Running head: TOOTISE ROLL, TOOTSIE ROLL, WHO ART THOU? 1

Tootsie Roll, Tootsie Roll, Who Art Thou? Career Guidance Lesson

Kaitlyn Bradley & Corinna Quam

Seattle University

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Lesson Content Area: CareerUnit Theme: Exploring Careers Paths

Lesson Topic: Identifying career path options and how they relate to students.Lesson Title: Tootsie Roll, Tootsie Roll, Who Art Thou?Grade: 6 Lesson Sequence within Unit: Lesson #1Goals for the Lesson:

a. Essential Academic Learning Requirements (EALRs):Writing

EALR 2. The student writes in a variety of forms for different audiences and purposes.

2.2. Writes for different purposes. 2.4. Writes for career applications.

EALR 3. The student writes clearly and effectively. 3.1. Develops ideas and organizes writing. 3.3. Knows and applies writing conventions appropriate for the grade level.

Communication EALR 1. The student uses listening and observation skills and strategies to gain

understanding. 1.1. Uses listening and observation skills and strategies to focus attention

and interpret information. 1.2. Understands, analyzes, synthesizes, or evaluates information from a

variety of sources. EALR 2. The student uses communication skills and strategies to interact/work

effectively with others. 2.2. Uses interpersonal skills and strategies in a multicultural context to

work collaboratively, solve problems, and perform tasks. 2.3. Uses skills and strategies to communicate interculturally.

EALR 3. The student uses communication skills and strategies to effectively present ideas and one's self in a variety of situations.

3.3. Uses effective delivery.b. Unit Objective: Students will have a greater awareness of potential career paths, the

education associated with various careers, and how careers relate to students’ interests.c. ASCA Standards

Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions.

Students will understand the relationship between personal qualities, education, training, and the world of work.

d. Lesson Objective: Upon completion, students will be able to identify common career areas and have a broader awareness of various career paths.

e. ASCA Student Competencies and Indicators C:A1 Develop Career Awareness

C:A1.2 Learn about the variety of traditional and nontraditional occupations C:A1.4 Learn how to interact and work cooperatively in teams

C:A2 Develop Employment Readiness

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C:A2.4 Learn about the rights and responsibilities of employers and employees

C:C1 Acquire Knowledge to Achieve Career Goals C:C1.1 Understand the relationship between educational achievement and

career success C:C1.2 Explain how work can help to achieve personal success and

satisfaction C:C1.7 Understand that work is an important and satisfying means of

personal expression C:C2 Apply Skills to Achieve Career Goals

C:C2.3 Learn to work cooperatively with others as a team member

Lesson Rationale:a. Connection to School Improvement Plan:

Tahoma Middle School’s mission statement is to provide “quality learning, every day, in every classroom, for every child,” which fits with the current guidance lesson to provide quality career education for every student.

The intention of the career guidance unit is to stimulate interest in careers and provide insight into students’ abilities and values. Generating interest and providing knowledge about careers supports the Tahoma Middle School mission statement for future career planning.

b. Connection to Data Driven Decision-Making Needs Assessment: Students completed a survey in which they were asked about

their career goals and how prepared they felt about making future career decisions. Students were asked if they felt like they had the information about future career paths students and ranked their readiness a 4.2 out of 10. In addition, when asked if students knew where they could go to find information about careers they ranked their knowledge of resources a 3.7 out of 10.

In order to best meet the career exploration needs of 6th grade students, we are implementing a two-part guidance lesson that relates to students’ career choices. The two-part series entitled “Tootsie Roll, Tootsie Roll Who Art Thou?” explores career paths and how they relate to students’ interest and strengths. Lesson 1 is best used to describe the various career paths, and lesson 2 looks at individual student interests related to careers.

Research Literature: Trusty, Niles, and Carney (2005) reported that education-career planning in middle school is essential to help students succeed after high school as they pursue higher education. The authors recommend that middle school counselors implement career guidance units and career assessments to identify students’ strengths and interests to help them explore their career options at an early age.

Materials Needed:

School Counselor: Enough copies and supplies for each student in the group Tootsie Rolls

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o Note: Take into consideration food allergies/sensitivities and use other candy if needed

Activity sheets:1) Career Path Group Project Form (1 for each group)2) Career Path Posters (Set of 6 to be put up on walls)3) Worker Interview Form (1 for each student)4) Career Path Descriptions (1 for each student)5) Occupation Cards (6 cards to each task group)

Tape Student Materials: Pencil/Pen

Lesson Outline:1. Introduce leaders, establish group working rules (2 minutes) (Corinna & Kaitlyn)

a. Skills to work in small groups, being respectful, raising hand, etc.2. Begin lesson: Hook to engage interest in careers (1 minute) (Corinna)

a. Have students think about something that they have to do and don’t enjoy. Have them imagine doing that for 8 hours a day, 40 hours per week, for 40 years.

b. Next, students will imagine something enjoyable. Have them imagine doing that for 8 hours per day, 40 hours a week, for 40 years.

3. Leader will review career paths with the class (hand out career path descriptions handout) and post them on the wall (5-mintes) (Corinna & Kaitlyn)

a. Students will respond to questions about career paths such as, “Which path is the fixing and building path?”

4. Divide students into small groups -7 minutes a. Give out Activity Sheet: Career Path Group Project Forms, occupation cards,

pencil, and tape (Kaitlyn)b. Student groups will decide which occupation goes with which career group

i. Each student will have a designated job. For example, a recorder who writes answers on project form, a materials person who is responsible for bringing materials to and from group, a tape person who is responsible for the tape, and a poster person to post occupation cards on the wall (Corinna)

ii. Review answers as a class using thumbs up or thumbs down answer system (Kaitlyn)

5. Tootsie Roll-5 minutesa. Counselor holds up Tootsie Rolls (backward) and asks questions like, “What

do you think is in this package?” “How do you know what is inside without seeing the name of the candy?” “Someone had to design the package so that when you see if, you would know what was inside. Which career path would this be?” (Arts & Communication) (Corinna)

b. Leader will read the list of ingredients and ask “Which career path is responsible for these?” (Natural Resources) (Kaitlyn)

c. Leader will say, “Let’s pretend you are a farmer, and you want to transport your soybeans from your field to the place where they make partially

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hydrogenated soybean oil. Which career path would that be?” (Human Services) (Corinna)

d. Leader continues, “Now imagine that you are working in the Tootsie Roll factory. Suddenly, the Tootsie Roll machine breaks down. Which career path are you going to call for help?” (Industrial & Engineering Technology) (Kaitlyn)

e. Leader continues, “When is the best time to ship extra Tootsie Rolls to the store-before or after Halloween? This is called marketing. Someone in an office needs to figure out where and when to send out extra candy. Which career path is this?” (Business, Management, and Technology) (Corinna)

f. “Your mom has bought a bag of Tootsie Rolls. You ask her if you can have one serving. One serving is… (Read what 1 serving is). Who determines serving size, calories, and other nutritional information?” (Health Services) (Kaitlyn)

6. Leader will ask students, “As we were talking about the roles of the many workers it took to get the Tootsie Roll to consumers, what was in your mind? What were you wondering? What did our conversations make you remember from other conversations about workers? What do you still want to know about workers and their roles in our lives?” (Corinna)

a. Kids discuss and share their own thoughts7. Activity Sheet: Worker Interview (2 per student) – 10 minutes total (Kaitlyn)

a. Tell students they will do a mock interview here in class, and a real interview with a worker they know.

b. Review what students know about conducting interviews and write on boardc. Assign random peer-partner for each student and conduct mock interview-5

minutes maximumd. Group discussion about how it was to do interview (Corinna)

i. What were the easy parts? Hard parts?ii. Assign due date for real interview

iii. Help students identify potential people for interviewing (parents, family members, etc.)

8. Have teacher collect the real interviews when students bring them back

Evaluation/Assessment: The leaders of the session will distribute the Pre Assessment during a pre-group

interview. It should take about 5 minutes for students to complete. The leaders will distribute the Post Assessment during a post-group interview after the students have turned in their worker interview handout. This assessment will help determine the effectiveness of the guidance lesson and how much students learned.

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Resource: Career Path DescriptionsCareer Paths are groupings of occupations by the tasks/roles of workers. People working in a specific career path typically share interests, abilities, and talents. Career paths help you identify a career focus without being locked into a specific occupation.

Arts and CommunicationOccupations in this path are related to humanities and performing, visual, literary, and media arts. These include architecture; graphic, interior, and fashion design; writing; film; fine arts; journalism; languages; media; advertising; and public relations.

Business, Management, and TechnologyOccupations in this path are related to the business environment. These include entrepreneurship, sales, marketing, computer/information systems, finance, accounting, personnel, economics, and management.

Health ServicesOccupations in this path are related to the promotion of health and treatment of disease. These include research, prevention, treatment, and related health technologies.

Human ServicesOccupations in this path are related to economic, political, and social systems. These include education, government, law and law enforcement, leisure and recreation, military, religion, child care, social services, and personal services.

Industrial and Engineering TechnologyOccupations in this path are related to technologies necessary to design develop, install, and maintain physical systems. These include engineering, manufacturing, construction, service, and related technologies.

Natural Resources/AgricultureOccupations in this path are related to agriculture, the environment, and natural resources. These include agriculture sciences, earth sciences, environmental sciences, fisheries, forestry, horticulture, and wildlife.

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Activity Sheet: Worker Interview

Student Name: ____________________________________________Grade: ______

Whom did you interview? ________________________________________________

Career: _______________________________________________________________

Career Path: ___________________________________________________________

Questions to Ask the Person You Interview:

What is the most important “thing” you want to tell me about your career?

What led you to this career?

Average salary/wage range: Entry: ______ Mid-point in career ______ Upper ______

How many hours do you work each day? _______

How many days do you work each week? _______

Describe your work and working conditions (including your likes/dislikes):

What special skills or talents are needed for this job?

What high school courses helped you prepare for this job?

What education or training beyond high school prepared you for this job?

What do you want to be doing ten (10) years from now?

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Activity Sheet: Career Path Group Project Form

ARTS & COMMUNICATION BUSINESS, MANAGEMENT &TECHNOLOGY

INDUSTRIAL & ENGINEERINGTECHNOLOGY

HEALTH SERVICES

HUMAN SERVICES NATURAL RESOURCES

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Resource: Occupation Cards

Hotel/Motel Clerk Computer Programmer

Legal Secretary Loan Officer

Travel Agent Retail Sales Person

Chiropractor Dentist

Dental Assistant Physical Therapy Assistant

Speech Pathologist

Nurse Aide/Orderly

*Cut along lines. Give six cards to each task group, making sure that they have an assortment of career paths represented in their bundles.

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Lawyer Pastor/Priest/Rabbi

Firefighter Teacher

Barber Recreation Worker

Computer Repair Technician

Architect

Printing Press Operator

Locksmith

Floral Designer/Florist

Photographer

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Welder Painter/Paperhanger

Pest Control Worker

Zoologist

Fish Hatchery Worker

Meteorologist

Forester/Conservation

Scientist

Farmer

Actor Professional Athlete

Composer Reporter

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Resource: Occupation Card Sort Answers

Business, Management, and Technology Arts and Communication Health ServicesHotel/Motel Clerk Photographer Chiropractor

Legal Secretary Actor Dentist

Loan Officer Composer Dental Assistant

Computer Programmer Reporter Physical Therapy

Assistant

Travel Agent Floral Designer/Florist Speech Pathologist

Retail Sales Person Professional Athlete Nurse Aide/Orderly

Industrial and Engineering Technology Human Services Natural Resources/Agriculture

Computer Repair Technician Lawyer Fish Hatchery Worker

Printing Press Operator Firefighter Meteorologist

Locksmith Teacher Zoologist

Welder ` Barber Pest Control Worker

Painter/Paperhanger Pastor/Priest/Rabbi Farmer

Architect Recreation Worker Forester/Conservation

Scientist

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ARTS & COMMUNICATION

*One copy to be posted on the board or wall

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BUSINESS, MANAGEMENT & TECHNOLOGY

*One copy to be posted on the board or wall

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INDUSTRIAL & ENGINEERING TECHNOLOGY

*One copy to be posted on the board or wall

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HUMAN SERVICES*One copy to be posted on the board or wall

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HEALTH SERVICES

*One copy to be posted on the board or wall

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NATURAL RESOURCES

*One copy to be posted on the board or wall

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Name_________________________

Career Knowledge Pre/Post Assessment

1. How would you rate your knowledge of various career paths?a. I have very little to no knowledge about different careers.b. I have some knowledge about different careers.c. I have quite a bit of knowledge about different careers.d. I have a broad knowledge about a variety of different career paths.

2. What do people who have a career in health services do?a. They work in factories making products.b. They design buildings.c. They work to treat diseases.d. They write articles for newspapers.

3. An example of job title of someone who works in the field of natural resources or agriculture is a:a. Reporterb. Legal Secretaryc. Locksmithd. Dentiste. Fish Hatchery Worker

4. An example of someone who works in the field of business, management, and technology is a:a. Chiropractorb. Zoologistc. Computer Programmerd. Teachere. Scientist

5. An example of someone who works in the field of arts and communication is a:a. Floristb. Firefighterc. Farmerd. Weldere. Physical Therapist

6. Answer ONLY AFTER the lesson. Is there any information you would have liked to see included about careers that was not included in this lesson?

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References

American School Counselor Association (2005). The ASCA national model: a framework for

school counseling programs, second edition. Alexandria, VA: American School

Counselor Association.

Office of Superintendent of Public Instruction (2005). Washington state learning standards.

Retrieved from http://www.k12.wa.us/CurriculumInstruct/EALR_GLE.aspx

Tahoma School District (2008). District news. Retrieved from http://www.tahomasd.us/

Trusty, J., Niles, S., & Carney, J. V. (2005). Education-career planning and middle school

counselors. Professional School Counseling, 9(2), 136-143. Retrieved from

http://www.schoolcounselor.org/content.asp?contentid=235

Wymore, S., Kostek-Bunch, L., & Tipton, G. (2007). Who am I as a career: Tootsie Roll, Tootsie

Roll, who art thou? Missouri Center for Career Education. Retrieved from

http://www.missouricareereducation.org/project/guidelsn/cd2

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COUNS 516---Classroom Guidance LessonEvaluation Rubric

Name:

Requirement Points Possible Your Points1) Is the lesson plan complete? 3.75 3.752) Is lesson designed for the required length? 3.75 3.753) Is the lesson creative? 3.75 3.754) Is the lesson interactive? 3.75 3.755) Is it developmentally appropriate for the audience? 3.75 3.756) Is the objective of the lesson clear? 3.75 3.757) Is the objective of the lesson data-driven? 3.75 3.758) Are the additional readings and web resources informative? 3.75 3.759) Are the directions clear, explicit, and easy to follow? 3.75 3.7510) Is the guidance lesson content drawn from professional literature? 3.75 3.7511) Does the lesson draw on sound pedagogy (diverse modes of

delivery)?3.75 3.75

12) Is the lesson research based? 3.75 3.7513) Are the lessons sequenced in a developmentally appropriate

fashion?3.75 3.75

14) Is the lesson clearly connected to school improvement goals? 3.75 3.7515) Does the lesson utilize the national standards for school

counseling programs?3.75 3.75

16) Does the lesson plan utilize the EALRs? 3.75 3.7517) Is the student competency for the lessons clear and measurable? 3.75 3.7518) Is the evaluation (pre-and post) of the success/failure of the

lesson plan clear and appropriate?3.75 3.75

19) Are the lesson plans free of grammatical, spelling, and typographical errors?

3.75 3.75

20) Does the guidance lesson include the Evaluation Rubric? 3.75 3.75Total 75 75

Comments: Good presentation style, voice. You both seemed really comfortable. Good job starting out with the stated expectations of the group. I loved the example that you used in the beginning, “40, 40 40”. Good way to grab your crowd. Good job engaging them from the beginning. Nice game to help them put what you are saying into practice. I think that numbering them off yourself is usually always a good idea so good job with that. It is a preventative way to help deter problems (i.e. “I don’t want to be with you”). Good job walking around and engaging while students were in small groups. This reminded me of climbing a ladder--I think it was a great lesson to get them thinking about whom and what is involved each step of the way when it comes to production. Good job answering the questions at the end. I can definitely see you both as strong leaders in your buildings. Good job closing the lesson!