Career Exploration

4th Term Second Semester - 9 Weeks + Career Exploration For Middle School | Resource Folder

Teacher Notes: These lessons could be strategically integrated throughout the course. As you review the material, you'll discover opportunities to enrich your teaching approach within specific areas. PLEASE customize the resources to your teaching style.

Unit 1 Aspects of Self. Guiding question: Who am I? This 3-module series asks students to think about who they are and what they are interested in as a foundation for future career decisions.

3 Days Of Presentations

Potential PBL PROJECT
Aspects of Self (Who am I?)

Project: "Personal Identity Collage"
- Activity: Students create a visual or digital collage representing their interests, strengths, hobbies, and values. They present their collages and explain how these personal aspects may guide future career choices.
- Objective: Encourages self-reflection and helps students explore how personal identity connects to career aspirations.

MS-Career-Exploration-Series-Flyer.pdf

Unit 2 Causes & Challenges. Guiding question: What future are we working toward? This series introduces students to different issues and encourages them to consider their future careers not just as jobs to have, but as opportunities to solve problems and further causes they care about.

3 Days Of Presentations

Potential PBL PROJECT
Causes & Challenges (What future are we working toward?)

Project: "Future Problem Solving Initiative"
- Activity: Students identify a social or environmental issue they care about (e.g., climate change, hunger, inequality) and create a presentation proposing a career path that could help address the challenge. They could also outline a plan for contributing to a solution in their community.
- Objective: Encourages students to see careers as a way to make a positive impact on the world.

Unit 3 - Guiding question: What do other people do? This 8-module series exposes students to different career fields and industries, especially those that are emerging.

IMPORTANT --> This should not be taught in consecutive days, it is recommended to have a Career Day Monday or use the units to fill in gaps between units. You may do a survey of the class and pick the top 3 or 4 as well.

Potential PBL PROJECT
Career Options (What do other people do?)

Project: "Career Field Investigation"
- Activity: Students research a specific career field they are interested in (e.g., healthcare, technology, arts) and create a multimedia presentation showcasing the roles, education requirements, and future trends in that field. They can conduct interviews with professionals or invite guest speakers.
- Objective: Helps students explore various career options and understand the skills and qualifications needed for different industries.

Unit 4 - Guiding question: What does a professional look like? This module series helps students develop the professional skills and materials needed for obtaining and maintaining a job.

4 Days Of Presentations

Potential PBL PROJECT
Preparing for a Career (What does a professional look like?)

Project: "Mock Job Application and Interview"
- Activity: Students create resumes and cover letters for a hypothetical job in their desired field. They then participate in a mock interview, where they practice professional skills like communication, dressing for success, and answering interview questions.
- Objective: Prepares students for real-world job application processes and professional etiquette.

Module Structure

Developed with the guidance of an advisory network of middle-level educators, this 20-module career exploration series emphasizes introspective and experiential skills as students prepare for their future careers. The series is comprised of four units:

Chapter 1—Aspects of Self. Guiding question: Who am I? This 3-module series asks students to think about who they are and what they are interested in as a foundation for future careerdecisions.

Chapter 2—Causes & Challenges. Guiding question: What future are we working toward? This 5-module series introduces students to different issues and encourages them to consider their future careers not just as jobs to have, but as opportunities to solve problems and further causes they care about.

Chapter 3—Career Options. Guiding question: What do other people do? This 8-module series exposes students to different career fields and industries, especially those that are emerging.

Chapter 4—Preparing for a Career. Guiding question: What does a professional look like?

This 4-module series helps students develop the professional skills and materials needed for

obtaining and maintaining a job.

Each module in the series is comprised of three resources: Presentation. The PPT presentation is the primary instructional resource of each module. It contains slides with engaging content and scripted language in the Speaker Notes. The PPT is an editable file that can be exported into the presentation software of your choice, such as Nearpod or Google Classroom. Specific components within the PPT can be found in the “PowerPoint Components & Suggestions for Use” section below. Presentation Script. To supplement delivery of the PPT presentation, this resource includes screen captures of individual slides next to Speaker Notes.Student Guide. This resource is a PDF of the PPT presentation with three slides per page and lines for notetaking. Instructors may choose to share the Student Guide digitally (so students can type their notes) or as printed copies (so students can write by hand). If instructors would like an alternative to the three-slides option, they may print the PPT in a different format (e.g., with full page slides or nine slides per page) by selecting options in the “Print Layout” or “Handouts” sections of the print dialogue box.

Ethical Dilemma: A case study called “The Gray Zone” begins each module and asks students to consider an ethical dilemma relevant to their lives. (A “twist” is also provided to make the dilemma more challenging.) The Gray Zone reappears at the end of the module to give students an opportunity to alter their responses and help educators gauge student learning. In each instance, students may discuss the ethical dilemma as a class, or instructors can ask students to “pick a side” and engage in a debate about ethical decision-making.

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