Career development activities, grades 6-8

National Career Development Guidelines: Competencies and Indicators
The competencies and indicators are organized into three major areas: self-knowledge, educational and occupational exploration, and career planning. The competencies represent general goals, and the indicators define specific knowledge, skills, and abilities that individuals should master in order to deal effectively with lifelong career development tasks. They are consistent with the general developmental capabilities of individuals at that level.
The competencies and indicators represent the knowledge, skills, and abilities that students need to cope effectively with daily life, to make the transition to the next level of education, and to develop an educational plan to ensure their academic growth and development. The presentation of the competencies and indicators does not imply a sequential order for delivery but is an inclusive listing of elements important to a student's career guidance and counseling plan.
Middle/Junior High School Student: Competencies and Indicators
Self-Knowledge Competency 1: Knowledge of the influence of a positive self-concept. 1.1 Describe personal likes and dislikes. 1.2 Describe individual skills required to fulfill different life roles. 1.3 Describe how one's behavior influences the feelings and actions of others. 1.4 Identify environmental influences on attitudes, behaviors, and aptitudes.
Competency 2: Skills to interact with others. 2.1 Demonstrate respect for the feelings and beliefs of others. 2.2 Demonstrate an appreciation for the similarities and differences among people. 2.3 Demonstrate tolerance and flexibility in interpersonal and group situations. 2.4 Demonstrate skills in responding to criticism. 2.5 Demonstrate effective group membership skills. 2.6 Demonstrate effective social skills. 2.7 Demonstrate understanding of different cultures, lifestyles, attitudes, and abilities.
Competency 3: Knowledge of the importance of growth and change. 3.1 Identify feelings associated with significant experiences. 3.2 Identify internal and external sources of stress. 3.3 Demonstrate ways of responding to others when under stress. 3.4 Describe changes that occur in the physical, psychological, social, and emotional
development of an individual. 3.5 Describe physiological and psychological factors as they relate to career development. 3.6 Describe the importance of career, family, and leisure activities to mental, emotional,
physical, and economic well-being.
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Educational and Occupation Exploration Competency 4: Knowledge of the benefits of educational achievement to career opportunities. 4.1 Describe the importance of academic and occupational skills in the work world. 4.2 Identify how the skills taught in school subjects are used in various occupations. 4.3 Describe individual strengths and weaknesses in school subjects. 4.4 Describe a plan of action for increasing basic educational skills. 4.5 Describe the skills needed to adjust to changing occupational requirements. 4.6 Describe how continued learning enhances the ability to achieve goals. 4.7 Describe how skills relate to the selection of high school courses of study. 4.8 Describe how aptitudes and abilities relate to broad occupational groups.
Competency 5: Understanding the relationship between work and learning. 5.1 Demonstrate effective learning habits and skills. 5.2 Demonstrate an understanding of the importance of personal skills and attitudes to job
success. 5.3 Describe the relationship of personal attitudes, beliefs, abilities, and skills to occupations.
Competency 6: Skills to locate, understand, and use career information. 6.1 Identify various ways that occupations can be classified. 6.2 Identify a number of occupational groups for exploration. 6.3 Demonstrate skills in using school and community resources to learn about occupational
groups. 6.4 Identify sources to obtain information about occupational groups including self-
employment. 6.5 Identify skills that are transferable from one occupation to another. 6.6 Identify sources of employment in the community.
Competency 7: Knowledge of skills necessary to seek and obtain jobs. 7.1 Demonstrate personal qualities (e.g., dependability, punctuality, getting along with others)
that are needed to get and keep jobs. 7.2 Describe terms and concepts used in describing employment opportunities and conditions. 7.3 Demonstrate skills to complete a job application. 7.4 Demonstrate skills and attitudes essential for a job interview.
Competency 8: Understanding how work relates to the needs and functions of the economy and society. 8.1 Describe the importance of work to society. 8.2 Describe the relationship between work and economic and societal needs. 8.3 Describe the economic contributions workers make to society. 8.4 Describe the effects that societal, economic, and technological change have on
occupations.
Career Planning Competency 9: Skills to make decisions. 9.1 Describe personal beliefs and attitudes. 9.2 Describe how career development is a continuous process with series of choices.
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9.3 Identify possible outcomes of decisions. 9.4 Describe school courses related to personal, educational, and occupational interests. 9.5 Describe how the expectations of others affect career planning. 9.6 Identify ways in which decisions about education and work relate to other major life
decisions. 9.7 Identify advantages and disadvantages of various secondary and postsecondary programs
for the attainment of career goals. 9.8 Identify the requirements for secondary and postsecondary programs.
Competency 10: Knowledge of the interrelationship of life roles. 10.1 Identify how different work and family patterns require varying kinds and amounts of
energy, participation, motivation, and talent. 10.2 Identify how work roles at home satisfy needs of the family. 10.3 Identify personal goals that may be satisfied through a combination of work, community,
social, and family roles. 10.4 Identify personal leisure choices in relation to lifestyle and the attainment of future goals. 10.5 Describe advantages and disadvantages of various life role options. 10.6 Describe the interrelationships between family, occupational, and leisure decisions.
Competency 11: Knowledge of different occupations and changing male/female roles. 11.1 Describe advantages and problems of entering nontraditional occupations. 11.2 Describe the advantages of taking courses related to personal interests, even if they are
most often taken by members of the opposite gender. 11.3 Describe stereotypes, biases, and discriminatory behavior that may limit opportunities for
women and men in certain occupations.
Competency 12: Understanding the process of career planning. 12.1 Demonstrate knowledge of exploratory processes and programs. 12.2 Identify school courses that meet tentative career goals. 12.3 Demonstrate knowledge of academic and vocational programs offered at the high school
level. 12.4 Describe skills needed in a variety of occupations, including self-employment. 12.5 Identify strategies for managing personal resources (e.g., talents, time, money) to achieve
tentative career goals. 12.6 Develop an individual career plan, updating information from the elementary level plan
and including tentative decisions to be implemented in high school.
These activities were adapted from Developmental Guidance Classroom Activities for Use with National Career Development Guidelines, 1991-92, Center on Education and Work, University of Wisconsin-Madison, School of Education.
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Georgia Quality Core Curriculum (QCC) Competencies Grades 6-8

The following QCC competencies for grades six through eight are addressed in the career development activities included in this manual.

Sixth Grade SS.6-7.15H.6.1-
H.6.2H.6.4H.6.9H.6.10H.6.11H.6.12-
H.6.14H.6.15H.6.19H.6.20H.6.21H.6.22H.6.28H.6.29LA.6.45LA.6.46LA.6.58-
LA.6.59-

Explains how social institutions (religion, government, and economics) influence the attitudes and behavior of people. Examines school rules, system policies and local, state, and federal law as regulating purchase, sale, use, and possession of alcohol, tobacco products, and other drugs. Analyzes the impact of the use of alcohol, tobacco products, and other drugs on the individual, family, and community. Assesses personal risk factors (e.g., heredity, family, and peer drug use). Recognizes that abstaining from sexual activity and refraining from intravenous drug use are the most effective methods of preventing HIV/AIDS. Recognizes that abstinence from sexual activity is the only sure method of preventing sexually transmitted diseases. Identifies the benefits of setting personal goals for maintaining a health lifestyle. Identifies factors that promote a positive self-image (e.g., accepting responsibility; respect for self, authority, and others; self-discipline; self-control; and the right to be assertive). Recognizes how sexual decisions are influenced by group pressure (e.g., community, media, peer). Recognizes that having a child is best undertaken in marriage. Expresses appropriate ways to build and maintain health relationships with peers, parents, and others. Explains factors that could escalate and reduce conflict. Describes how to deal with negative peer pressure by expressing strong feelings peaceably. Recognizes signs and symptoms associated with suicide and identifies appropriate sources for help. Identifies threats to personal safety (e.g., child abuse, sexual and physical abuse, neglect, and emotional abuse). Identifies local support system concerning personal safety (e.g., family, teacher, religious advisor, friend, and counselor). Recognizes persuasion techniques in propaganda and advertising. Recognizes bias and stereotyping. Uses a study technique. PQRST- preview, question, read, study, test. SQ3R- survey, question, read, review, report. PQ4R-preview, question, research, read, review, report. 4R-research, read, review, report. Develops strategies for taking tests in different formats (e.g., multiple choice,

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sentence completion, essay).

LA.6.62-

Communicates effectively through oral expression.

LA.6.63-

Adjusts manner and style of speaking to suit audience and situation.

LA.6.64-

Paraphrases and discusses information in a variety of settings.

LA6.67-

Develops awareness of nonverbal communication such as gestures, body

language, and facial expressions.

TC.EB.6-8.1- Examines traits, skills training, education, and conditions needed to succeed in

various business occupations.

TC.EB.6-8.2- Researches and uses information about specific occupations.

TC.EB.6-83- Examines career opportunities in the business world.

TC.EB.6-8.4- Examines career goals and career ladders.

TC.EFCS.6-8.1- Identifies physical, emotional, and social changes that occur during puberty.

TC.EFCS.6-8.3- Identifies different relationships with peers and family.

TC.EFCS.6-8.5- Demonstrates use of decision-making process.

TC.EFCS.6-8.6- Recognizes consequences that result from making choices.

TC.EFCS.6-8.7- Determines opportunities for careers in family and consumer sciences

occupations.

TC.EFCS.6-8.8- Demonstrates leadership and communication skills through vocational student

organization activities.

TC.ET.6-8.1- Examines traits, skills training, education, and conditions needed to succeed in

various technical and engineering occupations.

TC.ET.6-8.2- Defines and uses skills to manage life transitions related to changes in career

environment.

TC.ET.6-8.3- Researches and uses information about specific occupations.

TC.ET.6-8.4- Examines career opportunities in communication, production, energy, power

and transportation, and bio-related areas.

TC.ET.6-8.10- Demonstrates employability skills such as dependability, good work habits,

pride in work, cooperation with fellow students, respect for authority, and the

ability to follow both verbal and written directions.

Seventh Grade

SS.6-7.14- Explains how social institutions (religion, government, and economics) influence

the attitudes and behavior of people.

H.7.3-

Analyzes alcohol, tobacco products, and other drug advertisements and

promotional products and develops counter arguments.

H.7.4.-

Names information, treatment, and rehabilitation resources available in the

community.

H.7.9-

Recognizes that abstaining from sexual activity and refraining from intravenous

drug use as the most effective methods of preventing HIV/AIDS.

H.7.10-

Recognizes that abstinence from sexual activity as the most effective method of

preventing pregnancy and sexually transmitted diseases.

H.7.12-

Identifies the benefits of setting personal goals for maintaining a healthy body.

H.7.13-

Identifies factors that promote a positive self-image (e.g., accepting responsibility;

respect for self, authority, and others; self-discipline; self-control; and the right to

be assertive).

H.7.14-

Recognizes how sexual decisions are influenced by group pressure (e.g.,

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H.7.15-
H.7.16-
H.7.17H.7.18H.7.20H.7.22-
H.7.23H.7.24-
H.7.31-
H.7.32-
PE.7.10-
LA.7.19-
LA.7.27LA.7.28LA.7.42LA.7.48L:A.7.53-
LA7.54-
LA7.57LA7.58-

community, media, peer). Identifies ways of resisting persuasive tactics regarding sexual involvement (e.g., saying "no," negotiation, and using refusal and decision-making skills). Identifies characteristics of genuine friendship that enhance the good of the individual. Identifies roles and responsibilities of children in the family. Identifies parental roles and responsibilities. Recognizes that having children is best undertaken in marriage. Discusses strategies to manage stress and feelings caused by disappointment, separation, and loss. Describes prejudice, its roots, and its effects. Describes necessary elements of conflict resolution (e.g., nature of conflict, feelings, active listening, "I" messages, and restating) and shows effective communication skills in general. Identifies threats to personal safety (e.g., child abuse, sexual and physical abuse, neglect, and emotional abuse). Identifies local support systems concerning personal safety (e.g., family, teacher, religious advisor, friend, counselor). Chooses appropriate behavior to work productively with partner and in a group to accomplish goals in both cooperative and competitive activities. Responds with appropriate behavior to discussions and conflict during competitive activities. Evaluates messages and effects of the mass media (newspaper, televisions, radio, film, and periodicals). Describes cultures and values represented in literature. Describes the influence of human experiences on literary works. Recognizes persuasion techniques, propaganda, bias, and stereotyping. Gathers information by interviewing. Organizes retrieved information using strategies such as note-taking, graphic organizers, SQ3R (survey, question, read, review, report), and outlining. Develops strategies for taking tests in different formats (e.g., multiple choice, sentence completion, essay). Communicates effectively through oral expression. Adjusts manner and style of speaking to suit audience and situation.

Eighth Grade

SS.8.41- Identifies contributions made by various ethnic groups to the development of

Georgia, past and present.

SS.8.52- Uses alternative methods to manage conflict.

SS.8.53- Works within a group, following set rules of procedure, to complete an assigned

task.

SS.8.54- Listens to and respects the views of others.

SS.8.55- Presents viewpoint to others.

SSl8.56- Demonstrates through classroom activities the necessity for rules in an ordered

society.

SS..8.59- Obtains information by asking appropriate questions in interviews.

Ss.8.60-

Recognizes the rights of others to hold differing positions.

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H.8.2-
H.8.4-
H.8.4-
H.8.5-
H.8.11-
H..8.13-
H.8.15H.8.16-
H.8.17-
H.8.18-
H.8.19H.8.20H.8.21-
H.8.22H.8.23H.8.24-
H.8.25H.8.32H.8.33-
LA8.19-
LA.8.27LA.8.28LA.8.43-

Recognizes signs and symptoms of chemical dependency and identifies appropriate sources for help and support. Describes the consequences associated with the use of alcohol, tobacco products, and other drugs in teen relationships (e.g., physical abuse, date rape, violence, teen pregnancy, and drinking and driving. Practices countering aggressive behavior and imitation by refusing to use tobacco products, alcohol, and other drugs. Provides alternatives to using alcohol, tobacco products, and other drugs (including involvement in groups such as SADD, ALATEEN, ALANON). Recognizes the importance of individuals abstaining from premarital sex and intravenous drug use to prevent the spread of HIV/AIDS and other sexually transmitted diseases. Recognizes that abstaining from sexual activity is the only sure method of preventing pregnancy and sexually transmitted diseases. Identifies the benefits of setting personal goals for maintaining a healthy body. Identifies factors that promote a positive self-image (e.g., accepting responsibility; respect for self, authority, and others; self-discipline; self-control; and the right to be assertive). Recognizes how sexual decisions are influenced by group pressure (e.g., community, media, peer). Identifies ways of resisting persuasive tactics regarding sexual involvement (e.g., saying "no," negotiation, and using refusal and decision making skills). Identifies social, emotional, intellectual, and economic effects of dating. Recognizes that having children is best undertaken in marriage. Analyzes physical, social, and emotional changes that occur during the process of maturing. Assesses personal characteristics associated with positive self-esteem. Discusses the influence of self-identity and group acceptance in choosing friends. Analyzes possible causes of conflict among youth and style/strategies to handle them (e.g., gangs). Analyzes the causes of suicide, prevention, and effects on survivors. Identifies threats to personal safety (e.g., incest, rape, date rape). Identifies personal support system concerning personal safety (e.g., family, teacher, religious advisor, friend, and counselor). Evaluates messages and effects of mass media (newspaper, television, radio, film, and periodicals). Explains how cultures and values are represented in literature. Analyzes the influence of human experience on literary work. Analyzes fact and opinion, persuasion techniques, bias, and stereotyping.

vii

LA.8.46-
LA.8.48LA.8.53-
LA.8.54-
LA.8.57LA.8.58LA.8.59LA.8.70-

Uses a research process that includes selecting topic, formulating questions, identifying key words, choosing sources, skimming, paraphrasing, note-taking, organizing, summarizing, and presenting. Uses interviewing to gather information Organizes retrieved information using strategies such as note-taking, graphic organizers, SQ3R (survey, question, read, review, report), and outlining. Develops strategies for taking tests in different formats (multiple choice, sentence completion, and essay). Communicates effectively through oral expression. Adjusts manner and style of speaking to suit audience and situation. Demonstrates a sense of audience in preparing and delivering oral presentations. Produces various types of writing (personal, academic, business, and vocational).

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ix

Fads and Fashions

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills Growth and Change

Exploration Achievement Work and Learning4 Career Information Responsibility Needs of Society

Career Planning Decision Making4 Life Roles Occupational Roles Career Planning

Objective Students will describe influences that lead to the development of interests.

Time One class period

Materials Bulletin board Recent popular magazines and newspapers

Activity 1. Have students define the term "fad." 2. Ask the class to choose a fad of which they are aware (e.g., clothing fads). 3. Have students present their ideas of how a fad begins in terms of exposure, modeling, and
positive associations. 4. Ask students to obtain information to trace the development of the fad. 5. After students have developed an understanding of a fad, ask them to discuss whether certain
careers, at times, could be considered fads.

Comments

Evaluation Students will have defined "fad," traced the development of a fad, and discussed whether certain careers, at times, could be considered fads.

6th Grade, Language Arts/Social Studies

Page 1

Career Information

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4 Interaction Skills4 Growth and Change4

Exploration Achievement Work and Learning4 Career Information Responsibility Needs of Society

Career Planning Decision Making4 Life Roles Occupational Roles Career Planning

Objective Students will obtain information about careers.

Time Two or three class periods

Materials Chalkboard/chalk Paper Pencil or pen

Activity 1. Have students name as many occupations as they can. Record them on the chalkboard. 2. Have students identify some occupations that they would like to know more about. 3. Have students develop an interview questionnaire to obtain information about the identified
occupations. 4. Have students use the questionnaires they have developed to interview individuals who are in
occupations that interest them. 5. Have students report their findings from the interview back to class. 6. Make a list of occupations that students have obtained information about during their
interviews. 7. Identify the career cluster to which each career belongs. 8. Identify differences between male and female career choices.

Comments Students could make a collage of occupations for display.

Evaluation Students will have generated a list of occupations and formulated a questionnaire to gather information about a variety of careers.

Page 2

6th Grade, Language Arts/Social Studies

People Are Individuals

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4 Interaction Skills4
Growth and Change

Exploration Achievement Work and Learning Career Information4 Responsibility4 Needs of Society

Career Planning Decision Making Life Roles Occupational Roles Career Planning

Objective Students will identify various types of individual differences.

Time One class period

Materials Chalkboard Chalk

Activity 1. Have students brainstorm a list of ways in which people are different related to occupational
choices (e.g., education, leisure choices, skilled/unskilled labor, goals). 2. Discuss how individual differences affect career decisions.

Comments

Evaluation Students will have generated a list of ways in which people are different and discussed whether and/or how these differences affect career choices.

6th Grade, Language Arts/Social Studies

Page 3

Personal Interests and Careers

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4 Interaction Skills Growth and Change

Exploration
Achievement Work and Learning4 Career Information4
Responsibility Needs of Society4

Career Planning Decision Making4
Life Roles
Occupational Roles Career Planning4

Objective Students will discuss how personal interests are important considerations when choosing a career.

Time One class period

Materials "Interests and Careers" activity sheet (on the following page) Chalkboard/chalk

Activity

1. On the chalkboard, make three columns--headed by People, Data, and Things, respectively.

Discuss how being aware of your interests and values will help you choose a career in which

you will be happy and successful. Do you like working with people, data, or things?

2. Under each column ask students to write a career title that deals primarily with that heading.

Help them get started with these examples:

People

Data

Things

Clergy

Accountants

Pilots

Teachers

Engineers

Mechanics

3. Have students check the requirements on the "Interests and Careers" activity sheet that they

think are necessary for them to be happy and successful in a career.

4. Have students discuss their responses from the activity sheet.

Comments

Evaluation Students will have identified a variety of careers and categorized them under people, data, or things. They will have completed the "Interests and Careers" activity sheet, identifying those items that they think are necessary to be happy and successful in a career.

Page 4

6th Grade, Language Arts/Social Studies

Interests and Careers
Directions: Check those items that you think are necessary for you to be happy and successful in a career.
____ Help Society: Help improve the world.
____ Help Others: Be involved in helping other people in a direct way, either individually or in a small group.
____ Public Contact: Have daily contact with people.
____ Work with Others: Have close working relationships with a group and/or work as a team toward common goals.
____ Friendships: Develop close personal relationships with people as a result of work activities.
____ Competition: Engage in activities with clear win-or-lose outcomes and/or compete against others.
____ Make decisions: Have the power to decide courses of action, policies, etc.
____ Recognition: Be recognized for quality of work in some visible or public way.
____ Excitement: Experience a high degree of (or frequent) excitement in the course of routine work.
____ Adventure: Have work duties that involve frequent risk taking.
____ Profit, Gain: Have a strong likelihood of accumulating large amounts of money or other material gain.
____ Independence: Be able to determine the nature of my work without significant direction from others.
____ Location: Find a place to live (town, geographical area) that offers a pleasing lifestyle.
____ Time Freedom: Have work responsibilities that I can work at according to my own schedule--no specific working hours required.

6th Grade, Language Arts/Social Studies

Page 5

Organizational Structure

National Career Development Guidelines

Self-Knowledge
Positive Self-Concept Interaction Skills4 Growth and Change4

Exploration Achievement4 Work and Learning4 Career Information4 Responsibility4
Needs of Society

Career Planning Decision Making Life Roles4 Occupational Roles Career Planning

Objective Students will develop realistic insight into the organizational structure of jobs.

Time One class period

Materials Chalkboard/chalk

Activity 1. Have students discuss what they think the organizational structure on a job would be like. 2. Discuss adjustments required for life in an organization. Explain how every company,
business, or institution has an organizational structure. a. Workers must adjust to authority. b. Workers encounter many impersonal rules and relationships. c. Most workers experience a significant degree of routine in a company job. 3. Have students compare how the organizational structure on the job is similar to and different from the organizational structure they are accustomed to in school.

Comments Invite a company employer and employee to speak to the class at different times.

Evaluation Students will have identified organizational structure on a job, some rules and regulations they will have to follow, and compared these to their school structure.

Page 6

6th Grade, Language Arts/Social Studies

Education, Skills, and Career Success

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills Growth and Change

Exploration Achievement4 Work and Learning4 Career Information4
Responsibility
Needs of Society

Career Planning Decision Making Life Roles Occupational Roles Career Planning4

Objective Students will identify skills and educational preparation required for entry-level positions in a career.

Time Five class periods

Materials "Career Groups" activity sheet (on the following page)

Activity 1. Six training pathways can be taken to prepare for a career:
a. High school/vocational courses b. Technical schools c. Apprenticeship d. College e. Military f. On-the-job training 2. Review the 15 career clusters and the various careers listed in each cluster. 3. Have students choose four careers that interest them. 4. Have students research careers using GCIS materials and software and occupational information from the Career Center. What are the training pathways for entering these careers? 5. Have students give an oral report on their findings.

Comments If postsecondary education is a requirement, have students estimate the cost of their education and find the salaries for entry-level positions in this career.

Evaluation Students will have described the training pathways for careers that interest them.

6th Grade, Language Arts/Social Studies

Page 7

Career Groups
Agribusiness and Natural Resources Dairy Farmer, Farm Equipment Mechanic, Agronomist, Veterinarian, Landscaper, Poultry Farmer, Horticulturist, Food Scientist, Floraculturist, Fruit Farmer, Rancher (horse/cattle), Forester, Logger, Fisher, Fish/Game Warden, Geologist, Petroleum Engineer, Ranger, Fire Lookout.
Business and Office Computer Operator/Programmer/Service/Systems Analyst, Office Equipment Technician, Office Supply Salesperson, Secretary, Bookkeeper, Cashier, Receptionist, File Clerk, Word Processing Specialist, Actuary, Accountant.
Communication and Media Telephone Operator, Newspaper Reporter, Television Reporter, Cable Installer, Magazine Editor, Satellite Technician, Broadcast Technician, Radio Programmer.
Construction Contractor, Carpenter, Architect, Brick Mason, Drafter, Surveyor, Heavy Equipment Operator, Cabinetmaker, Crane Operator, Electrician, Plumber, Glazier, Painter, Insulation Engineer, Air Conditioning/Heat Technician, Ironworker, Plasterer, Tile Setter.
Consumer and Homemaking Model, Interior Decorator, Tailor, Fashion Designer, Day-Care Center Manager, Child Monitor, Dietitian, Cook/Chef, Meat Cutter, Cake Decorator, Caterer.
Environmental Meteorologist, Air Pollution Controller, Biologist, Urban Planner, Energy Conservation Technician, Cartographer, Surveyor, Sanitary Engineer.
Fine Arts and Humanities Artist, Performing Artist, Florist, Writer, Media Specialist, Piano Tuner, Organist, Display Designer, Interpreter, Poet, Jeweler.
Health Cytologist, Radiologic Technician, Anesthesiologist, Medical Records Technician, Hospital Administrator, Pharmacist, Laboratory Technologist, Optician, Optometrist, Surgical Technician, Podiatrist, Occupational Therapist, Biomedical Engineer, Speech Pathologist, Emergency Medical Technician, Respiratory Therapist, Psychologist, CAT Scan Technician.
Public Services School Personnel, Fire Fighter, Mayor, Law Enforcement Officer, FBI Agent, Security Guard, City Manager, Corrections Officer, Military Personnel, Garbage Collector.

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6th Grade, Language Arts/Social Studies

Transportation Taxi Driver and Dispatcher, Truck/Bus Driver, Pilot, Ship Captain, Parking Lot Attendant, Car Designer, Flight Attendant, Auto Repair Technician, Motorcycle Mechanic, Air Traffic Controller, Railroad Personnel, Travel Agent.
Marketing and Distribution Salesperson, Advertising Copywriter, Shipping Clerk, Market Researcher, Retail Store Clerk.
Hospitality and Recreation Innkeeper, Hotel/Motel Clerk, Recreation Leader, Resort Employee, Bowling Alley Manager, Stable Worker, Professional Athlete, Tour Guide, Groundskeeper, Race Car Driver, Lifeguard, Jockey, Country Club Manager, Motorboat Mechanic.
Manufacturing Tool Designer, Metallurgical Engineer, Industrial Engineer, Robot Repairer, Machinist, Instrument Maker, Auto Assembler, Boilermaker, Welder, Patent Attorney, Tool Grinder, Sandblaster, Furniture Maker, Loom Changer, Cloth Grader, Assembler, Glass Cutter, Laser Technologist, Robot Programmer.
Marine Science Marine Biologist, Diver, Oceanographer, Researcher, Laboratory Technologist, Explorer.
Personal Services Waiter/Waitress, Undertaker, Private Household Worker, Cosmetologist and Barber, Pest Controller, Dry Cleaner, Counselor, Detective, Real Estate Agent, Cosmetician, Shoe Repairer, Spa Manager, Watch Repairer, Banker, Lawyer, Dog/Cat Groomer, Launderer, Paralegal Assistant, Social Worker, Mail Carrier.

6th Grade, Language Arts/Social Studies

Page 9

Careers in Recreation

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4
Interaction Skills Growth and Change4

Exploration
Achievement Work and Learning4 Career Information4
Responsibility Needs of Society4

Career Planning Decision Making Life Roles4
Occupational Roles Career Planning4

Objective Students will identify careers related to recreation.

Time Three class periods

Materials Brochures and maps from area recreational sites

Activity 1. Define recreational sites to students. Include state parks, lakes, forests, campgrounds, etc. 2. Ask students to list the recreational sites in their area or in the state. 3. Have students list the kinds of recreation that is available at these sites. 4. Ask students to name their favorite recreational activity.
a. What kind of equipment is used for this activity? b. Who provides the site for this activity ? c. Do weather conditions or seasons affect this activity? How? d. What safety rules must you follow to participate in this activity? 5. Have students brainstorm jobs associated with recreation. 6. Have students pick three jobs related to recreational activities that they would like to have and find out what education and physical qualifications are necessary.

Comments Invite a speaker from your city's parks and recreation department to talk to students about his or her job, including requirements and rewards.

Evaluation Students will have defined recreational sites, identified some in their local area and the state, listed kinds of recreation available, and identified occupations associated with recreation.

Page 10

6th Grade, Language Arts/Social Studies

School Skills/Career Skills

National Career Development Guidelines

Self-Knowledge

Exploration

Career Planning

Positive Self-Concept

Achievement4

Decision Making

Interaction Skills

Work and Learning4

Life Roles

Growth and Change

Career Information4

Occupational Roles

Responsibility

Career Planning4

Needs of Society

Objective

Students will identify different types of educational preparation required for various occupations.

Time Two or three class periods

Materials Poster paper Magic markers Newspaper classified ads

Activity

1. Ask students to select an occupation and identify the amount of education needed for that

occupation.

2. Have students construct a bulletin board classification chart showing the amount of training

needed by workers in such areas as mathematics. For example:

No Math Skills

Some Math Skills

Many Math Skills

Required

Required

Required

a.

a.

a.

b.

b.

b.

3. Ask students to study the classified ad section of a newspaper to see the different levels of

math that are required for various careers or occupations they have found.

4. Have students make a poll of occupations and people in their community and relate these to

actual educational preparation.

Comments Math skills are used here, but this activity could be repeated using other subject areas--language arts, reading, science, etc.

Evaluation Students will have identified educational requirements for a career they have selected, jobs in the classified ads, and occupations of people in the community.

6th Grade, Language Arts/Social Studies

Page 11

Personal Strengths and Career Choices

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4 Interaction Skills4
Growth and Change

Exploration Achievement4 Work and Learning4 Career Information4
Responsibility
Needs of Society

Career Planning Decision Making Life Roles4
Occupational Roles Career Planning4

Objective Students will formulate a self-assessment by surveying individual strengths and relating them to career groups.

Time Two or three class periods

Materials "Career Groups" activity sheet from Education, Skills, and Career Success

Activity 1. Have students list school subjects in which they are most competent. Then ask them to
prepare a list of subjects that they would like to study in high school, realizing the importance of preparing a plan or schedule for future education. 2. Ask students to write a paragraph about the strengths and skills that make them unique. 3. Have students discuss the strengths necessary for each career cluster. 4. Ask each student to select a career cluster that correlates with his or her strengths and interests. 5. Have students share what they learned about careers in the cluster they selected.

Comments

Evaluation Students will have related the school subjects in which they excel to a career cluster and gathered some information about the career cluster.

Page 12

6th Grade, Language Arts/Social Studies

Society and Work

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4 Interaction Skills4
Growth and Change

Exploration Achievement4 Work and Learning4 Career Information4
Responsibility Needs of Society4

Career Planning Decision Making Life Roles4 Occupational Roles4
Career Planning

Objective Students will compare ideas about why people work.

Time One class period

Materials Chalkboard/chalk Markers

Activity 1. Have students brainstorm and list on the chalkboard reasons why people work. 2. Have students list in order of importance five reasons that they believe are the reasons why
people work. 3. Have students break into small groups and discuss how they came to select their choices.

Comments

Evaluation Students will have identified reasons why people work, selected those they believe are the top five in importance, and discussed these choices with the class.

6th Grade, Language Arts/Social Studies

Page 13

Who Works at Your School?

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills Growth and Change

Exploration
Achievement Work and Learning4 Career Information4 Responsibility4
Needs of Society

Career Planning Decision Making
Life Roles Occupational Roles4 Career Planning4

Objective Students will recognize characteristics that various categories of school workers have in common.

Time One class period

Materials Chalkboard/chalk

Activity 1. Have students make a list of different jobs in the school. 2. Discuss the school as a work setting. 3. Discuss characteristics of school workers (e.g., skills, attitudes). 4. Discuss similarities of characteristics of school workers. 5. Discuss how the work setting changes a job (e.g., food service in school or in a restaurant,
teaching in school or in a business). 6. Discuss how work for men and women is similar or different within the school.

Comments

Evaluation Students will have listed jobs within their school and discussed the similarities and differences in work characteristics related to these jobs.

Page 14

6th Grade, Language Arts/Social Studies

Alcohol and Drug Awareness

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4 Interaction Skills4 Growth and Change4

Exploration Achievement Work and Learning Career Information Responsibility Needs of Society

Career Planning Decision Making4 Life Roles Occupational Roles Career Planning

Objective Students will learn facts about drugs and alcohol and practice handling peer pressure.

Time One class period

Materials "Alcoholism," "Something to Think About," and "Ways to Just Say No" activity sheets (on
the following pages)

Activity 1. Have students study the "Alcoholism" and "Something to Think About" handouts. 2. Summarize the information and provide any additional relevant information. 3. Role-play situations in which one player wants another player to experiment with drugs. 4. Have students respond in the way that is most natural to them, selecting refusals from the list
provided ("Ways to Just Say No").

Comments

Evaluation Students will have discussed the advantages of remaining drug- and alcohol-free and the disadvantages of alcohol use.

6th Grade, Language Arts/Social Studies

Page 15

Alcoholism
1. Only 3 to 5 percent of alcoholics are skid-row bums. Alcoholics are doctors, lawyers, teachers, business professionals, or even students.
2. In the 1950s five of six men were alcoholics compared to only one woman in six who was an alcoholic. The number of women alcoholics may now be higher, or we are now hearing more about them.
3. People can become addicted to alcohol in any form. There is no difference between a beer-drinking alcoholic and a whiskey-drinking alcoholic. There is the same amount of alcohol in a can of beer or six ounces of wine as there is in one shot of whiskey.
4. Alcoholics drink the way they do because they have a disease called alcoholism. We are not exactly sure what causes alcoholism. Growing evidence suggests that alcoholism might be inherited. Willpower alone can't cure alcoholism. An alcoholic needs help from a trained professional.
5. You can't make a person start drinking or stop drinking. If someone you know drinks too much, the only thing you can do is to let that person know how you feel about it. The only person you can take care of is yourself.
6. Some alcoholics drink more than a pint of liquor a day--but some don't. Experts have concluded that how much one drinks may be far less important than WHEN one drinks, HOW one drinks, and WHY one drinks.
7. An alcoholic is a drug addict--addicted to the drug "alcohol."
8. If you give black coffee to a drunk person, you end up with a "wide-awake drunk."
9. Alcohol is not a stimulant. It is a depressant to the central nervous system.
10. An alcoholic affects those around him or her. One alcoholic can affect as many as 21 other people, especially family and close friends.

Page 16

6th Grade, Language Arts/Social Studies

Something to Think About

1. Eighty percent of the women in Texas prisons are there on drug-related charges. Seventyfive percent of all crime in Texas is drug-related.

2. The illegal drug industry ranks in size with AT&T, General Motors, and Exxon--it is a $50 to $60 billion dollar a year industry.

3. The U.S. buys as much marijuana--$40 billion a year--as it does imported oil.

4. Among high school seniors, 11 percent are daily users of marijuana; 29 percent of 14- and 15-year-olds have tried marijuana; 47 percent of 16- and 17-year-olds have tried it; 60 percent of 18 year olds have tried it, 40 percent of whom have used it in the past month.

5. Marijuana has more carcinogens than tobacco. In fact, five marijuana cigarettes have the same cancer-causing possibilities of 112 cigarettes. Danger from marijuana smoking is increased by the deep inhaling and holding in of marijuana smoke.

6. Today's cultivated marijuana has an average potency of 4 percent THC--the major active ingredient--as compared to the marijuana of the 1960s, which had an average potency of .25 percent THC.

7. THC remains in the fatty tissue of every cell, especially in the brain. Even a week after a marijuana cigarette is smoked, 30 to 50 percent of the THC is still in the body in active form. It takes at least three weeks for the body to eliminate THC. Consequently, a frequent user is never drug-free and tends to accumulate THC in the tissues.

8. Reaction time for motor skills, such as driving, is reduced by 41 percent after one marijuana cigarette and 63 percent after smoking two cigarettes.

9. Marijuana use reduces or alters the body's immune system. White blood cell count is reduced 41 percent from normal levels with regular use of the drug.

10. Over 3,000 published medical studies have documented the damage that marijuana does to the various systems of the body. NOT ONE STUDY gives marijuana a clean bill of health.

11. Marijuana is a complex material containing 421 known chemicals, 60 of which are found only in marijuana.

12. THC has been found to interfere with the transmission of brain messages. EEGs (recorded brain patterns) of regular users exhibit abnormal brain wave patterns.

13. Female rhesus monkeys treated with THC while pregnant exhibited a 44 percent infant mortality rate compared with 8 percent for the control group. THC significantly reduces

6th Grade, Language Arts/Social Studies

Page 17

hormone levels central to ovulation and normal reproductive functions. Female eggs are especially vulnerable to THC due to their high fat content.
14. The level of the principal male hormone, testosterone, is 44 percent below normal in regular users of marijuana.

Page 18

6th Grade, Language Arts/Social Studies

Ways to Just Say No
1. No thanks, I'm not into chemicals. 2. I'm spacey enough without it. 3. No thanks, I have a report due tomorrow, and I need to think tonight. 4. No thanks, I have an allergic reaction to it. 5. I stayed up late last night and my eyes are already red. 6. No, I don't think I really need it. 7. No, I need all the brains I've got. 8. I'm trying to make the track team, and I hear the smoke is bad for your lungs. 9. Are you crazy? I don't even smoke cigarettes. 10. I'm not into chemical highs. 11. No, I hear it makes you lazy, and I've got too much to do to be lazy about it. 12. I don't want to die young. 13. No, I already fight enough with my parents. 14. No, I might want to start a healthy family someday. 15. No thanks, I just read a new study on its harmful effects. 16. I'm into wellness. 17. It doesn't do anything for me. 18. No thanks, I stay away from bad news. 19. No thanks, I can't stand the way it smells. 20. No thanks, I don't need another problem. 21. I have a big test tomorrow, and I need to be able to think.

6th Grade, Language Arts/Social Studies

Page 19

In 20 Years

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills Growth and Change

Exploration Achievement Work and Learning Career Information Responsibility Needs of Society4

Career Planning Decision Making4 Life Roles4 Occupational Roles4
Career Planning

Objective Students will imagine what their environment will be like in 20 years.

Time One class period

Materials Drawing paper and crayons or paint

Activity

1. Have students imagine that they are going through a typical day 75 years ago. Help them to imagine by describing the country: no cars or highways, long skirts, horse and buggies, making food from scratch. Afterward, have them discuss (and list, if desired) the changes between then and now because of scientific achievements.
2. Now tell them that they will be imagining the future. Have them figure out what the year and their ages will be in 20 years. Imagine their town and their state. How will they change in 20 years? Imagine residents, businesses, government, laws, etc. Imagine their country and world. What changes will take place there? Help them to imagine by mentioning changes in transportation, clothing styles, housing, schools, the economic condition, the role of the government, etc.
3. Now have students imagine and discuss careers of the future. What tools will they need? What skills will they need?
4. Once they have discussed future careers, have them depict the scenes they've imagined.

Comments

Evaluation Students have explained what their world and careers might be like in 20 years.

Page 20

6th Grade, Language Arts/Social Studies

A Closer Look at Advertising

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4 Interaction Skills4 Growth and Change4

Exploration Achievement Work and Learning Career Information Responsibility Needs of Society

Career Planning Decision Making4 Life Roles Occupational Roles Career Planning

Objective Students will discuss how advertisements for tobacco and alcohol products influence consumers.

Time Two or three class periods

Materials Magazines, newspapers, billboard ads, radio, and television

Activity

1. Have a class discussion on how advertising uses both emotional and factual appeals to sell products.
2. Then have students locate various advertisements for alcohol and tobacco products from the media.
4. Have students choose one example and write a short summary describing the images and words used in their example, discussing whether the appeal is factual or emotional and explaining how this information can affect consumers' reactions.
4. Have students discuss their examples and how to lessen the influence that advertising appeals have over young people.

Comments

Evaluation Students have researched advertising appeals and discussed strategies to combat them.

Things, Ideas, or People
6th Grade, Language Arts/Social Studies

Page 21

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4 Interaction Skills4 Growth and Change4

Exploration Achievement Work and Learning4 Career Information4 Responsibility Needs of Society

Career Planning Decision Making4
Life Roles Occupational Roles4 Career Planning4

Objective Students will categorize occupations and discuss interests that a person might have for each category of occupations.

Time One or two class periods

Materials Crayons, scissors, glue, and newsprint for each pair of students

Activity

1. Duplicate a copy of the resource page for each pair of students. 2. Have the class divide into pairs. Give each pair a piece of newsprint. Title it "Working."
Have them divide their paper into three sections. Caption one "Mostly With Things." Caption the next "Mostly With Ideas." Caption the third, "Mostly With People." 5. Distribute copies of the resource section pages. Have the pairs of students cut all of these apart and paste them under the appropriate heading. Then have them illustrate each occupation beside its definition. 4. When the posters are complete, ask students to make a 4 by the occupations that appeal to them. Then have them tally the 4s to get an idea of the category in which they are most interested at the moment. Discuss those interests each person might have for each category.

Comments

Evaluation Students have describe four divisions and two clusters for each division:
1) Service group--consumer education, personnel services, public services, etc. 2) Business group--manufacturing, transportation, construction, etc. 3) Science group--health, agribusiness, resources, marine science, etc. 4) Communications group--media, fine arts, humanities, etc.
Resource Page for Things, Ideas, or People

Page 22

6th Grade, Language Arts/Social Studies

Police Officer

Poet

Police officers are on duty to help people. They are often called public servants. In their jobs, they protect people by preventing crime before it happens or helping to solve crimes that have already happened. Police serve the public by directing traffic and in rescue missions also.

Poets are special writers who describe feelings with words. They write their poems in stanzas, using a rhythm or beat, and sometimes it rhymes. When poets write, they try to share in the feelings and experiences of all people. Their work can be found in magazines as well as books.

A police officer might work together with a/an

A poet might work together with a/an

to Horticulturist

to

.

.

Oceanographer

Horticulturists are scientists who study all types of plants. They research ways to improve plants by making them stronger. These scientists are also interested in the growing, storing, and shipping of trees, flowers, shrubs, and bushes.

Oceanographers study the oceans of the world. They check their depth and the chemicals in the water. Oceanographers make temperature studies and map the ocean floors. These scientists often make long sea voyages to gather this information.

A horticulturists might work together with a/an

An oceanographer might work together with a/an

to

to

.

.

Occupational Therapy Assistant

Photographer

These therapy assistants help patients who have serious illnesses and injuries. They teach them how to use their bodies again. They also teach patients to use artificial arms or legs. Occupational therapy assistants use all the time needed to help their disabled patients.
An occupational therapy assistant might work together with a/an

Photographers take pictures of people, places, and things. They have darkrooms and laboratories where the film is developed into negatives. The photograph is printed from negatives. They may work for newspapers or for a portrait studio. Photographers also have jobs in television, motion pictures, and advertising.
A photographer might work with a/an

to

to

.

.

6th Grade, Language Arts/Social Studies

Page 23

Receptionist

Beautician

Receptionists work near the main entrance of an office or business. They greet people and give directions to visitors. Receptionists also answer the telephone, keep records of calls, and make appointments for customers.
A receptionist might work together with a/an
to .

Beauticians help their customers take care of their hair, skin, and fingernails. They massage the scalp and face and suggest the proper makeup. Beauticians also style and care for wigs.
A beautician might work together with a/an
to .

Pattern Maker

Barber

Pattern makers make wood or metal patterns when factories plan to produce new items. These workers make the first pattern of the item so that many more may be produced on machines.
A pattern maker might work together with a/an

Barbers cut, trim, and shape people's hair. They trim beards and mustaches and give shaves and scalp treatments. Barbers fit and groom their customers' wigs. To do all of this work, barbers use scissors, razors, combs, clippers, and other tools.

to Commercial Artist

A barber might work together with a/an .
to .
Hydrologist

Commercial artists sketch, draw, paint, and letter advertisements. Their artistic ability is a great help to the newspapers, magazines, and television stations for which they work. The work of commercial artists can also be found in many school textbooks.
A commercial artist might work together with a/an
to .

"Hydro" means "water." Hydrologists study two kinds of water. One is surface water, such as lakes and rivers. The other is underground water found in springs. Hydrologists study ways to get more water to farmers. They may also help control flooding. These water specialists also make maps of underground water supplies in their jobs.
A hydrologist might work together with a/an
to .

Page 24

6th Grade, Language Arts/Social Studies

Graphic Artist

County Home Economics Agent

Graphic artists work in all areas of printing and display work. They draw pictures for advertisements and books. Some graphic artists specialize in printed products. Others may work for stores by setting up window or floor displays. These artists may also sell and deliver art supplies needed by companies.
A graphic artist might work together with a/an
to .

County home economics agents teach people how to run their homes. These agents work in areas away from large cities called rural areas. The home economics agent instructs families in how to handle food, budget their money, and save on clothing.
A county home economics agent might work with a/an
to .

Broadcast Technician

Route Person or Driver Sales

Broadcast technicians set up and run the equipment needed to put on a radio or television program. These technicians work in studios with microphones, cameras, projectors, and tape recorders.
A broadcast technician might work together with a/an
to .

Route persons drive trucks to deliver items to homes and businesses. They load the trucks, drive them, and deliver the products. Route persons may also collect payments from customers. Route drivers may work for dairies, bakeries, dry cleaners, or any other businesses that send products to their customers.
A route person might work together with a/an
to .

Bookkeeper

Podiatrist

Bookkeepers help keep money recorded in all kinds of businesses. They keep track of money the businesses make and the money they spend. Bookkeepers use business machines to find out whether the companies are making a profit or taking a loss.
A bookkeeper might work together with a/an
to .

Podiatrists study and treat foot conditions. They may treat ingrown nails or build up weak arches. They also help improve muscle, joint, and bone conditions. If needed, these doctors may perform foot surgery.
A podiatrist might work together with a/an
to .

6th Grade, Language Arts/Social Studies

Page 25

Recreation Specialist

Fashion Designer

Recreation specialists plan activities for parks and playgrounds. They help people enjoy their free time. These specialists may work in sports centers, churches, hospitals, or for youth groups.

Fashion designers make new styles of clothing for people. They sketch ideas and help make patterns for clothes. These designers must keep up with new fabrics and the latest styles in their work.

A recreation specialist might work together with

A fashion designer might work together with a/an

a/an

to

.

to

.

Bus Driver

Forester

Bus drivers do more than just drive. In their jobs, they must collect money or tickets, give information and directions, and provide for the safety of their passengers.
A bus driver might work together with a/an
to .

Foresters manage and protect woodland. They care for trees by seeing that they grow properly. Foresters also feed and water animals or find shelters for them. In addition, they may look after campgrounds, parks, and other wooded recreation areas. Foresters work in woodlands as well as in laboratories for industries that use wood.
A forester might work together with a/an

Air Traffic Controller

to .
Fish Culture Technician

Air traffic controllers direct planes in the air and on the ground. Their job is like that of traffic officers on a crowded street, except they work at busy airports. These controllers let pilots know when and where they may take off or land planes. All of this important work is done from the controllers' post high in the airport control tower.
An air traffic controller might work together with a/an
to .

Fish culture technicians breed and raise fish. They work for federal, state, and privately-owned hatcheries. These technicians care for fish from the time they hatch from eggs until they are fully grown. Fish culture technicians improve fish and the body of water they live in.
A fish culture technician might work with a/an
to .

Page 26

6th Grade, Language Arts/Social Studies

Counselor

Landscape Architect

Counselors talk with people and help them to help themselves. They help students to get the most they can out of school. Counselors help people plan to get jobs they like and can do. Counselors also help people learn how to get along better with themselves and with other persons. Some counselors work mainly with people who have disabilities. Counselors help persons with disabilities learn and work as much as they can.

Landscape architects work to make land beautiful as well as useful. They plan where buildings are to be placed and how to beautify the grounds around them. These architects work at parks, schools, and housing projects. After planning, landscape architects also direct the planting of the land.
A landscape architect might work together with a/an

A counselor might work together with a/an

to

.

to

.

Geologist

Industrial Designer

Geologists study the many layers of material that make up the earth. They research what the world was like in the beginning and what the world is like now. Geologists look for hidden resources or map out what is beneath the earth's surface. These scientists also study the surface of the moon and other planets.

Industrial designers plan the products to be made by industries. They also design the packages and displays for these items. Industrial designers work with new ideas. They improve the looks of machine-made products. These designers understand materials, machines, and production to do their job.

A geologist might work together with a/an to
Interior Decorator

An industrial designer might work together with a/an
. to .

Interior decorators are workers who help decorate the insides of homes and businesses. They also work with the interiors of ships, airplanes, and theaters as well as with set decorations for motion pictures and television. Decorators help people choose paint, wallpaper, and floor coverings. They help make everything look pleasing.

An interior decorator might work with a/an

to
Teamwork, Grade 6

6th Grade, Language Arts/Social Studies

Page 27

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills Growth and Change

Exploration
Achievement Work and Learning4 Career Information4 Responsibility4
Needs of Society

Career Planning Decision Making Life Roles4 Occupational Roles4
Career Planning

Objective Students will recognize how school workers cooperate and discuss what cooperation is, helpful effects, and harmful effects.

Time A week of class sessions

Materials Drawing paper, crayons, sack, slips of paper, resource page

Activity 1. Distribute the resource page to coworkers. Based on the responses you receive on the
"detach and return" portion of your form, set up a schedule of school workers to speak to your class. Prepare a "School Worker Team" sack (as detailed in directions below). 2. Introduce the concept of teamwork by directing the students in a relay of some kind. Talk about teamwork with the students:
Why do we have teams? Does everyone on a team do the same thing? Is this always true? In football, certain players block the ball, certain players throw the
ball. 3. This is the way it is at school too. The cook knows how to make big batches of recipes. The
custodian knows how to run the furnace, and the principal knows how to get the money to run the school. During the week, different school workers will be talking to us about their teamwork. 4. Label a paper sack "School Worker Team." Cut slips of paper to put into the sack. On each slip of paper write the name of a school worker. Omit those not found in your school. Add those not found on this list.

Page 28

6th Grade, Language Arts/Social Studies

art teacher

library aide

remedial reading teacher

bus driver

lunchroom aide

school patrol person

classroom teacher

music teacher

secretary

cook

nurse

social worker

counselor

physical education

speech teacher

custodian

teacher

student

learning disabilities teacher

playground aide

superintendent

librarian

principal

5. Arrange for each of your school's workers to step into your classroom for a few minutes and

tell the students about his or her work. This can be done at various times during the course of

several days. Try to space the presentations to keep the students' interest and to

accommodate the workers' schedules.

6. After the worker has finished a brief description of his or her work, have this person draw a

slip from the "School Worker Team" sack. This person then (1) reads aloud the name of the

worker written on the slip of paper and (2) tells how his or her own work, schedule, etc.,

relate to that worker's.

7. Process the activity on the last day by having the students draw pictures of a two-member

school worker team, showing how their work is related. Discuss what cooperation means and

talk about how cooperation is helpful (e.g., get work done faster, fun to work together) and

how it might be harmful (e.g., paying too much attention to helping others and not getting

your own work done, not allowing others to learn by experience).

Have them post their completed illustrations. Caption the picture display "The School

Comments
Evaluation Students have defined cooperation as working together toward a common goal and described two positive results and one negative result of cooperation.

6th Grade, Language Arts/Social Studies

Page 29

Letter for School Teams

Date

Dear Fellow Worker,

Our classroom is doing a unit about how workers cooperate. We would appreciate your help by

giving us a few minutes of your time to tell us what you do and how you cooperate with others.

This unit is scheduled for the week of

.

Please indicate below the times you have available if you will be able to participate. Detach and

return to me by

.

Thank you.

Sincerely,

_____________________________________

To: From: I will be available to speak to your class:
First choice date and time: Second choice date and time:

Page 30

6th Grade, Language Arts/Social Studies

Consumer Pricing

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills Growth and Change

Exploration Achievement Work and Learning4 Career Information Responsibility Needs of Society

Career Planning Decision Making4 Life Roles Occupational Roles Career Planning

Objective Students will practice math computation, using consumer skills, calculators, and working with a partner.

Time One class period

Materials Calculator Price list Pencil Paper

Activity 1. Provide students with the following information:
The sixth grade is collecting cans of food for those in need. They want to determine the cash value of the foods they have. Fruit = $.65, Soup = $.55, Tuna = $.79, Beans or rice = $.45, Vegetables = $.69, all others = $.59. 2. Provide students with quantities collected in each category. 3. Students should work in pairs to determine the total value of the cans so far and the total in each category.

Comments

Evaluation Students will have completed problems and group work.

6th Grade, Math/Science

Page 31

Hourly Wages

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills Growth and Change

Exploration Achievement Work and Learning4 Career Information Responsibility Needs of Society

Career Planning Decision Making4 Life Roles Occupational Roles Career Planning

Objective Students will practice logical reasoning and get experience in figuring wages.

Time One class period

Materials Calculator Teacher-made worksheet Pencil Paper

Activity 1. Provide students with a worksheet of the information and problems to be solved:
James works at the local store where he earns an exact amount for each hour he works. The rate for overtime is one and one-half times the regular rate. 2. Devise questions that require students to use logic and division of decimals.

Comments

Evaluation Students will have completed the worksheet.

Page 32

6th Grade, Math/Science

The Best Offer

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills Growth and Change

Exploration Achievement Work and Learning4 Career Information Responsibility Needs of Society

Career Planning Decision Making4 Life Roles Occupational Roles Career Planning

Objective Students will solve problems related to job options, using logical reasoning.

Time One class period

Materials Job offers (classified ads) Pencil Paper

Activity
1. Provide students with copies of three ads for work. The first job is for ten weeks, ten hours each week. The pay is $10 for the first week, $20 for the second week, $30 for the third week and so on. The second job is a twenty-week job, working five hours per week. The pay is $20 the first week, $21 the second week, $22 the third week and so on.
2. Have the students set the rates for one other job with a similar sliding pay scale. 3. Have student calculate which of the jobs pay more.
Comments

Evaluation Students will have completed the problems.

6th Grade, Math/Science

Page 33

What Does a Horticulturist Do?

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills Growth and Change

Exploration Achievement Work and Learning4 Career Information Responsibility Needs of Society

Career Planning Decision Making4 Life Roles Occupational Roles Career Planning

Objective Students will describe roles and skills of the horticulturists and experiment with planting.

Time Two class periods

Materials Chalkboard/chalk Soil Plant clippings Water Fertilizer Garden tools Price list Pencil Paper

Activity 1. Have students bring in clippings or sprigs of plants. 2. Have students brain storm about what a horticulturist does and list jobs on the board. 3. Discuss training and skills needed to be a horticulturist. 4. Review information on plants, seeds, germination, root systems, etc. 5. Pair students and have them plant sprigs or clippings, following recommended procedures for
their specific type of plant. 6. Have students care for the plants.

Comments

Evaluation Students will have completed a round-robin discussion of roles and skills of the horticulturist and following procedures in planting.

Page 34

6th Grade, Math/Science

Exploring Careers in Science and Technology

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills Growth and Change

Exploration Achievement Work and Learning4 Career Information Responsibility Needs of Society

Career Planning Decision Making4 Life Roles Occupational Roles Career Planning

Objective Students will research and present the skills, training, and roles needed for a selected career cluster.

Time Three class periods

Materials Career information resources Research collected Video camera/tape Pencil Paper

Activity

1. Assist groups of students in researching various science/technology careers. 2. Allow students to develop, write, and practice skits, interviews, role plays, etc. 3. Videotape the presentations, to be aired at a later time.

Comments

Evaluation Students will have completed the video presentation.

6th Grade, Math/Science

Page 35

Exploring Careers in Science and Technology

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills Growth and Change

Exploration Achievement Work and Learning4 Career Information Responsibility Needs of Society

Career Planning Decision Making4 Life Roles Occupational Roles Career Planning

Objective Students will research a selected scientific career and the skills needed for the job roles.

Time Three class periods

Materials Career information resources Reference materials Pencil Paper

Activity

1. Tell students that they will be discussing skills needed by professionals in science careers. 2. Show and discuss examples of want ads for various career positions. 3. Explain the parts, functions, and appearance of a good ad. 4. Complete a sample ad as a class activity. 5. Have students create their ads, using reference materials for accurate information.

Comments

Evaluation Students will have completed the classified ad.

Page 36

6th Grade, Math/Science

Investigating Career Choices

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills Growth and Change4

Exploration Achievement Work and Learning4 Career Information Job-Seeking Skills Needs of Society

Career Planning Decision Making Life Roles4 Occupational Roles Career Planning

Objective Students will identify factors that are important to consider when choosing an occupation.
Time One class period

Materials Chalkboard Chalk

Activity 1. Have students brainstorm all the things they can think of that they consider important in
selecting a career or occupation. List these ideas on the chalkboard. 2. Have students rank the top five choices that they consider to be the most important influences
in selecting a career or occupation. 3. Ask students to share their choices with the other members of the group. 4. Discuss similarities and differences in the choices that the group members have made. 5. Discuss the kinds of jobs that might be selected as a result of the influences that students have
identified.

Comments Be sure to emphasize that there are no right or wrong answers and that individuals select careers and occupations for a variety of reasons and with influences from a variety of sources.

Evaluation Students have identified personal values and other important factors that could influence their selection of a job or career.

7th Grade, Language Arts/Technology/Career Education

Page 37

Crystal Ball Gazing

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills4 Growth and Change

Exploration Achievement4 Work and Learning4
Career Information
Job-Seeking Skills Needs of Society4

Career Planning Decision Making Life Roles Occupational Roles Career Planning

Objective Students will identify careers of the future that may be created by new technologies.

Time One class period

Materials Magazines Construction paper Glue

Activity 1. Discuss careers of the future that will or may be created by new energy, such as solar power,
and new technologies, such as lasers and robotics. Also discuss how changes in lifestyle may create new careers or greater demand for some careers. 2. Ask students to compile a list of future occupations and describe what the job requirements for some of these jobs might be. 3. Have each student describe his or her ideal job for the future. 4. Using magazines and construction paper, have students create a collage of pictures related to an occupation that interests them.

Comments

Evaluation Students have identified future career opportunities and their job requirements and described in art form their ideal occupations.

Page 38

7th Grade, Language Arts/Technology/Career Education

Looking Ahead to High School

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills Growth and Change

Exploration Achievement4 Work and Learning Career Information Job-Seeking Skills Needs of Society

Career Planning Decision Making4
Life Roles
Occupational Roles Career Planning4

Objective Students will create tentative high school plans, based on career interests.

Time Three class periods

Materials High school curriculum guide "Career Groups" reference sheet and "Looking Ahead" activity sheet (on the following pages) Pencil or pen

Activity 1. Review the 15 career clusters and related careers. 2. Ask students to select one or two careers that interest them. (If students select a broad career
area, such as newspaper publishing, have them specify the job title, such as reporter, typesetter, or advertising salesperson.) 3. Using the high school curriculum guide from your school district, have the students organize and plan their high school course work schedule, based upon their career interest.

Comments

Evaluation Students have organized a high school coursework plan, based upon their specified interest selected from the 15 career clusters.

7th Grade, Language Arts/Technology/Career Education

Page 39

Looking Ahead
Career
Grade 9 Required Subjects

Name

Grade 10 Required Subjects

Grade 11 Required Subjects

Grade 12 Required Subjects

Electives

Electives

Electives

Electives

Credits:

Credits:

Extracurricular Activities: a. b. c. d.

Credits:

Credits:

Total Credits ____________

Page 40

7th Grade, Language Arts/Technology/Career Education

Career Groups

Agribusiness and Natural Resources Dairy Farmer, Farm Equipment Mechanic, Agronomist, Veterinarian, Landscaper, Poultry Farmer, Horticulturist, Food Scientist, Floraculturist, Fruit Farmer, Rancher (horse/cattle), Forester, Logger, Fisher, Fish/Game Warden, Geologist, Petroleum Engineer, Ranger, Fire Lookout.

Business and Office Computer Operator/Programmer/Service/Systems Analyst, Office Equipment Technician, Office Supply Salesperson, Secretary, Bookkeeper, Cashier, Receptionist, File Clerk, Word Processing Specialist, Actuary, Accountant.

Communication and Media Telephone Operator, Newspaper Reporter, Television Reporter, Cable Installer, Magazine Editor, Satellite Technician, Broadcast Technician, Radio Programmer.

Construction Contractor, Carpenter, Architect, Brick Mason, Drafter, Surveyor, Heavy Equipment Operator, Cabinetmaker, Crane Operator, Electrician, Plumber, Glazier, Painter, Insulation Engineer, Air Conditioning/Heat Technician, Ironworker, Plasterer, Tile Setter.

Consumer and Homemaking Model, Interior Decorator, Tailor, Fashion Designer, Day-Care Center Manager, Child Monitor, Dietitian, Cook/Chef, Meat Cutter, Cake Decorator, Caterer.

Environmental Meteorologist, Air Pollution Controller, Biologist, Urban Planner, Energy Conservation Technician, Cartographer, Surveyor, Sanitary Engineer.

Fine Arts and Humanities Artist, Performing Artist, Florist, Writer, Media Specialist, Piano Tuner, Organist, Display Designer, Interpreter, Poet, Jeweler.

Health Cytologist, Radiologic Technician, Anesthesiologist, Medical Records Technician, Hospital Administrator, Pharmacist, Laboratory Technologist, Optician, Optometrist, Surgical Technician, Podiatrist, Occupational Therapist, Biomedical Engineer, Speech Pathologist, Emergency Medical Technician, Respiratory Therapist, Psychologist, CAT Scan Technician.

Public Services School Personnel, Fire Fighter, Mayor, Law Enforcement Officer, FBI Agent, Security Guard, City Manager, Corrections Officer, Military Personnel, Garbage Collector.

Transportation

7th Grade, Language Arts/Technology/Career Education

Page 41

Taxi Driver and Dispatcher, Truck/Bus Driver, Pilot, Ship Captain, Parking Lot Attendant, Car Designer, Flight Attendant, Auto Repair Technician, Motorcycle Mechanic, Air Traffic Controller, Railroad Personnel, Travel Agent.
Marketing and Distribution Salesperson, Advertising Copywriter, Shipping Clerk, Market Researcher, Retail Store Clerk.
Hospitality and Recreation Innkeeper, Hotel/Motel Clerk, Recreation Leader, Resort Employee, Bowling Alley Manager, Stable Worker, Professional Athlete, Tour Guide, Groundskeeper, Race Car Driver, Lifeguard, Jockey, Country Club Manager, Motorboat Mechanic.
Manufacturing Tool Designer, Metallurgical Engineer, Industrial Engineer, Robot Repairer, Machinist, Instrument Maker, Auto Assembler, Boilermaker, Welder, Patent Attorney, Tool Grinder, Sandblaster, Furniture Maker, Loom Changer, Cloth Grader, Assembler, Glass Cutter, Laser Technologist, Robot Programmer.
Marine Science Marine Biologist, Diver, Oceanographer, Researcher, Laboratory Technologist, Explorer.
Personal Services Waiter/Waitress, Undertaker, Private Household Worker, Cosmetologist and Barber, Pest Controller, Dry Cleaner, Counselor, Detective, Real Estate Agent, Cosmetician, Shoe Repairer, Spa Manager, Watch Repairer, Banker, Lawyer, Dog/Cat Groomer, Launderer, Paralegal Assistant, Social Worker, Mail Carrier.

Page 42

7th Grade, Language Arts/Technology/Career Education

Like Me/Not Like Me

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4 Interaction Skills4 Growth and Change4

Exploration Achievement4 Work and Learning4 Career Information4 Job-Seeking Skills4
Needs of Society

Career Planning Decision Making4
Life Roles
Occupational Roles Career Planning4

Objective Students will assess personal traits and characteristics.

Time One class period

Materials "Personal Inventory" (on the following page)

Activity 1. Have students complete the "Personal Inventory." 2. Discuss personal traits.
a. What characteristics make you like others? b. What characteristics make you different from others? 3. Have students select three of their own personal traits and describe their relevance to various occupational demands, comparing their own personal traits with those of workers in these occupations.

Comments

Evaluation Students have assessed their personal characteristics and determined how these relate to various occupational demands.

7th Grade, Language Arts/Technology/Career Education

Page 43

Personal Inventory

Name:

Date:

Indicate the location where you picture yourself with an X. Do not restrict yourself to a particular range on the scale--feel free to place your responses anywhere on the lines. Feel free to make any comments you like in the margins. The scale runs continuously from one labeled extreme to the other, with the varying degrees being indicated by spaces / /. Place your marks in the middle of the spaces, not on the boundaries.

1. Sensitive to others

Insensitive to others

/

/

/

/

/

/

/

/

/

/

/

/

/

2. Self-confident

Lack self-confidence

/

/

/

/

/

/

/

/

/

/

/

/

/

3. Critical of others

Tolerant of others

/

/

/

/

/

/

/

/

/

/

/

/

/

4. Comfortable with others

Awkward with others

/

/

/

/

/

/

/

/

/

/

/

/

/

5. Reserved

Talkative

/

/

/

/

/

/

/

/

/

/

/

/

/

6. Value myself highly

Little value of self

/

/

/

/

/

/

/

/

/

/

/

/

/

7. Participant

Nonparticipant

/

/

/

/

/

/

/

/

/

/

/

/

/

8. Nonassertive

Assertive

/

/

/

/

/

/

/

/

/

/

/

/

/

9. Honest

Dishonest

/

/

/

/

/

/

/

/

/

/

/

/

/

10. Active

Passive

/

/

/

/

/

/

/

/

/

/

/

/

/

______________________________________________________________________________

Page 44

7th Grade, Language Arts/Technology/Career Education

11. Likeable

Unlikable

/

/

/

/

/

/

/

/

/

/

/

/

/

7th Grade, Language Arts/Technology/Career Education

Page 45

Personal Contributions

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4 Interaction Skills4 Growth and Change4

Exploration Achievement4 Work and Learning4
Career Information
Job-Seeking Skills Needs of Society4

Career Planning Decision Making4
Life Roles
Occupational Roles Career Planning4

Objective Students will describe positive contributions people make to society.

Time Ten class periods

Materials "Making a Difference" activity sheet (on the following page)

Activity 1. Have students complete the "Making a Difference" activity sheet. 2. After students have completed the activity sheet, discuss their answers, emphasizing the
potential worth of every person to make positive contributions to society. 3. Ask students to make a list of ways that they could better use their potential in the following
areas: a. Courtesy toward each other. b. Study habits and class participation. c. Respect for school conduct rules. d. Respect for school property. e. Relationships with school staff. 4. Have each student select one way in which he or she will attempt to use his or her potential in a positive way for the next two weeks. Have students encourage one another during this time. 5. After two weeks, discuss with students their progress and accomplishments.

Comments This activity could be done throughout the year, and a journal could be kept of progress.

Evaluation Students will have listed ways of using their potential.

7th Grade, Language Arts/Social Studies

Page 45

Making a Difference
1. What is potential? Describe it and give examples.
2. Does every person everywhere possess potential for making positive and negative contributions to society? Explain your answers.
3. What are some of the positive ways people can use their potential to enrich life in their communities?
4. What are some of the ways people can use their potential to negatively influence life in their communities?
5. What are some of the positive ways students can use their potential to improve school life?
6. What are some of the ways students can use their potential to negatively influence school life?
7. Do all students have the potential for being a source of encouragement for their classmates?
8. Do all students have the potential to discourage their classmates? Give examples.

Page 46

7th Grade, Language Arts/Social Studies

Work and Rewards

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4 Interaction Skills4 Growth and Change4

Exploration Achievement4 Work and Learning Career Information Job-Seeking Skills Needs of Society4

Career Planning Decision Making4 Life Roles4
Occupational Roles
Career Planning

Objective Students will explore reasons for employment.

Time One class period

Materials "Work and Rewards" activity sheet (on the following page) Pen or pencil Paper

Activity

1. Have students write down as many reasons they can think of why people work.

2. Ask for student suggestions and group answers under the following eight categories on the

chalkboard.

a. Livelihood

e. Service

b. Human Relationships

f. Security

c. Personal Development

g. Success

d. Job Satisfaction

h. Happiness

3. Pass out the "Work and Rewards" activity sheet.

4. Explain to students that people work for reasons other than to make money.

5. Have students form groups and discuss their reasons.

6. Have each group discuss the importance of each reason.

Comments

Evaluation Students have listed reasons why people work, considering eight different categories.

7th Grade, Language Arts/Social Studies

Page 47

Work and Rewards
Livelihood People work to provide themselves and their families with the basic essentials of life--food, clothing, and shelter. Once these basic essentials are met, other needs and wants become important.
Human Relationships People seek companionship with persons who have interests similar to their own. Working is a means of associating with people who have similar interests. Being part of a group gives people a feeling of belonging. Work can provide companionship and associations with others.
Personal Development Work can provide an opportunity to learn and grow intellectually and socially. It is a means of attaining new goals in life by developing new skills and learning new things. Work allows people to reach their fullest potential. Work can help you grow and reach your potential.
Job Satisfaction Because most of your adult waking life will be spent working, it is important to choose an occupation that will bring job satisfaction. You, as well as your family, will be happier if the occupation you choose is satisfying.
Service Service may be defined as the things a person does that are beneficial or useful to others. People like to make quality products, provide useful services, and make a contribution to society. In addition, people like to feel that the work they do is important and of value to others. Work can be a service to others.
Security People look for security in their occupations. We need to know that when tomorrow comes, there will be work for us so that money can be earned. People want stability in their lives in order to make realistic and effective plans for the future. Your work can provide you with this security.
Success All ambitious young people are interested in securing an entry-level job that offers an opportunity for advancement. Employers are interested in employing persons who like a challenge and who want to be successful in life. Your work can give you success.
Happiness Most people who choose their occupations wisely enjoy their work. Work can become a way for them to use their unique skills, a way to explore areas of interest, or it can become an outlet to express their ideas. Your work can bring you happiness.

Page 48

7th Grade, Language Arts/Social Studies

What I Do Well

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4 Interaction Skills4 Growth and Change4

Exploration Achievement4 Work and Learning4 Career Information Job-Seeking Skills Needs of Society

Career Planning Decision Making4 Life Roles Occupational Roles Career Planning

Objective Students will identify strengths and skills.

Time One class period

Materials "Skills Inventory" (on the following page) Pencil or pen

Activity 1. Tell the students, "We are going to talk about the things you do well. Think of something you
recently did well." 2. Go around the group, having students share what they did well. 3. Give each student a copy of the "Skills Inventory." Ask students to put a check in the
appropriate box after each statement. Allow five to ten minutes to complete the inventory. 4. Divide students into small groups of five or six and ask them to focus on one student at a
time. 5. All students in the group should tell that student what they think he or she does well.

Comments

Evaluation Students have shared a success experience, then filled out the "Skills Inventory." In small groups, each student is affirmed individually by each group member.

7th Grade, Language Arts/Social Studies

Page 49

Skills Inventory

Name

Date

How well does each statement describe you?

Very much like Somewhat like Not like me

me

me

I like to read.

I can talk easily in a group.

I enjoy playing a musical instrument.

I like sports.

Math is easy for me.

I'm good at fixing things around the house.

I like to sew.

It is easy for me to listen while others speak.

I enjoy cooking.

I like to write.

I make friends easily.

I like to paint or do kinds of art.

I would like to be a class officer or leader of a club.

I'm good at putting together things that come in parts.

I get good grades in school.

I like to work on mechanical things.

I like caring for animals and having pets.

I enjoy helping others.

I like science.

Very unlike me

Page 50

7th Grade, Language Arts/Social Studies

Budgeting

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills Growth and Change

Exploration Achievement Work and Learning4 Career Information4 Job-Seeking Skills Needs of Society

Career Planning Decision Making4 Life Roles4
Occupational Roles Career Planning4

Objective Students will analyze their families' spending patterns.
Time One or two class periods

Materials Sample budget page for each student, sample budget

Activity 1. Have students research a particular career that interests them. Use GCIS and Georgia
Department of Labor resources to determine salary levels and have students record them. 2. Ask the students to make a sample budget, using the salaries they have researched. 3. Hand out copies of the sample budget page to each student. 4. Discuss with the class all the items needed in their family's budget. Include such things as:
Rent or house payments Utilities Medical bills Clothing Food and household goods Transportation costs Entertainment Gifts 5. Once students have completed their budgets, have them discuss what they included. 6. Discuss with them how they actually budget their own money. Do they plan for what they want and save for it, or do they just buy something on impulse? Have them point out the benefits and drawbacks of both methods and discuss which they feel is the better one.

Comments

7th Grade, Science/Math

Page 51

Evaluation Students have described the types of expenditures their parents, their siblings, and they are responsible for and discussed the pros and cons of two different types of spending patterns.

Page 52

7th Grade, Science/Math

Sample Budget for: Name ___________________________________________
Future Occupation: Wages per year: Wages per month: Wages per week:
Expenditures for month:
Expenditures for year:
Balance of income and expenses:

7th Grade, Science/Math

Page 53

Exploring Careers in Science and Technology

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills4 Growth and Change

Exploration Achievement Work and Learning4 Career Information Job-Seeking Skills Needs of Society

Career Planning Decision Making Life Roles4 Occupational Roles Career Planning

Objective Students will describe scientists and list the skills necessary to perform their jobs.
Time One class period

Materials Chalkboard Chalk Activity sheet Pencil/pen

Activity 1. List the terms "critical-thinking" and "higher-order thinking skills" on the board. 2. Tell students that they will be discussing special skills needed for professionals in science and
technology careers. 3. Have students discuss the terms on the board. Help them define their meaning. 4. Ask students what makes careers in science and technology so challenging. Write their
responses on the board 7. Pass out the activity sheets and have students complete them. 8. Have students discuss their answers and justify their choices.

Comments Arrange for a guest speaker in the science field to address the class.

Evaluation Students have discussed skills needed in the science and technology fields, then filled out the "Skills for Science and Technology Inventory."

Page 54

7th Grade, Science/Math

Skills for Science and Technology Inventory

Name ____________________________________ Date ____________________________

Scientists have challenging jobs that involve solving problems by using various critical-thinking skills. Skills such as making observations, inferring, predicting, validating and interpreting information, testing, examining, using good judgment, and researching are examples of the processing and critical-thinking skills needed for a career in science and technology.

Directions Place a check next to each item that describes what is needed for a career in science or technology. Then discuss with the class the reasons for your choices. Use the dictionary to look up any words you may not know.

_____ Measuring

_____ Being Creative

_____ Contrasting

_____ Singing

_____ Using Geography

_____ Coordinating

_____ Acting

_____ Organizing

_____ Analyzing

_____ Inferring

_____ Observing

_____ Synthesizing

_____ Rearranging

_____ Predicting

_____ Being Patient

_____ Managing

_____ Comparing

_____ Being Honest

_____ Communicating

_____ Being Dependable

_____ Being Accurate

_____ Dancing

_____ Experimenting

_____ Writing

7th Grade, Science/Math

Page 55

The Scientific Method

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills Growth and Change4

Exploration Achievement Work and Learning4 Career Information Job-Seeking Skills Needs of Society

Career Planning Decision Making Life Roles4 Occupational Roles Career Planning

Objective Students will describe and sequence the five steps of the scientific method.

Time One class period

Materials Chalkboard Chalk Activity sheet Pencil/pen Reference materials

Activity 1. Lead the class in a discussion of the scientific method. How is it used? 2. List the scientific method on the board out of sequence. Underline the key terms.
Draw a conclusion. Collect data. Test results. State the problem. Form the hypothesis. 3. Work with students to define the underlined words and to put the items in sequence. Discuss with students why the scientific method is carried out in a specific order. 4. Divide students into groups of four or five and have them discuss and list the types of careers in which the scientific method would be used. 5. Have student groups discuss their lists with the class.

Comments

Evaluation Students have discussed the scientific method and researched careers.

Page 56

7th Grade, Science/Math

Shopping Spree

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills Growth and Change4

Exploration Achievement Work and Learning4 Career Information Job-Seeking Skills Needs of Society

Career Planning Decision Making Life Roles4 Occupational Roles Career Planning

Objective Students will practice decision making and circle graph construction

Time One class period

Materials Catalogues Ruler Worksheet Newspaper ads Construction paper Markers Compass/protractor

Activity 1. Review decision-making steps. 2. Demonstrate and show examples of circle graphs. 3. Provide students with information on the work sheet: You have $400 and must shop for
school clothes and supplies. Itemize your purchases and buy no more than 8 items. Use the ads provided and make sure to have some money left over. 4. Worksheet should include space for the item, price, and the percentage of the $400 spent on the item. 5. Construct a circle graph depicting the shopping spree and the percentage spent on each item.

Comments

Evaluation Students have completed graphs and the itemized worksheet.

7th Grade, Science/Math

Page 57

Get a Job

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills Growth and Change4

Exploration Achievement Work and Learning4 Career Information Job-Seeking Skills Needs of Society

Career Planning Decision Making Life Roles4 Occupational Roles Career Planning

Objective Students will estimate quotients in logical reasoning

Time One class period

Materials Newspaper ads Paper Pencil/pen

Activity 1. Provide students will a copy of four classified ads from a newspaper. 2. Students will use the ads showing annual salaries to estimate and solve:
Comparing current pay to anticipated salary for weekly income. Estimating average weekly earnings. Estimating monthly income. Have students make up five other estimation problems, using classified ads.

Comments

Evaluation Students have completed estimation answers and the five original questions.

Page 58

7th Grade, Science/Math

Telephone Bills

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills Growth and Change4

Exploration Achievement Work and Learning4 Career Information Job-Seeking Skills Needs of Society

Career Planning Decision Making Life Roles4 Occupational Roles Career Planning

Objective Students will practice consumer math skills.

Time One class period

Materials Copies of phone bill Published rates of the phone company Calculator Paper Pencil/pen

Activity 1. Provide the students with copies of phone bills that show the totals for daytime, evening, and
night/weekend calls. 2. Give students the rates charged by companies for daytime, evening, and night/weekend calls. 3. Have students calculate the number of minutes that must have been used during each time
period. 4. Have students find out how much could have been saved if daytime calls had been made
during evenings. 5. Have students figure the total savings if all calls had been made at the night/weekend rate.

Comments

Evaluation Students have completed problems.

7th Grade, Science/Math

Page 59

Creating Ads for Science/Technology Careers

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills Growth and Change4

Exploration Achievement Work and Learning4 Career Information Job-Seeking Skills Needs of Society

Career Planning Decision Making Life Roles4 Occupational Roles Career Planning

Objective Students will describe scientists and list skills needed to perform selected jobs.

Time One class period

Materials Previous research Career resources Examples of ads Paper Pencil/pen

Activity 1. Discuss, explain, and show examples of job announcements. 2. Provide students with resource materials. Have them use the materials to create two
classified ads for jobs requiring science knowledge.

Comments

Evaluation Students have completed two classified ads for jobs requiring science knowledge

Page 60

7th Grade, Science/Math

Career Considerations

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4
Interaction Skills Growth and Change4

Exploration Achievement4 Work and Learning4 Career Information4
Job-Seeking Skills Needs of Society4

Career Planning Decision Making4 Life Roles4
Occupational Roles Career Planning4

Objective Students will explore various careers of interest by using resource materials available in the school.

Time Four or five class periods

Materials "Career Considerations" activity sheets (on the following pages) Resources for researching careers (GCIS materials, software) Pencil or pen

Activity 1. Give students a list of career resources available in the school. 2. Ask students to think about the reward of working. 3. Have students complete the "Career Considerations" activity sheets. 4. Have students select one of the two careers in which they are most interested from Part B of
the "Career Considerations" activity sheet. 5. Using resources provided, have students investigate the careers they selected.

Comments

Evaluation Having completed the "Career Considerations" activity sheets, students have selected one of the careers that they are most interested in and examined it in relation to the rewards list, using the resource list provided by the teacher.

8th Grade, Language Arts/Technology/Career Education 61

Page

Career Considerations
Directions: Study the left-hand column and then rate yourself in the next three columns as to how important each reward is to you. In the right-hand column (Typical Careers), list a typical career you think applies to each reward.

Rewards

Very Important

1. High Income (over $50,000/yr)

2. Middle Income ($20,000$40,000/yr)

3. Moderate or low income (less than $20,000/yr)

4. Security

5. Risk or adventure

6. Interesting, varied responsibility; chance to take initiative and make own decisions

7. Short hours

8. Vacations

9. High standing in community

10. Early retirement

11. Light, easy work

12. Outdoor work

13. Pleasant workplace

14. Variety of duties every day

15. Same duties every day

16. Chance to be creative

17. Chance to be alone

18. Chance to be with people

Moderately Not Important Important

Typical Careers

Page 62 Education

8th Grade, Language Arts/Technology/Career

Career Considerations

The following chart describes typical careers for the rewards listed. Do the careers listed here match the typical careers you have chosen for each reward?

Rewards

Typical Careers

1. High Income ($50,000+)

Some professions, large businesses, and farms, high-level sales work, professional athletes, some jobs in entertainment.

2. Middle Income ($20,000$40,000)

Most professions and businesses, skilled trade, some sales and technical work, some jobs in entertainment.

3. Low Income (>$20,000)

Clerical, some sales, farming.

4. Security

Government work, jobs with large companies having employee benefit plans, jobs in unionized industries.

5. Risk or adventure

Some sales jobs, jobs in advertising, entertainment, jobs abroad, starting a business or working for a new company.

6. Interesting, varied

Most professions, most businesses at management level, some outside sales.

responsibility, take initiative,

make decisions

7. Short hours

Most factory and routine office jobs.

8. Vacations

Teaching, government work of all kinds.

9. High standing in community Jobs requiring high degree of skill and education.

10. Early retirement

Police officers and fire fighters, armed forces, dangerous jobs ( mining).

11. Light, easy work

Routine assembly jobs, light sales jobs, many clerical jobs.

12. Outdoor work

Surveying, some construction work, some home maintenance work; forestry, wildlife management; greenhouse, nursery, and landscape work; tree surgery, orchard and farm work.

13. Pleasant workplace

Jobs in modern factories, offices, supermarkets, air-conditioned stores.

14. Variety of duties every day

Repair work, sales work, installation of machinery or appliances; some office jobs--especially in smaller companies; public relations work.

15. Same duties every day

Routine typing and filing jobs; assembly jobs; cashier jobs.

16. Chance to be creative

Tailoring and dressmaking; cabinetmaking and carpentry; creative jobs in commercial art, advertising, writing, interior decorating, entertainment.

17. Chance to be alone

Forestry; truck driving; some laboratory jobs; jobs as night security guard, nursery worker, greenhouse worker; some research or library work.

18. Chance to be with people

Sales work; social service work; receptionist; legal, medical, and dental work; waiter/waitress job; public relations work.

8th Grade, Language Arts/Technology/Career Education 63

Page

My Behavior/Your Behavior

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4 Interaction Skills4 Growth and Change4

Exploration
Achievement Work and Learning4
Career Information Job-Seeking Skills4 Needs of Society4

Career Planning Decision Making4 Life Roles4 Occupational Roles4
Career Planning

Objective Students will role-play situations in which their behaviors affect others' behavior towards them.

Time One or two class periods

Materials Situations to role-play

Activity 1. Copy and cut each role-play situation into strips.. 2. Review through discussion the effects of our behavior and how others react to us. 3. Divide class into groups of five. Have one member of each group draw from a hat a situation
to role play. 4. Instruct students first to role-play the situation as written and then to role-play how the
situation could have been better. Have the class discuss each role-play situation in turn.

Comments

Evaluation Students have examined what shapes their behavior and described the effectiveness of their behavior in various situations.

Page 64 Education

8th Grade, Language Arts/Technology/Career

Situations to Role Play
1. The hallways at school are crowded. You leave class late because you have been talking with the chemistry teacher. You rush out of the classroom door and bump accidentally into a group of students. Books go everywhere; angry words are exchanged. What can you do?
2. Jane is one of those students who has a reputation for talking and getting into trouble. She walks into class and the teacher, who is really in a bad mood, says to her, "You have really gone too far this time." Jane does not know what has happened or why the teacher is yelling at her. What can Jane do or say to get the teacher to listen?
3. Fred has not completed his assignment for the day. The teacher sent him out in the hall to complete the assignment. Fred was aware that all the students passing noticed him in the hall. He now feels that he will always hate that teacher for embarrassing him. How can he let the teacher know his feelings?
4. Glenda has been caught chewing gum in Mr. Smith's class several times this year. On this particular day, she does not have gum but is unconsciously chewing on the inside of her mouth. Mr. Smith sees her mouth moving and tells her to get rid of the gum. He also assigns her detention for chewing gum in class. How can she convince him she has been unjustly accused?
5. Jack sits next to Jason in school. Jack always does good work and is bothered because Jason always wants to copy his paper. If Jack refuses, Jason threatens to keep him out of the game at recess or to start a rumor about him. What can Jack do?
6. Nathan has two friends, John and Brandon. He likes both of them and gets along with them both. The problem is that they do not like each other. This causes problems because when Nathan is playing with one of them, the other one is excluded and feels hurt. Or if they all three try to play together, there is usually an argument between John and Brandon, who both go home, leaving Nathan alone. Nathan is not sure what to do.
7. Bonnie needs a passing grade on her science test if she is to get a passing grade on her report card. She should stay home and study, but a group of her friends has invited her to a special premiere showing of a movie that is supposed to be great.
8. Tom is a reporter on the newspaper. He has just discovered that his landlord has done something illegal that could hurt many people in the community economically. If he reports what has happened, he will get recognition as a good reporter and will have the satisfaction of helping other people. He will, however, lose his apartment and the friendship of his landlord.
9. The PTA has raised some money that it can spend on the school. Several projects have been proposed--buying new books for the library, buying new playground equipment, buying a film that would help parents be better parents, and paying for a magician to put on a show for the entire school. The PTA is having a hard time trying to decide how to spend the money.
10. A certain country wants to maintain good relationships with two other countries that are fierce enemies. This country would like to be able to trade with both countries, because it needs the products that each produces and also can sell some of its own products to each country. Neither of the two hostile countries, however, want to have relationships with this country if it does business with its enemy.

8th Grade, Language Arts/Technology/Career Education 65

Page

Men, Women, and Careers

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4 Interaction Skills4 Growth and Change4

Exploration Achievement4 Work and Learning4 Career Information Job-Seeking Skills Needs of Society

Career Planning Decision Making Life Roles4 Occupational Roles4
Career Planning

Objective Students will identify attitudes toward gender roles and their association with careers.

Time One or two class periods

Materials "Careers and Roles" activity sheets (on the following pages) Pencil or pen

Activity 1. Explain the importance of positive attitudes toward gender roles. 2. Distribute "Careers and Roles" activity sheets to students and request that they be completed
in class. 3. Explain the scoring key to the class after completion of the exercise. 4. Discuss answers and score interpretations. Discuss how a student's attitudes may influence
future career decisions.

Comments

Evaluation Students have completed the activity sheets on "Careers and Roles" and scored them in class. They have discussed the score interpretations and the variety of answers. They have reflected on how their personal attitudes may influence their future career decisions.

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8th Grade, Language Arts/Technology/Career

Careers and Roles
Directions: Listed below are 15 common ideas about women's roles in relationship to men. There are no right or wrong answers, only personal opinions. Respond to every item by putting a checkmark in the appropriate space.
Key: 1 = VSA Very Strongly Agree 2 = SA Strongly Agree 3 = A Agree 4 = D Disagree 5 = SD Strongly Disagree 6 = VSD Very Strongly Disagree

VSA SA A D SD VSD 123456

Part 1

1. Men and women should share the responsibilities and privileges of life equally.
2. Women should express their opinions honestly, even if they disagree with a man.
3. Men and women should be paid equal wages for the same work.
4. Women can think as logically as men.
5. A woman who acts seductively in a business setting is not behaving inappropriately.
6. It is possible for women to combine home and career and to do both successfully.
7. If a husband and wife both work, home responsibilities should be shared equally.
8. Women should follow any vocation they wish, even if this violates tradition.
9. Women can work in any vocation without appearing masculine.
10. Men should be willing to work for women.
11. There is no genetic difference between the sexes in intellectual ability.
12. Married women should be able to have both male and female friends.
13. A good education is equally important for males and females.
14. It is just as important for women to be intellectually capable as it is for men.
15. It would be appropriate for a woman to be President of the United States.

8th Grade, Language Arts/Technology/Career Education 67

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TOTALS Part 1

Page 68 Education

8th Grade, Language Arts/Technology/Career

Directions: Listed below are 20 common ideas about women's roles in relationship to men. There are no right or wrong answers, only personal opinions. Respond to every item by putting a checkmark in the appropriate space.
Key: 1 = VSA Very Strongly Agree 2 = SA Strongly Agree 3 = A Agree 4 = D Disagree 5 = SD Strongly Disagree 6 = VSD Very Strongly Disagree

VSA SA A D SD VSD 123456

Part 2
1. A woman should be the "power behind the man" and not the one out front.
2. Truly feminine women let men believe they are the boss even when this is not true.
3. It is appropriate to divide work into "man's work" and "woman's work."
4. Men should make the final decisions in financial matters, and women should make the final decisions concerning the home.
5. Acting helpless makes a woman appear more feminine.
6. Women should act naive in order to make a man look more knowledgeable.
7. The best way for a woman to get her way with a man is to use feminine "wiles."
8. The best guarantee of a good marriage is for the wife to be submissive to her husband.
9. The most important characteristic for a woman is physical attractiveness.
10. A woman should work only if she can do so without interfering with her domestic duties.
11. The best way for a woman to show her love for her family is to dedicate her time to being a homemaker.

TOTALS Part 2

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Page

VSA SA A D SD VSD 123456

Part 3
12. Women demand equal advantages with men in the world of work, yet insist on special privileges at the same time.
13. It is only natural for women to be interested in people and for men to be interested in ideas.
14. A woman's place is primarily in the home. 15. Modern women are too competitive about jobs and
money. 16. Highly paid jobs should go to men with families to
support. 17. A wife should not compete with her husband in his
own areas of endeavor. 18. It is not possible to maintain a romantic relationship
when a woman "beats the man at his own game." 19. Beauty is more important to femininity than
intelligence. 20. Males are inherently capable in some areas and
women in others.
Totals (Part 3)
Totals (Part 2)
Totals (Part 1)
Totals for all three parts ____________

Interpretation of Score: A score of 88 reflects a gender-bound attitude about the roles of men and women. A score below 88 reflects non-gender-bound attitudes about the roles of men and women in society.

Page 70 Education

8th Grade, Language Arts/Technology/Career

School Skills/Career Skills

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4 Interaction Skills Growth and Change

Exploration Achievement4 Work and Learning4 Career Information4 Job-Seeking Skills4
Needs of Society

Career Planning Decision Making4 Life Roles Occupational Roles Career Planning

Objective Students will identify skills they have learned in school that may be implemented in careers.

Time One class period

Materials "School Skills/Career Skills" activity sheet (on the following page) Pen or pencil

Activity 1. Have students complete the "School Skills/Career Skills" activity sheet. 2. Discuss how skills learned in one situation are used again in different situations.

Comments Material and resources in the guidance office or career center may be helpful.

Evaluation Students have completed the "School Skills/Career Skills" activity sheet and identified how these skills are useful in multiple situations.

8th Grade, Language Arts/Technology/Career Education 71

Page

School Skills/Career Skills

Transferable skills
1. Meeting deadlines 2. Listening 3. Expressing yourself verbally 4. Expressing yourself in writing 5. Remembering 6. Working independently 7. Taking notes 8. Writing in an organized way 9. Organizing 10. Making decisions 11. Solving problems 12. Using growth criticism 13. Being dependable 14. Being responsible 15. Working as part of a team 16. Planning ahead 17. Negotiating 18. Being motivated 19. Leading 20. Arriving on time

Situations when used in school

Situations when used in a career

Page 72 Education

8th Grade, Language Arts/Technology/Career

Strengths and Abilities

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4 Interaction Skills4 Growth and Change4

Exploration Achievement4 Work and Learning4 Career Information4 Job-Seeking Skills4
Needs of Society

Career Planning Decision Making4 Life Roles4
Occupational Roles Career Planning4

Objective Students will examine personal strengths and abilities.

Time One class period

Materials "Similarities and Differences" activity sheet (on the following page) Pencil or pen

Activity 1. Have students fill out the "Similarities and Differences" activity sheet. 2. Form small groups and have students discuss their activity sheets. 3. What discoveries did they make? Which strengths seem to enhance a personal career interest?

Comments

Evaluation Students have discovered their individual strengths by filling out the "Similarities and Differences" activity sheet. They have shared this information in a small group and discovered how personal strengths enhance career choices.

8th Grade, Language Arts/Technology/Career Education 73

Page

Strengths and Abilities
1. Get along well with boys. 2. Get along well with girls. 3. Get along well with teachers. 4. Get school work done on time. 5. Funny or comical. 6. Enjoy science projects. 7. Remember what's learned. 8. Control temper. 9. Willing to help others. 10. Confident, sure of self. 11. Enjoy art work. 12. Neat and clean in appearance. 13. Able to take orders from teachers. 14. Able to concentrate. 15. Courteous, have good manners. 16. Get a lot of fun out of life. 17. Enjoy arithmetic work. 18. Am a leader. 19. Study hard, do not waste time. 20. Sometimes allow others to have their way. 21. Do not expect everything to be perfect. 22. Am good at physical education. 23. Have new, original ideas. 24. Am not too tall, not too short. 25. Able to talk to teachers easily. 26. Make other people feel at ease.

Not

Somewhat Very much

like me like me

like me

Page 74 Education

8th Grade, Language Arts/Technology/Career

27. Enjoy doing independent projects.

8th Grade, Language Arts/Technology/Career Education 75

Page

Self-Evaluation

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4 Interaction Skills4
Growth and Change

Exploration Achievement4 Work and Learning Career Information Job-Seeking Skills4 Needs of Society

Career Planning Decision Making Life Roles Occupational Roles Career Planning

Objective Students will identify personality characteristics in themselves and others.

Time One class period

Materials "Personal Characteristics" activity sheet (on the following page) Pencil or pen

Activity 1. Give students a copy of the "Personal Characteristics" activity sheet and ask them to circle the
characteristics they feel they have and write down why they believe they have these features. 2. Distribute a second copy of the "Personal Characteristics" activity sheet and ask each student
to write down the name of a member of the group whom they think has each of the characteristics listed on the activity sheet and give a reason why they think the person has these features. Each student should remain anonymous when filling out the second activity sheet. 3. Collect the second activity sheet and read aloud only the names of the persons listed to have certain characteristics. Each student can make a checkmark next to that characteristic each time they are named as having it. 4. Have students discuss characteristics attributed to them and how they feel about having others assign that characteristic to them.

Comments

Evaluation Students have identified their good characteristics and examined how their self-evaluation compares with external evaluations.

Page 76 Education

8th Grade, Language Arts/Technology/Career

Personal Characteristics
1. Nice 2. Considerate 3. Leader 4. Kind 5. Helpful 6. Friendly 7. Cheerful 8. Courteous 9. Doesn't get angry easily 10. Fun to be around 11. Funny 12. Honest 13. Brave 14. Clean 15. I like him/her 16. Nice smile 17. Willing to help others 18. Easy to get to know 19. Smart 20. Good runner 21. Good at baseball 22. Good at football 23. Good at basketball 24. Good at swimming 25. Good at penmanship 26. Good at art 27. Good at music 28. Is happy a lot 29. Good sense of humor 30. OK 31. Talkative 32. Good listener 33. Easy going 34. Responsible 35. Adventurous 36. Hard worker 37. Team player 38. Gentle 39. Energetic 40. Independent 41. Creative 42. Respectful
8th Grade, Language Arts/Technology/Career Education 77

Page

What Are My Goals?

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills Growth and Change

Exploration Achievement4 Work and Learning4 Career Information Job-Seeking Skills Needs of Society

Career Planning Decision Making4 Life Roles4
Occupational Roles Career Planning4

Objective Students will analyze their aptitudes and interests and develop a tentative program of study.

Time One or two class periods

Materials "My Goals" activity sheet and "Educational Planning Sheet" (on the following pages) High school publications of course offerings and graduation requirements Military, technical institute, and college course materials (catalogs or software)

Activity 1. Discuss with students the influences that affect the decisions they make. 2. Discuss how one's level of maturity affects decision making and how this changes over time. 3. Have students complete the "My Goals" activity sheet and outline their educational and career
goals, based on their answers. 4. Have students research course requirements for their selected career goal. 5. Ask students to select courses for high school that will provide experiences for personal
growth and development relative to their career goals. 6. Have students complete an "Educational Planning Sheet" with courses that will lead to a
career they have chosen and researched. 7. Have students review their planning sheet with parents or guardians. 8. File student educational plan records for review at the next grade level.

Comments The "Educational Planning Sheet" should be filed for student/parent review at the next grade level.

Evaluation Having analyzed their abilities and interests, students have created a tentative educational plan based on current career interests and aptitudes.

Page 78 Education

8th Grade, Language Arts/Technology/Career

My Goals
1. How far do I expect to go in school? ____ a. Drop out now. ____ b. Graduate from high school. ____ c. Complete postsecondary institute or two years of college. ____ d. Graduate from college. ____ e. Secure an advanced degree.
2. How far would I like to go in school? ____ a. Drop out now. ____ b. Graduate from high school. ____ c. Complete postsecondary institute or two years of college. ____ d. Graduate from college. ____ e. Secure an advanced degree.
3. What are the main factors involved in my answer to Item 1? ____ a. Interest or lack of interest. ____ b. My own estimate of my academic abilities. ____ c. The cost of postsecondary education or other economic factors. ____ d. More pressing interest in doing something else. ____ e. Circumstances beyond my control.
4. How do I rate myself in school ability compared with other students in my class at school? ____ a. I am among the poorest. ____ b. I am below average. ____ c. I am average. ____ d. I am above average. ____ e. I am among the best.
5. Do I have the ability to complete a technical institute degree? ____ a. No. ____ b. Probably not. ____ c. Not sure either way. ____ d. Yes, probably. ____ e. Yes, definitely.
6. Do I have the ability to complete college? ____ a. No. ____ b. Probably not. ____ c. Not sure either way. ____ d. Yes, probably. ____ e. Yes, definitely.

8th Grade, Language Arts/Technology/Career Education 79

Page

7. In order to become a doctor, lawyer, or professor, work beyond four years of college is necessary. How likely is it that I could complete such advanced work? ____ a. Most unlikely. ____ b. Unlikely. ____ c. Not sure either way. ____ d. Somewhat likely. ____ e. Very likely.

8. How important to me are the grades I get in school? ____ a. Grades don't matter to me at all. ____ b. Not particularly important. ____ c. Important. ____ d. Very important.

9. How important to me are good grades compared with other aspects of school? ____ a. Good grades don't matter to me at all. ____ b. Some other things in school are more important. ____ c. Good grades are among the important things in school. ____ d. Good grades are the most important thing in school. ____ e. Grades are just one part of school.

10. In selecting a life career, what should be my most important consideration? ____ a. Whether I can do the job well. ____ b. Whether I will enjoy doing the job year after year. ____ c. Earnings potential. ____ d. Amount of prestige associated with the career.

11. I believe my two best qualities are: 1. 2.

Two personal weaknesses I would like to correct are: 1. 2.

Consider the words in this list and check how often you think they describe you:

Happy

Always

Usually

Sometimes

Friendly

Sad

Serious

Shy

Clumsy

Showoff

Kind

Lazy

Neat

Calm

Moody

Never

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8th Grade, Language Arts/Technology/Career

Educational Planning Sheet

Name

Career Choice

List below the courses that will help you enter this field. List all courses for past, present, and future. Remember: Some grades have certain requirements; you must have certain courses to graduate. Include any options (Tech Prep, Youth Apprenticeship, AP courses) that apply.

9th grade

10th grade

11th grade

12th grade

Total credits____ Total credits____ Total credits ____ Total credits ____

POSTSECONDARY EDUCATION/TRAINING (Tech school, specialty school, 2-yr, 4-yr.)

13th

14th

15th

16th

Total credits____ Total credits____ Total credits____ Total credits ____
8th Grade, Language Arts/Technology/Career Education 81

Page

Career Research

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills Growth and Change

Exploration
Achievement Work and Learning4 Career Information4 Job-Seeking Skills4
Needs of Society

Career Planning Decision Making Life Roles Occupational Roles Career Planning4

Objective Students will demonstrate knowledge of how to use occupation information sources.

Time One class period

Materials Dictionary of Occupational Titles Guide to Occupational Exploration Occupational Outlook Handbook Occupational Outlook Quarterly GCIS publications, software

Activity 1. Display career resources in the classroom. 2. Have students select a career that they would like to know more about. 3. Discuss where to obtain information about these careers. 4. From the resources identified, have students describe the kind of information they get from
each publication

Comments

Evaluation Students have further familiarized themselves with occupational resource materials, identifying the kinds of information available that pertain to their career selection in each publication.

Page 82 Education

8th Grade, Language Arts/Technology/Career

Group Decision Making

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4 Interaction Skills4
Growth and Change

Exploration Achievement Work and Learning4 Career Information Job-Seeking Skills4 Needs of Society

Career Planning Decision Making4
Life Roles
Occupational Roles Career Planning4

Objective Students will identify reasons why individual goals may have to be compromised in order to reach group goals.

Time Two class periods

Materials "NASA Exercise for Individual and Group Decision Making" activity sheets (on the following
pages) chalkboard/chalk

Activity 1. Give each student a copy of the "Individual NASA" activity sheet and allow 15 minutes to
complete the exercise. 2. Form groups of 6 to 12 students and select a student to be the group recorder. (The recorder
also participates in the exercise.) 3. Give each group one "NASA Group Activity Sheet" with the following instructions:
a. Students are not to change any answers on their individual sheets as a result of the group discussions.
b. The recorder is to record group consensus on this sheet. c. Groups will have 30 minutes to complete the activity sheet. 4. Have recorder compute group scores. 5. Post results on the chalkboard using the chart provided. 6. Have students discuss why they might have had to compromise individual goals in order to reach the group goals.

Comments

Evaluation Students discovered why compromising individual goals is sometimes essential in order to reach group goals.

8th Grade, Science/Math

Page 81

NASA Exercise for Individual and Group Decision Making Scoring Sheet

The group recorder will assume responsibility for scoring. Individuals will: 1. Score the net difference between their answers and the correct answers. For example, if their answer was 9 and the correct answer was 12, the new difference is 3. Three becomes the score for that particular item. 2. Total these scores for an individual score. 3. Next, total all individual scores and divide by the number of participants to arrive at an average individual score. (If there are more than three groups, make another chart.) 4. Score the net difference between the group activity sheet answers and the correct answers. 5. Total these scores for a group score. 6. Compare the average individual score with the group score.

Ratings 0-20 20-30 30-40 40-50 over 50

Excellent Good Average Fair Poor

NASA Scoring Chart

Average Individual Score Group Score

Group 1

Group 2

Group 3

Page 82

8th Grade, Science/Math

NASA Individual Activity Sheet
Directions: You are a member of a space crew, originally scheduled to rendezvous with a mother ship on the lighted surface of the moon. Due to mechanical difficulties, however, your ship was forced to land at a spot some 200 miles from the rendezvous point. During landing, much of the equipment aboard was damaged, and because survival depends on reaching the mother ship, the most critical items available must be chosen for the 200-mile trip. Below are listed the 15 items left intact and undamaged after landing. Your task is to rank order them in terms of their importance to your crew in allowing them to reach the rendezvous point. Place the number 1 by the most important item, the number 2 by the second most important, and so on through to number 15, the least important. You have 15 minutes to complete this phase of the exercise.
______ Box of matches
______ Food concentrate
______ 50 feet of nylon rope
______ Parachute silk
______ Portable heating unit
______ Two .45 caliber pistols
______ One case dehydrated milk
______ Two 100-pound tanks of oxygen
______ Stellar map (of the moon's constellations)
______ Life raft
______ Magnetic compass
______ 5 gallons of water
______ Signal flares
______ First aid kit, containing injection needles
______ Solar-powered FM receiver-transmitter

8th Grade, Science/Math

Page 83

NASA Group Activity Sheet
Directions: This is an exercise in group decision making. Your group is to use group consensus in reaching its decision. This means that the ranking for each of the 15 items must be agreed upon by each group member before it becomes a part of the group decision. Consensus is difficult to reach. Not every ranking will meet with everyone's complete approval. Try, as a group, to make each ranking one with which all group members can at least partially agree. Here are some guides to use in reaching consensus:
1. Avoid arguing for your own individual judgments. Approach the task logically. 2. Avoid changing your mind only in order to reach agreement and avoid conflict. Support
only solutions with which you are able to agree at least somewhat. 3. Avoid "conflict-reducing" techniques such as majority vote, averaging, or trading-in in
order to reach your decision. 4. View differences of opinion as a help rather than as a hindrance.
______ Box of matches
______ Food concentrate
______ 50 feet of nylon rope
______ Parachute silk
______ Portable heating unit
______ Two .45 caliber pistols
______ One case dehydrated milk
______ Two 100-pound tanks of oxygen
______ Stellar map (of the moon's constellations)
______ Life raft
______ Magnetic compass
______ 5 gallons of water
______ Signal flares
______ First aid kit, containing injection needles
______ Solar-powered FM receiver-transmitter

Page 84

8th Grade, Science/Math

NASA Answer Sheet
Item
Box of matches Food concentrate 50 feet of nylon rope Parachute silk Portable heating unit Two .45 caliber pistols One case dehydrated milk Two 100-lb tanks of oxygen Stellar map (of the moon's constellations) Life raft Magnetic compass Five gallons of water Signal flares First aid kit, containing
injection needles Solar-power FM
receiver-transmitter

Correct Number
15 4 6 8 13 11 12 1
3 9 14 2 10 7
5

Rationale
No oxygen. Can live for some time without food. For travel over rough terrain. Needed for other items. Lighted side of moon is hot. Some use for propulsion. Needs water to work. No air on moon.
Needed for navigation. Some value for shelter or carrying. Moon's magnetic field is (?). Can't live long without water. No oxygen. First aid might be needed; needles
useless. Communication

8th Grade, Science/Math

Page 85

Scientific "Eye Spy"

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills4 Growth and Change

Exploration
Achievement Work and Learning4 Career Information4 Job-Seeking Skills4
Needs of Society

Career Planning Decision Making4
Life Roles Occupational Roles4 Career Planning4

Objective Students will observe and identify the training and skills necessary for science careers.

Time Two class periods

Materials Note-taking materials (paper, pencil/pen) Technical institute catalogs

Activity 1. Arrange a field trip to a local technical institute. 2. Prepare students to observe science career tasks performed in the school setting. 3. Instruct students to listen attentively to the instructors and tour guide for information on
course requirements and skills to perform the tasks. 4. Have students take notes on what they see and hear. 5. Afterwards, in class, have students discuss science activities they observed. 6. Have students research and identify five careers in science and create a report on the high
school and post-high school courses that provide the necessary skills to perform successfully in each career. 7. Have students choose one career choice and give an oral report to the class.

Comments

Evaluation Students have identified and reported on five different scientific careers requiring technical training.

Page 86

8th Grade, Science/Math

Careers and Abilities

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills4 Growth and Change

Exploration
Achievement Work and Learning4 Career Information4 Job-Seeking Skills4
Needs of Society

Career Planning Decision Making4
Life Roles Occupational Roles4 Career Planning4

Objective Students will analyze how personal characteristics, abilities, and interests relate to job fields.

Time One or two class periods

Materials Large sheet of newsprint, felt-tipped marker (or use the board)

Activity 1. Prepare the chart as shown on the next page and review the rules of "Twenty Questions."
One person is "It." "It" thinks of something. The class tries to guess what "It" is thinking by asking 20 questions or fewer. To the questions, "It" can reply only "yes" or "no." 2. The person who is "It" thinks of an occupation or career. He or she then writes one skill or ability need for the occupation in the proper column. 3. Go around the room, allowing each student to ask "It" one question (up to 20 questions, total) about the skills/abilities needed.. 4. "It" will answer "yes" or "no" and add only the skills/abilities that received the answer "yes" on the chart. At any time during the 20 questions, students may ask a question about the career "It" has in mind. For example, "Is it a computer animator?" If the answer is "no," the career asked about can be added to the Other Career Possibilities column only if the class comes to a consensus on whether or not that career requires the skills/abilities already listed. 5. Continue until all 20 questions have been asked or the career is guessed. If after 20 questions the career isn't guessed, "It" must reveal the answer and explain why the listed skills are necessary for that career. 6. Discuss with the class the entries made in the Other Career Possibilities column. Are there other skills needed for these? Continue with another "It" as time allows.

Comments

Evaluation Students have identified interests and abilities and described work activities that would correlate with those interests and abilities.
Careers and Abilities

8th Grade, Science/Math

Page 87

Skills/ Abilities Needed

The Career

Other Career Possibilities

Job Stereotypes
Page 88

8th Grade, Science/Math

National Career Development Guidelines

Self-Knowledge Positive Self-Concept4 Interaction Skills Growth and Change

Exploration Achievement Work and Learning4 Career Information4 Job-Seeking Skills Needs of Society

Career Planning Decision Making4
Life Roles Occupational Roles4 Career Planning4

Objective Students will describe occupations that have stereotypes existing for them and will analyze how those stereotypes are reinforced

Time One class period

Materials None

Activity

1. Have the students picture the following employees as you read through the following list:

doctor lawyer engineer construction worker

coach

principal farmer

2. Now ask the students to again picture the employees in the following list:

nurse

elementary teacher secretary receptionist

cashier food service aide

dental hygienist

3. Discuss what the students saw in the first group. Were they all or mostly men? How about

the second group? Were they all or mostly women?

4. Tell the class that you want to give them a chance to recognize some of the built-in prejudices

they may unconsciously have. Explain that everyone will express his or her honest feelings

about the opposite gender and the roles he or she feels are appropriate for members of that

sex. Afterwards they will discuss these ideas.

5. In the first four steps, encourage everyone to be honest (everyone!). Tell the class that they

will write and then exchange their ideas. The biases that may appear are not to be taken

personally by members of either gender. Instead, these ideas will be examined as what they

usually are--stereotypic views of society--and discussed objectively.

6. Ask everyone to take out a sheet of paper. On the top of their papers the males are to write

"Women are . . ." On the top of their papers the females are to write "Men are . . ." During

the next 5-10 minutes, the students are to complete the statements on their papers with as

many endings (adjectives, nouns, phrases) as possible. This work is to be done individually.

8th Grade, Science/Math

Page 89

7. At the end of the allotted time, ask the students to turn their papers over. On the top of this side the males are to write "The Roles I See Women In Are . . ." On their papers the females are to write "The Roles I See Men In Are . . ." Provide another short period of time for the students to complete the statements.
8. Ask the males and the females now to exchange papers. Each group is to read aloud the completed statements on both sides of the papers they have. Explain to everyone that following this "reporting" step they will discuss and comment on the ideas written. At this time, therefore, they should limit themselves to reading the statements only.
9. Review the ideas about the concept of roles (biological, relational, responsibility). Of particular importance in this discussion are chosen and determined roles. What kinds of stereotypes, if any, emerged from the completed statements? Which group got the most negative remarks and why? How could the completed role statements appear in a categorization of chosen vs. determined? In what ways have roles of men and women changed in the last decade? How do you see these roles evolving in the future?
Comments
Evaluation Students have provided examples of occupations that have stereotypes existing for them and discussed how such stereotypes limit career choices.

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8th Grade, Science/Math

Adults Who Work Together

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills4 Growth and Change

Exploration
Achievement Work and Learning4 Career Information4 Job-Seeking Skills4
Needs of Society

Career Planning Decision Making4
Life Roles Occupational Roles4 Career Planning4

Objective Students will analyze how producers may have to cooperate with each other to accomplish a large or difficult task.

Time Three or four class periods

Materials Poster paper for each student and/or pair of students Paints Pencils Overhead projector Transparencies

Activity 1. Make one copy of the resource section pages. Prepare a transparency of the resource section
pages or copy them as a handout. 2. Write these words on the board:
Mutually Reciprocally Unitedly Coincidentally Concurrently Simultaneously 3. Tell students that people who are working mutually, reciprocally, unitedly, coincidentally, concurrently, and simultaneously are working together. 4. Present a transparency/handout of resource page called "Plasterer." Read it to the students. Ask them if they know someone who is a plasterer. Have them complete the sentences. Look at what the plasterer does and uses. Plasterers use plaster, trowels, and machines. Could there be a worker who comes to keep the machine filled and working? 5. Cut apart the strips of occupations on the resource pages provided. Then have each student draw one from a hat or sack. Their task is to prepare a poster. The students will copy onto the poster paper the occupations, the pronunciation, and the explanation. The students will then try to complete the last sentence as an example of a situation in which this worker may

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work together with another worker. The students will draw or paint an illustration for the definition. 6. You may want to arrange for students to take walking field trips in pairs to interview workers at their work sites. Or the students could do their information-gathering at home if they can choose their occupations.
Comments
Evaluation Students have analyzed the role that cooperation plays in the accomplishment of tasks.

Page 92

8th Grade, Science/Math

Adults Who Work Together Resource Sheets
Police Officer
Police officers are on duty to help people. They are often called public servants. In their jobs, they protect people by preventing crime before it happens or helping to solve crimes that have already happened. Police serve the public by directing traffic and in rescue missions also.
A police officer might work together with a/an
to .
Poet
Poets are special writers who describe feelings with words. They write their poems in stanzas, using a rhythm or beat, and sometimes it rhymes. When poets write, they try to share in the feelings and experiences of all people. Their work can be found in magazines as well as books.
A poet might work together with a/an
to .
Horticulturist
Horticulturists are scientists who study all types of plants. They research ways to improve plants by making them stronger. These scientists are also interested in the growing, storing, and shipping of trees, flowers, shrubs, and bushes.
A horticulturist might work together with a/an
to .
Oceanographer
Oceanographers study the oceans of the world. They check their depth and the chemicals in the water. Oceanographers make temperature studies and map the ocean floors. These scientists often make long sea voyages to gather this information.
An oceanographer might work together with a/an
to .

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Occupational Therapy Assistant
These therapy assistants help patients who have serious illnesses and injuries. They teach them how to use their bodies again. They also teach patients to use artificial arms or legs. Occupational therapy assistants use all the time needed to help their disabled patients.
An occupational therapy assistant might work together with a/an
to .
Photographer
Photographers take pictures of people, places, and things. They have darkrooms and laboratories where the film is developed into negatives. The photograph is printed from negatives. They may work for newspapers or for portrait studios. Photographers also have in television, motion pictures, and advertising.
A photographer might work with a/an
to .
Receptionist
Receptionists work near the main entrance of an office or business. They greet people and give directions to visitors. Receptionists also answer the telephone, keep records of calls, and make appointments for customers.
A receptionist might work together with a/an
to .
Beautician
Beauticians help their customers take care of their hair, skin, and fingernails. They massage the scalp and face and suggest the proper makeup. Beauticians also style and care for wigs.
A beautician might work together with a/an
to .

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8th Grade, Science/Math

Pattern Maker
Pattern makers make wood or metal patterns when factories plan to produce new items. These workers make the first pattern of the item so that many more may be produced on machines.
A pattern maker might work together with a/an
to
Barber
Barbers cut, trim, and shape people's hair. They trim beards and mustaches and give shaves and scalp treatments. Barbers fit and groom their customers' wigs. To do all of this work, barbers use scissors, razors, combs, clippers, and other tools.
A barber might work together with a/an
to .
Commercial Artist
Commercial artists sketch, draw, paint, and letter advertisements. Their artistic ability is a great help to the newspapers, magazines, and television stations for which they work. The work of commercial artists can also be found in many school textbooks.
A commercial artist might work together with a/an
to .
Hydrologist
"Hydro" means "water." Hydrologists study two kinds of water. One is surface water, such as lakes and rivers. The other is underground water found in springs. Hydrologists study ways to get more water to farmers. They may also help control flooding. These water specialists also make maps of underground water supplies in their jobs.
A hydrologist might work together with a/an
to .

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Graphic Artist
Graphic artists work in all areas of printing and display work. They draw pictures for advertisements and books. Some graphic artists specialize in printed products. Others may work for stores by setting up window or floor displays. These artists may also sell and deliver art supplies needed by companies.
A graphic artist might work together with a/an
to
County Home Economics Agent
County home economics agents teach people how to run their homes. These agents work in areas away from large cities, called rural areas. The home economics agent instructs families in how to handle food, budget their money, and save on clothing.
A county home economics agent might work with a/an
to .
Broadcast Technician
Broadcast technicians set up and run the equipment needed to put on a radio or television program. These technicians work in studios with microphones, cameras, projectors, and tape recorders.
A broadcast technician might work together with a/an
to .
Route Person or Driver Sales
Route persons drive trucks to deliver items to homes and businesses. They load the trucks, drive them, and deliver the products. Route persons may also collect payments from customers. Route drivers may work for dairies, bakeries, dry cleaners, or other businesses that send products to their customers.
A route person might work together with a/an
to .

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8th Grade, Science/Math

Bookkeeper
Bookkeepers help keep money recorded in all kinds of businesses. They keep track of money the businesses make and the money they spend. Bookkeepers use business machines to find out whether the companies are making a profit or taking a loss.
A bookkeeper might work together with a/an
to .
Podiatrist
Podiatrists study and treat foot conditions. They may treat ingrown nails or build up weak arches. They also help improve muscle, joint, and bone conditions. If needed, these doctors may perform foot surgery.
A podiatrist might work together with a/an
to
Recreation Specialist
Recreation specialists plan activities for parks and playgrounds. They help people enjoy their free time. These specialists may work in sports centers, churches, hospitals, or for youth groups.
A recreation specialist might work together with a/an
to .
Fashion Designer
Fashion designers make new styles of clothing for people. They sketch ideas and help make patterns for clothes. These designers must keep up with new fabrics and the latest styles in their work.
A fashion designer might work together with a/an
to .
Bus Driver
Bus drivers do more than just drive. In their jobs, they must collect money or tickets, give information and directions, and provide for the safety of their passengers.
A bus driver might work together with a/an
to .

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Forester

Foresters manage and protect woodland. They care for trees by seeing that they grow properly. Foresters also feed and water animals or find shelters for them. In addition, they may look after campgrounds, parks, and other wooded recreation areas. Foresters work in woodlands as well as in laboratories for industries that use wood.

A forester might work together with a/an

to

.

Air Traffic Controller

Air traffic controllers direct planes in the air and on the ground. Their job is like that of traffic officers on a crowded street, except they work at busy airports. These controllers let pilots know when and where they may take off or land planes. All of this important work is done from the controllers' post, high in the airport control tower.

An air traffic controller might work together with a/an

to

Fish Culture Technician

Fish culture technicians breed and raise fish. They work for federal, state, and privately-owned hatcheries. These technicians care for fish from the time they hatch from eggs until they are fully grown. Fish culture technicians improve fish and the body of water they live in.

A fish culture technician might work with a/an

to .

Counselor

Counselors talk with people and help them to help themselves. They help students to get the most they can out of school. Counselors help people plan to get jobs they like and can do. Counselors also help people learn how to get along better with themselves and with other persons. Some counselors work mainly with people who have disabilities. Counselors help disabled persons learn and work as much as they can.

A counselor might work together with a/an

to .

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8th Grade, Science/Math

Landscape Architect
Landscape architects work to make land beautiful as well as useful. They plan where buildings are to be placed and how to beautify the grounds around them. These architects work at parks, schools, and housing projects. After planning, landscape architects also direct the planting of the land.
A landscape architect might work together with a/an
to .
Geologist
Geologists study the many layers of material that make up the earth. They research what the world was like in the beginning and what the world is like now. Geologists look for hidden resources or map out what is beneath the earth's surface. These scientists also study the surface of the moon and other planets.
A geologist might work together with a/an
to

Industrial Designer
Industrial designers plan the products to be made by industries. They also design the packages and displays for these items. Industrial designers work with new ideas. They improve the looks of machine-made products. These designers understand materials, machines, and production to do their job.
An industrial designer might work together with a/an
to

Interior Decorator

Interior decorators help decorate the insides of homes and businesses. They also work with the interiors of ships, airplanes, and theaters as well as with set decorations for motion pictures and television. Decorators help people choose paint, wallpaper, and floor coverings. They help make everything look pleasing.

An interior decorator might work with a/an

to

.

8th Grade, Science/Math

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Time Capsule

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills4 Growth and Change

Exploration
Achievement Work and Learning4 Career Information4 Job-Seeking Skills4
Needs of Society

Career Planning Decision Making4
Life Roles Occupational Roles4 Career Planning4

Objective Students will consider the consequences and risks involved for various alternatives to a specific decision.

Time One class period

Materials Copies of "Time Capsule" worksheet

Activity 1. Divide students into groups of three. 2. Pass out copy of "Time Capsule" worksheet to each student. 3. Read worksheet to students and explain/clarify. 4. Allow students time to complete worksheet.

Comments

Evaluation Students have implemented the decision-making process, understood the effects of past decisions on their present decisions, and identified alternatives for specific decisions.

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8th Grade, Science/Math

Time Capsule Worksheet

Your assignment will be to assemble a time capsule containing artifacts (newspapers, souvenirs,

magazine articles, pictures, etc.) that you believe would help archaeologists living in the year

understand life as we know it today in

.

You and two other people should act as a group in deciding what materials should be included in the capsule. It is not necessary that all group members agree on what is to be included, but each should be open to the suggestions and comments of the others. You should also be prepared to give reasons why certain items were included above others.

The following list describes the types of information future social scientists may find useful to

study in the year

.

A. Evidence concerning the natural and physical environment, including the type of soil; kinds of animals and plants and land features; and a map showing the geographic features and locations of society.

B. Evidence of rules, laws, politics, and concerns for the rights of each person.

C. Evidence of beliefs and values (what society considered to be important), including religions and superstition.

D. Evidence of physical traits and mental abilities, including areas of education and communication.

E. Evidence about how people live together, including family organization, class structure, roles of people in society, and common traditions and customs.

F. Evidence concerning the economy, divisions of labor, inventions, and the types of goods and services and their uses.

G. Evidence concerning art, architecture, music, literature, drama and theater, sports, and recreational activities.

H. Evidence about people's dress and culture not mentioned in any other category.

I. Evidence concerning the relations of different societies to each other.

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A Science Portfolio

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills4 Growth and Change

Exploration
Achievement Work and Learning4 Career Information4 Job-Seeking Skills4
Needs of Society

Career Planning Decision Making4
Life Roles Occupational Roles4 Career Planning4

Objective Students will identify careers that require scientific skills.

Time Two or three class periods

Materials GCIS materials Dictionary of Occupational Titles Encyclopedia of Careers and Vocational Guidance Exploring Careers Guide for Occupational Exploration

Activity 1. Arrange for students to visit the media center for research. 2. Have students identify careers that require medium or high levels of science. 3. Have each student chose a career and identify a business in the community that employs such
workers. 4. Have students interview an employee or write a letter asking the business to provide examples
of at least three scientific procedures or methods an employee of that business performs on a daily basis. 5. Once students receive a response and write up the information, create a central file or Science Portfolio in which to store and share the information. 6. Have students report on their careers to the class.

Comments

Evaluation Students have identified scientific careers available in local businesses and industries.

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8th Grade, Science/Math

Math and Consumers

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills4 Growth and Change

Exploration
Achievement Work and Learning4 Career Information4 Job-Seeking Skills4
Needs of Society

Career Planning Decision Making4
Life Roles Occupational Roles4 Career Planning4

Objective Students will use estimation in problem solving.

Time Two class periods

Materials Paper Pencil/pen

Activity 1. Assign three students to a group and explain the nature of the expected product. 2. Each group will "open" a clothing store and give it a name and location near school. 3. Each group will draw a picture or build a model of the store. 4. They will decide what kinds of clothing to sell and who the customers will be. 5. The groups will decide how many different items will be stocked, who the suppliers will be
and how much will be paid for items. 6. They will decide how much to charge for the items, which items should be overestimated,
and which should be underestimated.

Comments

Evaluation Students have completed the assignment for the group.

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Finding a Pattern

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills4 Growth and Change

Exploration
Achievement Work and Learning4 Career Information4 Job-Seeking Skills4
Needs of Society

Career Planning Decision Making4
Life Roles Occupational Roles4 Career Planning4

Objective Students will find patterns or trends in problem solving.

Time One class period

Materials Paper Pencil/pen

Activity 1. Explain to groups of students (three per group) that they are opening a restaurant in a
shopping mall and will need to hire several part-time employees. 2. Have students decide what times of day the largest number of staff should be available and the
smallest number of staff. 3. Have students describe a method of finding out about traffic flow in the mall and in their
restaurant. Ask them to make up data that seem reasonable. 4. Have the students design a table to display the data. 5. Have students write a summary of their results, explaining how the information gathered will
help staff the restaurant.

Comments

Evaluation Students have completed the data table and written summary.

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8th Grade, Science/Math

Budget Tracking

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills4 Growth and Change

Exploration
Achievement Work and Learning4 Career Information4 Job-Seeking Skills4
Needs of Society

Career Planning Decision Making4
Life Roles Occupational Roles4 Career Planning4

Objective Students will create frequency tables.

Time One class period

Materials Paper Pencil/pen Chalk/chalkboard

Activity 1. Demonstrate frequency tables and check for understanding. 2. Have each student estimate the expenses of the past week for such things as lunch, clothes,
and entertainment. 3. Form groups of at least four students. 4. Have the students make a grouped-frequency table that includes each member's expenses.
Make a separate table for each category of expenses. 5. Have students compare expenses and look for trends in spending.

Comments

Evaluation Students have completed the frequency tables.

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Exploring Careers in Science and Technology

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills4 Growth and Change

Exploration
Achievement Work and Learning4 Career Information4 Job-Seeking Skills4
Needs of Society

Career Planning Decision Making4
Life Roles Occupational Roles4 Career Planning4

Objective Students will research and report data related to science/technology careers.

Time Two class periods

Materials Research materials Career resources Computer

Activity 1. Place students in small groups and give them examples of various one-page newsletters. 2. Have students create newsletters for a specific career in science/technology. 3. Students should use the computer to "publish" a copy of their newsletter.

Comments

Evaluation Students have created a newsletter.

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8th Grade, Science/Math

Career Roles and Skills in Science/Technology

National Career Development Guidelines

Self-Knowledge Positive Self-Concept Interaction Skills4 Growth and Change

Exploration
Achievement Work and Learning4 Career Information4 Job-Seeking Skills4
Needs of Society

Career Planning Decision Making4
Life Roles Occupational Roles4 Career Planning4

Objective Students will list and justify knowledge of science/technology careers.

Time One class period

Materials Task cards Paper Pencil/pen

Activity 1. Prepare tasks cards for students to choose. Each task card should represent typical tasks of a
specific career choice. 2. Allow students to select two cards to write about and to present oral responses.

Comments

Evaluation Students have made oral presentations and written responses to the tasks selected.

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8th Grade, Science/Math