Unit #1 Title: My Rainbow Careers Number of Lessons in Unit: 2 Time Required: 20-30 minutes/each

Grade Level: 1 - 4

Best time of year to implement this unit: Anytime Lesson Titles: Lesson #1: See Rainbow Careers Materials/Special Preparation Required: iPad Instruction Sheets Fact Sheets Question and Answer Sheets Career Activity Sheets Color/ Career Chart Posters Standards 1. National Career Development Guidelines (NCDG) Competency IV Awareness of the benefits of educational achievement. GOAL PS1 Develop understanding of yourself to build and maintain a positive self-concept. PS1.K2 Identify your abilities, strengths, skills, and talents. Competency V CM3 CM3.K4 Awareness of the relationship between work and learning. Use accurate, current, and unbiased career information during career planning and management. Identify several ways to classify occupations.

2. 2009 New Jersey Core Curriculum Content Standards Content Area 21st-Century Life and Careers Standard 9.3 Career Awareness, Exploration, and Preparation Strand A. Career Awareness Content Statement Career awareness includes an understanding of the world of work and the knowledge and skills needed for traditional and nontraditional jobs and careers. Cumulative Progress Indicator (CPI)/ Performance Goal 9.3.4.A.4 Identify qualifications needed to pursue traditional and nontraditional careers and occupations. 9.3.4.A.5 Locate career information using a variety of resources. 9.3.4.A.6 Explain why knowledge and skills acquired in the elementary grades lay the foundation for the future academic and career success.

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3. Missouri Comprehensive Guidance Standard: Strand CD BIG IDEA: CD.7. Concepts: CD.7.A. CD.7.B. CD.7.C. Career Development Applying Career Exploration and Planning Skills in the Achievement of Life Career Goals Integration of self knowledge into life and career planning Adaptation to world of work change Respect for all work

Grade Level Expectations: CD.7.A.01.a.i: Identify strengths and interests at home and school. CD.7.B.01.a.i: Identify workers in the local community related to the six (6) career paths. CD.7.C.01.a.i: Explain the importance of jobs in the family and school. 4. American School Counselor Association National Standard (ASCA): Career Development: C: Students will understand the relationship between training and the world of work. Standards: Performance Goals (check one or more that apply) Goal PS1: Develop understanding of yourself to build and maintain a positive self-concept. Goal ED1: Attain educational achievement and performance levels needed to reach your personal X and career goals. Goal CM3: Use accurate, current, and unbiased career information during career planning and management. Goal 1: Gather, analyze and apply information and ideas 5. Discover and evaluate patterns and relationships in information, ideas and structures. 9.3.4.A.4 Identify qualifications needed to pursue traditional and nontraditional careers and occupations. 9.3.4.A.5 Locate career information using a variety of resources. Recall interest areas, skills, abilities, and careers Identify how interests are related to careers Describe similarities and differences in interest areas and career groups Classify careers relative to Holland Codes 9.3.4.A.6 Explain why knowledge and skills acquired in the elementary grades lay the foundation for the future academic and career success. HollandCodes.com, (602) 569-1050, myrainbowcareer@gmail.com, http://www.myrainbowcareer.com, 2011 - 2012

Goal 2: Communicate effectively within and beyond the classroom 3. Exchange information, questions and ideas while recognizing the perspectives of others. Speak clearly and communicate message Receive, interpret, and respond accurately to verbal and nonverbal communication Communicate thoughts, ideas, information, and messages in writing Interpret written and media information Adapt message to various audiences Use a variety of appropriate media to communicate Goal 3: Recognize and solve problems 1. Reason inductively from a set of specific facts and deductively from general premises. Identify parameters of the problem Gather information from appropriate sources Generate a variety of options Apply strategies to make decisions Develop solutions based on sound evidence Make intelligent decisions Reflect on decisions Goal 4: Make decisions and act as responsible members of society 1. Explain reasoning and identify information used to support decisions. 3. Analyze the duties and responsibilities of individuals in societies. X Build awareness of knowledge, skills, motivations, values, attitudes, beliefs, feelings, health, safety, resilience, and other qualities are the center of the 21st Century Learning Framework. Trilling and Fadel Build the mastery a broad portfolio of essential learning, innovation, technology, and career skills added to the acquisition of knowledge fosters the development promotes the development of a productive contributor to our society ( Trilling and Fadel, p. 16)

Resource: Source: 21st Century Skills http://route21.p21.org/?option=com_content&view=article&id=5&Itemid=2 Missouri Comprehensive Guidance Program http://www.missouricareereducation.org/index.php?view=project&project=guidelsn National Career Development Guidelines (NCDG) - http://acrn.ovae.org/ncdg.htm This lesson covers the development of skills in the following academic content areas.

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Academic Content Area(s) Communication Arts

Specific Skill(s) 2. Participate in formal and informal presentations and discussions of issues and ideas. 1.1 Identify and describe the components of the communication process (sender/speaker, receiver/listener, message, medium/channel, feedback, interference/noise) 1.2 Identify and use verbal and nonverbal techniques to deliver oral messages 2.3 Read sight words and materials fluently, applying word accuracy, phrasing, rate and expression 2.4 Use appropriate strategies (reread, read ahead, use decoding and context clues, recognize media features) to monitor comprehension and self correct when comprehension breaks down 2.5 Activate prior knowledge to make connections to text 2.6 Make and revise predictions 2.7Generate and answer questions to clarify meaning by locating specific information in text 2.8Recall and explain a series of events or the sequence of information 2.9 Identify main ideas and supporting details 2.10 Make inferences based on context clues and/or background knowledge 2.11 Identify and use text features to enhance comprehension

Source: Missouri Comprehensive Guidance Program http://www.missouricareereducation.org/index.php?view=project&project=guidelsn Montana Standards For Communication Arts http://opi.mt.gov/pdf/Standards/10CommArtsConStds.doc

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Social Studies

3. Relationships of the individual and groups to institutions and cultural traditions. Career awareness includes an understanding of the world of work and the knowledge and skills needed for traditional and nontraditional jobs and careers. Content Standard 1Students access, synthesize, and evaluate information to communicate and apply social studies knowledge to real world situations. Content Standard 2Students analyze how people create and change structures of power, authority, and governance to understand the operation of government and to demonstrate civic responsibility. Content Standard 3Students apply geographic knowledge and skills (e.g., location, place, human/environment interactions, movement, and regions). Content Standard 4Students demonstrate an understanding of the effects of time, continuity, and change on historical and future perspectives and relationships. Content Standard 5Students make informed decisions based on an understanding of the economic principles of production, distribution, exchange, and consumption. Content Standard 6Students demonstrate an understanding of the impact of human interaction and cultural diversity on societies.

Source: Missouri Comprehensive Guidance Program http://www.missouricareereducation.org/index.php?view=project&project=guidelsn Montana Standards For Social Studies http://opi.mt.gov/pdf/standards/ContStds-SocSt.pdf

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Fine Arts

1. Process and techniques for the production, exhibition or performance of one or more of the visual or performed arts. 1. Students recognize and use the visual arts as a form of communication. 2. Students know and apply elements of art*, principles of design*, and sensory* and expressive* features of visual arts. 3. Students know and apply visual arts materials*, tools*, techniques*, and processes*. 4. Students relate the visual arts to various historical* and cultural* traditions. 5. Students analyze and evaluate the characteristics, merits, and meaning of works of art.

Source: Missouri Comprehensive Guidance Program http://www.missouricareereducation.org/index.php?view=project&project=guidelsn Colorado Model Content Standards http://www.cde.state.co.us/cdeassess/documents/OSA/standards/visarts.pdf Unit Assessment (acceptable evidence): Assessments are used to measure performance outcome for goals, objectives and GLEs. Assessment can be question answer, performance activity, etc. Students will demonstrate ability to identify personal strengths and interests regarding activities at home and at school. Students will match community workers to their corresponding career path. Students will explain the importance of jobs within their families and school. Student will be able to identify your interests, likes, and dislikes. Student will be able to identify your abilities, strengths, skills, and talents. Student will be able to identify several ways to classify occupations. Student will be able to identify occupations that you might consider without regard to your gender, race, culture, or ability. Student will be able to demonstrate the ability to use different types of career information resources (i.e., occupational, educational, economic, and employment) to support career planning.

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Brief Summary of Unit: Students will be learning about the relationship between strengths and interests, and how those strengths and interests relate to what people do in their careers. Further exploration of the six career paths and the importance of all jobs will be conducted. Unit Goals: CD.7.A.01.a.i: Students will be able to identify strengths and interests of activities at home and at school. CD.7.B.01.a.i: Students will be able to identify community workers according to their career paths. CD.7.C.01.a.i: Students will explain the importance of jobs within the family and in the school. PS2.K1 Student will be able to identify your interests, likes, and dislikes. PS1.K2 Student will be able to identify your abilities, strengths, skills, and talents. CM3.K4 Student will be able to identify several ways to classify occupations. CM3.K5 Student will be able to identify occupations that you might consider without regard to your gender, race, culture, or ability. CM3.A2 Student will be able to demonstrate the ability to use different types of career information resources (i.e., occupational, educational, economic, and employment) to support career planning. Student Prior Knowledge: What prior knowledge do students need (e.g. the steps to solving a problem) to be successful in this unit? Students will have some knowledge of different jobs they do at home and at school. Students will have some familiarity with the career paths. Source: 2009 New Jersey Core Curriculum Content Standards - 21st-Century Life and Careers http://www.nj.gov/education/cccs/standards/9/9.doc 21st Century Skills http://route21.p21.org/?option=com_content&view=article&id=5&Itemid=2 Colorado Model Content Standards Visual Arts http://www.cde.state.co.us/cdeassess/documents/OSA/standards/visarts.pdf Missouri Comprehensive Guidance Program http://www.missouricareereducation.org/index.php?view=project&project=guidelsn Montana Standards For Social Studies http://opi.mt.gov/pdf/standards/ContStds-SocSt.pdf National Career Development Guidelines (NCDG) - http://acrn.ovae.org/ncdg.htm HollandCodes.com, (602) 569-1050, myrainbowcareer@gmail.com, http://www.myrainbowcareer.com, 2011 - 2012