Field Trips for Career Exploration


Title: Field Trips for Career ExplorationAuthor: Dave Brasier
Subject: ACP, Career Exploration
Grades: Grades 10-12Total Time:
Approx.  3-4 class periods plus multiple 1/2 day field trip per business
Unit design is to compare career possibilities of multiple business/industry

Overview / Description: 

Students use research and observational data (field trip) to objectively rank potential career opportunities to help guide their individual career choice and pathway.  

Learning goals/objectives:

After completing this unit, students should be able to 

  • utilize an objective method for evaluating potential careers.
  • determine what career types and opportunities are best suited to themselves personally.
  • defend their choices.  

Workplace Readiness Skill:

   x Social Skills   xCommunication 
   x Teamwork        x Critical Thinking
   x Attitude and Initiative    x Planning and Organization
   Professionalism    Media Etiquette

Content Standards:

Standards applied to manufacturing career investigations

Common Core State Standards

CCSS.ELA-LITERACY.RI.9-10.7  Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-LITERACY.RI.9-10.8   Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

CCSS.ELA-LITERACY.W.9-10.1  Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

CCSS.ELA-LITERACY.W.9-10.2  Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

CCSS.ELA-LITERACY.SL.9-10.1    Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

CCSS.ELA-LITERACY.SL.9-10.2  Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

CCSS.ELA-LITERACY.SL.9-10.3   Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.]

CCSS.ELA-LITERACY.SL.9-10.4   resent information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task

Wisconsin Common Career Technical Standards

CD2.a: Apply academic experiences to the world of work, inter-relationships and the community. 

CD2.b: Assess attitudes and skills that contribute to successful learning in school and across the life span

CD3.a: Investigate the world of work in order to gain knowledge of self in order to make informed career decisions

CD3.b: Examine and evaluate opportunities that could enhance life and career plans and articulate plan to guide decisions and actions.

CD4.a: Identify and demonstrate positive work behaviors and personal qualities needed to be employable. 

The ASCA Mindsets & Behaviors for Student Success: K-12 College- and Career-Readiness Standards for Every Student

Category 1: Mindset Standards

Understanding that postsecondary education and life-long learning are necessary for long-term career success 5

Category 2: Behavior Standards

1. Demonstrate critical-thinking skills to make informed decisions

7. Identify long- and short-term academic, career and social/emotional goals

9. Gather evidence and consider multiple perspectives to make informed decisions

Frame researchable, complex, and open-ended questions, integrating multiple social studies strands that call for investigation.



Career inventory test

Pre-visit research rubric

On-site data sheet

Presentation Rubric

Learning Activities:

WHO (T=Teacher Focus Lesson; WG=Whole Group\; SM=Small Group; I=Independent)

Learning Activity Task                                                WHO is responsible
for this step?
Approximate time
for task
Lesson 1   
Students will complete an inventory of career/occupational skills and their alignment to careers through an online platform. Some suggestions:

Independent1 class period (45 min)
Lesson 2 Pre-visit Research.     
The teacher will make arrangement for a class visit to a local business. Students will complete the research rubric linked in "Materials" to explore specific data and background relating to business/industry to be visited.  
small groupone class period (45 min)
Lesson 3 On-site visit
As they are touring the company, students will gather data and impressions directly from the visit using the on-site data sheet linked in "Materials" above.  
Independent/small group1/2 day
Lesson 4  Post-Visit Evaluation
Students will evaluate the business/industry as a potential employer.  It is suggested that the class make multiple site visits to provide an objective tool for ranking potential career and employer choices. 
Independent one class period
Lesson 5
Students will create a presentation ranking career options with justifications relating to personal choice. 
IndependentTwo class periods


Post visit evaluation tool becomes the summative assessment combining student interest and local career options.  


Students informally present career rankings and defend their choices. 

Extension Activity (for intervention or enrichment):

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