CAREER AWARENESS FOR TOMORROW S SUCCESS

CAREER AWARENESS FOR TOMORROW S SUCCESS EDUCATION SUCCESS CAREERS SIXTH GRADE TEACHER S GUIDE La Joya Independent School District

To: Counseling Colleagues: We take great pride in working together to provide career awareness lessons for all of our students district-wide. Your efforts in ensuring the implementation of these lessons is sincerely appreciated. Upon completion of the lessons for the school year, keep the career lesson logs on file at the counselor s office for auditing purposes. Please note that a career portfolio for each student must be maintained at your campus and they are to be transferred to the next grade level counselor each year. The data that is to be maintained in the portfolio includes the Individual Student Career Log and any career interest/aptitude surveys that have been administered to the student. Thank you for your support and should you have any questions, feel free to call Mr. Ruben Treviño at (956)323-2283.

Career Awareness for Tomorrow s Success Table of Contents I. Rationale II. District Timeline III. IV. Classroom Career Log Individual Student Career Log Lessons V. Sources

Career and Technical Education Rationale Federal and state guidelines for Career and Technical Education (CTE) formerly known as vocational education mandate that academic and career and technical education programs be integrated. Examples of integrated instructional materials and activities may include the following: curriculum guides, lesson plans, projects, and multidisciplinary curriculum planning. La Joya I.S.D. has adopted the School to Career Connections Curriculum. The district will implement strategies to promote the CTE state goals. Goals: 1. Managing the dual roles of the family member and wage earner. 2. Gaining entry-level employment in a high skill, high wage job or continuing the student s education at the post secondary level. The School-to-Career Curriculum will be implemented in the classroom. In order to facilitate implementation, five lessons have been provided to be taught as scheduled on the timeline. School to Career Connections Curriculum will: Promote Self-Awareness Enhance Career Exploration Develop Career Decision Making Building Interpersonal Skills Be aligned with District Plan Expectations Implementation of SCANS Skills Five copy ready Lessons.

La Joya I.S.D. Career Awareness For Tomorrow s Success District Timeline Lesson #: Week of: National Career Development Guideline: I Understanding the relationship between educational achievement 1 st Six Weeks and career planning. II III IV 2 nd Six Weeks 3 rd Six Weeks 4 th Six Weeks Understanding the need for positive attitudes toward work and learning. Skills to locate, evaluate, and interpret career information. Skills to prepare to seek, obtain, maintain and change jobs. V 5 th Six Weeks Understanding how societal needs and functions influence the nature and structure of work. Skills in career planning.

Classroom Career Log 6 TH Grade 1 st Six Weeks 2 nd Six Weeks 3 rd Six Weeks 4 th Six Weeks 5 th Six Weeks Teacher: Grade Level- 6 TH Grade La Joya ISD Campus: Period: Title: Occupational Family Tree Date Taught: SCANSBasic Thinking Skills Title: Reasons for Working Date Taught: SCANS: Basic/Thinking Skills Title: Employer Expectations Date Taught: SCANS: Basic/Thinking Skills-Personal Qualities Title: Living Within A Budget Date Taught: SCANS: Basic/Thinking Skills-Personal Qualities Title: Self-Inventory/My Resume Date Taught: SCANS: Basic/Thinking Skills-Personal Qualities Student Name ID Student Initials Student Initials Student Initials Student Initials Student Initials After all lessons are completed, please keep this documentation on file at the campus.

Individual Student Career Log 6 TH Grade Place this in your career portfolio. Initial under the lesson when you complete the work. 1 st Six Weeks Lesson 1 Title: Occupational Family Tree Date Taught: SCANSBasic Thinking Skills 2 nd Six Weeks Lesson 2 Title: Reasons for Working Date Taught: SCANS: Basic/Thinking Skills 3 rd Six Weeks Lesson 3 Title: Employer Expectations Date Taught: SCANS: Basic/Thinking Skills-Personal Qualities 4 th Six Weeks Lesson 4 Title: Living Within A Budget Date Taught: SCANS: Basic/Thinking Skills-Personal Qualities 5 th Six Weeks Lesson 5 Title: Self-Inventory/My Resume Date Taught: SCANS: Basic/Thinking Skills-Personal Qualities Student Name ID Student Initials Student Initials Student Initials Student Initials Student Initials Teachers: This sheet is also located at the end of the student workbook. Please have students initial after each lesson. * Once all lessons are completed, please keep this documentation on file at the campus. * When all lessons have been completed, please make sure each student places a copy of this form in their career portfolio.

Grade Level: Sixth Lesson I Title: Occupational Family Tree Directions: Activity: Occupational Family Tree Students will complete a three-generation family tree which shows name, job, and training needed for each family member. Students will share their trees. The teacher will lead discussion on patters, role changes, changes in training, etc. 1. Instruct students to obtain information for three generations to include: Name Occupation Education or Special Training 2. Give each student a blank occupational family tree and instruct them to interview family members to obtain the occupation as well as the training needed. Allow an appropriate amount of time to complete the activity outside of the classroom. 3. Ask students to voluntarily share the information gathered for the tree 4. The instructor will lead a discussion on pattern, role changes over time, changes in special training needed, etc. Wrap-Up Upon completion of the activity the student should be able to: 1. List three generations of family members. 2. Explain the education or special training required for each working family member. 3. Describe various roles or special training needed and changes that affect jobs over time. Materials: My Family Occupational Tree Worksheet Time: 2 sessions (2 nd session for sharing)

My Family Occupational Tree (GGM) (GGF) (GGM) (GGF) (GM) (GF) MOTHER ME FATHER (GM) (GF) (GGM) (GGF) (GGM) (GGF)

Grade Level: Sixth Lesson II Title: Reasons for Working Directions: 1. Ask students to brainstorm as many reasons as they can think of as to why people work. Record responses on the chalkboard. 2. Discuss the reasons in specific terms and ask for examples. 3. Divide the students into small groups of four and ask them to work in their groups to prioritize the reasons from most important to least important. In the groups, select a recorder and a reporter to speak for the group. 4. Once the groups have completed prioritizing the reasons people work, ask each group to report their list to the rest of the class, including their rationale for each. Engage class in a discussion of each group s list. Wrap-Up: 1. List reasons that people work or have careers. 2. Prioritize several reasons that people have for working. Materials: paper, pencil Time: 1 session

Grade Level: Sixth Lesson III Title: Employer Expectations Directions: Invite a guest speaker to share with your students some key expectations that employers have for their employees. A discussion on each will follow. Linkages will be made between expectations and effective work habits. (If no guest is available initiate a discussion with students.) Write some key expectations on the board and discuss using the SCANS skills to reinforce the connection between education and employee expectation. Wrap-Up: Upon completion of the activity the student should be able to: 1. List major expectations employers value in their employees. 2. Define examples of behaviors that typify employer expectations. 3. Propose how employer expectations are related to effective school work habits. Materials: Time: Speaker (or teacher initiates class discussion) Chalkboard SCANS 1 session

SCAN: Three Part Foundation Skills Basic Skills: Reads, writes, performs arithmetic and mathematical operations, listens, and speaks. A. Reading locates, understands and interprets written information in prose and documents such as manuals, graphs, and schedules. B. Writing communicates thoughts, ideas, information, and messages in writing, and creates documents such as letters, directions, manuals, reports, graphs, and flow charts. C. Arithmetic/Mathematics performs basic computations and approaches practical problems by choosing appropriately from a variety of mathematical techniques. D. Listening receives, attends to, interprets and responds to verbal messages and other cues. E. Speaking organizes ideas and communicates orally. Thinking Skills: Thinks creatively, makes decisions, solves problems, visualizes, knows how to learn, and reasons. A. Creative Thinking generates new ideas. B. Decision Making specifies goals and constraints, generates alternatives, considers risks and evaluates and chooses the best alternative. C. Problem Solving recognizes problems and devices and implements plan of action D. Seeing things in the Mind s Eye organizes and processes symbols, pictures, graphs, objects, and other information. E. Knowing How to Learn uses efficient learning techniques to acquire and apply new knowledge and skills. F. Reasoning discovers a rule or principal underlying the relationship between two or more objects and applies it when solving a problem. Personal Qualities: Acquires and uses information A. Responsibility exerts a high level of effort and perseveres towards goal attainment. B. Self-Esteem believes in own self-worth and maintains a positive view of self. C. Sociability demonstrates understanding, friendliness, adaptability, empathy, and politeness in group settings. D. Self-Management assesses self accurately, sets personal goals, monitors progress, and exhibits self-control. E. Integrity/Honesty chooses ethical courses of action.

Five Competencies Resources: Identifies, organizes, plans, and allocates resources. A. Time Selects goal-relevant activities, ranks them, allocates time, and prepares and follows schedules. B. Money Uses or prepares budgets, makes forecasts, keeps records, and make adjustments to meet objectives. C. Material and Facilities Acquires, stores, allocates, and uses materials or space efficiently. D. Human Resources Assesses skills and distributes work accordingly, evaluates performance and provides feedback Interpersonal: Works with others A. Participates as a Member of a Team contributes to group effort. B. Teaches Others New Skills C. Serves Clients/Customer works to satisfy customers expectations. D. Exercises Leadership communicates ideas to justify position, persuades and convinces others, responsibly challenges existing procedures and policies. E. Negotiates works toward agreements involving exchange of resources, resolves divergent interest F. Works with Diversity works well with men and women from diverse backgrounds. Information: Acquires and uses information A. Acquires and Evaluates Information B. Organizes and Maintains Information C. Interprets and Communicates Information D. Uses computers to Process Information Systems: Understands complex inter-relationships A. Understands Systems knows how social, organizational, and technological systems work and operates effectively with them. B. Monitors and Corrects Performance distinguishes trends, predicts impacts on systems operations, diagnoses deviations in systems performance and corrects malfunctions C. Improves or Designs Systems suggests modifications to existing systems and develops new or alternative systems to improve performance. Technology: Works with a variety of technologies A. Selects Technology chooses procedures, tool or equipment including computers and related technologies. B. Applies Technology to Task understand overall intent and proper procedures for setup and operation of equipment C. Maintains and Troubleshoots Equipment prevents, identifies, or solves problems with equipment, including computers and other technologies.

Grade Level: Sixth Lesson IV Title: Living Within A Budget Directions: Living with a Budget Students will be assigned a family scenario that reflects career, education, and marital/family status. Each scenario is coupled with a monthly take home salary. Students are then required to pay monthly expenses from a worksheet (i.e., mortgage, rent, food, etc.). They must stay within the budget. See Attached Wrap-Up: 1. Define what is meant by standard of living. 2. List various monthly expenses that result form different lifestyles. 3. Manipulate a monthly budget based on take home salary and monthly expenses. 4. Account for various key issues that affect the budget process (education, preferences, etc.). Materials: Student Activity 8 Worksheet, Sample utility bills (optional) Time: 1 session

Lesson Plan: Living Within A Budget 1. Introduce lesson by explaining that an integral part of career education is making decisions. This lesson will focus on decision-making with respect to finances and related standards of living. The lesson will simulate various economics scenarios and the students will be responsible for living within a budget. The budget will be related to the occupation and family scenario being explored. 2. Explain to students they will explore two very different economic scenarios one being a more affluent standard of living, and one economically disadvantaged standard of living. This work will be done in groups of four. Once the groups are formed, distribute the first scenario (e.g., two professional working adults in the household, two children) to the first group, another pre-prepared scenario to the next group, and so on until each group has a different scenario. 3. Distribute and review the budget categories on the worksheet (e.g., mortgage or rent). Make sure that all students understand how to use the worksheet (see Budget Worksheet). Emphasize that there is to be no debt. They must live within their budgets! This requires careful decision-making. Assist any student or group having difficulty. 4. Have groups report on their budget and the processes they used in making decisions within their groups. 5. If in the first round a group received a more affluent standard of living, they now will receive the disadvantaged standard of living. Repeat the same process as before. 6. Key issues that should be addressed in discussion are: Education plays a key role in determining profession and income. Personal preferences play a key role in budgeting. Planning is integral to staying within budget. Good decision-making skills are an important life skill.

LIFE ON A BUDGET Lesson IV How much you can afford to spend is determined by how much you earn. The money you earn has taxes deducted from the paycheck before you take the money home. Estimated taxes for a married couple: $6,450 - $49,000 15% $49,000-$105,200 27% $105,000-$171,200 30% Use the following two families to make a comparison of the estimated expenses per family according to their income. One family on the left column and one family on the right column. Father Father 40 hours per week $8.50 per hour Dr. of Optometry $66,000 year Mother Mother Teacher aide $8,500 per year Registered Nurse $40,000 year Estimate the amount spent for each item: Rent or Mortgage Taxes on house Car/cars payment Health Insurance Life Insurance Doctor s visit Medications Retirement Savings Offerings/ Donations Food Clothing Utilities, electricity water, gas Phone, cell

Life on a budget continued Digital cable Entertainment Car gasoline, oil changes Haircuts, nails Child care Maid Service Yard Care Gym fees Dancing lesson Country Club Membership Vacation A family spends from the paychecks brought home. Not all items listed will be chosen by a family. Even when a large amount of money comes in, the family may decide to save the money instead of spending it. Some families invest their money to make more money. In your future, where do you see yourself? Your education will determine which of the two families you can be. Set your goals!!!

Grade Level: Sixth Lesson V Title: Self-Inventory/My Resume Directions: 1. Discuss the fact that we are all unique and special in different ways. It is important to know and understand what makes you special. It is also important to be able to describe your special qualities to others. 2. Distribute a self-inventory to each student to complete. Give ample time and instruct students to take their time and complete it with thought. 3. Distribute a resume worksheet to each student to complete. Instruct them to keep in mind the self-inventory that they completed. Wrap-Up: Have class share information about self-inventory and the benefits of creating a resume. Materials: Time: Self-Inventory Worksheet My Resume Worksheet 1 session

Grade 6 th Self Inventory Name: Room: 1. Rank your 3 best subjects: 6. Name 3 regular chores you have: 1. 1. 2. 2. 3. 3. 2. Rank your 3 favorite hobbies: 7. Name any part-time jobs you have had for which you were paid (up to 3): 1. 1. 2. 2. 3. 3. 3. Are you a, an (circle): 8. Choose which one of these reasons (Within each pair) of why working is 1. indoor / outdoor person more important.: 2. people / thing person 1. pay OR 3. in town/ thing person promotions 4. Name 3 indoor activities you are 2. work for yourself OR good at: 1. work for someone else 2. 3. chance to use your abilities OR 3. chance to help others 5. Name 3 sports you are good at: 4. good people to work with OR 1. good working conditions 2. 3.

Resume Name: Age: Grade: Address: Telephone Number: ( ) School attended: Final average grades (so far): Reading: Spelling: Math: Writing: Science: Citizenship: Subjects I have the most aptitude in: Extra-curricular activities (clubs,sports,organizations): Special interests and hobbies (and personal/student skills): Prior work experience (any jobs you ve done and chores you do): 3 references (not parents) The person must sign: 1. 2. 3. Why do you want to work at the present time? What would make you a good employee and convince me to hire you for my business?

Suggested Additional Activities/Resources Online Career Planning System Career Videos Career Day College Day Classroom Speakers Career Aptitude Survey Career Interest Inventory Survey Internet Resource http://www.bls.gov/ooh/ Career Portfolios Fieldtrips SCANS Skills in the Workplace U.S. Department of Labor Secretary s Commission for Achieving Necessary Skills 200 Constitution Avenue, N.M. Washington, D.C. 20210

SOURCES RGV LEAD Online Career Planning System SCANS Skills in the Workplace