Pizza Toppings”, []. Information on popular food allergens can be found at Food Allergies. || Create a skit “commercial” that is focused to their target market. While doing this, students must emphasize the diversity of food groups found in pizza. Students should create a storyboard before they begin their commercial to show thought about a target market, product placement and advertising guidelines. The worksheet “Creating Your Own Pizza” can be used as a brainstorming guide. When deciding on a target market, challenge their thoughts of traditional toppings with information found on the “Favorite World-Wide Pizza Toppings” handout. Allow students to start and work on their projects the first day. Allow time each following day during this unit to work on their pizza boxes and plan their skit. Tie related information from each day back to the metaphor of pizza and the pizza activity. At the end of the agricultural, food, and natural resources lessons, have students present their product boxes and perform their skits. || Grade students’ pizza boxes, commercial skits || 1.2 1.3 2.4 4.1 5.1 5.2 5.3 || 1 ||  || Word Web NebraskaCareerConnections || 1. In about three minutes, students will brainstorm as many careers as possible in the Arts, A/V Technology, and Communications cluster using a web graphic organizer. On the back, they should write their own definition of leadership and one for teamwork. Then, in partners they should compare sheets and add anything new. 2. Group students into pairs. Using the “Arts Web” have students try to fill in careers that fit in to each pathway using prior knowledge. Give each group 3 minutes. Discuss the results. It can be used as a game where the group with the most correct wins. ||  || . || 1.1 1.2 2.2 2.4 4.1 4.2 5.1 5.2 5.3 || 1 || extended learning internship, job shadowing, mentoring, service ;earning, cooperative education, apprenticeship,exploratory interview || Word Walk posters, Community resources, New paper stories || Describe one career pathway after participating in a career exploration activity.Present in Power Point form. Take Self Directed Search. • Understand the different community extended learning opportunity options (terms). || Self-evaluation and teacher evaluation of product using rubric. || 1.2 1.3 5.1 5.2 6.2 || 5 || information technology || NebraskaCareerConnections Self Directed Search, Power Points on Career search & personality styles. || 6. Identify the career pathways in the Information Technology cluster by creating a PowerPoint or multimedia project on one pathway. Presentations should include: career specialties, levels of education, high school classes that support foundation and knowledge in this cluster and are required to enter a post-secondary school, school and community activities that build technology skills, and information technology skills needed by everyone in the workplace. || Group will present poster to the class. Self and teacher evaluation using rubric. || Having the students use partners or teams of three, ask them to identify a product that is transported and list answers to the following questions on a poster with graphics. a. What people would be involved in transporting the product? b. What information would those people need to know? c. With which materials would they work? d. What tools do they use? e. What energy source would they need? f. Would they need access to capital? g. Would there be a time constraint in the transportation? h. What space would they need to use? || Group will present PowerPoint to the class. Self and teacher evaluation using rubric. || 2.1 2.2 5.3 6.2[|This Cell] || 5 || Habitat for Humanity, ecumenical, scale, model || Website with [|Floor Plan Examples] and Habitat for Humanity || Students should discuss the importance of organizations like Habitat for Humanity and the advantages of volunteering for one. They should also discuss the educational benefits of volunteering. Habitat for Humanity Fact Sheet 2. Explain the design prompt: a. Students should create a single family dwelling that can be built by Habitat for Humanity. This means that while it should be nice, there should be few frills. The house should be approximately 1320 sq. ft. It will be your job to draw, model and present your design to the client. You will be working with a design team of two to three architects. b. Discuss the following talking points: • Floor plans relate to visual communication. • There are basic rooms needed in a home and certain things are generally found in each room for which space will need to be left (a bathroom needs room for a bathtub, toilet, sink, walking, linen closet). Show students how to create a floor plan on graph paper. They will then create a design as a team for their design prompt. A sample of a floor plan is shown below as well as a list of suggested requirements. || Students will prepare a presentation of their design to the client (class) that is two to three minutes in length and highlights the features of their house as well as the careers that would be involved in making the house. e. Students will present to the class and fill out the “Reflection” activity sheet. || 3.2 5.2 || 2 ||  || Career information in the career library, Nebraska Career Information System at www.ncis.unl.edu, States Career Clusters at www.careerclusters.org, www.dreamit-doit.com || Identify pathways in the manufacturing career cluster. • Evaluate helpful coursework when preparing for manufacturing careers. • Prepare a list of print resources for career information. • Select a career cluster which matches his/her own interest. • Identify the Skills needed to work in this industry • Practice working as a team member to accomplish a task.
 * 3 || 3 || • Develop a new pizza food product and relate it to the agriculture industry.
 * 4 || 4 || • Identify and explain career pathways connected to the Arts, A/V Technology, and Communications career cluster. • Describe one career pathway after participating in a career exploration activity. || 1.1
 * 5 || 5 || •Understand the different community extended learning opportunity options (terms).
 * 6 || 6 || •Differentiate between the Communication and Information Systems career field, the Information Technology career cluster, and the four Information Technology pathways. Describe one Career Specialty after participating in a career exploration activity || 1.1
 * 7 || 7 || • Explore transportation systems. • Research career pathways. • Understand the systems model. || 1.2 || 4 || PIMTECTS, capital, logistics, || What in the World is the Global Supply Chain video, Universal Systems Model transparencies & worksheets || Show students the “Universal System Model” transparency and discuss that all systems have inputs, processes, outputs and feedback. Use the following talking points: a. In systems there are resources that are input into the system such as People, Information, Materials, Tools, Energy, Capitol, Time, and Space (PIMTECTS).
 * 8 || 8 || • Collect information about the Architecture and Construction Career Cluster from a guest speaker. • Explore volunteering through Habitat for Humanity. • Design a home to be built by Habitat for Humanity. • Present their model to a client. || 1.2
 * 9[[image:http://www.wikispaces.com/i/editor/insert_table.gif width="1"]] || 9 || • Identify pathways in the manufacturing career cluster. • Evaluate helpful coursework when preparing for manufacturing careers. • Prepare a list of print resources for career information. • Select a career cluster which matches his/her own interest. • Practice working as a team member to accomplish a task. || 2.3

2. Students participate in pairs to create a project. Give each group a bag of items and have them create a product. This should be presented as a problem solving activity for students to solve. Once students have solved this problem, have a discussion using these talking points: • What skills did you use to create your product? • What skills did you use to work with a teammate? • Why were some groups more successful than others? (teamwork, communication) • How many trails did you have before you came up with an idea that worked. || In the student notebooks, students should write down the skills they have for the manufacturing career cluster. They should also complete list of printed resources they would find helpful to research a career cluster. List beside each source the type of information it provides. Finally, students should complete the Technical Skills portion of the CALS assessment at the end of this lesson. || Science, Tech, Engineering & Math when preparing for the careers. • Prepare a list of print resources for career information. • Select a career cluster which matches his/her own interest. || 2.3 3.2 5.2 || 1 || components,plagiarism, || @http://www.brazosportisd.net/
 * 10 || 10 || • Identify pathways in the Science, Tech, Engineering & Math career cluster. • Evaluate helpful coursework

http://www.brazosportisd.net/ prog_services/cate/ steps.htm,

Online Occupational Outlook Handbook (also available in book format4careers, NebraskaCareerConnections, EducationQuest Foundation printed materials, Destination Imagination PBS - Building Big Labs Try EngineeringEngineering K-12 Discover Engineering DVDs; Ride the Leading Edge & EveryOnes Space. || Students will investigate careers related the Science, Tech, engineering & Math Cluster with a Word Web. || Assesment of complete information on Word Web. || 2.4 3.2 4.2 5.1 5.2 5.3 || 2 || Nebraska Career Education Model, Nebraska Career Connections at www.NebraskaCareerConnections.com, list of all school organizations, list of career clusters and Foundation Knowledge and Skills, || Nebraska Career Education Model, NebraskaCareerConnections, list of all school organizations, list of career clusters and Skills,DVDs on Nursing, Helath Care, and Health Care Specialties. || As an introduction to the unit have students list all of the careers they can think of in the Medical Field. This will then be compared to the list of over 400 given in the National Healthcare Pathways and sample careers list. As a class, students should discuss the following talking points. • What skills are needed to work with people? • What skills could you develop in each of the organizations we have at our school? • What will you watch for as you see each videos on Health Care professions? How will this help you? || Journal response will be assessed for content. Also responses to DVD information sheets. || • Identify possible ethics & legal responsibilities for assigned career clusters. • Explain ethical behavior including respect for privacy, confidentiality, honesty and integrity. • Demonstrate an awareness of the legal responsibility, limitations, and implications of his/her actions at school, work, and home (goals for learning, earning and living) and evaluate their current skill levels in these areas. • Identify strategies for individuals and groups to respond to unethical and illegal actions in different situations and justify the best approach. • Explore the law, public safety & security career cluster. • Identify local people/businesses/agencies that practice the career specialties that fit into the pathways of this cluster. • Create a visual representation of the pathways that make up the law, public safety & security career cluster. || 1.2 2.2 2.3 2.4 5.1 || 1 || Ethical, Consequenses || “Ethics Scenario” activity sheet, “Group Brainstorm” activity sheet. “Decisions” activity sheet, “Decisions Answer Key”, “Telephone Directory” activity sheet, “Rubric for Collage” handout, computers with Internet access to NebraskaCareerConnections, index cards, multiple copies of telephone books and/or computers with Internet access, old magazines to cut pictures from, poster board or construction paper, glue, markers, paper, tape.
 * 11 || 11 || Identify numerous career pathways and specialties within the health science career cluster.• Identify Skills in the health science career cluster. • • Watch DVDs which display specific skills needed in the health science career cluster. • Write journal entry to document personal plans for improving Skills. || 2.3
 * 12 || 12 || • Define legal responsibilities and ethics.

. || 1. Have students look in newspapers and magazines for examples of ethical or legal situations in the workplace or for the consequences of these situations (examples: losing job or jail time). 2. Split the class into partners or small groups. Assign a previously taught cluster to each group. Have each group look at the career pathways and specialties in their assigned cluster and brainstorm two situations which deal with ethical or legal responsibilities. If the students have difficulty getting started on the assignment, offer examples to the class. Discuss ethical behavior (examples: honesty, using work time correctly, keeping employer information confidential, etc.) versus unethical behavior (examples: swearing when customers can hear, treating your friends better than other customers, taking credit for something you didn’t do, using your employee discount on items for others, telling confidential information you learned on the job, etc.). Discuss what should be done in these types of situations. What is the right thing to do? How do you know? Emphasize behaviors that display respect for privacy, confidentiality, honesty, and integrity. 3. Hand out the “Group Brainstorm” activity sheet and instruct students to write their legal responsibilities and ethical situations on the sheet under problem, then fill out the solutions section and tell why they think their solution would work. Encourage students to think about their situation from both the employee and employer’s perspectives. Have several groups share with the whole group when everyone has completed. 6. Distribute “Decisions” activity sheet and ask students to look at each of the questions and mark their opinion. After everyone is finished, instruct students they will be “taking a stand” under the sign that reflects their opinion, but they will be able to change their minds at any time. The rules for the “Decisions” activity are: a. Stand under a sign and explain your given answer. These are opinions so everyone has a right to their own thoughts. b. You can change your mind and move at any time. c. Listen to what others have to say. d. You may restate your opinion but there is no arguing Use about 10 minutes to go through the statements and students’ opinions then tell students that there are laws for each of these statements. Share the laws using the “Decisions Answer Key”. We have these laws because our society has determined they are necessary so we can all get along safely. (See “Decisions Answer Key” for more information). || Use the rubric to assess each group’s visual representation of this cluster and pathways and their contributions to the group work. || 2.2 6.1 6.2 || 1 || enlist, recruit, reserves || NebraskaCareerConnections, copies of worksheets || Show G&PA video and review Foundation Knowledge andSkills for government and public administration career cluster found on Career Connections Web site.
 * 13 || 13 || • Identify career specialties associated with Government and Public Administration cluster. • Identify several people/occupations in their community that are involved in the cluster. • Gain an understanding of the skills specific to this cluster with a concentration on Employability and Career Development skills. • Discuss the academic preparation necessary to pursue Government and Public Administration career specialties. • Identify the branches of the military and connections between military and civilian careers. • Identify Employability and Career Development skills. || 1.2

9.Introduce the military opportunities by logging into the military website at www.todaysmilitary.com. Complete puzzle worksheet. If possible, use a presentation from military recruiter who would explain the purpose, entrance requirements, opportunities and careers available in the military. || They will also complete the “Evaluation” for the government and public administration career cluster. Finally, students prepare a collage that represents this cluster. || 2.1 5.1 || 2 ||  || NebraskaCareerConnections or printed Clusters at a Glance for each student, multiple copies of telephone books or computers with Internet access, copies of all activity sheets for each student for this lesson. Index cards || Write 2-3 of the common household supplies on index cards: Hand out supplies cards to students individually or in teams. Give the students 1 minute to write a safe and appropriate activity for preschool aged children using these basic household supplies on the back of their index card, and then pass the card to the next group. The next group should look at the supplies and write down another activity. Pass again after 1 minute. After you have passed 3-4 times, stop and have students read through all of the ideas. Ask for volunteers to share their favorite or most plausible activity.
 * 14 || 14 || • Explore the Human Services career cluster. • Identify local people, businesses, and agencies that practice the career specialties that fit into the pathways of this cluster. • Create Public Service Announcements (PSA’s) for the Human Services pathways. • Reflect upon how the Human Services career cluster pathways help them meet their own human needs. || 1.2

In their teams have students create a public service announcement or brochure highlighting their assigned pathway in the human services career cluster. The piece they are writing should be informative and persuasive. Included should be a “hook” or attention getter, the pathway description with connection to cluster, current statistics and sources, why one should learn more about this pathway, and whom to contact or where to go for more information. Make sure students are told who their audience is so they can write their PSA appropriately – peers, parents, community, whole school, etc. This project will be written. || Use rubric to evaluate the PSA’s. || 2.1 2.2 2.4 4.1 4.2 5.1 5.2 5.3 || 4 || entrepreneur, opportunity cost || NebraskaCareerConnections or Nebraska Career Education Model printouts, articles about safety, health, and environment, journal prompt, Internet access, multimedia projector or overhead projector. . Safety Power Point, Nebraska Businesses Website, Handouts: Entrepreneurial Characteristics, & Entrepreneurial Skills, Communication activities & video || Students will read articles about safety, health, and environment with information about OSHA, workers' compensation, emergency and first aid terminology. Four different articles will be given as options. Every student will read an article. Three Students will then gather for discussion about safety issues. Discuss famous entrepreneurs in American History, also less famous, Look at Nebraska entrepreneurs. Do info sheet on a Nebraska business. Brainstorm entrepreneurial possibilities. 2. Begin a discussion with students on the importance of communicating and ways of communicating to others what an area has to offer in terms of creating economic development. Use the following talking points: a. Why is communication important? b. What are the different forms of communication? c. What skills help to make communication important? || Reflection on Safety articles, Completion of Activities. || 4.1 || 2 || goods vs. services, || NebraskaCareerConnections or Nebraska Career Education Model printouts, Marketing Stratagy worksheet || Prepare a Marketing Plan to sell a product || Class discussion on how marketing strategy will work. || 4.2 5.3 6.2 || 2 || brochures || Art supplies (markers, crayons, colored pencils, etc.), old magazines to cut from, sample travel brochures, a list of hospitality and tourism businesses and management in the community or surrounding areas. Optional Resources: Sample travel brochures || Have a brief discussion on the careers that fall into the hospitality and tourism career cluster and how each career relates back to a field, cluster and pathway. ||  || 5.1 5.2 || 1 || work trends, outlook || NebraskaCareerConnections or Occupational Outlook Handbook or Career Cruising or Nebraska Career Information System, 3x5 note cards with finance career specialty listed or Show Me the Money-Activity Sheet, “Work Trends” activity sheet. || 1. Learn about the finance career cluster. a. Give each student a 3x5 note card with a finance career specialty printed on each card or use the Show Me the Money Activity Sheet (located at the end of this lesson). b. Divide the classroom into four sections, based on the four career pathways in the finance career cluster. (banking and related services, business financial management, financial and investment planning, insurance services) c. Have each student determine which pathway their career specialty falls under. d. Talk about each of the four career pathways and the different career specialties within each. 2. Explain the purpose of looking at work trend information. a. Use these talking points: • Work trends help people evaluate different careers and what might be best suited for them. • Work trends include the number of people involved in that career, the location of those workers, job security, career demand, career advancement and related career opportunities. || Students can be assessed on the completion of the “Work Trends” activity sheet. ||
 * 15 || 15 || •Learn about the variety of careers in the education and training cluster. || 2.1 || 1 || Masters, Bachelors, Professional, Community college, University || NebraskaCareerConnections, copies of worksheets || Ask students to think about their middle school. What types of people does it take to run a middle school? What are some of the different education/training careers in the middle school? What are some training and education careers outside of school? Write the list of careers the students come up with on the board. If there are gaps, make sure to mention other possibilities such as: counselors, speech pathologists, mental health specialists, principals, etc. 2. Ask students if they think there are different careers needed to work in a high school compared to a middle school? What about at a college or institution of higher education? Add to the list on the board of other education/training careers at the high school and colleges. These could include things such as: career counselors, day care workers, chancellors, student support services – admissions & financial aid, social workers, etc. 3. Show the students the Education and Training Career Cluster from www.NebraskaCareerConnections.com. Briefly discuss the pathways of Administration and Administrative Support, Professional Support Services, and Teaching and Training. Using the list on the board, discuss with the students which career pathway each career falls in. || Written reflection on skills needed and types of careers that might app earl to the student. ||
 * 16 || 16 || • Describe the Business, Management, and Administration career cluster • Understand concepts of safety, health, and environment in career • Identify safety, health, and environment requirements in advertisements • Discuss need for effective communication. • Discuss need for knowledge of technology • List the benefits of effective teamwork, Entrepreneur roles in todays's economy, || 1.3
 * 17 || 17 || • Develop a list of careers and pathways in the Marketing cluster. • Compare/contrast these careers and pathways to the careers in the Business, Management and Administration career cluster. • Prepare a marketing plan to sell a product. || 2.4
 * 18 || 18 || • Develop a list of what attracts people to different locations. • Create a travel brochure for their hometown or location of choice. • Develop a list of careers needed for a family to have an enjoyable vacation. • Gather information on a specific business that is a part of the hospitality and tourism industry. || 1.2
 * 19 || 19 || • Learn more about the finance career cluster. • Learn about future careers in the finance career cluster. • Learn about job projections and job outlooks. || 1.3