pre-launch lesson plan - kuder pages/galaxy...to planet a. if students do not already know what the...

GRADE 2, PLANET A | ARTISTIC GREETINGS

Pre-Launch Lesson Plan

• Students identify and describe different kinds of tools people use at work.

• Students recognize that different kinds of jobs use different kinds of tools.

Objectives

• Card stock (for making greeting cards).

• Crayons, markers and other drawing and writing instruments.

• Chalkboard/whiteboard or chart paper.

Preparation & Materials Needed

Lesson Plan

INTRODUCTION

6-8 Minutes

Begin students’ pre-visit to Level 2, Galaxy Planet A by explaining that Planet A is all about Artistic occupations. Engage students in a discussion about occupations that are considered artistic. Try to broaden students’ understanding of what might be considered artistic-related careers:

• Do you know anyone who has an artistic occupation? If so, what do they do?

• Do any of YOU like artistic activities? If so, what are they?

• What types of jobs do you think are considered artistic?

• Beyond a painter or sculptor, is a dancer an artist? Is a singer an artist? How about someone who writes shorts stories or poems, are they considered an artist?

Continue the discussion by asking students to guess what tools individuals in artistic occupations might use (you may need to refresh students’ memory about the definition of a tool). List the tools students guess on the chalkboard/whiteboard or chart paper. If needed, prompt students with the following:

• What tools might a painter use? (brushes, canvas, easel, etc.)

• What tools might a videographer use? (camera, microphone, etc.)

• What tools might a singer use? (microphone, song sheet, voice, etc.)

• What tools might a writer use? (computer, pen, dictionary, etc.)

Discuss with students how things like a singer’s voice or a writer’s writing skills may also be considered tools. Just as math is a skill that can help with problem-solving, writing and other communication skills are skills that can be used in multiple occupations.

Total Time: 15-20 minutes

Copyright © 2019 Kuder, Inc.

ACTIVITY

8-10 Minutes

Introduce the following activity by informing students that they will be using their artistic skills PLUS their writing skills to create a ‘Thank You’ card for a parent, a caregiver, or friend of their choice.

Explain that students will have access to various tools for sketching and coloring to create a drawing on a blank card, and will use their writing skills to add a statement of their choice to the card. Instruct students to include both a picture and a written message on the card. Encourage students to create their own message or, optionally, provide sample statements students can use to pair with their drawing such as:

Thank you for ...

• being my sunshine.

• making me happy.

• helping me be good at sports.

• being my friend.

• helping me do well at school.

CONCLUSION

1-2 Minutes

At the conclusion of the activity, ask students if they enjoyed making their card. Share that even though not everyone enjoys being creative, all students will need good writing skills no matter what occupation they choose. Tell students they will soon be learning more about good writing and also more about artistic occupations as they prepare to launch for Planet A.

| 2A PRE-LAUNCH LESSON PLAN


GRADE 2, PLANET A | CREATIVE COMMUNICATION

Post-Launch Lesson Plan

• Students describe different kinds of tools people use at work.

• Students understand the importance of cross-functional skills such as effective communication.

• Students can name a skill that is important to all workers (communication).

Objectives

• Chalkboard/whiteboard or chart paper or individual sheets of blank paper if students will work in small groups.

• A copy of the “Planet A Pantomime Scenarios” cut into strips and folded.


Lesson Plan

INTRODUCTION

4-6 Minutes

Welcome back students from their visit to Planet A with processing questions about their visit:

• You learned during your visit that the letter “A” in Planet A stands for Artistic. Do you remember the term used for people who enjoy creative occupations? (Creators)

• What types of things do creators like to do?

◦ Like to express themselves.

◦ Enjoy acting, writing, designing, performing.

◦ Like to work with shapes, colors, sounds, images.

• What artistic occupations do you remember hearing about or seeing?

• What occupations sounded interesting to you?

Enter a discussion with students about the various tools that creators use. See if they can remember any of the tools discussed in their Planet A visit. Ask students if they can think of other tools that are used in artistic occupations.

ACTIVITY

8-10 Minutes

Remind students that individuals in artistic occupations use many ways of communicating messages. Ask students if they have ever played a pantomime game. Explain that pantomime is a way of communicating messages without using words. In this activity, students will take turns trying to convey a message through drawings and movements that they make but without using words. Give students an example by pantomiming one of the activities on the activities sheet.



ACTIVITY

(continued)

8-10 Minutes

Make this a whole class activity or divide students into small groups. Print the activity sheet, cut the scenarios into strips and fold the strips so that students can choose a scenario to pantomime. Allow students to use the chalkboard/whiteboard or chart paper if a whole class activity or individual pieces of paper to draw on if divided into small groups. Tell students they will take turns choosing and pantomiming various scenarios. Provide guidelines for how students can make guesses or allow students to shout out their guesses.

At the conclusion of the activity, ask students what tools they used to communicate their messages. What artistic skills and techniques did they use? How well were they able to communicate without using words?

Reiterate that there are many ways to communicate messages and those in artistic occupations use many different forms of communication in their work. Stress that all occupations require good communication skills even if not all jobs require artistic skills.

CONCLUSION

1-2 Minutes

To conclude the lesson, encourage students to keep working on their writing and speaking skills while in school. Emphasize that these skills will help them no matter what occupations they enter in the future.

| 2A POST-LAUNCH LESSON PLAN




2A ACTIVITY | PANTOMINE SCENARIOS

You open a box and find a snake inside.

Print this activity sheet, then cut each scenario along the dotted lines. Fold the strips so students can randomly select a scenario to pantomine.

You make the winning basket at a basketball game.

You peel a banana and it falls on the floor.

You are sipping a fountain drink and a frog jumps into the cup.

You are petting a dog and it bites your hand.

You open a present and inside is a crown that you put on your head.

You are at a restaurant that serves you green beans. When you taste them you do not like them at all.

You are late for school and can’t find your shoes.



You are waiting for the school bus and it’s cold and snowing outside.

You are walking barefoot outside and a big spider crawls up your leg.


• Students will identify additional occupations related to the artistic environment.

• Students will be able to describe different kinds of work settings and conditions for various careers.

• Students will understand how the selection of setting or work conditions affects a person’s satisfaction with work.

Objectives

• Chalkboard/whiteboard or chart paper and markers.


Lesson Plan

INTRODUCTION

2-3 Minutes

Introduce this lesson by informing students that they will soon be taking another virtual trip, this time to Planet A.

If students do not already know what the letter “A” stands for with Planet A, ask the class to guess what occupations the “A” represents by reading the following list of individuals who work in this occupational area:

• An actor

• A person who writes poems

• A graphic artist

• A sculptor

• A hair stylist

• An architect

• A singer

Explain that “Artistic” is the word that encompasses all of these occupations and that individuals in artistic careers are often creative, like to work independently and use various ways to express their skills and interests. Relay to students that the Artistic environment is one of six work environments along with the Realistic and Investigative environments (and any others they have already explored).



GRADE 3, PLANET A | PLANNING THE TRIP TO PLANET A

ACTIVITY

8-10 Minutes

Draw a line down the middle of a white board or chart paper and ask students to identify additional artistic occupational titles. List each title on the left side of the board or chart paper up to 8 or 10 occupational titles.

The list might include:

• Painter/Drawer

• TV personality

• Orchestra member/piano player

• Writer

• Videographer/video editor

Starting with the first occupational title on your list, tell students you would like their help in guessing the work settings and conditions of individuals in each of the job titles listed. For example, use the following prompts:

• Painter/Drawer

◦ Do you think a painter or drawer would work inside or outside, or both?

◦ Would they use any tools? (e.g. paintbrush, computer, etc.)

◦ Would they work alone or with others?

◦ How else would you describe the work settings of a painter/drawer?

List the work settings and conditions that students identify on the right side of the white board or chart paper beside each occupation. Remind students that using their imaginations to picture the work settings of individuals in artistic careers is, itself, an artistic practice (being creative!).

ACTIVITY

8-10 Minutes

Engage students in a conversation about the importance of work settings and conditions. For example:

• Painter/Drawer

◦ How would a painter or drawer feel if they could ONLY work inside? Only outside?

◦ What if they had only one paintbrush or one pencil?

◦ Would it make a difference if the work setting was loud or cold?

Discuss how work settings and conditions can impact job satisfaction. Connect the impact of work settings and conditions to those at your school. Ask students:

• What work settings here at school are helpful to you?

• What conditions at home help you study and do your homework?

• Are these different than the settings you want when you are not in school or doing homework?



EXTENSION

5-7 Minutes

Have students raise their hands if they know of someone who works in an artistic career. Ask the student to explain who the individual is, what they do and have them discuss the individual’s work setting(s) and conditions.

CONCLUSION

1-2 Minutes

To wrap-up the activity, explain that students will be travelling to Planet A to learn more about the attributes and the work settings of individuals who are employed in artistic careers.



GRADE 3, PLANET A | ARTISTIC & WORKPLACE SKILLS


• Students will identify additional occupations related to the artistic environment.

• Students will discuss the importance of workplace skills.

• Students will be able to name and define six work environments.

Objectives

• Chalkboard/whiteboard or chart paper.


Lesson Plan

INTRODUCTION

6-8 Minutes

Check for student understanding of the visit to Planet A by engaging the class in a discussion using the following prompts:

• What did you learn about the artistic work environment?

• What were some of the common components of those who work in artistic careers?

◦ Creativity

◦ Independence

◦ Sometimes the work looks like play

◦ Various work settings

• What were some of the work settings and conditions of individuals in artistic occupations?

Gauge student understanding and provide clarification or additional information about artistic careers where needed.

DISCUSSION

4-6 Minutes

Ask students if they know of anyone in an artistic career and to explain who they are and what they do.

Continue the conversation by asking students to raise their hand if they enjoy completing projects or activities that might be considered artistic and have them briefly explain their artistic interests and/or skills.

Convey that artistic skills are very important in succeeding in an artistic career but ALL occupations also require additional skills, sometimes called Workplace Skills.



ACTIVITY

8-10 Minutes

Explain that Workplace Skills include things such as showing up to work on time, doing the work you are supposed to do, communicating well with others, listening to co-workers and to your supervisor, and controlling your emotions.

Write the heading “Workplace Skills” on the top left side of the board or chart paper and list several of the workplace skills mentioned. Ask students to suggest additional Workplace Skills that might be important and add to the list as appropriate.

When you have completed a list of 10-12 items, ask students if these skills are also some of the same skills they need to be successful in school. Draw a line on the right side of your list and start a new column with the heading “School Skills” on the board or chart paper. For each of the Workplace Skills listed, ask students to identify a corresponding School Skill. See the examples below.

EXTENSION

5-7 Minutes

Extend the lesson by asking students to participate in an activity in which you will read each of the School Skills listed, one at a time. As you read the list, they will either raise their LEFT hand if they already possess or practice that skill, or raise their RIGHT hand if it is a skill they are still working on developing. Inform students that almost everyone has skills that they are still developing, so it is expected that students will raise their right hand at some points and their left hand at others.

CONCLUSION

1-2 Minutes

As a conclusion, tell students they will be hearing more about workplace skills and artistic occupations in future lessons. Remind them that the Artistic work environment is one of six work environments identified in Kuder Galaxy including Realistic, Investigative, Artistic, Social, Enterprising, and Conventional.



Workplace Skills School Skills

Show up for work on time. Show up for school on time (not tardy).

Work hard. Work hard.

Communicate well with co-workers. Communicate well with teachers & other students.

Act and behave appropriately. Act and behave appropriately.

Listen well and speak clearly. Listen well and speak clearly.

Be considerate of others. Be considerate of others.

Control your emotions. Control your emotions.


• Students name and describe six different kinds of training and education: apprenticeships, advanced degrees, associate’s degrees, certificates and specialized career credentials, bachelor’s degrees, and technical training.

• Students can describe a range of career training programs and education pathways.

• Students will identify the kinds of programs or institutions that offer particular types of training and education.

• Identify additional occupations that are typical of each of the six Holland work environments.

Objectives

• Copies of the Associate’s Degree Checklist for each student or student team.

• Chalkboard/whiteboard and markers.


Lesson Plan

INTRODUCTION

3-5 Minutes

Begin the lesson by asking the class if they have an older sibling or know of an older friend who is going to college. Ask students if they know the name of the college or university the individual attended or is attending. Typically, the colleges and universities students know most about are four-year institutions.

Explain to students that while many colleges and universities offer four-year degrees and advanced degrees, other institutions — such as community colleges and technical schools — offer two-year degrees. Ask students if they know the names of any community colleges or institutions that offer two-year degrees. If possible, share with students actual names of regional two-year community college or technical training academies. Assess whether the names of these institutions are familiar.

Share with the class that today they will be travelling to Planet A to explore, not only artistic careers, but an education and training option called an associate’s degree or two-year degree. Write the term “associate’s degree” on the chalk/whiteboard or on chart paper. Explain that some high school graduates, who know what work they want to do, will complete two years of college so they can start their career as soon as possible.



GRADE 4, PLANET A | TWO-YEAR ASSOCIATE’S DEGREES



DISCUSSION

4-6 Minutes

Explain that some high school graduates are unsure of what careers they want to pursue, so they enroll in a two-year associate’s degree program to “try out” or explore a certain occupational area.

Ask students if they ever started something just to see if they liked it before going further. Discuss student answers. Prompt the discussion, if needed, with the following:

• Which of the following have you tried in order to see if you liked it?

◦ A television program

◦ A computer game

◦ A sports team or dance/music program

• How many of you found out that you liked it?

• How many of you discovered you disliked it?

• Is it okay to try something out to see if you like it?

ACTIVITY

8-10 Minutes

Introduce the activity by sharing that there are many high-paying and high-demand occupations that require no more than a two-year associate’s degree. Explain that these occupations are sometimes “hidden” because many people think more than a two-year degree is required to enter the career.

Distribute the Associate’s Degree Checklist to students individually or in small teams. Ask students to read through the occupations on the left side of the worksheet and then mark one or both of the columns on the right side if they think the career “Requires an Associate’s Degree” or “Requires More Than an Associate’s Degree.” Encourage students to make their best guess even if they do not know what the occupation is.

Review the answers with the entire class. Ask students:

• Were you surprised by the number of occupations that require no more than an associate’s degree?

• What occupations surprised you the most?

• Which of the occupations listed would you see on Planet A which features individuals with artistic career interests?

CONCLUSION

1-2 minutes

After processing the activity, share that students will learn more about these careers and more about associate’s degrees in their upcoming visit to Planet A!



My Name:

Associate’s Degree Checklist

4A ACTIVITY | TWO-YEAR ASSOCIATE’S DEGREES

OccupationRequires Two-Year Associate’s Degrees

Requires More Than an Associate’s Degree

1. Dental Hygienist

2. Air Traffic Controller

3. Web Developer

4. Heart Surgeon

5. Police Officer

6. Computer Network Specialist

7. Chemical Technician

8. Funeral Service Worker

9. Veterinarian

10. Child Care Specialist

11. Videographer

12. Lawyer

13. Telecom Installer

14. Graphic Designer

15. Paralegal

16. Radiation Therapist

17. Registered Nurse

18. Aerospace Engineering Technician



Associate’s Degree Checklist

4A ACTIVITY | TWO-YEAR ASSOCIATE’S DEGREES

OccupationRequires Two-Year Associate’s Degrees

Requires More Than an Associate’s Degree

Planet A

1. Dental Hygienist X

2. Air Traffic Controller X

3. Web Developer X (some*)

4. Heart Surgeon X

5. Police Officer X

6. Computer Network Specialist X

7. Chemical Technician X

8. Funeral Service Worker X

9. Veterinarian X

10. Child Care Specialist X (some*)

11. Videographer X X

12. Lawyer X (some*)

13. Telecom Installer X

14. Graphic Designer X X

15. Paralegal X

16. Radiation Therapist X

17. Registered Nurse X

18. Aerospace Engineering Technician X

ANSWER KEY



• Students can explain how different kinds of career training and levels of education prepare people for different types of occupations.

• Students can describe a range of career training programs and education pathways.

• Students are aware that some training programs and education options cost more than others.

Objectives

• Copies of the Considering Associate’s Degrees worksheet for each student team.

• Chalkboard/whiteboard or chart paper with markers.


Lesson Plan

INTRODUCTION

6-8 Minutes

Welcome students back from their journey to Planet A. Take a few minutes to process their visit by asking the class what they learned:

• What new things did you find out about two-year associate’s degrees?

• Can students who are enrolled in two-year programs go on to get a four-year degree? Do you remember the term used to describe students who go from a two-year school to a four-year school? (transfer students)

• What are some typical occupations those with associate’s degrees have?

Recall for students that the Planet A narrator talked about many types of institutions for those interested in artistic careers. Remind them that these special schools included two-year colleges but also a fashion design school, an acting academy, and a music conservatory. Discuss whether students have heard about or seen any of these educational programs or know of someone who may be enrolled in a related program.

Explain to the class that the costs of these programs can vary quite a bit. That’s because some institutions are public, nonprofit institutions and others are private, for-profit schools. Relay that it’s important for individuals who are interested in unique education and training programs to examine all of the costs before they enroll.


GRADE 4, PLANET A | CONSIDERING ASSOCIATE’S DEGREES



ACTIVITY

7-9 Minutes

Pair or group students into teams and give each team the Considering Associate’s Degrees worksheet. Alternatively, print and cut out the three scenarios and give one scenario to each group.

Ask student teams to read each scenario and then discuss in their groups what they suggest the person should do.

Process student team responses as a whole class. Expand student discussions where possible to include consideration of program costs, program quality, and individuals’ long-term and short-term goals.

CONCLUSION

1-2 Minutes

Share with students that they will be learning about other options for education and training after high school in their next Galaxy planetary visit.



4A ACTIVITY | CONSIDERING ASSOCIATE’S DEGREES

Team Members:

1. Sleb likes to make very precise drawings. Sleb would like to be a drafter because drafters draw the blueprints for buildings. Construction workers use the blueprints to make sure buildings are built properly. Sleb would like to go to college but would also like to start working soon as a blueprint drafter. What would you suggest that Sleb do?

2. Squeelo loves to dance and is getting ready to graduate from high school. There is a private dance studio near Squeelo’s home that prepares individuals for dancing on stage but it is expensive. Students who complete the dance studio program receive a certificate that proves that they have the skills to dance well. There is also a dance program at the state university which costs less but takes more time to complete. Squeelo is unsure what to do. What would you suggest that Squeelo do?

3. Stimp and Stomp are planning to go to four-year universities, but they have no idea what career to do in the future. They are considering going to a two-year community college first to earn an Associate of Applied Sciences Degree. That way they could take some courses to figure out which career areas they like. Then, if they like the program, they would transfer their credits to four-year colleges. But all of their friends are going to universities. What would you suggest that Stimp and Stomp do?

Read the scenario below, then use the blank box to write your suggestions.



• Students can name and describe six ways to learn more about occupations that interest them: job shadowing, internships, informational interviews, volunteering and service learning, taking leadership roles, and library and online research.

• Students employ appropriate speaking and listening techniques used in conversation.

Objectives

• Chalkboard/whiteboard and markers.

• Paper for each person to write questions for the activity.


Lesson Plan

INTRODUCTION

2-4 Minutes

Begin the lesson by asking students if they can remember what types of occupations are represented on Planet A (e.g. artistic occupations such as singer, poet, TV reporter, designer, etc.).

Lead the class in brainstorming additional occupations they think might be considered “artistic” and write these on the chalkboard or whiteboard. If possible, after students’ Planet A visit, revisit the list and see what they would add or change.

DISCUSSION

3-4 Minutes

Explain to the class that during their visit to Planet A, they will not only learn more about artistic careers, they will also be learning about interviewing.

Use these prompts to engage students in a discussion about the term “interviewing:”

• Who knows what the word “interviewing” means?

• Have you ever seen someone interviewed?

• Have you ever been interviewed yourself? What kinds of questions did the interviewer ask? How did it feel to be interviewed?

Share that interviewing an adult is a great way to learn more about what the work others do.


GRADE 5, PLANET A |INTERVIEW QUESTIONS



ACTIVITY

10-12 Minutes

On a separate part of the chalkboard/whiteboard or on chart paper, write these three artistic occupation titles leaving large spaces in between each word:

• Singer

• Actor

• TV Reporter

One at a time and for each occupation, ask the class to brainstorm a list of actual persons they know or have seen on TV who represent each. Write these names on the board or chart paper as well.

Provide students with a piece of paper and ask them to choose one of the individuals mentioned in the brainstorming discussion. Have students write the name of the person in the artistic occupation at the top of their paper (first name is fine) and then construct three questions they would like to ask that person about their work.

Once students have written their three questions, have students pair and share their lists with another student.

Process the questions they developed as a class:

• What person did you select and what is one of the questions you would ask them?

• What are common questions that many of you are asking?

• Which questions do you think would be best for helping you understand what that person does day to day?

CONCLUSION

1-2 Minutes

Share with students that they will be learning more about interviewing and about artistic occupations on their upcoming voyage to Planet A.


GRADE 5, PLANET A | INTERVIEW ME


• Students can name and describe six ways to learn more about occupations that interest them: job shadowing, internships, informational interviews, volunteering and service learning, taking leadership roles, and library and online research.

• Students can describe the impact of individual interests and abilities on career choices.

• Students reflect on and begin to express their own work-related interests and preferences and how that might affect their career choices.

• Students explore people’s rationale for making career choices.

• Students practice appropriate speaking and listening techniques used in conversation.

Objectives

• Copies of the Interview Me worksheet for each student.

• Chalkboard/whiteboard or chart paper with markers.


Lesson Plan

INTRODUCTION

4-6 Minutes

Ask students to reflect on their journey to Planet A. Use these prompts if helpful:

• Who can list some of the occupations that you heard about that are typical of people on Planet A? (e.g. painter, designer, TV personality, journalist, composer, graphic artist, florist, fashion designer, etc.)

• How many of you find an artistic occupation interesting? What occupations are most interesting to you? Did your results indicate that you have high or low artistic occupation interests?

• Do you think your interests might translate into a future career someday?

Help students reflect on how their work-related interests at this grade level could very well affect their choice of future careers.




INTRODUCTION

(continued)

4-6 Minutes

Ask students if they know of someone who is in an artistic career and what they do. Use their responses to engage students in a discussion about how people make career choices:

• How did the person you know choose their artistic career?

• What factors do you think they considered when choosing an artistic occupation?

Reflect that this is the type of information an individual learns when interviewing a worker about their career.

PRE-ACTIVITY

3-4 Minutes

Ask students if they can remember some of the advice about what to do and not do when conducting an informational interview. If time allows, put the word “Do” at the top of the board or chart paper and the word “Don’t” next to it and add students’ correct responses.

DO Ask DON’T AskAbout what the job is like. Personal questions.

How they became interested in their work. How much money the individual makes.

What rewards and challenges are part of their occupation.

Their opinions about the company or their co-workers.

How to prepare for the career. About their family life.

Leave this list on the board or chart paper so students can refer to it during the activity.

ACTIVITY

8-10 Minutes

Tell students they will spend the next few minutes practicing what they learned about informational interviewing during their Planet A visit.

Give each student a copy of the Interview Me worksheet. Tell students to put their name where it says “Name of Person to Interview” and the name of any occupation they are interested in where it says “Imaginary Occupation.” Read through the six interview questions together as a class.

Explain that they will practice interviewing in groups of three; one student will be the interviewee, another student will be the person who is interviewed, and the third student will observe how the interviewer does (watching to make sure they avoid questions from the “Don’t” list).

Tell students the interviews will only last two minutes (or alternative amount of time you choose) and that they will rotate after each round so that each person gets to experience each of the roles.

When students are in teams of three and have decided who will start as the interviewer, interviewee and observer, have them begin.



ACTIVITY

(continued)

8-10 Minutes

When all three rounds are completed, process the experience with students:

• How did it feel to be interviewed?

• Were you nervous when you played the interviewer?

• When you were in the role as observer, what factors made the interviewer effective? (e.g. good eye contact, an engaging smile, good listening skills, etc.).

• Did the interviewer remember to say thank you?

Extend the lesson by assigning students the task of interviewing a parent, guardian or other adult about their work using the same worksheet.

CONCLUSION

1-2 Minutes

Remind students that like job shadowing and internships, informational interviewing is another technique to learn more about occupations in which they may be interested.



5A ACTIVITY | INTERVIEW ME

My Name:

1. What does your job involve? What are your responsibilities?

Interviewed Person’s Name:

Imaginary Occupation:

2. What happens on a typical day at work?

3. How did you become interested in this career?

4. How did you get started in this occupation?

5. What are the best parts of the job? What are the challenges?

6. What advice do you have for someone who might be interested in this career?

Be sure to say THANK YOU at the end of your interview!

pre-launch lesson plan - kuder pages/galaxy...to planet a. if students do not already know what the...

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