CAREER AWARENESS FOR

TOMORROW’S SUCCESS

EDUCATION

SUCCESS CAREERS

FIFTH GRADE
TEACHER’S GUIDE

La Joya Independent School District

To: Counseling Colleagues:

We take great pride in working together to provide career

awareness lessons for all of our students district-wide. Your
efforts in ensuring the implementation of these lessons is
sincerely appreciated. Upon completion of the lessons for
the school year, keep the career lesson logs on file at the counselor’s
office for auditing purposes.

Thank you for your support and should you have any
questions, feel free to call Mr. Ruben Treviño at (956)323-2283.
 Career and Technical Education
Rationale
Federal and state guidelines for Career and Technical Education (CTE) formerly known
as vocational education mandate that academic and career and technology education programs
be integrated.

Examples of integrated instructional materials and activities may include the following:
curriculum guides, lesson plans, projects, and multidisciplinary curriculum planning.

La Joya I.S.D. has adopted the School to Career Connections Curriculum. The district will
implement strategies to promote the CTE state goals.

Goals: 1. Managing the dual roles of the family member and wage earner.

2. Gaining entry-level employment in a high skill, high wage job or

continuing the students’ education at the post secondary level.

The School to Career Curriculum will be implemented in the classroom. In order

to facilitate implementation five lessons have been provided to be taught as scheduled
on the timeline.

School to Career Connections Curriculum will:

Promote Self-Awareness
Enhance Career Exploration
Develop Career Decision Making
Building Interpersonal Skills
Aligned with District Plan Expectations
Implementation of SCANS Skills
Five copy ready lessons.
 “Career Awareness for Tomorrow’s Success”

Table of Contents

I. Rationale

II. District Timeline

III. Grade Level Timeline

Classroom Career Log

Lessons

IV. Additional Activities/Resources

V. Sources
 Rationale

Promote Self-Awareness

Enhance Career Exploration

Develop Career Decision Making

Building Interpersonal Skills

Aligned with District Plan Expectations

Implementation of SCANS Skills

PK-5th Copy Ready Lessons

 La Joya I.S.D.

Career Awareness For Tomorrow’s Success

District Timeline

Lesson #: Week of: National Career

Development Guideline:
Understanding the relationship
I between educational
1st Six Weeks achievement and career
planning.

Understanding the need for

II nd
2 Six Weeks positive attitudes toward work
and learning.

Skills to locate, evaluate, and

III 3rd Six Weeks interpret career information.

Skills to prepare to seek,

IV 4th Six Weeks obtain, maintain and change
jobs.

Understanding how societal

V needs and functions influence
5th Six Weeks the nature and structure of
work.
Skills in career planning.
 La Joya ISD
Career Awareness Grade Level Timeline
Fifth Grade
Lesson Date of Lesson Title of Lesson Materials Needed
Lesson 1 Setting Goals Planning worksheet for Achieving Goals
1st Six Weeks (provided)
Lesson 2 Observation in Science Worksheet
2nd Six Weeks (provided)
Lesson 3 Career Identification and Index Cards, Worksheet
3rd Six Weeks Explorations (provided)
Lesson 4 Using Calculators in Calculator Problem Worksheet
4th Six Weeks Careers (provided)
Lesson 5 Banking Units Call and schedule a presenter from a
5th Six Weeks Financial institution
 Teacher:

Student Name
La Joya ISD
__________________
Grade Level- 5TH Grade

ID
Campus:__________________

Lesson 1
Title: Setting Goals
Date Taught: ___________
SCANSThinking Skills
1st Six Weeks

Student Initials

Lesson 2
Title: Observations In
Science
Date Taught:
______________
5TH Grade

2nd Six Weeks

Student Initials

SCANS: Information
Classroom Career Log

Lesson 3
Title: Career
Indentification &
Exploration
Date Taught:___________
3rd Six Weeks

Student Initials

SCANS: Resources

Lesson 4
Title: Using Calculators in
Careers
Date Taught: __________
SCANS: Technology
4th Six Weeks

Student Initials

Lesson 5
Title: Banking Units
Date Taught:

After all lessons are completed, please keep this documentation on file at the campus.
______________
SCANS: Resources
5th Six Weeks

Student Initials
Grade Level: Fifth
Lesson 1

Title: Setting Goals

Directions: See attached sheet

Wrap-Up: Classroom Discussion

Materials: Planning Worksheet for Achieving Goals

Time: 1 sheet
Lesson Plan: Setting Goals
1. Lead the discussion with the student on identifying goals and creating plans to
accomplish goals. Ask if anyone has ever had a goal that he/she would be
willing to share with the group. Did he/she accomplish the goal? Did he/she
create a plan to help himself/herself? Did he/she experience obstacles to a
accomplishing the goal? Did he/she think about possible obstacles in advance?
If he/she had, would he/she have been able to come up with a plan that
identified possible obstacles and how to avoid them? Would the
goal have been accomplished? Help students realize that it is best to have a
plan to help realize goals. If this is a new concept to the students, be prepared to
define and lead a discussion around a fictitious goal that all will understand.
A sports analogy can be used in this discussion. For example, the baseball
team goal is a home run or runs. Football teams have touchdowns as a goal.
If you are unfamiliar with sports, select a goal to be accomplished within the classroom.
2. Explain the importance of goal setting as a skill that will help them in many
areas of their lives both now and in the future. Like any skill, it must be practiced,
and it is best to start to practice goal setting when you are young. A very important
goal for the future may be a career goal. A plan will help you to accomplish your goals.
3. Discuss with students that goals can be individual goals or team goals. Today,
students will work together on a team goal. Discuss the advantages and
disadvantages of team versus individual goals. Chart responses on the blackboard
under heading “advantages” and “disadvantages.” Expect responses like team goals
are more fun, others can help accomplish the goal, support is available.
Disadvantages can include, it is hard to agree on a common goal, it can be
hard to control others’ behavior, etc. Give examples of team supported goals,
such as Little League, Elementary Band, Weight Watchers, United Way Teams,
Support Groups for a variety of causes, etc.
4. Divide the students into small groups of 3 – 4 students. Have them identify a team
goal for themselves. Identify the length of time to accomplish the goal as one week.
Give examples of goals such as 100 percent on spelling test, 15 minutes of practice time
on an instrument daily, saying something nice or giving a compliment to each student
in the class each day, doing some type of aerobic exercise for 20-30 minutes 4-5 days
out of 7, to practice foul shots 10 minutes each day, to walk the family dog for 30
minutes each day. Allow the students to continue to give examples.
5. Ask students to raise their hands once a goal has been selected for their team.
Distribute the worksheet to help the teams establish a plan in meeting their goal.
Instruct students to start completing the plan worksheet. Be available to help
teams work through their worksheets.
6. Instruct students that teams will report to the class in one week on the process
of achieving their goal. Engage students at that time in a discussion of what went
well and why and where improvement is needed.

Teacher copy
5th grade- Lesson 1
Planning Worksheet for Achieving Goals

Team Name:
__________________________________________________________________

Students on Team:
__________________________________________________________________

Team Goal:
__________________________________________________________________

We will achieve our goal by doing the following:

(Examples: each team member will compliment 5 students a day while at basketball
practice.)
___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Are there other people we should identify who can help us accomplish our goal?

___________________________________________________________________

Roadblocks we may encounter that will make it difficult to accomplish our team goal:

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

This is our plan to avoid the above roadblocks:

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

student copy (part 1)

5th grade- Lesson 1
Goals we may have when we grow up:

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Student copy (part 2)

5th grade – Lesson 1
Grade Level: Fifth
Lesson 2

Title: Observations in Science

Directions: See attached sheet

Wrap-Up: Classroom Discussion

Materials: Worksheet

Time: 1 session
Lesson Plan: Observations in Science
1. Begin by asking the question: Which are smarter, dogs or hogs? Most likely the students
will respond by claiming dogs are smarter. Ask them how they know that. Have they
observed hogs or dogs doing smart or dumb things? How could they measure smartness,
and what do they mean by smartness? Do they have prejudices or biases towards hogs
based on stories they heard or the way hogs are portrayed in the general media? Relate this
discussion to how scientists must be very careful in how they observe things in nature in
order to understand what actually takes place in nature.

2. Ask students to list ways in which they can observe natural things. They should describe
using their senses: smell, touch, hearing, tasting. Ask them to describe tools that are used to
measure natural things, such as clocks, thermometers, meter sticks, tape measures, etc.
Additionally, ask them to describe tools that help extend their senses, such as binoculars,
telescopes, microscopes, etc. Finally, ask them to describe tools that are used to record their
observations, such as pencil and paper, tape recorders, cameras, etc.

3. Engage the students in an exercise to use their senses to observe natural things. Divide the
class into small groups and take them outside to the school grounds. Have them observe a
particular area that they must measure off, such as 5 square meters (this will depend on class
size, number of groups and outside area available). Have them record everything they
observe in their area. This should include all types of grass, trees, flowers, shrubs, insects,
animals, rocks, sand, and human artifacts (such as a gum wrapper). They should also record
anything observed by their other senses, such as smells, temperatures, wind, sounds, etc.
They may also wish to record sizes of objects, so they may require measuring tools. At
first, all they need to do is record everything they observe. They can use the Activity 7
Worksheet to record their observations.

4. Return to the classroom with observations. Have each group determine how they will
organize all of the data they have collected. Allow them to select their own categories.
They can use the back of Worksheet 7 or additional paper to list their observations. Allow
time for each group to describe their observations.

Teacher copy (part 1)

5th grade – Lesson 2
5. Following the discussion, ask students why they did not see more animals in their area.
They should determine that the animals may have been chased away by the students.
Relate to students how a scientific observer can actually affect what is being observed
just by being there! Ask for examples in scientific jobs how the observer may affect
what happens. (The famous story from history relates how observers wanted to see if
special lights would affect factory workers productivity. Productivity increased, not
because of the lights, but because the observers were paying special attention to the workers!)

6. Return to a discussion of prejudices and biases, and how they may affect a
scientist’s observation. For example, what if a scientist wanted an experiment to
prove something, should they let this affect how they do their observations?
Describe how the observer’s feelings or emotions must not affect the scientific
observations. For example, did they record a certain smell during the observation
activity as bad or good, or simply describe the smell? It is very important for scientists
to be very objective.

7. Have the students list possible occupations that would require observations.
An example can be found in hospitals, where nurses and doctors record
information on patients prior to operations. This allows them to see what
is the normal condition of the patient so they can later see if any changes have
taken place.

8. Optional: You may wish to invite a guest speaker to describe how they make
and record scientific observations in their job. A variety of occupations may be
used for this purpose.

Teacher copy (part 2)

5th grade – Lesson
Worksheet

Directions: Measure out your observation area List Team Members:

Record all observations from this area. Be sure _____________________________
to use all of your senses. Do not worry about _____________________________
separating your observations yet, simply record ____________________________
them as you observe them. ____________________________

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Student Copy
5th grade – Lesson 2
Grade Level: Fifth
Lesson 3

Title: Career Identification and Exploration

Directions: 1. Shopping Bag Activity (20 minutes)

A. Divide class into teams of four or five (approximately five teams)

B. Distribute one career bag to each team. Each bag contains a uniform of
a certain career.
C. Direct teams to look for the index card in the bag. The card will have
questions that, when answered, will lead the teams to discover the career.
D. Teams will select one member to dress in the uniform in the career bag.
E. The dressed member will ask the other team to answer the questions on
the card. The person who guesses the occupation first by correctly
answering the questions will receive a prize.

Wrap-Up: Classroom Discussion

Materials: Activity Worksheet – these questions may be written on the index

card in each shopping bag or the instructor may opt to use the worksheet
with groups or individually, in place of the shopping bag activity.

Time: 1 session
 Activity Worksheet

1. Do I work alone or with others?

_______________________________________________________

2. Do I make a product or provide a service or both?

_______________________________________________________

3. Do I work indoors or outdoors?

_______________________________________________________

4. Do I need specialized training to do this job?

_______________________________________________________

5. Name three jobs/tasks that I do:

_______________________________________________________

_______________________________________________________

_______________________________________________________

6. Name three tools I would use on my job:

_______________________________________________________

_______________________________________________________

_______________________________________________________

7. What is my job title?

_______________________________________________________

Student Copy
5th grade – Lesson 3
Grade Level: Fifth
Lesson 4

Title: Using Calculations in Careers

Directions:

1. The teachers will ask the student to identify a list of careers that require the
use of a calculator. This list will be posted on the blackboard. The list should
include careers such as the following: Bank Teller, Cashier, Carpenter,
Sales People, Accountant, Electrician, Carpet Installer, Stock Brokers, etc.
2. Distribute calculators to students and the handout of the problems to be solved.
Assign students to groups of 3 or 4 to solve problems. Give students
approximately 25 minutes to complete the problems. Review the correct answers
with them.
3. Once correct answers have been obtained, ask the students to match the problem
with the career listed on the blackboard. For example, problem number one is
matched with the Teller. Ask student to create additional problems that could be
encountered by people in the listed careers.

Wrap-Up: Classroom Discussion

Materials: Calculator Problems Worksheet

Time: 1 session
 Calculator Problems Worksheet

1. VCR’s Unlimited is having a sale on VCR’s. Customers who buy one VCR
can get a second VCR for half price. If the regular price is $198 how much
will the second VCR cost?

2. The average cost to prepare and file annual taxes is $100. 300 returns were filed.
How much income was received from tax preparation?

3. 14-3 wire costs $.25 per foot. The bill at the supply store was $40. How many
feet of wire were purchased?

4. A room is 18’ by 20’. Carpet costs $15 per square yard. How much will it cost
to carpet the room?

5. Sherry receives a savings deposit of $500. The customer states that she would like
$65 back in cash. How much is the final savings deposit?

6. Nathan wants to buy stock in Hershey. The stock is selling for $15 a share.
He has $750 to spend. How many shares can he buy?

7. Bob wants two bookshelves built for his living room. The wall where the shelves
will hang is 11 feet long. Bob wants one foot of space between the shelves.
How wide will each shelf be?

8. Last week Jane spent $85.95 on items from a store. Today she returned 3 pair of
socks at $1.50 per pair, and a clock radio that costs $19.95. How much was Jane’s
refund?

Student copy (part 1)

5th grade – Lesson 4
 Calculator Problems Worksheet

Answers to Activity 5-6 Calculator Problems

1. $99

2. $30,000

3. 36 feet

4. $600

5. $435

6. 50 shares

7. 5 feet

8. $24.45

Student copy (part 2)

5th grade – Lesson 4
Grade Level: Fifth
Lesson 5

Title: Banking Unit

Directions: See attached sheet

Wrap-Up: Classroom Discussion

Materials: Contact a local financial institution in advance and request a presenter to

visit the classroom.

Time: 1 session
 Lesson Plan: Banking Unit

1. Contact a local financial institution and request a presenter to come to the

school to do a banking unit with the students. Included in this unit are:

History of banking

Demand deposits/savings instruments definition

Federal Reserve System

Checking accounts

Savings accounts

Loans – mortgage/auto

2. Some financial institutions may have an education packet designed for school
presentations. If not, they could perhaps contact the American Bankers
Association to inquire about such a program. Every financial institution is familiar
with this organization.

3. If no prepackaged program is available, most bank branch managers can address

the above topics and bring sample instruments for students to use as they learn.
A lesson on paychecks and budgeting is also a good idea. They should also
address the duties of their job, education required, and other careers in banking.

4. Once a relationship is established with the financial representative, they can sponsor
programs such as Most Improved Math Grades/Scores. In this program, the bank
employee gives students a small token (pens, portfolios, key chains, notepads) for
the most improved grades/scores in math.

5th grade – Lesson 5

 Suggested Additional Activities/Resources

 Online Career Planning System

 Career Videos
 Career Day
 College Day
 Classroom Speakers
 Career Aptitude Survey
 Career Interest Inventory Survey
 Internet Resource
http://www.bls.gov/ooh/
 Career Portfolios
 Fieldtrips
 SCANS Skills in the Workplace

U.S. Department of Labor

Secretary’s Commission for Achieving Necessary Skills
200 Constitution Avenue, N.M.
Washington, D.C. 20210
 SOURCES
 RGV LEAD

 Online Career Planning System

 SCANS– Skills in the Workplace