Middle School Career Guidance Curriculum - Weebly

Introduction, Rationale

This career guidance unit is designed to be used with 7th

grade students, but can

also be made applicable to other grades. The purpose of this unit is twofold. The first

half of the unit will focus on helping the students learn more about themselves; the

second half will focus on career exploration, encouraging the students to use what they

learned about themselves as a means of guiding their search. The entire unit will be

broken down into to five guidance lessons and a final presentation day. Each lesson,

depending on allotted time, should be between 45 to 60 minutes.

The first three lessons will focus on the following topics regarding self-

understanding: interests, skills/abilities/, and values. In lesson four, students will be able

to research careers related to their specific interest, skills, and values. They will also

learn how to effectively research jobs. Students will learn what specific information is

important to find out and how to go about finding out this information. In lesson five,

students will spend time researching information on their top three job choices. They

will also be provided instructions for their final project. The last class session is reserved

for student presentations.

By the end of the unit, students should have a stronger sense of themselves, as

well as an understanding of what career areas match up with their profile. Students will

also have a greater understanding of how to research careers and what type of

information to seek out when searching. In the end, students should also have a greater

sense of the connection between academics and careers, as well as broader understanding

of the importance of beginning the career plans.

There are two main reasons why this unit is designed to be implemented at the

seventh grade level. The first has to do with developmental appropriateness. Overall,

there tends to be a significant amount of development that takes place between sixth and

seventh grade. By the time students enter the seventh grade, many of them have matured

physically and mentally, and they generally have a stronger sense of self-identity. Thus,

this would make them more prepared to further explore their identities and to begin

thinking seriously about their futures. The second reason why this unit was designed for

seventh graders is a matter of timing. At the eighth grade level, students begin

scheduling and planning for their high school courses. By focusing on both self and

career exploration at the seventh grade level, students are then better prepared for

planning and scheduling for their high school courses in eighth grade.

The content of this unit is based on research in the field of career counseling.

Research has shown that people generally follow career paths based on their interest.

Holland’s six personality types have been well researched and are an effective means of

relating personality to careers. Aside from interests, research also indicates that

understanding one’s skills, abilities, and values is a valuable asset to career exploration.

According to Super’s developmental model, have a strong self-concept is a requirement

and prerequisite to career exploration. Thus, having the students reflect on interests,

skills/abilities, and values will foster their sense of identity and self-concept.

The career exploration is designed to encourage the students to think critically

about career options. Students are taught to do in-depth research that will help them gain

a deeper understanding of specific careers. More importantly, students begin to see the

connection between their education and their futures.

School Corporation: N/A

School Name: N/A

Contact: Drew Sager – School Counselor

Indiana Student Standards for Guidance Addressed

Standard(s) addressed:

Standard 2- Career Development

Indicator(s) addressed:

6-8.2.1 Reexamine their career interests based on their experiences and/or updated career interest inventory

Instructional Development

Grade Level(s): 7 (can be adapted for 6th through 9th)

Title: What Interests You?

Summary:

This is lesson 1 in the unit, “Exploring Yourself and Careers”. There are two primary learning objectives in this lesson. The first objective is to help students reassess and evaluate their interests. The second objective is to teach them the relationship between interests and careers.

Time Frame One Session~ 45mins to 1 hour

Required Materials:

Computer Lab w/ internet access; folders to hand out to students; „Who Am I‟ worksheet (one for each student), overhead projector; Holland personality trait power point presentation; career brainstorm worksheet.

Procedure:

1. Brief the students on what they will be learning throughout the entire unit. Engage the group in discussion about the importance of knowing themselves and how this relates to selecting a career path. Emphasis the connection between academics and careers, noting the importance of striving to succeed and excel in academics.

2. Pass out a folder to each student and inform them that they will be keeping important information in their folders. Have the students write their name on their folder.

3. Next, pass out the “Who I Am” worksheet and have students fill it out. Once the students finish the worksheet, have them turn them in. Students will fill the same worksheet out at the end of the Unit as a means of assessing their growth throughout the unit.

4. Display power point slide number one, “Holland‟s Six

Personality Types”. Proceed through remaining slides, explaining each of the personality types in more detail. Engage the students in providing examples of jobs and careers that may fall into each personality type.

5. Have students register onto LearnMoreIndiana.org career webpage. Then have them fill out the Career Clickers Expanded inventory using the computers. Remind students that there will be a project at the end of the unit, so it is important that they take this part seriously.

6. Once all students have completed the survey, provide them an opportunity to share what their three personality areas are. Hand out „career brainstorm‟ worksheet and explain instructions. Students will be asked to complete worksheet as homework and bring it to class for the next lesson.

Evaluation

How will mastery of the guidance indicator(s) be evaluated?

Indicators will first be evaluated by the responses students write on the “Who I Am” worksheet. A comparative review will be conducted after students complete the form again at the end of the unit. Student portfolios (folders) will also be used as a means of assessing and evaluating their progress.

Learning Resources

Resources needed: e.g., technology resources, media resources, books, web sites

http://www.LearnMoreIndiana.org Career resource and career inventory

Citation(s): You may include copyrighted materials in “resources needed,” but do not reproduce copyrighted materials in your lesson plan. Non-copyrighted materials need to be reproduced and included with your lesson plan. Cite sources here.

http://www.LearnMoreIndiana.org

Collaborative Partners: e.g., advisory teachers, other teachers, community resource people

Teachers, Principal, Colleagues. Inform teachers about the nature of the unit and encourage and assist them with making the academic curriculum applicable when possible.

http://www.learnmoreindiana.org/


School Name: N/A









Title: Assessing Skills and Abilities

Summary:

This is lesson 2 in the unit, “Exploring Yourself and Careers” In this lesson, students will assess and evaluate their skills and abilities. They will gain an understanding that certain jobs require specific skills. They will begin to assess how their own skills and abilities relate to different career areas.


Required Materials Chalkboard, overhead projector, or large paper to write on; „Coding my Sklls‟ worksheet; „Checklist‟; „Things I am Good At‟ worksheet;

Procedure:

1. Start off lesson with recap of what was learned during the previous week.

2. Have students take out their homework assignment from the previous week and engage them in sharing their responses.

3. In small groups, students discuss the topic „What is a skill?‟. Then facilitate a brief whole-class discussion on this topic.

4. Provide a list of up to ten well-known occupations and have students write down the skills suitable for these occupations.

5. Pass out “Coding my Skills” worksheet and have students fill it out individually.

6. After completing the worksheet, have the students rank the ten skills they currently consider most useful in the world of work.

7. Pass out the „Checklist‟ worksheet and have students individually complete it. Break the class into small groups to discuss their findings

8. Facilitate brief whole-group discussion on the importance of abilities and hand out the „Things I am Good At‟ worksheet and review instructions with class. Instruct the class to complete the worksheet as homework and be prepared to share responses during next class. .

Evaluation


Worksheets will be added to student portfolio, which will be used during individual planning session throughout their education.

Learning Resources









School Name: N/A









Title: Assessing Your Values

Summary:

This is lesson 3 in the unit, “Exploring Yourself and Careers”. In this lesson, students will learn what values are. They will assess and evaluate their own personal values. They will gain an understanding that certain job environments reflect specific values. They will begin to gain an understanding of what career fields reflect their own values.


Required Materials Large chalkboard to write on; „Work Values‟ worksheet;

Procedure:

1. Start off lesson with recap of what was learned during the previous week.

2. Have students take out their homework assignment from the previous week and engage them in sharing their responses.

3. Introduce group to concept of „Values‟. Break class up into small groups and have them come up with a list of values.

4. On the chalkboard, write down five occupation, providing room between each one. Instruct the groups to come up to the board and, using their list of values, write down those values that best fit each group i.e. under the occupation Social Worker, they could write “caring for others”.

5. Next, pass out the „Work Values Inventory‟ and review instructions with group. Have students individually complete inventory.

6. After completing the worksheet, have students share what their top ranking values were.

Evaluation



Learning Resources









School Name: N/A






6-8.2.2 Use personal, print, and electronic resources to discover occupations that match their career interests. 6-8.2.7 Research specific occupations identified in their career plans



Title: Exploring Careers, Part 1

Summary:

This is lesson 4 in the unit, “Exploring Yourself and Careers”. In this lesson, students will learn how to research careers related to their specific interests, skills/abilities, and values. They will also learn how to be „good researchers‟ of careers.


Required Materials Computer lab w/ internet; „Career Interest‟ worksheet; „Gathering Information‟ power point slide show;

Procedure:

1. Students will meet at the computer lab. Recap the previous three lessons, reiterating the importance of understanding one‟s interests, skills/abilities, and values and how they relate to work. Pass out „Career Interests‟ worksheet.

2. Have students login to their accounts on the LearnMoreIndiana website. Next, have them pull up the results of their interest inventory. Instruct them to click on the tab that links them to careers related to their interests. Instruct the students in exploring the careers that are listed on the site. Walk around and provide guidance and assistance.

3. Instruct students on how to access Indiana‟s career clusters page through the department of education website. Review these with them. Instruct students to complete the „Career Interests‟ worksheet.

4. Using the overhead, display power point slide show, „Gathering Information‟. Students should learn what specific information they should look up when researching an occupation.

5. For homework, students should determine three jobs out of the list of the nine that are listed on their worksheet. At this time, you should also brief the class on their final project, which they will have the next class period to work on.

For the project, the students will design a poster-board presentation that will provide an overview of their top three job choices. For each occupation, they will provide the following information: how the job relates to their interests, skills/abilities, and values; what type of education is required for the job; what a typical day is like; what is the current job outlook and salary?

Evaluation



Learning Resources



Citation(s): You may include copyrighted materials in “resources needed,” but do not reproduce copyrighted



materials in your lesson plan. Non-copyrighted materials need to be reproduced and included with your lesson plan. Cite sources here.




School Name: N/A






6-8.2.2 Use personal, print, and electronic resources to discover occupations that match their career interests. 6-8.2.7 Research specific occupations identified in their career plans



Title: Exploring Careers, Part 2

Summary: This is lesson 4 in the unit, “Exploring Yourself and Careers”. In this lesson, students will actively research their top three career choices in preparation for their final project.


Required Materials Computer lab w/ internet; final project assignment sheet;

Procedure:

1. Students will once again meet in the computer lab. Engage class in review of previous week‟s lesson. Hand out final project assignment sheet. Inform students that they will have the class period to work on their projects. Instruct them to use the LearnMoreIndiana website to aid them in gathering information.

2. Walk around the room and check-in which each student to assess their progress and provide assistance as needed. Make sure that all students are on the right track and understand assignment fully.

Evaluation



Learning Resources








NAME:_____________________

DATE:______________

Who Am I??

What are my interests?

*__________________________________________

*__________________________________________

*__________________________________________

*__________________________________________

What are my skills and abilities?

*__________________________________________

*__________________________________________

*__________________________________________

*__________________________________________

*__________________________________________

What are my values?

*__________________________________________

*__________________________________________

*__________________________________________

*__________________________________________

*__________________________________________

What jobs are careers interest me?

*__________________________________________

*__________________________________________

*__________________________________________

*__________________________________________

*__________________________________________

What information should I know about these

jobs?*_____________________________________

*__________________________________________

*__________________________________________

*__________________________________________

*__________________________________________

*__________________________________________

*__________________________________________

*__________________________________________

NAME:_____________________

DATE:______________

Instructions: After completing the career inventory, you should

have been given your top three personality traits. In the spaces

provided, list as many jobs as you can think of that you think best

fits each personality trait. In the last section, try and think of those

jobs that best fit a combination of all three traits. Have completed

worksheet with you for next week’s lesson.

Number 1 Trait:_____________

*_____________*_____________*_____________*___________

*_____________*_____________*_____________*___________

*_____________*_____________*_____________*___________

Number 2 Trait:_____________

*_____________*_____________*_____________*___________

*_____________*_____________*_____________*___________

*_____________*_____________*_____________*___________

Number 3 Trait:_____________

*_____________*_____________*_____________*___________

*_____________*_____________*_____________*___________

*_____________*_____________*_____________*___________

Combination of all three

traits:_________,__________,____________

*_____________*_____________*_____________*___________

*_____________*_____________*_____________*___________

*_____________*_____________*_____________*___________

NAME:_____________________

DATE:______________

Personal skills:

Checklist

Use this sheet to keep an up-to-date list of your skills.

1. Look at the skills you have already worked through on previous worksheet.

2. Now complete this checklist by writing in all the things you are very good at.

My skill How I learned this skill and/or how I currently

apply this skill

A job that requires this skill

NAME:_____________________

DATE:______________

Strengths and abilities:

Things I am good at

You all know some of the things that you are good at.

Being good at something means that you gain some satisfaction and enjoyment

from doing it. When you know what you can do well, you can develop those

abilities and apply them to work or leisure.

Our abilities can be divided into seven main groups: Nature or Recreation,

Organizing or Clerical, Practical or Mechanical, Analytic or Scientific, Creative or

Artistic, Persuading or Service, Helping or Advising.

What I’m good at

In the table below, put a tick () in the appropriate column to show how well

you do certain things.

Activities

Very good

Good Not so good

Playing sports

Gardening

Making friends

Remembering things

Maths

Playing a musical instrument

Being responsible

Learning new work

Talking to people

Working on machines

Cooking food

Activities

Very good

Good Not so good

Listening to others

Being able to work as part of a team

Following directions

Being friendly

Speaking in front of people

Working without supervision

Designing things

Drawing

Lifting heavy objects

Working with animals

Photography

Running/jogging

Eating

Being honest

1. If you can think of some more of your strengths, list them here.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

______________________________________________________

2. List some of the things you aren’t very good at from the previous list and

write down some ways that you can address them.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

NAME:_____________________

DATE:______________

Personal skills:

Coding my skills

A skill is something you do well, such as skateboarding, reading or speaking in

public.

We all have skills and it is important that you recognize the skills you have now

and the skills you need to develop.

Instructions:

1. Read through the list of skills in the table. You will probably have some of

these skills already. Read through them carefully using the examples to help

you understand them.

2. Use the following number key to complete the checklist:

1: very good at

2: can do

3: would like to develop

4: doesn’t apply to me

3. Now, using the key, code the list of skills on the blank table.

4. You might like to add some skills that are not already in the table.

My skills

Skill Example Number

Code

Teamwork Helping a new student to settle into your

class

Working with

numbers

Saving pocket money or wages, balancing a

bank account

Being creative Writing stories, using computer graphics,

painting, photography

Staying fit Practicing and playing sport regularly

Communication –

listening

To friends, teachers, to messages so you can

pass them on accurately

Developing

technology/computer

skills

Operating a camcorder, using a computer

Planning and

organising

Arranging the school disco or a team for a

local competition

Information gathering

and research

Finding information for a school

assignment

Problem solving Working out how to get to a place, solving

puzzles

Designing new things Handcrafts, technology, clothing

Assembling or

repairing things

Repairing punctures to bike tires,

assembling kits

Learning new skills New dance steps, subjects, sports skills

Managing Your time, your money, others in a team

Following instructions Getting a meal ready, following a recipe

Showing initiative Getting on with things without having to

be told

Key

1: very good at 2: can do

3: would like to develop 4: doesn’t apply to me

NAME:_____________________

DATE:______________

Career Interests

Step 1. Go to the following web address:

www.doe.in.gov/octe/facs/CrrClstrGrid.html

Step 3. Review the 16 career clusters listed on the page. Determine which

three clusters your are most interested in.

Step 1. Logon onto your e-saver account at LearnMoreIndiana.org. Review

the list of jobs that match your personality traits. After reviewing the jobs,

pick your top nine job choices. List them in the spaces provided:

1.____________ 2.____________ 3.____________ 4.____________

5.____________ 6. ____________ 7.____________ 8.____________

9.____________

Step 2. Go to the following web address:

www.doe.in.gov/octe/facs/CrrClstrGrid.html

Next, review the 16 career clusters listed on the page. Determine which

career clusters best match each of the occupations you listed above.

Example: 1.dentist Cluster = Health Science

1.____________ Cluster = ______________

2.____________ Cluster = ______________

3.____________ Cluster = ______________

4.____________ Cluster = ______________

5.____________ Cluster = ______________

6. ____________Cluster = ______________

7.____________ Cluster = ______________

8.____________ Cluster = ______________

9.____________ Cluster = ______________

http://www.doe.in.gov/octe/facs/CrrClstrGrid.html

http://www.doe.in.gov/octe/facs/CrrClstrGrid.html

Final Project

Over the past weeks, we have not only learned more about

ourselves, but we have also learned about the different types of

jobs that match who we are. Additionally, we have learned

how to be good job researchers. That is, we know what

information is important to find out when exploring jobs.

It is now time to put all that information together!

On a standard-sized poster board, you will create a display of

the top three jobs you selected in class. For each job, you will

be required to provide the following information:

A job profile *What does a typical day look like?

*What skills are required for the job?

*How does the job match your own interests, skills/abilities/values

*What does not match?

Educational Requirements *what type of schooling is required for this job?

What do you need to do to best prepare for this job?

What are the wages and job outlook for this job?

Projects are due by next class. All students will be required to

present their findings to the class.

Good luck and have fun!!

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Middle School Career Guidance Curriculum - Weebly