Educational Planning
Activity 1: Importance of Work
Foundational Objectives:
Awareness and knowledge of educational benefits.
Awareness and understanding of the relationship between work and learning.
Awareness of and knowledge and skills needed to access, understand, and use career information.
Learning Objectives:
The students will:
- describe how work can satisfy personal needs.
- describe ways in which school relates to the world of work problems.
- describe how work is important to all people.
- identify work activities of interest to jobs in the local community.
- describe school tasks that are similar to skills essential for job success.
C.E.L.s: COM, CCT, PSVS
Materials:
- chalkboard
- chalk
- markers
- paper
- pen or pencil
Time: One class period.
Activity:
- Have students brainstorm and list on the chalkboard reasons why people work.
- Have students list in order of importance five reasons that they believe are reasons why people work.
- Have students break into small groups and discuss how they came to select their choices.
- Have students, in the same small group, discuss ways that school and their work habits at school relate to the world of work.
- In a small group, have students make a list of positive characteristics that are transferable from school to the world of work (e.g., being punctual, neat, organized).
- Have students, individually, divide a piece of paper into two columns. (Alternatively, this activity could be done as a brainstorming exercise with the entire class.)
- At the top of each column, have students write the title of two occupations that interest them.
- Have students list in the column all the contributions their chosen job makes to the community (e.g., teacher, business person, welder).
- Have class or small groups rank order their occupations from most needed to least needed in the community. In pairs, have students discuss how background, experiences, and perspectives influence the rank ordering of occupations.
Additional Activities:
Students may interview members of the community about why they work. Students may also want to interview people who are job hunting.
Evaluation:
Resources:
Activity 2: School Subjects and Work
Foundational Objective: Awareness and understanding of the relationship between work and learning.
Learning Objectives:
The student will:
- identify occupations under academic areas.
- examine the relationship between occupations and subject areas.
C.E.L.s: COM, CCT, IL, PSVS, TL
Materials:
- chalkboard
- chalk
- paper
- student notebook
Time: One class period.
Activity:
- List the following subject categories on the chalkboard:
(a) Computer Science
(b) Health and Physical Education
(c) Language Arts
(d) Mathematics
(e) Science
(f) Social Studies
(g) Arts Education
- Have the students discuss activities they do or have done which are related to the subject areas.
- In small groups, have students create a list of occupations related to subject areas. Students may share lists by writing them on the board or flip chart paper to be displayed in the classroom.
Additional Activities:
Research sources of occupations and add to the list.
Students can design a bulletin board showing the relationship of school subjects and occupations.
Evaluation:
Resources:
Activity 3: Relating Abilities and Interests to School
Foundational Objectives:
Awareness of self and knowledge of the value of a positive self-concept.
Awareness and knowledge of educational benefits.
Learning Objectives:
The student will:
- explore and identify personal strengths and weaknesses in subject areas.
- describe how work can satisfy personal needs.
- identify personal interests, abilities, strengths and weaknesses and how they relate to careers.
C.E.L.s: COM, CCT, IL, PSVS
Materials:
- pencil or pen
- handout No. 1 "Interest Inventory"
- student notebook
Time: One class period.
Activity:
- Have each student fill out an "Interest Inventory" activity sheet.
- Have students complete the graph at the end of the exercise.
- In pairs, have students develop a sentence phrase for each of the additional areas of mathematics, language arts, and physical education on the interest inventory.
- Discuss the results of the inventory in small groups, then in large groups.
- As a wind up activity, in their notebooks, students should complete the following sentence stems:
I learned that ...
I like this activity because ...
Additional Activities:
Results of this interest inventory could be used to select books for independent reading and to encourage students to begin career exploration activities.
Evaluation:
For printing and copying this template Requires Acrobat Reader (click on the table title)
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Interest Inventory
Think about how you feel about each of the following activities. If you would like to do the activity, write "yes." If you would not like to do the activity, write "no." If you cannot decide, write "unsure."
Part A |
___ Paint pictures with watercolours
___ Draw cartoons
___ Discuss slides of famous paintings
___ Make models from clay
___ Do finger painting
___ See an art exhibit
___ Read about great artists
___ Carve objects from soap
___ Design birthday cards
___ Draw or construct maps
___ Mix paint colours
___ Construct a paper mache model
___ Design new fashions in clothing
___ Produce original designs
___ Make collages for bulletin board |
Part B |
___ Be a bird watcher
___ Learn how farmers rotate crops
___ Find out how the planets were discovered
___ Listen to a speaker tell how sounds are heard from a radio
___ Discover what causes the different colours in the rainbow
___ Study the systems of the body
___ Read about the inside of a volcano
___ Observe bees working in a hive
___ Study small animals and plants in pond water
___ Learn how a fire extinguisher puts out a fire
___ Find out why the moon looks different at different times
___ Learn how trees make rubber
___ Explore the science of weather predicting
___ Collect and study tropical fish
___ Watch a spider build a web
___ Collect leaves, plants, or rocks |
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Grade 6 Module: Educational Planning
Handout No. 1 "Interest Inventory"
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Interest Inventory (continued)
Part C |
___ Fix fishing tackle
___ Try to repair old clocks
___ Build a crystal radio set kit
___ Build model road racer sets
___ Construct things from cardboard boxes
___ Build a bird house
___ Construct scenery for a play
___ Repair a broken chair
___ Make a macrame belt
___ Make model cars, airplanes or boats
___ Fix broken toys
___ Make a small table
___ Construct designs from popsicle sticks
___ Make jewellery from cut stones
___ Polish rocks in a tumbler
___ Make paper flowers
___ Fix equipment
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Part D |
___ Read about Canadian pioneers
___ Visit a jail to see how it is run
___ Discuss current events from the newspaper
___ Find out about imports and exports
___ Study a map to learn where groups of people live
___ Listen daily to the radio or television news
___ Hear a speech on state government
___ Learn the history of the development of boats
___ Visit a museum displaying old weapons
___ Discuss what causes labour strikes
___ Learn the duties of the Premier
___ Find out if all people use money to buy things
___ Learn how a mayor gets his or her job
___ Research the lives of great political men and women
___ Read more about people who live in China
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Grade 6 Module: Educational Planning
Handout No. 1 "Interest Inventory"
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Interest Inventory (continued)
Part E |
___ Milk cows
___ Wash dishes
___ Knit or crochet a sweater
___ Care for small children
___ Prepare a family budget
___ Sew missing buttons on clothing
___ Bake cookies
___ Cut the grass
___ Make homemade ice cream
___ Paint a room
___ Set the table
___ Shop for groceries
___ Clean out a desk
___ Care for flowers in a garden
___ Wash the car
___ Help clean the house
___ Fillet fish
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Part F |
___ Attend a music concert
___ Compose a song
___ Take dancing lessons
___ Learn about the lives of famous musicians
___ Learn new songs
___ Play a musical instrument
___ Watch a marching band
___ Listen to lectures on music
___ Collect autographs of singers
___ Listen to music on the radio
___ Listen to records
___ Hum while working
___ See an opera
___ Participate in choral reading of a poem
___ Watch a musical program on television
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Grade 6 Module: Educational Planning
Handout No. 1 "Interest Inventory"
After you have completed the inventory, count your "yes" answers in Part A and write your score below on the line beside Part A. Repeat this with each of the other parts in the inventory.
Part A ___ Part D ___
Part B ___ Part E ___
Part C ___ Part F ___
As the teacher directs, graph your scores for each part, creating a bar graph.
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A
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B
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C
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D
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E
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F
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G
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H
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I
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ARTS
ED
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SCIENCE
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INDUSTRIAL ARTS
HOME ECONOMICS
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SOCIAL
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BUSINESS
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MUSIC
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MATH
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LANGUAGE ARTS
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PHYSICAL EDUCATION
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15
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In pairs, develop a sentence phrase for each of the areas of mathematics, language arts and physical education on the interest inventory. For example,
Part G: ____ Calculate batting averages
Source: Developmental guidance classroom activities, Vocational Studies Centre, University of Wisconsin-Madison, 1991. Reprinted with permission.
Grade 6 Module: Educational Planning
Handout No. 1 "Interest Inventory"