Self-Awareness

Activity 1: My Life Career

Foundational Objective: Awareness of life career concept.

Learning Objectives:

The student will:

• develop and share a personal life career diagram.
• define career, abilities, interests.
• Describe the various roles an individual may have as part of a career.

C.E.L.s: COM, CCT, IL, PSVS

Materials:

• student notebook
• overhead No. 1 "My Life Career"
• pen
• coloured pencils
• construction paper

Time: Two - four class periods.

Background Information:

A career means more than just an occupation. One should be thinking of a life career - a term which includes every part of students' development and growth from childhood, through to teenage years and into adult life. A career is made up of all the things students do and the roles students fulfil, such as: student, daughter, son, sister, brother, friend, babysitter, swimmer, captain of the track team, etc. In ten or fifteen years a student may also be a wife, husband, parent, welder, teacher, church member, dog owner. All of these roles make up a life career. They combine to make the student a special and unique person, a person with a personal life style, unlike anyone else's. (see Appendix A - Glossary of Terms)

Activity:

Session 1 -

1. Introduce concept of career/life career ... show and discuss overhead "My Life Career."

2. Have students share in the large group various areas of their life career.

3. Discuss what is meant by interests, abilities (skills) and temperaments. Have students share their interests, abilities and temperaments and how these interests, abilities and temperaments might presently or in the future relate to a job.

4. Divide students into small groups and have them develop a definition of career, interests, abilities (skills), and temperament.

5. Have one member from each group share group definition. Come up with a large group consensus as to an appropriate definition for each term. Write the definition on the board and have students copy it into their notebooks.

Session 2 -

1. Review meaning of life career concept, interests, and skills.

2. Display and briefly discuss "My Life Career" overhead.

3. Have students design on construction paper a diagram of their own life career. Encourage them to be as creative as possible.

4. After students have completed their assignment, have them share their work. Display work on wall or bulletin board in the classroom.

5. Wind up activity by asking students what they discovered about themselves, and others in the classroom, and also what is meant by life career, interests, skills, and temperaments.

Additional Activities:

Students can construct another life career diagram projecting what they would like it to look like 5, 10, or possibly 20 years in the future.

Evaluation:

Resources:

My Life Career

Adapted from Making career decisions by Collins, Studd and Wallace. Copyright 1984. Used by permission of Nelson Canada, A Division of Thomson Canada Limited.

Grade 6 Goal: Self-Awareness
Overhead No. 1 "My Life Career"

Activity 2: I'm Special

Foundational Objective: Awareness of self and knowledge of the value of a positive self-concept.

Learning Objectives:

The student will:

• have an awareness of each person's uniqueness.
• have an awareness of what a purpose is in life.
• describe positive characteristics about self and others.
• relate how positive characteristics are beneficial in school and work.

C.E.L.s COM, CCT, IL, PSVS

Materials:

• a paper dish for each student
• handout No. 1 "I'm Special"
• thin markers
• glue
• masking tape

Time: One class period.

Background Information:

The self is a complex and dynamic system of beliefs which an individual holds to be true about himself or herself. Each belief has a corresponding value. Theories of self assume that the maintenance and enhancement of the perceived self is the motive behind behaviour. In other words, each student is constantly striving to maintain, protect, and enhance his or her self. Research clearly indicates a persistent and significant relationship between self-concept and academic achievement. Through reinforcement and encouragement you can help build positive and realistic self-concepts in your students. One self-concept will have a tremendous impact on the job a person will choose.

Activity:

1. Brainstorm different ways people are unique.

2. Hand out the poem "I'm Special" and have students glue it in their notebook. Students read it silently as you read it aloud. Discuss what the author was trying to say in the poem.

3. Discuss what is meant by "special purpose" in the poem.

4. Turn off the lights and give the students an opportunity to think about what their purpose(s) might be in life. After a minute or so have students share what they believe their purpose(s) in life might be. (A variation of turning off the lights could be to have the students close their eyes and place their heads on their desks).

5. Students should then make a list of 10 positive characteristics in their notebooks that will help them fulfil their possible purpose in life.

6. After students have completed their list have them discuss how these positive characteristics are beneficial at school and at work.

7. Emphasize once again that everyone is unique and has positive qualities.

8. Hand out a paper plate and a thin marker to each student in the classroom and have students help each other tape it to their backs.

9. Using the thin marker, students should rotate to each member in the classroom and write something positive on the plate about the wearer.

Have an initial discussion with the students. At the end of the activity students can read the positive things that the other students have written about them. Student plates can be taken home or displayed on the wall or bulletin board in the classroom.

Wind up the activity by asking the students what they liked about the activity and what positive characteristics they discovered about themselves. Have students discuss the benefits of having a positive self-concept.

Additional Activities:

Students can construct a collage of pictures of people displaying positive and unique characteristics.

Students can make a banner (by cutting large paper diagonally) and writing down positive characteristics of classmates.

Students can interview adults to determine if they have accomplished their purposes in life.

Evaluation:

Observation of classroom participation.

Resources:

Resource: Self-esteem in the classroom by J. Canfield, NJ: Prentice-Hall, 1986.

Grade 6 Module: Self-Awareness
Handout No. 1 "I'm Special"

Activity 3: Learning About Myself

Foundational Objectives:

Awareness of life career concept.
Awareness of self.

Learning Objectives:

The student will:

• discuss five sources of information about themselves.
• identify personal qualities and events that have influenced their self-concept.
• identify and understand the feelings that accompanied important events in their lives.

C.E.L.s: COM, CCT, IL, PSVS

Materials:

• paper
• handout No 2 "Outline of Sources of Information About the Individual"
• pen
• ruler

Time: Two class periods.

Activity:

Session 1 -

1. With students' help through a brainstorming activity, list the sources of information about an individual. These include:

   significant events	work
   places of residence	leisure
   family	health
   education	values

   Give the students handout #2 and discuss it in detail.

2. Discuss in detail the significant events that influence an individual's personal life (e.g., the birth of a brother or sister, the death of someone close, a trip, learning to walk/talk, getting glasses, an illness or injury, a special gift, joining the little league, graduating, getting a job).

3. Ask students to recall events that influenced their lives and to try to recall the feelings that accompanied these events (the teacher could share his or her own personal event). Ask a few volunteers to share their important feelings. Ask students to recall whether the feelings were helpful to them at the time they occurred.

4. Allow approximately 20 minutes for students to list their important events on paper. In the meantime, prepare a time line on the board as follows:

   Sample Time Line 1981 Birth 1983 Takes First steps; birth of sister (Jan. 4) 1986 Started Nursery School (Aug. 28) 1987 Began Grade 1 (Aug. 27) 1988 Learned to ride bicycle; started Grade 2 (Aug. 29) 1989 Started own garden 1990 Looked after own garden 1991 Trip to Alberta with parents at Christmas 1992 Took exercise classes 1993 Started Grade 6 (Aug. 29)

   After students have finished listing their important events, ask them to prepare a personal time line, using the one on the board as a model.

   Ask students whether they noted anything interesting or different about their time lines (any patterns that may have emerged).

   Allow them to discuss certain events in greater detail if they wish.

   For homework, ask students to write about some of the events that influenced how they feel about themselves in two of the areas listed on the outline and about their feelings at the time of the events.

Session 2 -

1. Review previous day's lesson.

2. Divide students into small groups and ask them to share their time lines and homework assignment.

3. Presentation by guest speaker on his/her occupation. Guidelines for the guest speaker may be
   a) How did he/she select the occupation;
   b) describe the occupation including strengths, weaknesses, and benefits;
   c) What changes, if any, would he/she make?

4. Wind up the class by asking the students to complete in writing the statements given below. Volunteers may share some of their responses with the class.

   I learned ...
   I remembered ...
   I was surprised ...

Additional Activities:

1. What's Your Line? In small groups, have students review what they have learned and suggest broad career areas for each group member to consider. For example, a student with a strong interest in sports could consider a career in recreation or in professional sports.

2. Autobiography - Students write their autobiographies. These may be handed in or shared with the class by volunteers.

3. Construct a mobile - students can construct a mobile about themselves by cutting out pictures and words from magazines that represent them.

Evaluation:

Assessment of written homework assignment and wind up written statements.

Resources:

Guest Speaker - A retired member of the community should be invited to spend approximately 30 minutes in Session 2 of this activity discussing his/her career.

Source: Junior high school career guidance, New Brunswick Department of Education, 1988.

Grade 6 Module: Self-Awareness
Handout No. 2 "Outline of Sources of Information About the Individual"

Activity 4: Learning About Myself in Relationship to Others

Foundational Objectives:

Awareness of life career concept.
Awareness of self and knowledge of the values of a positive self-concept.
Awareness of value of knowledge, skills, and attitudes needed to interact successfully with others.

Learning Objectives:

The student will:

• identify personal interests, abilities, strengths and weaknesses.
• recognize differences in the way people see the abilities of others.
• describe how family members depend on one another, work together, and share responsibilities.

C.E.L.s: COM, CCT, IL, PSVS

Materials:

• metal hangers
• handout No. 3 "Contract for Tasks"
• yarn
• scissors
• towels
• glue
• paper
• magazine with pictures
• pen or pencil

Time: Two - three class periods.

Background Information:

If students have done a similar activity in another subject area, draw on their previous knowledge or go to Activity #5.

Activity:

Session 1 -

1. Have students discuss the concept of the different roles that we all have in life.

2. Ask students to construct a mobile which describes the different roles in their life, such as:
   (a) student
   (b) son/daughter
   (c) brother/sister
   (d) community member/4-H/ Boy Scout, Girl Guides/etc.
   (e) leisure time activities (hockey player, bicycle rider, etc.)
   A variation to this activity could be the construction of a class mural or group collages.

3. Distribute magazines to students and ask them to cut out pictures to create a mobile of the roles in their lives.

4. Have students explain their mobiles to the rest of the class and display them in the classroom.

5. After students have explained their mobiles, have students discuss some of their activities. Do boys and girls predominantly participate in traditional gender related activities or do both boys and girls participate equally in a variety of activities?

6. Discuss different abilities found in others and the value of these differences.

7. As an introduction to the next session, have students write on a sheet of paper those jobs that they think they could do for their family, teacher, community member or friend. Then ask them to take this paper home and have their parent, guardian, teacher, community member or friend indicate whether they agree that the student could do those jobs (to be returned for next session).

Session 2 -

1. Review previous session ... roles of self and others; have students discuss interests, abilities, strengths and weaknesses of self and others.

2. Have students discuss their findings on the job sheets that they took home the previous session.
   (a)What kind of jobs did their parents most often think they could do?
   (b)What kind of jobs did the students check that the parents did not check?
   (c)Why did the parents choose the ones they did?
   (d)Did anyone's parents check all the same ones that the student checked?

3. Have students choose a task that they believe and their parents also believe they could do without much supervision. Let each student develop a contract which includes what they will do and for what length of time. They may also want to use the handout contract to inform the parent about a job they would like to do.

4. Wind up the activity by having the students reflect on their roles and characteristics, and the roles and characteristics of others. How will these differences be reflected in the job market?

Additional Activities:

In small groups, have students review what they have learned and suggest careers that might relate to various strengths, weaknesses, interests, and abilities.

Evaluation:

Resources:

For printing and copying this template Requires Acrobat Reader (click on the table title)

Contract for Tasks

Source: Developmental guidance classroom activities, Vocational Studies Centre, University of Wisconsin-Madison, 1991. Reprinted with permission.

Grade 6 Module: Self-Awareness
Handout No. 3 "Contract for Tasks"

Activity 5: Working Cooperatively

Foundational Objectives:

Awareness of the value of the knowledge, skills, and attitudes needed to interact successfully with others.
Awareness of self.
Awareness and knowledge of the interrelationship of life roles.

Learning Objectives:

The student will:

• design a bulletin board, mural and/or poster reflecting the meaning of the "Rainbow Flag".
• discuss how cooperatives encourage people to work together.

C.E.L.s: COM, CCT, IL PSVS

Materials:

• crayons, markers
• overhead "Cooperatives: The Rainbow Flag"
• poster paper
• glue
• scissors
• newspapers/magazines

Time: One - two class periods.

Background Information:

The world keeps getting more complex. It seems to demand more of its young people. If students really want to succeed, it is not enough just to have some schooling. Students also need a wide variety of special skills. The ability to communicate ideas and opinions is essential. Students need to be able to work well with others, because today more than ever before new ideas come from dynamic and varied teams of individuals. At the same time, students must be willing to assume a leadership role. These roles require a lot of trust and confidence in oneself and others.

Cooperatives have been developed locally, provincially, nationally, and internationally to encourage people to work together in a cooperative spirit. The "Rainbow Flag" is the emblem of cooperatives everywhere. It was adopted by the World Co-op Leaders at the International Cooperative Congress held in Basil, Switzerland in 1921. It symbolizes the fading of political divisions and the union of peoples. Composed of the primary shades of the rainbow, the Rainbow Flag contains all the colours of the flags of the world. All peoples merged under this colourful pennant are unified into one international community. Each of the seven colours in the flag has a special meaning (see overhead "Cooperatives: The Rainbow Flag").

Examples of cooperatives in Saskatchewan are: Saskatchewan Wheat Pool, Local Credit Union, Co-op store, Co-op lumber yard, The Cooperators, Dairy Producers Cooperative Limited, Cooperative Trust Company of Canada

Source: Cooperative Entrepreneurship, Cooperative Outlook Series: A Case of Worker Ownership, Canadian Cooperative Association, 1991.

Activity:

1. Read background information on cooperatives and discuss the value of cooperatives within the region, province, country and world.

2. Display overhead "Cooperatives: The Rainbow Flag". Discuss what each colour of the flag represents.

3. Divide students into small groups. Have each group work together to design a mural, bulletin board and/or poster symbolizing the meaning of cooperatives as represented in the "Rainbow Flag".

4. Share projects with the entire class and display in the classroom or school.

Additional Activities:

Have students interview workers in local cooperatives.

Have students write letters to various cooperatives in the province, asking them for information about their cooperative.

Invite someone from a local coop or credit union to speak to the students.

Evaluation:

Resources:

Saskatchewan Cooperative Youth Program
501 - 333 Third Avenue North
Saskatoon, SK S7K 2H9
Telephone: (306) 244-3702

Canadian Cooperative Association
Saskatchewan Region
501 - 333 Third Avenue North
Saskatoon, SK S7K 2H9
Telephone: (306) 244-3702

Centre for Study of Cooperatives
University of Saskatchewan
Saskatoon, SK S7N 0W0
Telephone: (306) 996-8509
Fax: (306) 996-8151

Cooperatives: The Rainbow Flag

Source: Tales of the Rainbow, Canadian Cooperative Association, 1991.

Grade 6 Module: Self-Awareness
Overhead "Cooperatives: The Rainbow Flag"

Activity 6: Choosing An Occupation I'll Enjoy

Foundational Objectives:

Awareness of self and knowledge of the value of a positive self-concept.
Awareness and understanding of life career concept.

Learning Objectives:

The student will:

• identify personal interests, abilities, strengths, and weaknesses.
• identify abilities and interests and how they relate to occupations.

C.E.L.s: COM, CCT, IL, PSVS

Materials:

• paper
• pen or pencil

Time: One class period.

Activity:

1. Have students list and discuss abilities (physical, creative, academic, social, mechanical) and interests.

2. Have students answer the following questions on a sheet of paper.
   (a) Am I a good student?
   (b) What are my best subjects?
   (c) What one thing am I able to do better than anything else?
   (d) What things do I find difficult to do?
   (e) What things interest me?
   (f) What things bore me?
   (g) Do I get along well with people?
   (h) Am I good in sports?

3. From these questions, have students list five occupations that interest them. Have them list their personal characteristics that would help them to do well in the occupations they listed.

4. Have students discuss their choices and why they chose them in small, then with large, group.

5. Have students do "Strength Bombardment Activity" in a small group.

Strength Bombardment - A student tells the group what he/she thinks his/her strengths are. Group members may add strengths that they see in the student. The group then makes up a scenario, based on the identified strengths of the student, that tells what the student will be doing in five or ten years. The student describes his/her feelings about the scenario. The activity should help students answer the question "What is preventing me from using my strengths?".

Adapted from Developmental guidance classroom activities, Vocational Studies Centre, University of Wisconsin-Madison, 1991.

Activity 1: Relating My Values to School and Leisure

Foundational Objectives:

Awareness of and knowledge and skills in setting goals and making appropriate decisions.
Awareness of change and knowledge and skills to cope with life transitions.
Awareness of self and knowledge of the value of a positive self-concept.

Learning Objectives:

The student will:

• examine values when making decisions.
• demonstrate a positive attitude about self.
• examine how values change throughout life.

C.E.L.s: COM, CCT, PSVS, NUM

Materials:

• student journals
• handout No. 1 "What Is Important?"
• pen or pencil

Time: One class period.

Activity:

1. Have students discuss what is important to them (e.g., friends, school, pets, parents). Talk with students about how knowing what is important helps us decide what we want.

2. Have students fill out "What Is Important?" activity sheets. Have students rank their responses.

3. Have students form small groups and discuss their answers and how responses can influence their decisions.

4. Have students discuss how values can change.

5. Activity sheet should be placed in the student's notebook and reviewed at a later date.

6. Have students write and illustrate a story, poem, cartoon, or song about their values, and how their values have changed.

Additional Activities:

Students can individually create an "I Am" poster and collectively design a bulletin board.

Evaluation:

Adapted from Developmental guidance classroom activities, Vocational Studies Centre, University of Wisconsin-Madison, 1991. Reprinted with permission.

Grade 6 Goal: Life Career Management Skills
Handout No. 1 "What Is Important"

Activity 2: Changes

Foundational Objectives:

Awareness of change and knowledge and skills to cope with life transitions.
Awareness of and knowledge and skills needed in setting goals and making appropriate decisions.

Learning Objectives:

The student will:

• identify how individuals change during their life times.
• identify how personal beliefs and attitudes affect decision making
• identify and assess problems that interfere with attaining goals.

C.E.L.s: COM, CCT, IL, PSVS, NUM

Materials:

• large sheets of paper
• pencils
• pins
• magazines
• crayons

Time: Two - three class periods.

Activity:

Session 1 -

1. Discuss developing a time line of a person's life. The time line describes the person's past and the future as the individual thinks or hopes it will unfold. Such a portrayal should be based upon significant events.

2. Discuss significant events that are important in all students' lives (e.g., learning to walk, talk, read, etc.).

3. Have students discuss how these events have changed their lives.

4. Have students discuss future events that they are planning and how these will change their lives (e.g., high school and post high school plans).

5. Make a sample time line using events from different students' lives.

6. Have students construct their own time lines emphasizing events up to this point in their lives and briefly extending to post high school. Alternatively, a large time line could be built with the entire class or in small groups rather than an individual time line.

Session 2 -

1. Using the time lines developed in Session One, have students develop more detailed time lines of their future lives.

2. Discuss the process of setting goals and how this helps in completing future time lines.

3. Have students use goals set previously and/or new goals to extend their time line with a path to reach their goals.

4. Ask students to identify those things they have done in the past that will help them set and/or plan to reach current goals.

5. Have students add these to the time line.

6. Discuss with class how past, present, and future all relate to reaching goals.

7. Have students identify and assess problems that may interfere with attaining goals.

Additional Activities:

Clothes Pin Activity - After creating a brainstormed list of changes, students pin clothespins onto themselves to indicate how many changes they have experienced or are currently experiencing. One pin is used for each change. Follow-up with a discussion.

Case study of a successful/unsuccessful person from literature (novel or short story), newspaper, etc. What changes did the individual have to make? How did he/she respond? How did he/she cope? What determines success? How is success measured?

Evaluation:

Resources:

Adapted from Developmental guidance classroom activities, Vocational Studies Centre, University of Wisconsin-Madison, 1991.

Activity 3: Predicting the Future

Foundational Objectives:

Awareness of change and knowledge and skills to cope with life transitions.
Awareness of one's skills in setting goals and making appropriate decisions.

Learning Objectives:

The student will:

• describe the effects that societal, economic and technological change have on occupations.
• identify environmental influences in attitudes, behaviours, and aptitudes.

C.E.L.s: COM, CCT, IL, PSVS, TL

Materials:

• assortment of bolts, nuts, and screws
• handout No. 2 "Can You Predict the Future?"
• old toys
• recent popular magazines and newspapers
• bulletin board
• student journals

Time: Two class periods.

Background Information:

Technology has changed society directly and indirectly. It has changed and replaced old jobs and created new ones. As the automobile and telephone have shown, technology has caused many changes in the job market. For example, companies started to make automatic washing machines instead of wringer washers and scrubbing boards; micro-wave ovens instead of conventional stoves, and personal computers and word processors instead of typewriters. In turn, all the jobs in these areas are changed in some way.

Activity:

Session 1 -

1. Let students handle an assortment of nuts, bolts, and screws. Explain that these are used to build machines. Long ago things were built using hand-carved wood.

2. Have students examine and play with old toys. Discuss how toys have changed over the years. Do they think they would have more or less fun using toys from long ago?

3. Have students identify some inventions that have taken place recently (personal computers, microwaves, fax machines, etc.).

4. Have students discuss how inventions have changed our lives.

5. Ask students to predict the future, using the "Can You Predict the Future?" activity sheet.

6. Have students discuss what they believe may be different in the future and indicate what evidence leads them to believe this.

Session 2 -

1. Review previous session.

2. Have students define the term "fad".

3. Ask the class to choose a fad of which they are aware (e.g., clothing fads are very obvious and easy to trace).

4. Have students present their ideas of how a fad begins in terms of exposure, modelling, and positive associations.

5. After students have developed an understanding of a fad, ask them to discuss whether certain careers, at times, could be considered fads.

6. Discuss what the occupational fads might be in the future.

7. As a wind up activity ask students to write in their journals who or what might have an impact on their futures and why? (example: technological advancements)

Additional Activities:

Distribute magazines from the 60s, discuss how lifestyles have changed.

In a small group setting, have the students brainstorm a list of possible future careers.

In a small group setting, have the students discuss and draw a picture of how the classroom of the future might look (e.g., chairs, desks, teachers).

Have students write a journal entry about the meaning of the following quote: "Destiny is not a matter of chance. It's a matter of choice."

Evaluation:

Resources:

Source:  Developmental guidance classroom activities, Vocational Studies Centre, University of Wisconsin- Madison, 1991. Reprinted with permission.

Grade 6 Goal: Life Career Management Skills
Handout No. 2 "Can You Predict the Future?"

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:

1. Have students brainstorm and list on the chalkboard reasons why people work.

2. Have students list in order of importance five reasons that they believe are reasons why people work.

3. Have students break into small groups and discuss how they came to select their choices.

4. Have students, in the same small group, discuss ways that school and their work habits at school relate to the world of work.

5. 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).

6. 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.)

7. At the top of each column, have students write the title of two occupations that interest them.

8. Have students list in the column all the contributions their chosen job makes to the community (e.g., teacher, business person, welder).

9. 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:

1. 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

2. Have the students discuss activities they do or have done which are related to the subject areas.

3. 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:

1. Have each student fill out an "Interest Inventory" activity sheet.

2. Have students complete the graph at the end of the exercise.

3. 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.

4. Discuss the results of the inventory in small groups, then in large groups.

5. 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:

Grade 6 Module: Educational Planning
Handout No. 1 "Interest Inventory"

Grade 6 Module: Educational Planning
Handout No. 1 "Interest Inventory"

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.

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"

Career Awareness, Exploration, and Planning

Activity 1: Jobs and Roles

Foundational Objectives:

Awareness and knowledge of the interrelationships of life roles.
Awareness and knowledge of different occupations and the skills needed to access, understand and use career information.
Awareness and knowledge about changing gender roles.

Learning Objectives:

The student will:

• identify the physical activities associated with various jobs and roles.
• describe the changing life roles of men and women in work and family.

C.E.L.s: COM, CCT, PSVS,

Time: One class period.

Activity:

1. Explain to the class that different members will be asked to demonstrate activities in different job roles. They are not allowed to use any verbal cues.

2. Secretly give each student an occupation to perform. Suggested occupations include teacher, farmer, banker, truck driver, fast food worker, trapper, salesperson, professional athlete, etc.

3. Students then take turns acting out the worker's duties, while the rest of the class will guess what jobs are being acted out.

4. Have the student discuss the physical activities of the job they just performed.
   (a) Is there a lot of activity or little activity?
   (b) Is there a great deal of heavy lifting or very little?
   (c) Can the job be performed by both men and women. Why or why not?

5. In pairs, have the students discuss whether they would like a job that is physically demanding. Why or why not?

6. Brainstorm a list of changing roles of men and women and discuss the impact on occupational choices.

Additional Activities:

Invite a construction worker to class as a guest speaker to discuss his/her job. If possible, invite both a female and a male construction worker.

Evaluation:

Activity 2: Roles and Behaviours

Foundational Objectives:

Awareness and knowledge about changing gender roles.
Awareness of the value of knowledge, skills, and attitudes needed to interact successfully with others.

Learning Objectives:

The student will:

• describe how gender-role stereotypes influence behaviour and reactions to life role situations.
• demonstrate healthy ways of dealing with conflicts, stress, and emotions in self and others.

C.E.L.s: COM, CCT, IL, PSVS

Materials:

• small pieces of paper
• two containers

Activity:

1. Explain to the class that you have prepared a game for them which is very similar to charades. You have prepared a number of pieces of paper each of which has either "boy" or "girl" written on it. You have also prepared a number of situations.

2. Have students draw two slips of paper. One slip tells them to be a boy or a girl. The other slip tells them about a situation. (Students may choose to work in pairs or groups.)
   Some possible situations:
   (a) Two employees get into a hot argument.
   (b) A co-worker is cheating the employer.
   (c) You lost your company uniform.
   (d) An employee under your supervision is regularly late for work.
   (e) Your co-workers plan a birthday celebration for you.
   (f) You receive an "Outstanding Employee Award."

3. Have students act out the ending of the situation they picked. Discuss issues from the role-playing experience.

4. The class then tries to guess whether they are acting as a boy or a girl and identify the situation.

5. After students have completed the game, ask them to discuss what took place. Was it easier to guess the situation or the sex they were portraying? Do boys and girls act differently in similar situations? Are boys and girls treated alike or differently in similar situations? Are males and females treated differently in various jobs?

6. Follow up: Have boys brainstorm ideas and develop a list of ways girls are treated unequally. Have girls do the same but why they feel boys are treated unequally. Share list.

Additional Activities:

Collect articles about related issues from the newspaper. Divide the class into groups. Each member of the group is given a different article to read and present to the rest of the group (jigsaw strategy).

Evaluation:

A self-assessment rating scale may be used as an assessment tool for students to assess how gender-role stereotypes influence their behaviour.

Resources:

Adapted from Developmental guidance classroom activities, Vocational Studies Centre, University of Wisconsin-Madison, 1991.

Activity 3: Getting Occupational Information

Foundational Objective:    Awareness and knowledge of occupations and skills to access, understand, and use occupational information.

Learning Objectives:

The student will:

• identify sources to obtain information about occupations, including self-employment.
• describe knowledge and skills needed in a variety of occupational groups.
• identify various occupations.

C.E.L.s: COM, CCT, IL, PSVS, TL

Materials:

• chalkboard
• chalk
• paper
• pencil or pen
• student notebooks

Time: Two class periods.

Activity:

Session 1 -

1. Have students identify resources for obtaining occupational information. List on the chalkboard:
   (a) resources in the library
   (b) resources in the counsellor's office
   (c) Canada Employment Centre
   (d) Community Bulletin Boards
   (e) newspapers, magazines, computer programs, etc.

2. Have students discuss the kinds of information they may need to make an occupational choice:
   (a) abilities, aptitudes, interests
   (b) requirements of the job
   (c) education and training needed
   (d) other important information

3. Have students identify, discuss, and list in their notebooks, the variety of places (agencies and institutions) where one can obtain information about occupations.

4. Have students identify five occupations that they would like to know more about.

5. Have students develop an interview questionnaire for homework, then interview individuals who are in occupations that interest them (if individuals are not available in the community then use other career sources to obtain the information).

Session 2 -

1. Review the previous session and discuss the interviews.

2. Have students report their findings from the interview back to class.

3. Make a list of occupations that students have obtained information about during their interviews.

4. Identify differences of male and female occupational choices.

5. At the end of the session, have students individually write a list of occupational information resources and write a description about one occupation that is of interest to them. The lists and descriptions could be inserted in a class scrapbook.

Additional Activities:

Evaluation:

See Appendix C for sample Student Self-assessment for Preparing and Conducting an Interview.

Resources:

Prospects (distributed to schools)
Saskatchewan Education, Training, and Employment

Activity 4: Businesses and Occupational Opportunities

Foundational Objective:   Awareness and knowledge of different occupations and skills needed to access, understand, and use occupational information.

Learning Objectives:

The student will:

• identify sources to obtain information about occupations, including self-employment.
• identify contributions of businesses within the community.

C.E.L.s: COM, CCT, IL, PSVS, NUM

Materials:

• pens
• paper
• graph paper
• telephone books

Time: Two class periods.

Activity:

Session 1 -

1. Use the Yellow Pages of a local or regional telephone directory to have students locate and list businesses in the area.

2. Assign each student two or three businesses to find out what they do.

3. Have students share their descriptions of these businesses with the class.

4. Have students discuss these businesses with emphasis on the question, "Were you aware these businesses were in your community and sources for career opportunities?".

Session 2 -

1. Divide the class into seven groups. Provide each group with a telephone book.

2. Assign each group to count the number of businesses represented by one of the following categories:

   (a) construction (e) manufacturing (i) arts

   (b) health care (f) law (j) recreation

   (c) food service (g) communication (k) consumer

   (d) transportation (h) sports (l) misc.

3. Using the results, make a large graph showing the number of businesses in each category.

4. Discuss which category has the largest number of businesses and which has the least number of businesses.

5. Have students discuss what the community would be like without one of these categories.

Additional Activities:

Have students interview local business people. Share results.

Activity 5: Technology and Its Impact on Occupations

Foundational Objectives:

Awareness and knowledge of different occupations and the knowledge and skills needed to access, understand and use occupational information.
Awareness of change and skills needed to cope with Life Transitions.

Learning Objective:

The student will:

• describe the effects that societal, economic and technology change have on occupations.

C.E.L.s: COM, CCT, PSVS, TL

Materials:

• chalkboard
• chalk
• student journals
• material for mobiles

Time: Two class periods.

Background Information:

Rapid and continuous technological changes are occurring that directly influence occupational choices and the world of work. The increase in technology brings new occupations and different types of jobs. The microcomputer explosion has lead to the creation of a great number of jobs ranging from software and hardware design to business opportunities.

Activity:

1. Write the following definition on the chalkboard.
   Technology: Scientific method of achieving a useful design.

2. Write on the chalkboard the following six occupational clusters. Have students discuss the useful designs under each of these occupational cluster headings.

   Health Lasers CAT Scan Computers	Transportation Supersonic Aircraft Bullet Trains Computers	Communication Satellites Fiber Optics Computers
   Construction Solar Heat Computers	Business & Office Computers Word Processors	Consumer & Homemaking Microwave Computers

3. Have students discuss how computers have had a profound effect on every occupational cluster.

4. Have students discuss, in small groups, how computers have changed their lives and will continue to change their lives.

5. Have students write about these changes in their journals.

6. Have students design a creative career technology mobile.

Additional Activities:

Show a film about pioneer life in Saskatchewan. Discuss the differences, advantages, and disadvantages between then and now.

Have students predict future career opportunities.

Evaluation:

Resources:

Adapted from Developmental guidance classroom activities, Vocational Studies Centre, University of Wisconsin-Madison, 1991.

Activity 6: Career Development Record

Foundational Objectives:

Awareness of change and skills needed to cope with Life Transitions.
Awareness and understanding of the career planning process.

Learning Objectives:

The student will:

• develop an individual career plan that integrates educational plans with tentative career goals.
• describe the importance of career planning.
• identify how a person changes during a lifetime.

C.E.L.s: COM, CCT, PSVS

Materials:

• pen or pencil
• handout No. 1 "Career Development Record"

Time: One class period.

Activity:

1. Have students discuss career development. (As students learn more and become familiar with a variety of careers, they develop more interests in careers.)

2. Have students describe a Career Development Record.
   (a) What is it?
   (b) What should it contain?
   (c) What is its purpose?
   (d) Why is keeping one important?

3. Explain to students that their Career Development Record is a history of individual student career aspirations including aptitudes, interests, attitudes, and achievements.

4. Ask students to complete the "Career Development Record" activity sheet.

5. Have students share Record in small groups.

6. Teacher should keep each student's "Career Development Record" and show them to the students after they have completed another Career Development Record in Grade 7.

Evaluation:

Source: Developmental guidance classroom activities, Vocational Studies Centre, University of Wisconsin-Madison, 1991. Reprinted with permission.

Grade 6 Module: Career Awareness, Exploration, and Planning
Handout No. 1 "Career Development Record"