discover careers with the career cluster survey · • artistic: you are a "creator" •...

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CAREER EXPLORATION AND PLANNING: LESSON PLAN 1

DISCOVER CAREERS WITH THE CAREER CLUSTER SURVEY

Summary:

Career Clusters are groups of careers that have similar interests and skills. Help students to understand the difference between a Career Cluster and a career.

Lesson Objectives:

Students will be able to:

• Understand the difference between careers and Career Clusters

• Complete a Help Wanted Ad

Grade Levels: 9 - 12

Time Needed: 50 minutes

Resources Needed:

• Access to Choices360.com

• Copies of the Help Wanted Ad Worksheet

Computer Use: Yes

ASCA Mindsets & Behaviors:

Behaviors: Learning Strategies

1. Demonstrate critical-thinking skills to make informed decisions

2. Demonstrate creativity 4. Apply self-motivation and self-direction to learning 5. Apply media and technology skills

Self-Management Skills

3. Demonstrate ability to work independently 5. Demonstrate perseverance to achieve long- and

short-term goals

Social Skills

1. Use effective oral and written communication skills and listening skills

2. Create positive and supportive relationships with other students

Mindsets: NA


Overview:

Each of the 16 Career Clusters contains careers which encompass similar interests and skills as well as

education requirements. When students understand which cluster of careers fit their interests, abilities

and personality, they can make more informed choices regarding post-secondary options, such as

college programs and majors, as well as internships or vocational courses, high school course

selection, part-time work or volunteer experiences that will help them meet their goals.

Activity:

1. Briefly revisit previous class discussions regarding the importance of career exploration, focusing

today’s discussion on the differences between Career Clusters (groups of careers requiring

similar skill sets) and careers (individual careers within a cluster).

2. Instruct students to sign into their account within your online site and direct them to click on

Career Planning, then Learn About Yourself and then open the Career Cluster Survey.

3. Allow students ample time to complete the Career Cluster Survey, explaining that they will be

asked to check off a list of activities they enjoy, then personal qualities they possess and finally,

the school subjects they enjoy the most or think they would enjoy. When they have completed

the survey, instruct them to view the list of compatible Career Clusters by clicking on See the

Career Clusters.

4. In the Your reflections on your Career Cluster Survey results box on the screen, have

students consider their top two Career Clusters and write their thoughts regarding the following:

“Do you believe these career clusters involve careers that would interest you? Why or why not?”

and “Why do you think these clusters were suggested to you?”

5. If the students have completed other assessments within your online site, instruct them to answer

the following questions as well: “Are the careers suggested in this assessment of Career Clusters

similar to other results? If the results are different, explain why you believe these results

appeared today. If the results are similar, discuss how you plan on continuing to explore these

careers.”

6. Remind students to be sure to save their reflection by clicking Save.

7. Instruct students to choose one career from one of their top two clusters. They will explore this

career further and use the information they gather to complete the Help Wanted Ad Worksheet.

They will then upload their ad to the Your Profile section of the Your Portfolio tab.

Wrap Up:

1. Facilitate a class discussion regarding the ads the students created.

Follow-Up Options:

1. Conduct a student poll to discover the most popular career clusters and invite career guest

speakers to visit with the students.


HELP WANTED AD WORKSHEET

Name: _______________________________________________ Date:

HELP WANTED

Industry leader seeks

____________________________________________________________________________________

(name of career)

This career is one listed in the ______________________________________________ Cluster.

(Career Cluster where this career was found)

Job Description:

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

THREE BASIC SKILLS NEEDED FOR THIS CAREER

THREE TRANSFERABLE SKILLS NEEDED FOR THIS CAREER

1. 1.

2. 2.

3. 3.

Education Required:

HIGH SCHOOL COURSES BEYOND HIGH SCHOOL

Annual salary range for your state: ______________________________



LEARNING ABOUT CAREER INTERESTS WITH THE INTEREST PROFILER

Summary:

Students will expand their views of their personal interests and learn how those interests are related to career success and job satisfaction. Students will complete the Interest Profiler and have the opportunity to see how their results match the careers listed in your online site.

Lesson Objectives:


• Understand that knowing their interests can

help them make better career decisions

• Complete an interest assessment

• Use their assessment results to create a

list of careers that matches their interest

profile



Resources Needed:


• Magazine pictures of vehicles

• Six pages of flip chart paper or other sturdy paper to mount on the wall

• Six 3x5 cards

Computer Use: Yes



2. Demonstrate creativity

5. Apply media and technology skills

9. Gather evidence and consider multiple perspectives

to make informed decisions


3. Demonstrate ability to work independently

7. Demonstrate effective coping skills when faced with a

problem

Social Skills

1. Use effective oral and written communication skills

and listening skills

2. Create positive and supportive relationships with

other students

6. Use effective collaboration and cooperation skills

7. Use leadership and teamwork skills to assert self,

when necessary

Mindsets: N/A


Teacher Preparation:

1. Familiarize yourself with the Interest Profiler assessment on your online site. Click on the

Career Planning tab; choose the Learn About Yourself section and then Interest Profiler.

2. Cut out approximately 12 magazine pictures of a variety of standard passenger vehicles. Include

different styles of cars (family, sporty, hybrids, etc.) as well as trucks and motorcycles. You can

attach each picture to a clipboard or cardboard to prevent folding or tearing. These photos will be

displayed at the front of the classroom so be sure to choose large ones.

3. Label each of the six 3x5 cards with the names of the interest areas measured by the Interest

Profiler:

• Artistic: You are a "creator"

• Social: You are a "helper"

• Investigative : You are a "thinker"

• Enterprising: You are a "persuader"

• Realistic: You are a "doer"

• Conventional: You are an "organizer"

Introductory Activity: 1. Choose four of the car photos to start the activity while keeping the rest out of sight. Display

these at the front of the class.

2. Briefly discuss the characteristics of each of the cars to help students identify what they like about

each one.

3. Hold each picture up and ask, "Is there anyone who would like to drive or purchase this vehicle?"

Hand the picture to someone who indicates that they would like it.

4. Once all four pictures have been distributed (keep other pictures out of sight), ask, "Are you

satisfied with the car you chose? Is there anyone who might like to trade for a different one?"

Inevitably, when given a chance to trade, at least one person will be interested.

5. At this point, bring out the other pictures of vehicles, including sportier cars, trucks and

motorcycles. Allow the students to trade their first cars for a vehicle from this new group.

6. Now ask the students why they traded. Elicit responses by asking why they like the newer choice

better, why having more choices results in a better decision, and how the newer choice better

matches their preferences.

7. Now ask whether anyone out shopping for a new vehicle would want to choose from just four

cars. Why not? Talk about the idea that when making major decisions, we all want to make the

best possible choice. We want to make choices that will make us happy. We want to understand

all the possibilities and options before making a choice. If we don't know about all the options, we

might miss the one that would offer the best chance of happiness and success.

8. Tell students that their career decisions are among the most important decisions they will make in

life. Have students think about how it would be to wake up eager to go to work, thinking, “I get to

go to work today!" Ask them for examples of people they know who appear to be most satisfied in

their jobs. People who work in the careers that match their interests are more likely to be happy

and satisfied in their jobs.


9. Help students understand that career interest assessments are designed to help people organize

what they know about their personal interests in a way that will help them discover the careers

that are consistent with those interests. However, assessment results can only reflect the

student's responses. Obviously, the most meaningful results come from responding to the

assessment items in a thoughtful and truthful manner.

Activity:

❖ The Interest Profiler assessment and Career Search will be done in the computer lab. The rest of

the activity can be done in the classroom.

THE INTEREST PROFILER

1. Introduce the Interest Profiler in your online site. Reiterate the importance of reading every item and marking their honest responses. Let students know that this assessment should expand their career options by helping them learn about careers they may otherwise not have considered. Tell students that you will be helping them understand their results.

2. Allow students ample time (approx. 20 min.) to complete the Interest Profiler. Encourage those

who are finished early to review results and consider sharing why their top interests came up for

them.

CAREER AWARENESS (HOW MANY CAREERS DO YOU KNOW?)

1. Tell students that the results of the Interest Profiler are expressed in terms of six broad interest

areas (these are the Holland codes). Ask students to look at their Interest Profiler results and

note their two top interest areas.

2. Return to the classroom with your students and post the six cards labeled Realistic, Investigative,

Artistic, Social, Enterprising and Conventional in different areas of the room. Ask students to go

stand in the area labeled with their top interest area. Give each group one piece of flipchart paper

to mount on the wall.

3. Instruct the students that on the count of three, they will have two minutes to write down as many

careers as they believe match their interest area (Holland Code). Students may take turns writing

careers down or they may designate one in their group to write while the others call out ideas.

(You’ll likely find most students run out of ideas after the first minute.)

4. Time's up! Ask the students to add up the total number of careers they came up with as a group.

As a class?

5. Move from one group to the next, read the following descriptions and ask if anyone has any more

career titles to add.

• People in Realistic careers are generally active, "hands-on" workers who like working

with tools and equipment, are often athletic and enjoy the outdoors.

• People in Investigative careers like using their minds to solve problems. They often

excel in science and math. They are independent thinkers and may enjoy puzzles and

games based on logic.

• People in Artistic careers are creative and enjoy expressing themselves through art,

music, dance, writing and drama. These workers may seek out free, unstructured

environments.


• People in Social careers value their relationships with other people. They like helping

others and seek out opportunities to give advice or otherwise interact with people.

• People in Enterprising careers might be called persuaders. They like leadership roles,

as well as sales. They often have good verbal abilities and can talk people into doing

things their way.

• People in Conventional careers are very organized, structured workers. They like

accomplishing their work step-by-step and are good record-keepers.

6. Have the students name some of the sample occupations for each of the interest areas and

discuss what aspects of the work would be consistent with the descriptions above. Tell students

that in exploring the careers that are most consistent with their interests, it is a good idea to use at

least their two highest interest area codes to search for careers in your online site.

7. Have them move back to their computers and use the Search feature to see how many more

occupations match their interest results.

Wrap Up:

1. Tell students that careers that are interesting to them are likely to be enjoyable, but there are

other aspects of work to consider. Have students name some of the other things they will want to

know about occupations to help make their decisions (earnings, skill requirements, education,

etc.) Your online site can help them learn much more about the occupations that will best match

their other wants and needs. Encourage students to use the site frequently as they continue to

explore the world of work.



DISCOVER YOUR SKILLS WITH THE BASIC SKILLS SURVEY

Summary:

The Basic Skills Survey is designed to help students understand what they have already achieved and what they need to improve upon.

Lesson Objectives:


• Determine which skills they already

possess and which ones they need to

develop further

• Understand the importance of continuing

to develop skills throughout their lives and

careers



Resources Needed:


• Copies of the Career Plan Checklist

Computer Use: Yes



4. Apply self-motivation and self-direction to learning 5. Apply media and technology skills 7. Identify long- and short-term academic, career and

social/emotional goals 9. Gather evidence and consider multiple perspectives




Social Skills


Mindsets: 5. Belief in using abilities to their fullest to achieve high-quality results and outcomes


Teacher Preparation:

Familiarize yourself with the Basic Skills Survey in your online site.

Overview:

The Basic Skills Survey is a graduated survey which assists students in knowing more about their

current personal skills as well as aiding them in determining which skills need further development in

order for them to achieve their goals. Skills to be surveyed include reading, listening, writing, speaking,

mathematics, science, critical thinking, active learning, learning strategies and monitoring.

Activator:

Based on your exposure to the Basic Skills Survey, facilitate a brief class discussion regarding skills

such as reading comprehension, critical thinking and learning strategies, how these are important to

future career successes, and why improvement in many of these areas will lead to increased success

and fulfillment.

Activity:

1. Instruct students to sign into their account in your online site and click Career Planning, then

Learn About Yourself and then the Basic Skills Survey assessment.

2. Allow students ample time to complete the Basic Skills Survey and save their results in their

portfolio.

3. Allow students time to reflect on their results by answering the following questions in their

Portfolio Journal: “On which skills did you score the highest? Are you happy with these results?

Why or why not?”

4. Distribute the Career Plan Checklist.

Wrap Up:

1. Instruct students to return to the Basic Skills Survey and view their list of matching careers. Allow

them ample time to complete the Career Plan Checklist and save it to their online portfolio.

Follow-Up Options:

1. Revisit the Career Plan Checklist when students make their course selections for Junior Year.


CAREER PLAN CHECKLIST

Name: ______________________________________________ Date:

How many careers match your basic skills? # of careers: ___________

Choose one career and compare that career with

your basic skills (click Compare Your Skills in

the Matching Skills column in the career chart)

How do your skills match up with this career?

Career: ________________________________

________________________________________________

________________________________________________

Are there skills you would like to improve? Yes _____ No _____

If your answer above is “Yes”, how will you go

about improving these skills?

Choose classes for Junior Year which will increase my skills

______

Talk with my teachers to find ways to increase my skills ______

Meet with my school counselor to find ways to increase my skills

_______

Is this a career you can imagine yourself working

in the future? Why or why not?

Yes _____ No _____

________________________________________________

________________________________________________

Click the name of the career in the Name

column, then click the What To Learn tab. Can

you imagine yourself completing the education in

the needed for this career? Why or why not?

Yes _____ No _____

________________________________________________

________________________________________________

Will there continue to be many job opportunities

for this career in the near future? Click the

Money And Outlook tab to locate the outlook for

your career.

If not, would you be willing to move to have a job

in this field?

Yes _____ No _____

Yes _____ No _____

Are you comfortable with the work hours and

travel needed for this career?

Yes _____ No _____

How will you go about finding out more

information about this career?

____________________________________________________

____________________________________________________



ASSESS YOUR SKILLS WITH THE TRANSFERABLE SKILLS CHECKLIST

Summary:

Transferable skills can be developed in practically every aspect of life. Playing football develops teamwork, tutoring or volunteer teaching develops organizational skills, school work plus a part-time job develops time management skills.

Lesson Objectives:


• Identify transferable skills

• Connect transferable skills to various careers



Resources Needed:


• Copies of the Transferable Skills to Careers worksheet

Computer Use: Yes



2. Demonstrate creativity 4. Apply self-motivation and self-direction to learning 5. Apply media and technology skills 7. Identify long- and short-term academic, career and

social/emotional goals



Social Skills



3. Create relationships with adults that support success

Mindsets: N/A


Overview:

Transferable skills are skills and abilities which have been developed in one area of life but can be used in others. This lesson will look at how skills learned in school, at home, through sports, etc. can be transferred into the workplace.

Activator:

Facilitate a class discussion regarding transferable skills – what they are, how they are useful, where they can be used. If you’ve already used Job Search Lesson Plan 3 – Transferable Skills, this lesson is a good review. Use the following questions/answers as a guideline for the discussion:

• What does it mean that a skill is transferable? o It can apply to multiple jobs or careers

• What are some examples of transferable skills? o Writing ideas, producing designs, planning projects, etc.

• How can you acquire and develop your Transferable Skills? o In all classes and during all stages of your education o On the job o When volunteering o During social activities o On a sports team

• Which aspects of your life should you consider when reflecting on your transferable skills? o Volunteer work, school work, extra-curricular activities, social activities, work

experiences, family activities – for example, planning a group vacation could develop organizational and leadership skills

Activity:

8. Instruct students to login to their account within your online site. Click on the Career Planning tab, then Learn About Yourself and then Transferable Skills Checklist.

9. Distribute the Transferable Skills to Careers worksheet.

10. Instruct students to use the information generated by the Transferable Skills Checklist to complete the Transferable Skills to Careers worksheet.

11. Allow students 30 minutes to complete the Transferable Skills Checklist

Wrap Up:

1. Allow students time to reflect on what they’ve learned by answering the following questions and saving them in Your Journal on the Your Portfolio tab of your online site: Did the transferable skills checklist provide a list of careers you expected to see? Why or why not? Which courses do you plan to enroll in as a senior that will assist you in learning more about these careers? List two questions you can discuss with your parents/guardians or school counselor regarding your postsecondary education plans.

2. If time permits, conduct a Q&A session for students to discuss planning for their postsecondary education.

Follow-Up Options:

1. Combine student results with different assessment results, earnings and other characteristics in

the Career Finder. This is done by clicking the Explore Careers section of the Career Planning

tab, then clicking the Career Finder in the Career Exploration tools section. In the list of


characteristics, click Transferable Skills in the Skills section. If students have completed the

Transferable Skills Checklist, they can click Use Transferable Skills Checklist results in the

box in the upper right hand corner.

Assessment results from the Transferable Skills Checklist will be imported into the Career

Finder. Check marks will appear in boxes corresponding to the skills identified by the

Transferable Skills Checklist.


TRANSFERABLE SKILLS TO CAREERS

Name: ________________________________________ Date:

Directions:

Complete this worksheet when you finish taking the Transferable Skills Checklist.

TRANSFERABLE SKILLS TO CAREERS

List five of your transferable skills in the Your Transferable Skills list.

1.__________________________________

2.__________________________________

3.__________________________________

4.__________________________________

5.__________________________________

How many matching careers were found?

(click the View Careers button)

__________

List the career (or one, if several matched) that had the closest matches to your transferable skills:

Career:________________________ Education required:__________________

Are you willing to pursue the education necessary for these careers? Highlight the careers that, educationally, seem attainable to you.

If the career you are considering did not show up in your list today, type it in the Search Careers Only box in the Didn’t find the career you’re looking for? Section on the lower left side. Then, write down the transferable skills you will need to acquire to be successful in this field.

Career:_________________________________________________

Skill:_________________ Skill:___________________ Skill:________________

Skill:_________________ Skill:___________________ Skill:________________

List 3 ways you plan to acquire these skills:

1._______________________________________________________________

2._______________________________________________________________

3._______________________________________________________________



LEARN ABOUT WORK VALUES WITH THE WORK VALUES SORTER

Summary:

Understanding your work values is a helpful step in identifying what types of careers to focus on.

Lesson Objectives:

Students will:

• Complete the Work Values Sorter



Resources Needed:


• Copies of your high school’s Programs of Study or access to them online

Computer Use: Yes



1. Demonstrate critical-thinking skills to make informed decisions

4. Apply self-motivation and self-direction to learning 5. Apply media and technology skills



Social Skills



6. Use effective collaboration and cooperation skills 9. Demonstrate social maturity and behaviors

appropriate to the situation and environment

Mindsets: NA


Overview:

Career exploration is an important first step in determining your career path. Understanding your work values, what type of environment you thrive in, where your interests lie, etc. will help you make decisions when planning for post-secondary options, researching internship opportunities, obtaining the skills necessary for procuring employment, high school course selection and more.

Activity:

1. Facilitate a class discussion on the importance of career exploration.

2. Inform students that they will be given the opportunity to begin or continue their career exploration path in today’s lesson.

3. Instruct students to log in to your online site. Students will sign into their online account and click the Career Planning tab, then click Learn About Yourself and then Work Values Sorter.

4. Allow students up to 20 minutes to complete the Work Values Sorter.

5. After students have completed the Work Values Sorter and have identified their top two work values, instruct them to use the Your reflections on your Work Values Sorter results box on the screen to answer the following questions:

• “Are you surprised by these results?”

• Instruct students to view the suggested careers relating to their work values and answer the following questions: “What is the education needed to pursue this career?” What is the average annual earnings of this career?”

• If the students have completed other assessments within your online site, instruct them to

answer the following questions as well: “Are the careers suggested in this assessment of

Work Values sorter similar to other results? If the results are different, explain why you

believe these results appeared today. If the results are similar, discuss how you plan on

continuing to explore these careers.”

6. Instruct students to view their high school’s Programs of Study to determine if available elective

courses could support continued exploration in the careers suggested by the Work Values

Sorter results. Instruct them to write a paragraph on how this career exploration exercise has

exposed each student to potentially new career options and how this will impact course selection

for the following year. Upload this paragraph to the Your Profile section of the Your Portfolio

tab of your online site.

Wrap Up:

2. Facilitate a class discussion allowing students to share their findings with one another.

Follow-Up Options:

2. Encourage students to look for internship or volunteer opportunities to enhance their learning.

3. Organize a Spring Career Fair at your school or plan a field trip to a Career Fair at your local

post-secondary institution.



ALL ABOUT YOU

Summary:

It’s always helpful to spend some time in review. How have your goals changed over the years?

Lesson Objectives:


• Reflect on how their career goals may have changed throughout high school

Grade Levels: 9 – 12


Resources Needed:


Computer Use: Yes







Social Skills


Mindsets: 5. Belief in using abilities to their fullest to achieve high-quality results and outcomes


Overview:

This is an opportunity for students to review work completed on your online site and in other career exploration assessments, and review their career goals.

Activity:

1. Instruct students to log in to their account on your online site. Click Your Portfolio, then Career Planning Portfolio and then All About You.

2. The All About You feature contains several assessments. Students who have participated in other lessons in this series will have completed one or more of these assessments. If so, the results of those assessments will appear in the appropriate section. Ask students to review the results of completed assessments. If they believe that the results of any assessment are no longer accurate, ask them to click the link that invites them to try that assessment again. When they have completed the assessment again, they can click Remove next to the results they no longer believe to be accurate if they would like to remove those results.

3. For assessments students have not completed, here are brief notes for you to use to assist them in deciding which, if any, to complete:

• Work Interest Areas (from the Career Key) is an informal assessment of interests that will

map student interests using the six Holland types and present a list of suggested careers.

• Work Interest Areas (from the Interest Profiler) is a normed assessment of interests that

will map student interests using the six Holland types and present a list of suggested

careers.

• Work Values (from the Work Values Sorter) measures work values students believe to be

important and presents a list of suggested careers.

• Aptitudes (from the Ability Profiler) – the Ability Profiler is an optional add on that consists

of a battery of six subtests that measure specific job skills and presents a list of

suggested skills.

• Personality Type (from Do What You Are) – Do What You Are is an optional add-on that

uses a popular personality type system to assess different dimensions of students’

personality types. A list of suggested careers is then presented based on the personality

type.

• Learning Style (from the Learning Style Inventory) – the Learning Style Inventory is an

optional add-on that assesses a variety of different learning styles.

• ASVAB (Armed Services Vocation Aptitude Batter) – the ASVAB is a battery of subtests

designed by the U. S. Military and often administered in high schools that measures

specific academic and work-related skills. This section of All About You is provided for

those students who have taken the ASVAB to enter their test results.

4. Allow students ample time to complete the All About You assessments. This activity is a section in which the student has the opportunity to edit or complete assessments for review for post-secondary planning.

5. Instruct students to answer the following questions on the Your Journal section of the Your Portfolio:

a. What do you believe will be your future career path?

b. Has this changed since freshman year? Why or why not has it changed?

c. Have you found using the assessments in your online site helpful in exposing you to new


careers? Why or why not?

d. What do you still need to do to prepare for your potential career?

Wrap Up:

1. Facilitate a class discussion regarding career planning and the above questions.

Follow-Up Options:

1. The Counseling department may offer “Career Exploration” nights for graduates of the secondary school and adults in the community to come in to the office and utilize career assessment programs.

2. The Counseling department may also choose to invite parents to a PTA night, or as a follow-up to a PTA presentation on your online site, to create portfolio accounts and take one or more career assessments.



HOW YOU SEE YOURSELF

Summary:

This lesson is an exercise in self-evaluation.

Lesson Objectives:


• Identify and describe their personal values and priorities

• Describe their risk-taking style, time management skills and wellness strategies

• Identify and describe their life roles



Resources Needed:


Computer Use: Yes






3. Demonstrate ability to work independently 5. Demonstrate perseverance to achieve long- and

short-term goals

Social Skills


Mindsets: 1. Belief in development of whole self, including a healthy balance of mental, social/emotional and physical well-being


Overview:

The How You See Yourself assessment assists students in clarifying personal values and priorities, personal management style, and life roles in preparation for post-secondary planning.

Activity:

1. Instruct students to log in to their account within your online site. Click the Your Portfolio tab, then Career Planning Portfolio and then How You See Yourself.

2. Allow students ample time to complete the How You See Yourself assessment.

3. Allow students to complete the reflective answers to the following questions in the Your Journal section of Your Portfolio:

a. What do you believe will be your future career path?

b. What is something you have learned about your potential future career path during high school?

c. How have your high school courses, co-curricular activities, volunteer experiences or employment prepared you for this career path?

d. What do you still need to do to prepare yourself in the areas of personal priorities, management style or life roles for this career?

Wrap Up:

1. Instruct students to set up a counseling appointment to review their potential career path as well as the postsecondary education needed for this career.

Follow-Up Options:

1. Encourage students to use School Finder in the Explore Postsecondary Schools section of

the College Planning tab to continue researching post-=secondary education options, using the

information they have acquired in How You See Yourself and reviewing results from other

career assessments.



BROWSING CAREER CLUSTERS

Summary:

The goal of this lesson plan is to introduce and familiarize students with the career clusters.

Lesson Objectives:

Students will:

• Access detailed information about selected careers

• Identify occupations that were previously unknown or unfamiliar

• Expand their current knowledge of careers



Resources Needed:


• Access to a flip chart, chalkboard or overhead projector (if you elect to complete Career Jeopardy as a group activity)

Computer Use: Yes







problem

Social Skills




other students


Mindsets: NA

Overview:

Your site has several tools to assist students with career exploration.

At this point in the career exploration process, most students have graduated from the fantasy stage and have entered the tentative stage of career exploration. At this stage, students become more aware of the actual work and educational requirements surrounding selected occupations. It becomes essential to obtain as much information concerning all potential careers as possible. This is part of a systematic career planning effort.

Many students prematurely select occupations based upon parental, personal or peer pressure. Other students feel they have nothing to work toward until they select a future career. So, it is important to have all the facts and be able to make an educated, organized and thorough career decision. As the saying goes, don't judge a book by its cover.


The same theory applies to selecting a career. A rushed or uneducated occupational decision leads to career jeopardy!

Activity:

Welcome to Career Jeopardy!

1. Have each student access the Career Planning tab and click on the Explore Careers section.

2. Explain that each student will participate in the Career Jeopardy game.

Career Jeopardy Rules:

• Students must submit their answers at the end of the session.

• This activity may be done as a group, with small teams or through individual efforts.

• Small awards, incentives or extra credit points may be given to the winner of each game.

• The winner(s) will be determined by the highest point total at the end of the game. A tied score is acceptable. $100 = 100 points.

1. Each student will use the Search for field in the Search Careers area of the Explore Careers section to find the appropriate response to the category. All answers should be formed as questions.

2. Please provide each student with a copy of the game board (below). You may elect to use a chalkboard, flip chart, overhead projector, or create actual game pieces. The game board is intended for the host of the game ONLY. Do not give students the questions in each category. Since this is Jeopardy, each student will be providing the "question" in each category.

3. Let's see the categories for today's game (see chart with sample questions or create your own):

Jeopardy! Alphabet Hunting Starts with "V" Sports Trivia

$100 I will take Alphabet Hunting

for $100

The Answer: My job title

begins with the letter "K"

and I work at an aquarium.

The Question: Who are

Killer Whale Trainers?

I will take Starts With "V"

for $100

The Answer: My job is

to treat sick or injured

animals by prescribing

medication, setting

bones, dressing wounds

or performing surgery.


Veterinarians

I will take Sports Trivia for

$100

The Answer: They get paid

to ski all day.

The Question: Who are Ski

instructors?


for $200

The Answer: I begin with

an “G” and create affordable

art that serves a purpose:

telling someone you care.

I will take Starts with “V”

for $200

The Answer: They

create special effects for

movies, commercials, TV

shows or music videos.


$200

The Answer: They

supervise the safety and

rescue of swimmers, surfers

and other water sports



Greeting Card Designers


Video Effects

Technicians

participants.


Lifeguards.


for $300

The Answer: I begin with a

"U" and sometimes I make

pitchers, batters and

catchers mad.


Umpires?


for $300

The Answer: They earn

a living playing video

games.


Video Game Testers?


$300

The Answer: They carry

and pass clubs to the golfer.


Golf Caddies.


for $400

The Answer: I begin with a

“C” and I add to or totally

replace the sound systems

in vehicles.


Car Stereo Installers

I will take Starts with “V”

for $400

The Answer: They study

microscopic organisms

causing polio, AIDS and

the common cold.


Virologists?


$400

The Answer: They treat

and rehabilitate physical

ailments of legendary

athletes and high school

heroes.


Physical Therapists? We will

also accept Sports Doctor.


for $$1,000

The Answer: I begin with

an "L" and you can look my

job up in a dictionary.


Lexicographers?


for $1,000

The Answer: They

narrate movies and are

the voice of your favorite

cartoon characters.


Voice-over Performers?


$1,000

The Answer: They scout

athletic talent for schools

and professional sports

teams.


Sports Scouts?


Final Jeopardy!

Please make your final wager. Students may wager as little as $100 and up to $4,000.

The category is: Careers Starting with L.

Your Wager: _______________

The Answer: We study ecosystems in water, and yes, we use our limbs quite a lot.

The Question: What is a limnologist?

Again, do not provide students with the questions for Final Jeopardy.

4. Have each student hand in their Career Jeopardy game card. You may elect to have each student score the game prior to handing in his or her responses.

5. Given the final scores, inform the class of who the Career Jeopardy champion was for this game.

Options: 1. You may choose to conduct the Career Jeopardy game in a group format. Divide the class into

three groups. One member of each team will operate the computer and the other members will help navigate the captain. The host will read the answer to each category and determine the appropriate responses. The team with the highest point total wins the game.

2. Have the students host this activity with each student taking a turn creating the Jeopardy answer. The other students will write down the appropriate response. Again, the winner is the student with the highest point total.

Wrap Up: 1. At the end of this activity, ask each student to reflect on Career Jeopardy. They will hand in

their responses. You may choose to process this activity as a group. 2. Was this helpful in learning about the career clusters? 3. What would have been more helpful? 4. Ask students to list occupations they found through this activity that they did not previously

know existed. 5. Encourage students to continue to use this new feature to expand their knowledge of careers.

You may ask students to create their own Jeopardy questions for future classes.



CAREER PROFILES

Summary:

A great icebreaker! Students "wear" a career profile on their back and ask questions of others to determine what their career profile is. There is a lot of preparation for this activity in order to create the career profiles. However, once the career profiles are prepared, they can be used many times.

Lesson Objectives:

Students will:

• Use and analyze effective questioning to learn about career awareness and the importance of choice when choosing a career for themselves



Resources Needed:


• Career Profiles Game Worksheet plus an extra sheet of paper for each student

• Paper and tape or pins

• Stopwatch or similar timing device

Computer Use: Yes







problem

Social Skills




other students


7. Use leadership and teamwork skills to assert self,

when necessary

9. Demonstrate social maturity and behaviors

appropriate to the situation and environment

Mindsets: 6. Positive attitude toward work and learning

Preparation: Familiarize yourself with the rules of the Career Profile game as laid out below. It follows the basic rules of the game of 20 Questions. Create a set of career “profile” cards, one for each student. Each “profile” will have the name of a different career taken from the Explore Careers section of your online site. Students move around the room asking each other yes or no questions in order to figure out who they


are. Here is a sample career “Profile” card:

Activity: 1. Attach one career “Profile” card to the back of each student so that they can’t read it, but any

other student who stands behind them can.

2. Provide a copy of the Career Profiles Game worksheet to each student.

3. Follow the instructions as laid out on the Career Profiles Game worksheet.

4. Students should have some extra paper handy if they wish to copy more information than the

space on the activity sheet provides.

5. Place students in pairs. Since the students will need to look up some of the answers to the

questions asked in the Explore Careers section of your online site, in a computer lab, it may be

easiest to pair students who are sitting next to each other, or in front and in back of one another.

The student who is guessing their career “profile” would turn so they can’t see their partner’s

computer screen.

6. Tell students to decide which member of each pair will be the first to guess what career “profile” is

on their back. That student will be the “guesser” and the other student will be the “answerer”.

7. Have each “guesser” ask leading questions (yes or no answers) of the other participants, in order

to determine what their own career profile is. Some example questions are listed on the Career

Profiles Game worksheet. You may wish to have participants record their questions and the

answers that they receive.

8. Set a time limit. See how many students can determine the career that they have been assigned. 9. Follow-up activity with discussions:

• Awareness: How many new careers were discovered?

• Choices: How many participants were happy with the career that was chosen for them?

Enhancements/Options: Teachers could have students create these profiles as a separate activity.

Wrap Up: Have a class discussion focused on the benefits of goal planning versus having a career chosen for you.

Career Title: Painter

Education/Training: High School plus some

on-the-job training

Average Earnings: $39,290


CAREER PROFILES GAME

Directions:

You have been given a career profile attached to your back by your counselor or teacher. You have also

been paired with another student. Each of you will take turns trying to guess the name of the career

profile that is attached to your back. You can only ask questions that would have a “yes” or a “no”

answer. Your counselor or teacher will instruct the class or group to have each pair determine which

member will guess first and which one will provide the answers.

Once you have determined who is guessing first, have that student turn so that the student who is

answering can read the career profile on their back. Also be sure that the student who is guessing first

has turned so they cannot see the computer screen belonging to the student who will provide answers.

For the student who is asking questions, here is a sample list of questions you can ask. Space is

provided for you to write down other questions you think of to ask. Remember: all questions must have a

simple “yes” or “no” answer.

Once the student correctly guesses the name of the career attached to their back, remove it and switch

roles. Now the student who was answering questions will ask the questions about the career profile

attached to their back and the student who was asking questions will answer them with “yes” or “no”

answers. Use the instructions below for each role.

Both students in each pair should complete a turn as the guesser as well as the answerer.

SAMPLE QUESTIONS FOR THE STUDENT WHO IS ASKING QUESTIONS:

Use this as a starting list and have your students add their own questions.

• Will I need a university education for this career?

• Will I need to attend a trade school to learn the skills needed?

• Will I need to apprentice?

• Will I potentially make more than $25,000 per year?

• Will I be working independently?

• Will I work in a team?

• Will I work with the public?

• Will I use my hands?

• Will I need computer skills?

• Will I work with animals?

• __________________________________________________________

• __________________________________________________________

• __________________________________________________________


DIRECTIONS FOR THE STUDENT WHO IS ANSWERING QUESTIONS:

1. Log in to your account on Choices360.com

2. Click the Career Planning tab

3. Click Explore Careers

4. Type the name of your partner’s career in the Search for box in the Search Careers section, and

click Go.

5. A list of careers related to that career will be displayed. Look through the list; use the page

selector at the bottom if necessary, until you find the career. Click the name of the career to open

a career profile for that career.

6. Use information on the What They Do tab and any other tab along the left hand side to answer

questions your partner asks about their career. Remember to phrase your answer as a “yes” or

“no” answer.



MAKE A PLAN WITH THE CAREER PLAN BUILDER

Summary:

Developing a course plan is an important step in the career and life planning process.

Lesson Objectives:


• Understand how successful course planning leads to effective career and life planning

• Describe a career/life plan

Grade Levels: 9 – 12


Resources Needed:


Computer Use: Yes



3. Use time-management, organizational and study skills


social/emotional goals 9. Gather evidence and consider multiple perspectives



3. Demonstrate ability to work independently 8. Demonstrate the ability to balance school, home and

community activities

Social Skills


Mindsets: 4. Understanding that postsecondary education and life-long learning are necessary for long-term career success


Overview:

Developing a course plan that supports future career goals is an important step in the career and life planning process. The plans that students develop now will affect their lives far into the future.

Activity:

1. Instruct students to log into your online site. Click Career Planning and then Career Plan

Builder (a quick link on the right side of the screen). Click on Create a Career Plan.

2. Allow students ample time to complete a career plan using the Career Plan Builder.

Enhancements:

1. Facilitate a class discussion regarding which steps students can take to put their plan into action.

2. Facilitate a class discussion regarding how the development of a course plan that connects to

career goals is important to their overall plan.

Wrap Up:

1. Instruct students to write a paragraph considering the following reflection questions and save it in their online portfolio journal: “Does the career plan that you have just created accurately show what you want your life to look like now and in the future? What steps are you taking now to achieve the goals laid out in this plan?”

Follow-Up:

1. Students can review their Career Plan before creating/confirming their schedule for the

upcoming school year.

discover careers with the career cluster survey · • artistic: you are a "creator" •...

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