OH The Places

This works best when it is planned after the conclusion of the Everfi Stepping Stones course. it Overview

Students will select a career relevant to their own skill set and use research strategies to create a final product. They will analyze, evaluate and communicate information identifying career pathways. Students will be introduced to Naviance, the online college and career resource tool used by FCPS Guidance.

Student Product, Process or Action

Students will create a multimedia presentation using one of the choices given depending on school resources and tech access. See Enrichments for more project ideas.

Driving Question

Career-wise, how will your life look like at age 27? How will you reach your dream job?

Type of driving question: concrete

Standards

• LAB21.6.20- Integrate STEM content (MD SSP 2)

• LAB21.6.20.03 - Analyze connections between STEM disciplines and career opportunities that exist in a variety of STEM fields

• LAB21.6.20.02 - Use integrated STEM content to develop solutions to problems or construct answers to complex questions

• LAB21.6.30- Interpret and Communicate Information from STEM (MD SSP 3)

• LAB21.6.30.04 - Evaluate and integrate multiple sources of information (e.g.: quantitative data, video and multimedia) presented in diverse formats

• LAB21.6.30.06 - Communicate effectively and precisely with others

• LAB21.6.40 - Engage in Inquiry (MD SSP 4)

• LAB21.6.40.01 - Ask relevant questions, gather appropriate information, refine the question, and develop new questions

• LAB21.6.40.02 - Explore appropriate Science, Technology, Engineering, and Mathematics disciplines related to a real world problem or issue

• LAB21.6.50 - Engage in Logical Reasoning (MD SSP 5)

• LAB21.6.50.01 - Engage in critical thinking

• LAB21.6.70 - Apply Technology Strategically (MD SSP 7)

• LAB21.6.70.03 - Engage in responsible/ethical use of technology

Entry Event

Video of high school reunion to set stage

Here’s the scenario: the year is 2032. You are now in your late twenties, and you get an invitation to your ten-year high school reunion. Everyone wants to know what you’ve been up to, and you’ll need to explain it. You’ve gone through college, and you’ve started up your career. What will you be doing? What is your dream job? The objective of this project is to help you find all the answers you need to map out your life for the next 15 years.  You'll need to find a career. The main purpose is to have fun planning the path to make your dreams come true.

Need to Know List and Lesson Seeds

• What is a Career? Examples and discussion

• Naviance: How to use Naviance (log in, management, etc.), SMART goals

• Communication and Technology Tutorials:

  • Google Apps;  How to use multimedia Google Slides

  • Wevideo

  • VoiceThread

  • Movenote

  • etc.

Content Vocabulary

• Career

• Educational Degrees

• Majors

• Saturated Market

• Salary

• Wages

• Types of Colleges and Tech Schools

• Benefits and Insurance

• Occupation

• Tuition

• Resume

• Application

• Naviance related: Career Cluster, Career Pathway, Credentials, Themes

Unit Plan and Pacing

Days 1-2

1. Entry event

   • Introduce scenario

2. Brainstorm criteria for career interests

   • Brainstorm Ideas

3. Log into Naviance

4. Complete Middle School Entrance Survey

   • Create A Padlet for each class for quick formative assessment throughout the lesson.  Padlet.com

   • Play the 2030 Video and discuss as your entry event.

   • Career VS JOB  (Make a copy for each class, Provide it to the entire class, all students will work on the same document.)

   • Have a good discussion on the future and changes. Did you know video.  Once again use Padlet for feedback.

Days 3-7

1. Complete Career Cluster Finder

2. Develop research questions

3. Add Careers Clusters to my Favorites List in Naviance

   • NAVIANCE Training Overview

4. Do research on chosen career

   • Research Pathway

   • Begin Research & Investigation

   • 2 Days to complete research & investigation

   • Narrowing Ideas and Final Organizer.

5. Determine Product

   • Research & Brainstorming Form (post as assignment on google classroom, this is an individual project, so everyone will be working on their own)

   • IMPORTANT - do not let students complete the google slides until their research and investigation is complete.

   • Oh The Places Organizer  (post as assignment on google classroom, this is an individual project, so everyone will be working on their own)

Days 8-13

1. Write academic SMART goal for 6th grade

2. Design Product

   • Presentation Creation

3. Edit Product

4. Finalize  Product

   • Day 9

   • Day 10 Focus on creating the scenario & Transition in and out.

   • Day 11 Create your content about your Job, Home, Family, Education, & Other

   • Day 12 Edit & Enhance Product

   • Finalize  Product

   • Additional Resources

Days 14+ Evaluate and present

Enrichments

Possible extensions:

• Interview adults in the field of choice

• Conduct mock interview of peers representing career

• Conduct mock job interviews with peers or adults from the community

• Create a Career Day with each student representing a career

Create a Reunion Day with each student representing a career

• • Class Presentation Options

End of Unit Breakout EDU

End of Unit do the 4th Breakout EDUs (Digital)

Catch The Bus (Breakouts can be found here.) A similar one will be used for the tech Fair Competition.

• • Answers for TEACHERS EYES Only!!!v

Resources

• Amy Diggs’ Website

• Resources : This page has Naviance and Career Site resource pages

• Course Resource Page

Universal Design for Learning (UDL)

• I. Provide Multiple Means of Representation

• Step-by-step visual instructions (1.1, 1.2, 1.3)

• Clarify vocabulary (2.1, 2.2, 2.4, 3.1)

• Synthesis through graphic organizers and rough drafts (3.2, 3.3, 3.4)

• Student choice for final product (2.5)

• II. Provide Multiple Means for Action and Expression

• Provide technologies for research, collaboration and product (4.1, 4.2, 5.1, 5.2)

• Use graphic organizers for synthesis (6.1, 6.2, 6.3, 6.4)

• III. Provide Multiple Means for Engagement

• Engage students through entry events, relevant driving questions, student choice final product and authentic audience (7.1, 7.2, 8.1, 8.2)

• Foster collaboration through team work and peer feedback (8.3, 8.4)

• Increase mastery-oriented feedback (8.4)

• Promote expectations and beliefs that optimize motivation (9.1)

• Facilitate personal coping skills and strategies (9.2)

Transdisciplinary Connections

• Career Ready Practices Common Career and Technical Core

• 2. Apply appropriate academic and technical skills.

• 4 Communicate clearly, effectively and with reason.

• 5 Consider the environmental, social and economic impacts of decisions.

• 7 Employ valid and reliable research strategies

• 8 Utilize critical thinking to make sense of problems and persevere in solving them

• 11 Use technology to enhance productivity

• 12 Work productively in teams while using cultural/global competence

• Capacities of Literate Individuals CCSS for ELA & Literacy

• 1 They demonstrate independence.

• 3 They respond to the varying demands of audience, task, purpose, and discipline.

• 4 They comprehend as well as critique.

• 5 They value evidence

• 6 They build strong content knowledge.

• Standards for Mathematical Practice CCSS for Mathematics

• 1 Make sense of problems and persevere in solving them.

• 2 Reason abstractly and quantitatively

• 3 Construct viable arguments and critique the reasoning of others

• 4 Model with mathematics

• 5 Use appropriate tools strategically.

• 7 Look for and make use of structure.

• 8 Look for and express regularity in repeated reasoning.

• Scientific and Engineering Practices Next Generation Science Standards

• 1 Asking questions (for science) and defining problems (for engineering)

• 2  Developing and using models

• 3 Planning and carrying out investigations

• 4 Analyzing and interpreting data

• 5 Using mathematics and computational thinking

• 6  Constructing explanations (for science) and designing solutions (for engineering)

• 7 Engaging in argument from evidence

• 8 Obtaining, evaluating, and communicating information

• Inquiry Arc of the C3 Framework College, Career, and Civic Life (C3)

• 1 Developing Questions and Planning Investigations

• 3 Gathering, Evaluation and Using Evidence

• 4 Communicating Conclusions and Taking Informed Action

• Salient 5

• 3 Verbal Discourse

• 4 Questioning

• 5 Technological Expression and Delivery

Assessment

CTE Rubric