Career Development€¦ · Web viewActivity: Lesson 1: My Interests!! Grade(s): First . ASCA...

Running head: KINDERGARTEN CAREER EXPLORATION 1

Kindergarten Career Exploration

Aveni Patel

University of North Carolina at Chapel Hill

KINDERGARTEN CAREER EXPLORATION 2

Lesson Plan Template

School Counselor: Aveni Patel Date: March 7, 2017Activity: Lesson 1: My Interests!!Grade(s): First ASCA Mindsets & Behaviors (Domain/Standard): A:A3.3: Develop a broad range of interests and abilities C:A1.3: Develop an awareness of personal abilities, skills, interests, and motivationsLearning Objective(s) (aligns with Competency):1. Students will be able to identify at least two tasks they like to do at home.2. Students will be able to identify at least two tasks they like to do at school.3. Students will be able to identify at least two tasks they dislike at home.4. Students will be able to identify at least two tasks they dislike at school.Materials: 2 puppets (of your choosing), Kindergarten Career Explorers Pre/Post Test, Favorite/Not So Favorite Things to Do Worksheet, “Sharing Circle” gator

Procedure: _Administer Kindergarten Career Explorers pretest to students: Tell students that they do not need to put their names on the test. Tell them that you will be taking the test together with the counselor reading the test aloud to them. Explain to students that there are 4 statements, and after each statement, if the student feels as if the statement is true to them, the student will circle the smiley face. If the statement is not true for them, the student will circle the sad face. Emphasize to students that there are no right or wrong answers and that this mini test is just to give the counselor a way of knowing where everyone in the class is. After the pretest, call the students to the carpet and have them form a circle. Perform the following dialogue using the two puppets: Is it important to have things you like to do? Why? Is it okay not to like everything you do? Do you have favorite things you like to do at school and home? Do you have to do things at school and home that are not your favorite? After the dialogue, invite students to answer the same questions with the puppets. Deepen the discussion by asking students what their favorite subjects are in school and what their least favorite subjects are in school. Have puppets distribute Favorite/Not So Favorite Things to Do Worksheet to students and instruct students that they are going to draw pictures of their favorite


things to do at school and at home, and their least favorite things to do at school and at home. Give students at least 10-15 minutes for this task. After students seem to be finishing up, call students to the carpet with their worksheet, and have them sit in a circle. Explain to students that we are going to be using the “Sharing Circle” gator to go around the circle and share our favorite and not so favorite things to do. Only the person with the gator can speak. Ensure all students understand before continuing the activity. Once students start sharing one by one, make sure to dig deeper within each student in having them tell you why they put a certain task in the favorite column or the least favorite column. Do they like working more with their hands? Or do they like working more with things that require creativity or problem-solving? Have students ask each other questions about tasks as well. Once everyone has shared, end the lesson by saying to students: Everyone has things they like to do and things they do not like to do. These things are called interests. Interests are so useful in helping people make decisions about what it is they want to do for their job and career. Explain to students that next class we will be discussing what a career is and learning more about all of the different jobs that are out there in our world.

Plan for Evaluation: How will each of the following be collected? Process Data: Attendance will be taken prior to instruction.

Perception Data: Pre-test results, Evaluation of Favorite/Not So Favorite Things to Do Worksheet

Outcome Data: None at this time

Follow Up: Teacher may have students cut out pictures of people doing different activities for a class collage of differences and similarities in likes and dislikes (favorite or not so favorite) things.



School Counselor: Aveni Patel Date: March 14, 2017Activity: What Do People Do All Day?: Lesson 2Grade(s): KindergartenASCA Mindsets & Behaviors (Domain/Standard): C:A1.3: Develop an awareness of personal abilities, skills, interests, and motivations C1:B1.7: Describe traditional and nontraditional career choices and how they relate to career choiceLearning Objective(s) (aligns with Competency):1. Students will be able to choose two jobs from today’s reading that matches their interests discussed last lesson.2. Students will be able to identify tools they would need to be successful in performing their chosen two jobs.3. Students will be able to match different careers with the respective tools needed to perform those careers.Materials: “What Do People Do All Day?” by Richard Scarry, index cards, and Match and Color Worksheet, 2 puppets from last weekProcedure: Have puppets welcome class to part 2 of 4 of their Kindergarten Career Exploration Unit. Have puppets complete the following dialogue:Puppet 1: My mom dropped me off at school today and then went to her career.Puppet 2: Oh my goodness! Is she okay? That sounds bad!Puppet 1: [laughing] Of course she’s okay, what did you think a career was?Puppet 2: [looks at class] I don’t know. Do you know what a career is? [Address question to class][Have students respond and write down their responses on the white board]Puppet 1: Well, those were all really good guesses, but a career is what work you want to do when you grow up. This work matches your interests! Do you want to be an artist? A construction worker? A hair stylist? A career is all about what role you want to be in when you are an adult. My mom is a nurse. She loves her career because she one of her favorite things to do is help people who are sick!!Puppet 2: Ohhhhhh, that sounds so cool! I want a career that matches what I like to do! Do you? [Address question to class]Puppet 1: [Asking class] Well now that you know what a career is, what sort of careers do you think you might be interested in based on what you all are interested in?

Write some of the responses on the board, along with that student’s interest: For example, a student may say, “I want to be a firefighter because I like firetrucks and


helping people.” Explain to students that there are so many careers out there for all sorts of interests and that today we will be discovering some of them. Have students come to the carpet and sit in a circle. Show students the cover of the read-aloud and ask students what they think the book will be about. Once students have answered, tell students that you will be reading “What Do People Do All Day?” which is a book about all of the different careers out there in the world. Explain to students that they have to pay careful attention though because after the read aloud, they will be asked to choose two careers they would be interested in and do an activity with them. Read up to about page 40, depending on time constraints, stopping periodically to ask students the following questions: What careers interest you the most so far? What tools would you need to perform this career? What do you think you would have to like doing to want to do this for a career? After the read aloud, explain to students that they will each be getting two index cards. On one side of the index card, they are to write/draw two careers that interest them. On the flip side, they are to write/draw tools/skills needed to perform that career well. Once students have completed the task, collect the cards and have the teacher display them prominently somewhere so students will see the breadth of careers out there. End the lesson by having students complete the Match and Color Evaluation to reiterate that careers can differ vastly.

Plan for Evaluation: How will each of the following be collected? Process Data: Attendance taken at the beginning of classPerception Data: Index card activity evaluation and Match and Color evaluationOutcome Data: None at this timeFollow Up: Have teachers complete reading “What Do People Do All Day?” with students and have students create two more index cards about two more career that match their interests.



School Counselor: Aveni Patel Date: March 28, 2017Activity: Career Paths!: Lesson 3Grade(s): KindergartenASCA Mindsets & Behaviors (Domain/Standard): C:B1.4: Know the various ways in which occupations can be classifiedC:B1.3: Demonstrate knowledge of the career-planning processC:B2.1: Demonstrate awareness of the education and training needed to achieve career goalsLearning Objective(s) (aligns with Competency):1. Students will be able to identify the 6 career paths.2. Students will be able to identify at least two jobs that would be included in each career path.3. Students will be able to explain why all career paths are important and needed in the world.Materials: Career Paths mini poster, Career Paths large poster, index cards, 2 puppets (from previous lessons)Procedure: Have students come to the carpet and sit in a circle. Puppets will ask questions using the mini poster of the career path (Ex. What job might require the use of a hammer? Which career path do you think this job matches). Puppets will give an example of 2 for each career path, thus introducing the 6 career paths to students. Counselor will ask which career path is more important than others. Students’ responses will foster discussion and counselor will emphasize that all career paths are important. Have puppets ask students to think of someone they know who has a job. Each student will have the opportunity to quickly name the job. The counselor will post the 6 separate career path posters around the classroom. As students name various jobs, the class will determine which career path the job matches. The counselor will write the job on an index card as students are sharing. Once career path is determined, the puppets will ask students, “What makes this an important job?” Puppets will dialogue with students to review the 6 career paths and to reiterate the idea that EVERY job is important.Plan for Evaluation: How will each of the following be collected?


Process Data: Attendance will be taken at the beginning of classPerception Data: Evaluation of whole group activity and discussionOutcome Data: None at this time

Follow Up: The teacher can identify a career path for each special guest that visits the classroom. Counselor/teacher may also choose to paste the Career Path posters on separate colors of construction paper. Students can name the color even if they can’t remember the name of the career path. Counselor/teacher would have pictures of people doing different jobs, which the class then assigns to a career path color.


School Counselor: Aveni Patel Date: April 4, 2017Activity: Career Paths Continued!: Lesson 4Grade(s): KindergartenASCA Mindsets & Behaviors (Domain/Standard): C:B1.4: Know the various ways in which occupations can be classifiedC:B1.3: Demonstrate knowledge of the career-planning processC:B2.1: Demonstrate awareness of the education and training needed to achieve career goalsLearning Objective(s) (aligns with Competency):1.Students will be able to identify the 6 career pathways.2. Students will be able to explain why a career pathway is significant.3. Students will be able to match new careers with appropriate career pathways.Materials: Post-test, index cards, Career Path mini poster, white board, marker Procedure: Start the lesson by playing some music. Have students form a train in the classroom behind you. Start walking around the room. Explain to students that we are making a path in our classroom. Indicate different locations in the room and then take the students in that direction (ie we are making a path to the teacher’s desk). When the song finishes, explain to students that you just made a path different places in the room, just liked when people decide what career they want to do and then have to follow different career paths to reach their desired career. Afterwards, have students come and sit on the carpet. Review the 6 career paths from last class. Draw draw a


circle on the board with career paths written in the middle of the circle. Draw six lines coming out of the circle, one for each career path. Write one of the six career paths at the end of each line and explain the meaning of each (Example: Start with Business Path: people who like to work with numbers and be organized). Continue to introduce the career paths and pictures on the poster (in order)… Creative Path, Nature Path, Fixing/Building and Technology Path, Helping Path and Health Path. Review the job titles listed during last week’s lesson and ask students to name jobs they have observed people doing since that lesson. New cards will be made and students will be selected to randomly draw career cards and identify one of the six possible career paths for that job. After the activity, give the Kindergarten Career Explorers post-test to students in the same manner given to them during lesson 1. After the post-test, emphasize to students how significant it is to have a path, not just for a career but for any goal one makes for the future. Also emphasize to students just how much they have learned about careers and the workforce in the past month alone, and if they have any more questions, they can always come and see you.

Plan for Evaluation: How will each of the following be collected? Process Data: Attendance will be taken at the beginning of classPerception Data: Evaluation of career path sorting and discussionOutcome Data: None at this timeFollow Up: Teacher will discuss the career path poster when they have speakers or guest in the room.


Appendix AKindergator Career Explorers

Pre/Post Test

1. I know what a career is. 2. I know what I am good

at.

3. I know what I don’t like doing.

4. I know what I want to be

when I grow up.

1. I know what a career is. 2. I know what I am good

at.

3. I know what I don’t like doing.

4. I know what I want to be

when I grow up.

Appendix B


My Favorite/Not So Favorite Things to Do

My Favorite Things To Do…

Draw a picture of at least one of your favorite things.

My Least Favorite Things To Do…

Draw a picture of at least one of your least favorite things.

at school… at school…

at home... at home…

Appendix C


Business Path(Business, Management, & Technology)

People who like to work with numbers and be organized.

Creative Path(Arts & Communications)

People who like to draw, write, or perform.

Nature Path(Natural Resources/Agriculture)

People who like to work outdoors with plants and animals.

Fixing, Building and Technology Path

(Industrial & Engineering Technology)

People who like tofigure out how things work & build

things.

Helping Path(Human Services)

People who like to workwith people to help make things

better for others.

Health Path

(Health Services)

People who like to care for animals and people.

Appendix D

Match and Color Worksheet

RESULTS REPORTSCHOOL COUNSELING CORE CURRICULUM

Grade Level

Lesson Topic

ASCA Domain and Mindsets & Behaviors

Standard(s)Projected Start/End

Process Data

(Number of

students affected)

Perception Data (Data from surveys/

assessments)

Outcome Data (Achievement, attendance

and/or behavior data) ImplicationsK My

Interests!A:A3.3: Develop a

broad range of interests and abilities

C:A1.3: Develop an awareness of personal abilities, skills, interests, and motivations

March 21, 2017

24 Pre-test data: 25% of students knew what a career was, 83% of students knew what they were good at, 75% of students knew what they didn’t like doing, and 92% of students knew what they wanted to be when they grew up.

Likes/Dislikes Worksheet: 100% of students could draw one thing they each liked at school and liked at home. 96% of students could draw one thing they disliked at school and one thing they disliked at home.

None available at this time.

Students have an idea about where their interests lie. It is important to foster these interests at a young age to engage students and foster motivation and achievement both in and out of the classroom.

K What Do People Do All Day?

C:A1.3: Develop an awareness of personal abilities, skills, interests, and motivations

C1:B1.7: Describe

April 4, 2017

23 Index Card Activity: 75% of students were able to identify two careers that interest them and


Again, students are beginning to realize what a career is and beginning to realize that a career begins first with one’s interests.

traditional and nontraditional career choices and how they relate to career choice

corresponding tools they would need to perform in that career

Match and Color Worksheet: 100% of students could match the correct career with the tool needed to perform in that career

This realization will become the driving force to continue to further one’s education through primary and secondary schooling.

K Career Paths!

C:B1.4: Know the various ways in which occupations can be classified

C:B1.3: Demonstrate knowledge of the career-planning process

C:B2.1: Demonstrate awareness of the education and training needed to achieve career goals

April 11, 2017

24 Career Path Identification: After the lesson, 83% of students were able to identify all 6 career paths as demonstrated by counselor observation


Students begin to realize that there is not one single career path that is superior to any others and this realization allows them to see that it is okay to change career paths based on individual interests.

K Career Paths Continued!

C:B1.4: Know the various ways in which occupations can be classified

C:B1.3: Demonstrate knowledge of the career-planning process

C:B2.1: Demonstrate awareness of the education and training needed to achieve career goals

April 18, 2017

22 Career Path Sorting Activity: 100% of students were able to correctly identify which career path went along with their selected job

Post-Test Data: 91% of students knew what a career was, 100% of students knew what they were good at, 100% of students knew what they didn’t like to do, and 95% of students


As demonstrated by the post-test, students have now been exposed to what a career is and what a career path is. This will pave the way for these students as they continue their education and provide them with a sense of purpose and self-efficacy as they begin to explore what their future of work will be.

knew what they wanted to be when they grew up.

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