This guide created by Xello (Career Cruising) and includes a variety of classroom activities for Career Cruising that are applicable to Academic and and Career Planning work, as well and general career planning activities. NOTE: Students must have a Career Cruising account to use these lessons.LINK: http://www.lrsd.ca/documents/general/CC%20Classroom%20Activities%202016.pdf This activity guide includes the following lesson:  Activity 1: School Subjects and CareersActivity 2: Using School Subjects in the WorkplaceActivity 3: Using Career MatchmakerActivity 4: Your Career Ideas and Career MatchmakerActivity 5: Using Career SelectorActivity 6: Comparing CareersActivity 7: Career Clusters Research ProjectActivity 8: Career Fair ProjectActivity 9: Career Interview ProjectActivity 10: Discovering Your Work SkillsActivity 11: Using My Skills Activity 12: Exploring Apprenticeship TrainingActivity 13: Post-Secondary Research ExerciseActivity 14: Learning StylesActivity 15: Why Study This? A Cross-Curricular Game

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.

Our student leaders cherish the moments to connect annually with members each year at our Fall Leadership Lab and Fall Leadership Conference. We look forward the opportunity next year to return in-person at our 2021 events; however, our state officers have spent an extensive amount of time to develop these on-demand online program experiences to current members and prospective members in our middle level and high school classes throughout the state. Visit https://dpi.wi.gov/fbla/2020-fall-leadership-experience to access workshop materials (student handouts and teacher lesson plans) along with other workshop videos. Questions or feedback about these materials may be sent by email to Brooke Allemann, State President at president@wifbla.org.

The Welding Fabrication & Robotics Associate Degree program prepares learners to program and operate CNC cutting and forming equipment, as well as robotic welders, and develops the skills needed to work in an advanced metal manufacturing environment. Learners also expand their print reading skills through fabrication layout, fixturing, and precision measurement. Welding metallurgy and machine shop principles are also studied. Critical thinking skills are built through problem-solving activities that foster teamwork, positive attitudes, and an understanding of global competition.