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Perkins Collaborative Group
Kansas State Department of Education Program Consultant
Kansas State Department of Education
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Exploration of Career Pathways
Complete Course Materials
Middle School
*Applicable to Any Program
Description
This course will introduce middle school students to career exploration through the study of various career and technical education (CTE) topics and occupations. Students will complete a series of engaging, multidiscipline modules and conduct self-driven exploration aligned to their individual plans of study (IPS). Completion of interest inventory surveys will help students identify and evaluate personal goals, priorities, aptitudes, and interests with the goal of helping them make informed decisions about their future careers. Student experiences such as business tours and field trips, job shadowing, career mentorships, simulations and mock interviews are encouraged. These modules are developed to be used independently, not sequentially, and to enhance your current curriculum!
This module was created by USD 497 Lawrence. Students will learn about how using citizen science can help understand changes in species’ populations, use the inaturalist app to see how citizen science works, and create a monarch rest stop to help save the monarchs.
This module was created by USD 258 Humboldt. The purpose of this module is to help students understand the basics of Economics, Business Essentials, and Entrepreneurship. Students will apply what they learn about money management, goods and services, and opportunity costs, by creating their own business plan, and setting up a business with goods/services.
This module was created by USD 512 Shawnee Mission School District. Students will get a general understanding of the construction trade and a brief introduction to various aspects of construction.
This module was created by USD 203 Piper and USD 232 DeSoto. Students will navigate their health through the study of health needs, medical insurance, advocates, and role playing. Students will create will design and produce a public service announcement to explain the navigation of the healthcare system
This module was created by USD 350 St. John-Hudson. In this unit students will design a t-shirt prototype, determine the cost of the garment, facilitate production of the garment, create digital marketing content to promote the product, package the product for customer pickup, prepare customer invoices, collect money for the garments (if the t-shirt prototype moves into the production stage), prepare financial records to summarize the project, self-access employability skills demonstrated and present the project to an audience of community members.
This module was submitted by Sublette and is outlined as follows:
1. The Background of the Dustbowl
2. How did this happen?
3. Soil Textures
4. Soil to Dust
5a. Tillage Methods and the Environment
5b. The New Deal
5c. Art and Culture during the Dust Bowl
6. Writing My Own Prose
This module was created by USD 512 Shawnee Mission School District. This unit that can be used across content areas for cultivating an entrepreneurial mindset through a design thinking process.
This module was created by KSDE staff. Students will explore the journey of food from farm to plate. Cumulative project encourage students to deep dive into one of the seven career clusters.
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Farm to Plate Teacher Guide 11 Days + Optional Extension Activities
This module was submitted by USD 286 Chautauqua County Community and allows learners to explore agriculture, logistics, marketing, nutritional labels, global trade, and career research. This unit is intended to be used as part of an elective course that covers both an introduction to the Career, Technical Education pathways and curricular standards. The unit is divided into eight daily scaffolded lessons and then consists of two days in which students prepare to demonstrate mastery of their content in a variety of ways driven by their personalized learning interests and goals.
This module was submitted by USD 286 Chautauqua County Community and allows learners to explore clothing through the lens of mass production, environmental impacts, and global trade. This unit is intended to be used as part of an elective course that covers both an introduction to the Career, Technical Education pathways and curricular standards. The unit is divided into eight daily scaffolded lessons and then consists of two days in which students prepare to demonstrate mastery of their content in a variety of ways driven by their personalized learning interests and goals.
This module was submitted by Sublette and is meant to introduce students to the health standards and indulge in learning new information about health topics. This unit dives into the teaching, digital media, and graphic design pathways. There is an optional health fair that the students can put on at the end of this lesson or they can wrap it up by simply presenting their projects to the class. We hope you enjoy this lesson!
This module was created by USD 258 Humboldt. This unit will help middle school students understand the variety of foods they eat and their nutritional value. Students gain a deeper understanding of how building a healthy plate correlates to a healthy lifestyle. Over 10 interactive lessons students will create and present a Healthy Plate Entree to be featured on a local restaurant menu.
This module was created by USD 497. This unit is designed to help students learn the details of DNA structure, organization, and mitosis and differentiation using embryonic development as an anchoring phenomenon. It can be completed prior to “How do cancers develop (and what can we do about it)?” or completed as a stand-alone unit.
How do Cancers Develop (and what can we do about it)
This module was developed by USD 497 Lawrence. This unit is designed to help students learn the details of DNA structure, organization, and mitosis and differentiation using cancer as an anchoring phenomenon. It can be completed after “How do cells build bodies?” or completed as a stand-alone unit.
This module was created by USD 512 Shawnee Mission School District. With this project, students will identify the multi-faceted world of digital media, its role in branding and messaging the world around us, and the job opportunities it presents.
This Module was submitted by Sublette and takes learners through history to learn about Native American jewelry. The lessons are designed to integrate hands-on learning and give the teacher the options on which pathway is right for his/her class. In lesson 3, students will start sketching out their plan for their jewelry. After learning about circumference and jewelry industry standards, the teacher will decide to take a health science pathway (6a) or an agriculture pathway (6b). Once their jewelry is made, they will learn how to set their cost and market their product. The unit wraps up with shooting a commercial for their products.
This module was created by USD 350 St. John-Hudson. Students will schedule interviews with local businesses, conduct interviews with different types of business owners and complete a final project approved by the businesses interviewed. The student’s final projects may include newspaper articles with pictures, podcasts and/or video files that will allow the students to demonstrate academic, technical, and employability skills and provide robust artifacts to upload to their Individual Plan of Study (IPS) electronic portfolios.
This module was developed by USD 230 Spring Hill. Students will design, create and a prosthetic leg. History of prosthetics, empathy and inclusion are also covered.
This module was created by USD 286 Chautauqua County Community. This unit on early childhood careers is intended to be used as part of an elective course that covers both an introduction to the Career, Technical Education pathways and curricular standards. The unit is divided into ten daily scaffolded lessons and consists of 10 days in which students prepare to demonstrate mastery of their content in a variety of ways driven by their personalized learning interests and goals. On the last day, students will show how much they have learned by putting their skills into practice within a specific early childhood learning environment.
This module was created by USD 258 Humboldt. The purpose of this module is to help students understand that it takes a healthy body, mind, and spirit to be able to be a productive employee. This module will enhance students' life skills, and allow them to apply all material learned by putting the information they “take away” from each lesson into their very own presentation to present at a community Peace of Mind Festival.
This module was created by USD 203 Piper and USD 232 Desoto. Students will explore and research careers that help make "the perfect school" a reality. The module is divided into ten daily scaffolded lessons that focus on the writing process, effective communication and days in which students prepare to demonstrate mastery of their content in a variety of ways driven by their personalized learning interests and goals.