Using ARIS open-source platform, students create a scavenger hunt/game for district students to explore local community career opportunities.  

This lesson is designed to follow the Intermediate SAEs:The Next Step. The objective is to continue to move students through the research and development of their Foundational Career SAE. The students will continue to work on their Foundational SAE project based on their career interest, but research topics at the advanced level. The teacher may choose to only use the Foundational SAE project or they can also include an immersion SAE project that students keep track of their time, income and expenses over the course of the class. The students will participate in weekly assignments for their Foundational SAE and if they are completing an immersion SAE they will keep track of their hours each week. Starting SAE projects in the classroom should be simple for the teacher and students. Minimum expectations that can still produce success for all students would be tracking 1-hour of SAE time per week, exploring one career topic per week, and recording one financial entry per month. A final report or project at the end of the class would also be a minimum expectation for all students.

To help the students self analyze their strenghts and weaknesses I have them complete a "Me" poster.  The poster is folded intor 4 quadrants with a diamond in the middle.  The students fill in each quadrant answering why, what, how and what if.  This really gets them thinking about why they are the way they are.  They decorate their posters and then they identify three employability skills that they think they have fully developed and can demonstrate at work.  The students share their posters and then apply their self awareness to their career interest.  

Welcome to one of 12 Business, Marketing and Information Technology Quality Modules! The purpose of these modules is to illustrate quality examples of each of the 2018 ACTE Quality CTE Framework elements. Regardless if you are in a pre-service education program or an experienced educator, these modules will benefit your future and business & marketing program.  Segment 9 addresses strategies that help students gain career knowledge and engage in education and career planning and decision-making, including career counseling, career assessments, curricula that helps students learn about careers, information about educational opportunities and workforce trends, and job search information and placement services.

Students will be able to research careers and learn more about the careers that interest them.

This event occurs every February at Oconomwoc High School. The goal of the event is to raise money for Children's Hospital behavioral and mental health programs, to reduce the stigma around talking about mental health, and to provide students with opportunities to explore careers in the mental health field.

After reading The Odyssey and discussing the hero journey, students will move into this career research unit. First, students will choose a career that they are interested in exploring and researching. They will create a project/presentation to share the information about their career with their classmates. Then, they will choose a "hero" who made great strides in their chosen career as an inventor, business person, manufacturer, personality, etc. Students will review using MLA style in-text citations and works cited, paraphrasing and summarizing, and writing research as they write a research paper about their career hero.

The lesson provides an opportunity for students to not only read and view the importance of choosing career choices now, but gives them an opportunity to write about their future career goals and think about the best way to achieve them starting now.

This lesson is designed to follow the Getting Started With SAEs lesson. The objective is to move students from starting their SAE project to developing the next level of skills and competencies in the intermediate level of performance indicators. The students will continue to work on their Foundational SAE project based on their career interest, but research topics at the intermediate level. The teacher may choose to only use the Foundational SAE project or they can also include an immersion SAE project that students keep track of their time, income and expenses over the course of the class. The students will participate in weekly assignments for their Foundational SAE and if they are completing an immersion SAE they will keep track of their hours each week. Starting SAE projects in the classroom should be simple for the teacher and students. Minimum expectations that can still produce success for all students would be tracking 1-hour of SAE time per week, exploring one career topic per week, and recording one financial entry per month. A final report or project at the end of the class would also be a minimum expectation for all students.

This lesson is designed to help students move from their Foundational SAE to an Immersion SAE. The students will continue to work on their Foundational SAE project based on their career interest, but they will also be introduced to Immersion SAEs. The teacher may choose to only use the Foundational SAE project to get started, but they should work toward helping their students move their SAE project to include one or more Immersion SAE projects. The students will participate in weekly Immersion SAE record keeping. Starting SAE projects in the classroom should be simple for the teacher and students. Minimum expectations that can still produce success for all students would be tracking 1-hour of SAE time per week, exploring one career topic per week, and recording one financial entry per month. A final report or project at the end of the class would also be a minimum expectation for all students. Over time the students expectations for their Immersion SAE projects can be expanded to include more record keeping and financial entries.

In this lesson, students will identify careers at local businesses. By communicating with area employers and identifying potential careers, students could possibly find a career they identify with and could pursue as a career path. This would help both students with career choices and local businesses with possible new employees.

This Mayo Clinic website lists 45 medical professions for students to explore. By clicking on each profession, students can watch a video highlighting the responsibilities and importance of that job or look at a picture illustrating the job in action. Students can also read the job description, learn about the work environment and career outlook, and delve into higher education requirements. This medical career exploration improves students’ knowledge of career options and encourages students to set educational goals. This goal can be measured by the accompanying worksheet linked in WISELearn. Students will identify and explain three medical careers of interest. Then they will organize all 45 medical professions into categories based on education length and career pathway.

A passion for service to others has taken Juanmanuel Rocha from employment at a grocery store to the healthcare field as a Medical Assistant.

In this episode, children are introduced to Congress. To connect with primary grade students’ existing knowledge, they discover how a member of Congress is part of two communities- their home community that they serve, and the community of Congress.

Students analyze primary sources to explore how Congresswoman Patsy Mink began in her home community and traveled to a join a new community in Washington, DC where she worked in Congress.

Children observe the details of a photograph of Congresswoman Mink in Hawaii (See). Working with in-game character Ella, students generate and test hypotheses based on evidence, figuring out how Congresswoman Mink traveled from Hawaii to the Capitol (Think). Children explore the structure of the Capitol building and conclude the episode by reflecting on how other members of Congress represent different communities around the country (Wonder).

As a Transportation Youth Apprentice, Abbygail Oertel has not only found her career passion working at a local automotive business, but she has also found her work family.

Prepárate a Servir: Advanced Spanish for Patient Care is a level three LOTE (E) course developed using the new CTE content standards and aligns with the Patient Care pathway standards within the Health, Science, Medical Technology CTE sector. Using Spanish as the medium of instruction and learning, students demonstrate an understanding of the issues and considerations that apply to this industry sector, and undertake practical research that enables them to map their interests and skills in the healthcare/patient care career sector. Beginning with an introduction to healthcare systems, foundational anatomy and key terminology in the field, the course builds applied knowledge progressively, moving through units on communication and cultural sensitivity in the workplace into issues of health and safety and legal/ethical considerations. The course culminates with career exploration and healthy living units, enabling students to put their knowledge into practice with community and professional partners. Students employ situationally and level-appropriate Spanish as the means of communication as they study the concepts and principles of the healthcare industry. 

These versatile job flashcards are a great tool to help students learn how to say different jobs and careers in Spanish and English.There are two different kinds of job flashcards. There are those that have an image of a person working in a particular job, along with a clear label stating what their job is in English. Then for each job there is a matching card in Spanish, except without the picture and including both the feminine and masculine words.

After reading The Odyssey and discussing the hero journey, students will move into this career research unit. First, students will choose a career that they are interested in exploring and researching. They will create a project/presentation to share the information about their career with their classmates. Then, they will choose a "hero" who made great strides in their chosen career as an inventor, business person, manufacturer, personality, etc. Students will review using MLA style in-text citations and works cited, paraphrasing and summarizing, and writing research as they write a research paper about their career hero.

Students learn about an astrophysicist that is working in science to open possible ideas for themselves in science careers. Pursuits addressed: Identity-Students will learn about people who they can relate to who are currently working in STEM related careers and study possible STEM related careers that could be meaningful to their own lives/cultures.Skills-The students will research scientists who they can relate to culturally who are working on STEM related careers and then write letters to these scientists in a way that is interesting, genuine, authentic, and allows them to use their own voice.Intellect-Students will choose which scientists they would each like to study by finding scientists who they can relate to culturally who are currently working in STEM related careers and showing examples of Black Excellence.Details: This lesson can be added to 5th Grade Amplify Patterns of Earth and Sky: Analyzing Stars on Ancient Artifacts, with Lesson 2.1 after looking for patterns, making observations, and reflecting on the Model. Explain to the students that this is exactly what astrophysicists do.