Career Building

Created Feb. 7, 2024 by Tessa Laman

PBL-What do you want to be when you grow up?

Name: Tessa Laman

Name: Reagan White

Topic: Exploring what you want to be when you grow up

Part 1: Driving question:

What are your three initial driving questions?

1 - What do you want to be when you grow up?
2 - What jobs do you see from adults that you think you would like?
3 - Your possibilities are endless…you can do anything you want. What adults do you look up to?

What is your one, final driving question?

“What do YOU want to be when you grow up?”

Background information of this driving question:

--- Kindergarten Students---

We chose a PBL that sparks creativity in young learners. It is called “career day” where each student will be encouraged to dress up and learn more about the future career they want. This PLC activity will be over a course of a few days total. The first day will be the introduction to ask children “what do you want to be when you grow up?” After we get the blood flowing in the students minds, I as a teacher, will bring in professionals from around the community to come in and tell my class what they are doing is all about. After a day of learning about careers, I will encouraged all the children to “pick their future careers.” Then we will have a day dedicated to each child dressing up in what they want to be when they grow up. On that day, each student...in a group or individually will be asked to present their career to the class.

Why do you think this is a good driving question?

Does the DQ warrant in-depth study?

Yes, it is an exploring question that gets the blood flowing and the conversation started.

Is there more than one plausible solution to the DQ?

Yes! And that is the beauty of this question. It can cause children to do anything and everything, personally based on themselves.

Does the DQ provide opportunities for students to evaluate, analyze, present, and defend their solutions?

Yes, personally based on themselves.

Part 2: Grabber

What is your grabber?

List all your grabber components here, links are needed.

https://www.youtube.com/watch?v=MdvTlQzsaYI

Why do you think this grabber is beneficial and how it aligns with your driving question?

This grabber is very beneficial to get the students hooked to the lesson at the beginning. When they see this video of different careers, they will be interested in what they want to be when they are older as well. By showing them what is out there, they can explore and create the career they want in the future. Children are never too young to start having ideas about what they want to be as an adult!

Does the story, article, video, announcement, role play, or other resource hook the learner into asking more questions about the topic?

I think it would because this video shows more occupations than just the jobs that they already are common with such as a teacher or a doctor. It shows things like a robotics engineer and a judge, so I think by showing this, they will ask more questions about different types of jobs or at least ask about the jobs they see in this video. Then hopefully, they can find more information about it to see if they would enjoy it.

Does the grabber capitalize on novelty and / or high emotion situations?

It capitalizes on novelty because it is more engaging to watch than just looking at pictures of different jobs or reading them off of a list. This video incorporates a song, funny and cute animations, and shows pictures along with the words so that if they cannot read what it says, they can look at the person and know what it is. This can help with high emotions because it is a very mellow song and would hopefully be engaging for them to watch.

Does the grabber establish authenticity & relevance?

It establishes relevance by connecting with our main theme of ‘what do you want to be when you get older?’. Also, this is a good way to introduce some jobs and to get children thinking about what they want to pick for their activity. It could even help if a child doesn’t know what they want to do, they could go back through the video and find something that they like!

Make sure to explain in detail how this grabber would be used.

This grabber would be used to introduce the topic and question of ‘What do you want to be when you grow up?’. At the beginning of class before we are about to bring up the topic, we would introduce this video to them first, which would hopefully get them thinking about what they wanted to do before we asked them, basically preparing them for what we are going to ask. After this video, we would then start talking about our driving question, or maybe even asking them what they think our topic is about after watching the video. Then after that, we would have a brief lesson and ask the students what they would like to be. We could even play it numerous times after to continue giving students options and ideas about different occupations.

Interview : Activity 1 - Career Interviews

Student Name: ________________________________________

CATEGORY

Politeness	Student never interrupted or hurried the person being interviewed and thanked them for being willing to be interviewed.	Student rarely interrupted or hurried the person being interviewed and thanked them for being willing to be interviewed.	Student rarely interrupted or hurried the person being interviewed, but forgot to thank the person.	Several times, the student interrupted or hurried the person being interviewed AND forgot to thank the person.
Report Writing	The report is well organized and contains accurate quotations and facts taken from the interview.	The report is well organized and contains accurate facts taken from the interview.	The report contains accurate quotations and facts taken from the interview.	The report is lacking facts and quotations from the interview OR the quotes and facts are not accurately reported.
Notetaking	The interviewer took occasional notes during the interview, but usually maintained focus on the person rather than the notes. Notes were added to immediately after the interview so facts were not lost.	The interviewer took occasional notes during the interview, but usually maintained focus on the person rather than the notes. No additional notes were taken.	The interviewer took notes during the interview, but did so in a way that interrupted the \"flow\" of the interview. Additional notes may, or may not, have been taken.	The interviewer took no notes during or after the interview.
Follow-up Questions	The student listened carefully to the person being interviewed and asked several relevant follow-up questions based on what the person said.	The student listened carefully to the person being interviewed and asked a couple of relevant follow-up questions based on what the person said.	The student asked a couple of follow-up questions based on what s/he thought the person said.	The student did not ask any follow-up questions based on what the person said.
Knowledge Gained	Student can accurately answer several questions about the person who was interviewed and can tell how this interview relates to the material being studied in class.	Student can accurately answer a few questions about the person who was interviewed and can tell how this interview relates to the material being studied in class.	Student can accurately answer a few questions about the person who was interviewed.	Student cannot accurately answer questions about the person who was interviewed.

1) Activity 1

What is your first activity?

For our PBL activity, we are targeting the creativity of kindergarteners. When you are young, the possibilities are endless. Children believe they can be anything they want. And I believe as teachers, it is our job to keep that dream alive. To kick off our activity, as a teacher we are going to ask our classrooms “what do you want to be when you grow up?” Then, as teachers we are going to bring in “guest speakers” from all around the community. For example: Firefighters, nurses, teachers, local political officials etc. Then as a class we will have a day completely dedicated to “living out that dream.” The students will pick the career they want, and the as a class, using technology we will research what each of those mean. On “career day” each child will be encouraged to dress up as whatever profession they picked and they will be encouraged to role play that skill in the classroom setting and tell their peers what they are dressed up as and why.

Why do you think this is a good activity for PBL?

How is the activity authentic?
Does the activity require student collaboration? Does the activity provide students with the opportunity to present and defend problem solution?

Of course! Each child will be encouraged to present their future career to the class. They can explain it, show off their costume and tell others why that career is important to them. Each career will mean something different to every student, and it is important that each voice is heart throughout the process.

How will I judge what students have learned from the activity?

You will need to create a rubric for this step and potential example materials as well.

Activity 2 - Oral Presentation Rubric : Student Career Presentation

Student Name: ________________________________________

CATEGORY

Comprehension	Student is able to accurately answer almost all questions posed by classmates about the topic.	Student is able to accurately answer most questions posed by classmates about the topic.	Student is able to accurately answer a few questions posed by classmates about the topic.	Student is unable to accurately answer questions posed by classmates about the topic.
Preparedness	Student is completely prepared and has obviously rehearsed.	Student seems pretty prepared but might have needed a couple more rehearsals.	The student is somewhat prepared, but it is clear that rehearsal was lacking.	Student does not seem at all prepared to present.
Volume	Volume is loud enough to be heard by all audience members throughout the presentation.	Volume is loud enough to be heard by all audience members at least 90% of the time.	Volume is loud enough to be heard by all audience members at least 80% of the time.	Volume often too soft to be heard by all audience members.
Stays on Topic	Stays on topic all (100%) of the time.	Stays on topic most (99-90%) of the time.	Stays on topic some (89%-75%) of the time.	It was hard to tell what the topic was.
Speaks Clearly	Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.	Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word.	Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word.	Often mumbles or can not be understood OR mispronounces more than one word.
Listens to Other Presentations	Listens intently. Does not make distracting noises or movements.	Listens intently but has one distracting noise or movement.	Sometimes does not appear to be listening but is not distracting.	Sometimes does not appear to be listening and has distracting noises or movements.

Activity 2)

For our second activity we will ask the students to pick a job that they are interested in and then research their career. There will be a list of questions that they will be required to answer such as ‘Where does your career take place?’ and ‘Why did you pick this career?’. We will also require them to give us three facts about their career. This will allow them to gain research skills by using technology to look up information. After they find all of their information, they will need to start preparing an oral presentation about their career. They must include the main questions we have asked and the three facts, however, if they want, they can include even more information. A type of visual will be required such as a poster, a tool related to their career, or even a PowerPoint presentation.

This will be a good activity because they will be learning how to use technology to their advantage and to help them find the information that they need. This will help their research skills because they are actually going and looking for answers instead of trying to figure it out on their own. This activity allows them to present an explanation for why they chose this job and they can even defend their choice with the information that they find.

Interview : Activity 1 - Career Interviews

Activity 2 - Oral Presentation Rubric : Student Career Presentation

Student Name: ________________________________________

Standards