Activities

Here's a place to post activities to perform with elementary students.


 * Dressing up/role playing a job (for younger grades)
 * Maybe kids could try on different clothes from different work environments, and then guess what job it applies to
 * Then, they could read a story about each of those jobs
 * (Could we make these stories up, illustrated and all?)
 * Listening exercise that kids hear different sounds and have to guess the sound, and then how many jobs relate to that skill
 * Drawing a map that details how they think they can get to three different jobs that they were interested in during the course of the workshop

The following are lesson plans that as a counselor you may use. The lessons have been broken down by grade level.


 * Grade:** K5/1st
 * Domain:** Career Development Standard A
 * National Standard:** Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions.
 * Student Competency Area:** Learn about the variety of traditional and nontraditional occupations (C:A1.2)
 * Objective:** Students will gain an awareness of a variety of career choices.
 * Materials:** When I Grow Up by P.K. Hallinan, When I Grow Up coloring pages, crayons

1. Greet Students 2. Lesson Message 3. Class Activity: I want to be a when I grow up. 4. Read Story: When I Grow Up 5. Review Questions 6. When I Grow Up coloring page 7. Ask for volunteers to share their coloring page (if there is time or students finish early) 8. Pass out stickers
 * Activity:**
 * call on a few students to fill in the blanks
 * ask students why they picked that career
 * good listeners get stickers
 * ask students to listen for a new career
 * ask students to listen for career ideas if they are not sure what they want to be when they grow up
 * ask students to remember the career for letter
 * ask student to think of a different career beginning with that letter
 * review expectations
 * show example
 * dismiss students back to their seats


 * Grade**:1st
 * Domain**:Career Development Standard A
 * National Standard:** Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions
 * Student Competency Area**: Learn about the variety of traditional and nontraditional occupations
 * Objective**:Students will learn occupations in their community and how to access community occupations (helpers)
 * Materials:** Community Helpers book (Lanc. Library), Who to Call worksheet, pencil

1. Greet Students 2. Lesson Message 3. Class Activity 4. Read book: Community Helpers 5. Follow Up Questions 6. Who to Call worksheet 7. Pass out stickers
 * Activity:**
 * list places in community on the board
 * list people who work in a community on the board
 * good listeners get stickers
 * listen for jobs in the community
 * think about if you want to work in the community (future career)
 * ask students: "share a community career you heard in the book and how that person helps us"
 * ask students:why is it important to know who works in our community"
 * explain directions (show students the worksheet)
 * review seat expectations-pencil, write name, and wait
 * dismiss seats
 * complete worksheet together as a whole class


 * Grade**:2nd
 * Domain**:Career Standard A
 * National Standard:** Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions
 * Student Competency Area**: Learn how to interact and work cooperatively in teams (C:A1.4)
 * Objective**:Students will learn other school workers besides a teacher and students will learn the work of school personnel
 * Materials:** brown grocery bag, letter to participate, tools from co-workers, guessing sheet, thank you notes, pencil

1. Greet Students 2. Lesson Message 3. List careers within a school 4. Introduce Mystery Bag Activity 5. Explain the rules of the Mystery Bag Activity 6. Collect bag-when each group has had a chance to explore and guess the career 7. Review the tools in each bag-how are the tools used? (one bag at a time) 8. Thank-you Notes (remind students to thank school personnel for their hard work)
 * Activity:**
 * what is a detective (solve a mystery using clues)
 * "today you will get a chance to be career detective"
 * -mystery=career
 * tools (bag)=clues to help you guess the career
 * divide students into groups
 * assign the recorder
 * pass out guessing sheet
 * each group looks through one bag at a time
 * 5 minutes to explore bag
 * recorder writes one guess-must agree on the guess
 * switch (rotate) when I prompt you
 * work as a team
 * ask students to share their guesses
 * discuss the career-why that job in important in our school
 * explain expectations
 * pass out notes
 * assist as needed
 * collect notes


 * Lesson Preparations:**
 * distribute letter to co-workers-asking to participate in lesson
 * distribute grocery bags to coworkers
 * collect co-worker tool bags

Grade**:3rd/4th**


 * Domain**:Career Development Standard C
 * National Standard:** Students will understand the relationship between personal qualities, education, training, and world of work
 * Student Competency Area:** Understand the relationship between educational achievement and career success (C:C1.1)
 * Objective**:Students will identify the three keys to school and career success and students will explore careers
 * Materials:** Job Test One worksheet, Job Test Three worksheet, poster of Job Test Two (transparency), overhead projector, short story about Todd, 3 Key cutouts to post: follow directions, concentrate, think, and exit slip

Activity: 1. Greet Students 2. Lesson Message: 3 Keys 3. List students career choices on the board (don't erase, refer to later) 4. Read short story (Todd) 5. Discuss Todd's problems 6. Guss Todd's career- 3 guesses (Todd is a student) 7. Connect student job to future job 8. Introduce topic: Learn the 3 Keys to being successful at school and your future career-taking 3 tests (don't worry, not graded or collected) 10. Discuss what happened 12. Discuss what happened 13. **Job Test Three** 14. Read correct answers 15. Explain **3rd key- Think** 16. Check for understanding 17. Pass out exit slips or review 3 keys
 * remind students to listen for Todd's problems
 * guess career at end of story
 * late for work
 * no supplies
 * not following directions
 * not concentrating
 * disrespect boss and co-workers
 * must be on time to school like you must be on time to work
 * 9. Job Test One**
 * pass out test
 * keep test face down
 * when I say go "read directions carefully first"
 * no talking
 * stop students after a few minutes
 * count the students that followed the directions and which ones didn't
 * students guess **1st key-follow directions**
 * refer to list of careers-how would not following directions effect this job (pick from the list)
 * 11. Job Test Two**
 * hang poster or turn on overhead projector
 * ask students to count the number of F's-6
 * 30 seconds to complete
 * ask students to share their number
 * explain the human brain tendency (see V's instead of F's)
 * student's guess **2nd key-concentrate**
 * refer to list of careers-how would lack of concentration effect you on this job (pick from the list)
 * pass out test
 * keep face down
 * times test-3 minutes
 * no talking
 * "mistakes occur from a lack of thinking, focusing on a single word rather than the entire question, and jumping to conclusions:
 * "thinking involves stopping yourself and not being impulsive"


 * Grade**:3rd/4th
 * Domain:**Career Development Standard C
 * National Standard:** Students will understand the relationship between personal qualities, education, training, and world of work
 * Student Competency Area**: Identify personal preferences and interests influencing career choice and success (C:C1.3)
 * Objective**:Students will connect their hobbies and interest to possible, career choices and students will attempt to identify the "perfect career"
 * Materials:** career riddle cards, choose an occupation question worksheet, pencil

1. Greet Students 2. Lesson Message 3. Review Lesson Message: explore the "why" 4. Open Discussion: "As you think about he perfect career for you, what do you want to keep in mind" 5. Career Riddle Activity 6. Check for understanding 7. Worksheet
 * Activity:**
 * prompt students-do you want to go to college and for how long? (education)
 * prompt students-do you want to work indoors or outdoors? (environment)
 * prompt students-do you like to work with people or by yourself? (personality)
 * prompt students-what do you do in your free time? (hobbies) (interests)
 * prompt students-what skills do you have? (skills)
 * prompt students to focus on the education, skills, interests, and personality related to each career- help with worksheet
 * explain directions
 * students work independently
 * assist students as needed


 * Grade:**5th
 * Domain:**Career Development Standard B
 * National Standard:** Students will employ strategies to achieve future career goals with success and satisfaction
 * Student Competency Area:** Identify personal skills, interests, and abilities and relate them to current career choice (C:B1.2)
 * Objective:**Students will identify specific skills areas that relate to possible future career options
 * Materials:** //Dream Catchers// Discover Your Skills Activity packet (pg 31, 32, 37-39, 41, 42, 44-47), pencil

1. Greet Students 2. Lesson Message 3. Review Message 4. Pass out Dream Catchers Packet 5. Review 3 types of skills with examples (top of page 32) 6. Skill Activity (bottom page 32) with a partner 7. Academic Skill Activity (page 37-39) 8. Ask students to define self management skills with examples 9. Review self-management skills (page 41-42) 10. Job Related Skills Activity (page 44-45) 11. Review: Where to learn job related skills (page 46-47) 12. Review 3 skills 13. Closure Question: How does identifying your skills help you pick the perfect career for you?
 * Activity:**
 * pick a volunteer to read scenario (one at a time)
 * call on students to name the skills used
 * ask students to share future career choice and what academic skills they will use
 * ask students to pick two skills from each category and list on page 42
 * ask students to brainstorm a job related skills connected to their future career choice
 * academic
 * self management
 * job related


 * The following are Career Development Activities for the Elementary Grades**

McLaughlin, M. & Peyser, S.(2001). //Career Development Activities for the Elementary Grades: Relating Academic Areas to the World of Work//.Minneapolis, MN: Educational Media Corporation.


 * Career:Veterinarian:** Veterinarians are doctors for animals. They treat animals for illness and also give shots and treatments the animals need to stay well. Some veterinarians work only with small animals like dogs and cats. They usually have hospitals as part of their offices where they operate on the animals when it is necessary. There are also veterinarians that treat only large animals like horses and cows. They often travel to the farms and stables where the animals live to treat them. Large animals are only transported to the veterinarian when they have serious problems that must be treated with special equipment.
 * Activity: Going to the Dogs**
 * Materials:** None
 * Time:** 20-30 min

1. You may want students to make a chart, noting the treatments given to each animal. 2. To enhance this activity, have students draw a dog and label its body parts 3. Invite a veterinarian to bring a dog to the class to discuss animals and what a veterinarian has to know about dogs
 * Background:**
 * Fluffy-1/2 small tablet
 * Buster-1 large tablet
 * King-1 1/2 large tablets
 * Lucie-1 small tablet
 * Bozo-2 small tablets
 * Chester-3 1/2 small tablets

1. Veterinarians prescirbe medication for dogs that prevents the animals from getting roundworms. Roundworms can make gogs very sick and even kill them, if they are not treated, Veterninarians prescribe the meidacation according to the weight of the dog. Based on the information below, prescribe the correct amount of medication for each dog. 2. Worming Medication One small tablet for each 10lbs of weight One large tablet for each 50lbs of weight 3. Prescribe the corerect number of tablets for the following animals. You may have to prescribe 1/2 tablets in some cases. Prescription: 4. Both cats and dogs need to be vaccinated to be protected from certain diseases. Veterinarians give the animals their shots at specific times in their lives.
 * Procedure:**
 * Fluffy weighs 5lbs
 * Buster weighs 50 lbs
 * King weighs 75lbs
 * Bozo weighs 20lbs
 * Lucie weighs 11lbs
 * Chester weighs 35lbs


 * Age || Vaccinations ||
 * 8 weeks || distemper, hepatitis, kennel cough, parvo-virus, corona virus ||
 * 12 weeks || distemper, hepatitis, kennel cough, parvo-virus, corona virus ||
 * 16 weeks || parvo-virus, corona virus, rabies ||
 * Every 6 months || parvo-virus, corona virus ||
 * Once a year || distemper, hepatitis, kennel cough ||
 * Fluffy is 3 months old and up to date with all her shots. What shots is she due to receive?
 * Buster is five years old and is at the veterinarian for his yearly checkup. What shots is he due to receive?
 * King was a stray dog until a family found and adopted him. The veterinarian thinks King is about two years old. No one knows if he has ever had any of his shots. What do you think the vet will recommend?
 * Lucie is a new puppy making her eight week visit to the vet. What shots will she receive?
 * Bozo is 4 months old. What shots will he be due to receive when he visits the vet?
 * Chester is aged ten. What shots does the vet give Chester when he visits?

1. What experiences have you had taking a pet to the vet? 2. If you do not have a pet, what would be your choice of pet to have?
 * Process Questions:**


 * Career: Architect:** Architects design buildings and draw the plans needed to build them. The drawings show exactly how a building should be built, from the inside out. A builder can look at architects' plans and know exactly where to put a wall or a winder. Electricians, plumbers and other construction workers also use architects' plans to guide them.
 * Activity:** A House for Little People
 * Subject Area:** Math and Language Arts
 * Materials:** Handout, paper, pencils, rulers, crayons or markers, Architect's house plans
 * Time:** 45-50 minutes


 * Part 1:**
 * Background**
 * Explain to your students that an architects' plans are like maps. They show the workers who are constructing the building exactly where to go to do their work
 * Show a sample of an architect's drawings. Point out the variety of information available on the plans
 * Have your students follow the directions given on the activity sheet. Stress the importance of being precise in their measurements.
 * Ask them what other areas in the house need to be measured
 * Teacher may want to have the class write a story about the people who live in the little house

Follow the directions on the worksheet to draw a plan for the front of your little house. Remember that someone may wnt to use your plan to build a house for dolls, or even for a teeny tiny person, so be exact.
 * Procedure:**

1. What was it imporatnt for you to measure carefully? 2. Share with the class who will live in the house you designed.
 * Process Questions:**


 * Part 2:**
 * Background:**
 * Brainstorm with the class ways to get the information needed to answer the questions
 * As an alternate activity, ask students to find the square feet in the rectangle, door, windows, and roof


 * Procedure:**
 * 1) On a separate piece of paper, draw a rectangle the same size as the one above. This rectangle will represent the inside of your little house.
 * 2) Decide which side of the rectangle will be the front of the house and which will be the back. Put a mark where the front and back doors are located.
 * 3) Ask yourself these questions:
 * Where do I want to put the kitchen?
 * Should my house have a dining room?
 * How many bedrooms should I put in my house?
 * Where should the bathroom be located?
 * What other rooms do I want in my house?
 * 1) Draw lines in the rectangle to represent the walls of the rooms in your house and write the names of each room inside the room space.
 * 2) Measure each room and write the measurements inside the room space.
 * 3) Share your work with your class.

1. What information helped you make these decisions? 2. Where did you go to get the information? For example: How did you decided how many bedrooms the house needed.
 * Process Questions:**


 * A House for Little People Handout**

Follow the directions on this worksheet to draw a plan for the front of your litte house. Remember that someone may want to use your plan to build a house for dolls, or even for a teeny tiny person, so be exact.


 * 1) Imagine that the rectangle below is the front of your little house.
 * 2) Measure the sides of the rectangle and write the measurements along each side.
 * 3) Draw a door in the center of the rectangle.
 * 4) Measure the door and write the measurements in the door space.
 * 5) Draw a window on each side of the door. The windows should be square, so that all sides of the windows measure the same.
 * 6) Write the window measurements in the window space.
 * 7) Add a roof. The roof can be any style you want.
 * 8) Measure the roof and include the measurements in the roof space.
 * 9) Now decorate the outside of your house, being careful to leave the measurements visible. Be creative. What can you see through the window curtains or a lamp? Is your house brick or wood? Does it have achimney? What color is your little house?
 * 10) When you are finished, take an opportunity to see what other have done.