The purpose of this two-week unit is to help students learn more about themselves. By identifying their interest areas, students will be guided to explore careers within these areas. Whether a student has known since first grade what he/she wants to be or has no idea, this unit will help students learn about many careers and then, intensely study one of particular interest to them.
The culminating project of the unit is a presentation of each career at our
Wax Museum. Students will become an expert within their career and present information about this career to an audience. Through this activity, students will not only become very familiar with a specific job but also learn the important skills of planning, researching, organizing, time-managing, and oral presenting.

WAX MUSEUM
Dear Parents,
During the next two weeks, the XXXX graders will be exploring their interests and future careers, and investigating one particular career in-depth. As a culminating experience, the students will celebrate what they have learned by hosting a Wax
Museum for students and parents on ___________________________________.
As part of this unit of study, the students will be required to create a tri-board with information about the career they are studying and a written presentation for the
Wax Museum event. Students will be researching their specific career in class as well as creating the tri-board; however, parents are encouraged to talk with their children about the career through the homework activities.
Some of the benefits of this project for the students will be:
 Identify interests and related careers
 Gain an in-depth understanding of their chosen career
 Develop a further appreciation for many careers
 Plan and organize a project
 Follow through on a plan
 Develop research skills
Please note the following requirements:
 Students must have a tri-board by next Monday. (Tri-boards can be found at Walgreens, Staples, Hobby Lobby, etc.)
 Students must have a written presentation on 3x5 note cards.
 Students will need to dress in the professional attire of his/her career choice.
 Students must attend the Wax Museum event.
Your son/daughter will be choosing a career in school after taking an interest inventory and exploring the career pathways. It is strongly recommended that you help your child put together his/her “costume” for the presentation as well as find research sources (outside of school) although the students will be doing most of their research in class. Students cannot learn about the many careers available to them in the future!
The project’s due date is _____________________________. (This includes the tri-
board and presentation note cards.)

All of your assistance in this project is much appreciated!! Please contact me if you have any questions. Please sign and return the bottom portion of this form
immediately.
Sincerely,
I have read the note about the Wax Museum and will support my child,
___________________________________, in completing the requirements for the
Student’s Name
project which is due on _______________________________________. I also am aware of the Wax Museum event on ________________________________________.
_______________________________________
Parent/Guardian’s Signature
______________________________
Date

The lesson, activities, and culminating project contained within this unit meet a number of
Common Core State Standards.
Reading: Informational Text
RI.4.9
Reading: Foundation Skills
RF.4.4
Writing
W.4.2, W.4.4 - 5, W.4.7 - 8
Speaking & Listening
SL.4.4 – 5
Language
L.4.1 – 4, L.4.6

The lesson, activities, and culminating project contained within this unit meet a number of
Common Core State Standards.
Standard A: Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions
Benchmark A:1 – Develop career awareness
C:A1.1, C:A1.2, C:A1.4
Standard B: Students will employ strategies to achieve future career goals with success
Benchmark B:1 – Acquire career information
C:B1.4, C:B1.5, C:B1.6
Benchmark B:2 – Identify career goals
C:B2.1,
Standard C: Students will understand the relationship between personal qualities, education, training, and the world of work
Benchmark C2 – Apply skills to achieve career goals
C:C1.1, C:C2.3

MATERAILS FOR THE UNIT:

Clock Buddies Worksheets (template provided)

Pictures of 10 cars from a magazine

Six Interest Posters (provided)

Tri-Boards (if parents are not supplying)

Construction Paper

Glue

Markers

Scissors

Computers & Printer

Worksheets for Lessons (templates provided)

Costume Props (if parents are not supplying)

Safety Pins
PREUNIT ACTIVITY:
CLOCK BUDDIES
To help the activities run more smoothly, students should have pre-designated buddies.
Use the Clock Buddies template. Students will assign buddies for at least the hours of noon, 2, 4,
6, 8, and 10 o’clock. The teacher may let students choose each partner or the teacher may choose the partnerships.

OBJECTIVES:
1.
Students will identify possible career opportunities based on interests.
2.
Students will learn specific details about one career of their choice.
3.
Students will teach peers, younger students, and parents about the different careers.
DAY ONE
TIME: 45 minutes
MATERIALS:

Pictures of 10 cars (cut out from magazines)

Six Posters Labeled with the names of the interest areas:

Artistic – You are a “creator”

Social – You are a “helper”

Investigative – You are a “thinker”

Enterprising – You are a “persuader”

Realistic – You are a “doer”

Conventional – You are an “organizer”

Computers for interest inventory
ACTIVITY:
1.
Choose just four of the pictures of vehicles -- all cars -- to display at the front of the room.
Briefly discuss the characteristics of each of the cars to help students identify what they like about each one.
2.
Hold each picture up and ask, "Is there anyone who would like to drive or purchase this vehicle?" Hand the picture to someone who indicates that they would like it.
3.
Once all four pictures have been distributed (keep other pictures out of sight), ask, "Are you satisfied with the car you chose? Is there anyone who might like to trade for a different one?" Inevitably, when given a chance to trade, at least one person will be interested.
4.
At this point, bring out the other pictures of vehicles, including sportier cars, trucks and motorcycles. Allow the students to trade their first cars for a vehicle from this new group.
5.
Now ask the students why they traded. Elicit responses regarding why they like the newer choice better, why having more choices results in a better decision, and how the newer choice better matches their preferences.
6.
Now ask whether anyone out shopping for a new vehicle would want to choose from just four cars. Why not? Talk about the idea that when making major decisions, we all want to

make the best possible choice. We want to make choices that will make us happy. We want to understand all the possibilities and options before making a choice. If we don't know about all the options, we might miss the one that would offer the best chance of happiness and success.
7.
Tell students that their career decisions are among the most important decisions they will make in life. Have students think about how it would be to wake eager to go to work, thinking, "I get to go to work today!" Ask them for examples of people they know who appear to be very satisfied in their jobs. People who work in the careers that match their interests are more likely to be happy and satisfied in their jobs.
8.
Help students understand that career interest assessments are designed to help people organize what they know about their personal interests in a way that will help them discover the careers that are consistent with those interests. However, assessment results can only reflect the student's responses. Obviously, the most meaningful results come from responding to the assessment items in a thoughtful and truthful manner.
9.
Many assessments use six key personal characteristics to begin exploring what a person is like. Have student look around the room at each interest area poster. Explain to students the six interest areas: Artistic, Social, Realistic, Investigative, Enterprising, and
Conventional.
10.
Students will have 30 seconds to decide which interest area they believe best fits them.
On the count of 3, students will quickly walk to their area. Have several students share why they believe that’s the best area and what jobs might be associated with this interest.
List the jobs on the posters.
11.
Repeat this one more time having students choose the next interest area that fits them best.
12.
Tonight’s homework will be to complete the Interests and Careers worksheet with their parents’ help. Explain that tomorrow we will take an interest inventory and really figure out which area best fits us and which careers that may include.

Name:____________________________ Date:_________________
INTERESTS & CAREERS
One interest area of mine is ___________________________ because I am
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Several careers I think might be included in this interest area:
1.
2.
3.
4.
Another interest area of mine is ___________________________ because I am
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Several careers I think might be included in this interest area:
1.
2.
3.
4.
After reading the career pathways chart, I believe the pathway that best describes me is ________________________. Of the jobs listed in this pathway, I think I would most enjoy being a(n) ______________________ when
I grow up.

DAY TWO
TIME: 45 minutes
MATERIALS:

Computers

Pondering a Career worksheet
ACTIVITY:
1.
Students will explore their interests through www.headed2.com
.
2.
Students will compare their findings today with last night’s homework. Are the pathways the same? (They do not have to be.)
3.
Students will complete the Pondering a Career worksheet in class.

1.
2.
CAREER: ____________________________________________
What is it?
What are three duties you might have with this job?
3.
How does this job help others?
What might this job look like? (Draw a picture)

DAY THREE
TIME: 45 minutes
MATERIALS :

Computer

Career Questionnaire
1.
Each student must pick one occupations he/she will explore in more depth by filling out the “In the future, I might like to be . . . “ questionnaire.
Students will be able to pick their career; however, their choice will be limited to the trading cards younger grades are using.
2.
Students should use the websites provided and/or the career books. a.
WEBSITE LIST: http://www.careerkids.com/careers/ http://www.bls.gov/k12/azlist.htm
3.
If students have someone he/she knows with this career, he/she will receive extra credit if the person is interviewed.

DAY FOUR
TIME: 45 Minutes
MATERIALS:

Presentation Outline Worksheet
ACTIVITY:
1.
Introduce the Wax Museum Project. Explain to students that they will be creating a
“Wax Museum” for students and parents to learn more about careers! They will be the experts of their profession sharing all that another person would need to know about a career. (Be sure to explain what a wax museum is and possible show a short clip from you tube of Madame Tussauds. This will help students understand what they will be creating.)
2.
Pass out Wax Museum Rubric and review with students.
3.
Students will begin to write their Wax Museum presentation using the research they found yesterday. (See Rubric for details.) Teacher should model writing a presentation with students’ help before students begin their own. (Teacher may model any job or use the model provided below.)

See teacher example of Zookeeper Presentation.
4.
Handout Presentation Outline worksheet. This is designed to help students get started but they don’t have to follow it exactly.
5.
Students will use the rest of class time to work on presentation outline. They must finish it for homework tonight.
6.
Homework: Finish presentation outline. Get Tri-Board for presentation.

Name:______________________________________ Due Date:______________
Wax Museum Presentation and Tri-Board Rubric
Criteria 3
Exceeds
Expectation
Introduction Introduction clearly states career and is catchy
2
Meets
Expectation
Introduction clearly states career but isn’t catchy
0
Does Not Meet
Expectation
Introduction does not clearly state career
Score
Training,
Education &
College Majors
Skills &
Interests
Typical Day
(Duties of the
Job)
Wage/Salary
Clearly and accurately describes level of training/education & college majors
Somewhat clearly and/or accurately describes level of training/education & college majors
Describes two skills and/or interests
Describes at least three skills and/or interests beneficial to career
Accurately and clearly describes a typical or duties of the job
Accurately states average wage or salary
Somewhat clearly and accurately describes a typical day
Does not accurately describe level of training/education & college majors
Describes less than two skills and/or interests
Does not clearly or accurately describe a typical day
Does not accurately state wage or salary
Related Jobs Identifies at least three related jobs
Identifies two related jobs
Identifies less than two related jobs
Occupational
Outlook
Pictures
Conclusion
Clearly and accurately states the average annual growth AND the number of job openings
Tri-board includes at least 1 pictures that helps audience understand the career
Accurately states either the average annual growth or the number of job openings
Tri-board includes at least 1 picture but it doesn’t help audience understand the career
Does not accurately state either the average annual growth or the number of job openings
Tri-board does not include a picture
Conclusion is wellstated
Conclusion is somewhat well-stated
Conclusion isn’t wellstated

TOTAL
Comments:
Teacher Example of Wax Museum Presentation
Introduction
My name is Kim. I am a zookeeper. As a kid, I loved animals – all kinds from my dog, Samantha, to the snapping turtles that swam in our lake. It was this love of animals, science, and the outdoors, that helped me decide to be a zookeeper.
What to you have to do to become a zookeeper?
(Include: Training and education, skills, interests)
Loving animals helps me be very good at this job, but it also helps that I love the outdoors and don’t mind getting pretty dirty at times. I have a uniform that I wear of khaki pants, a zoo shirt, and heavy boots. Pew, they sometimes stink after work!  A typical day for me might include cleaning exhibits, feeding the animals, helping care for sick animals, and much more.
In order to b e a zookeeper, you must earn a bachelor’s degree in biology or animal science. (That’s four years of college!) You must also have some work experience.
For example, I used to volunteer at the Lincoln Park Zoo in Chicago as I attended college.
Wages or Salary
A zookeeper will make at least $40,000 per year depending on the size of the zoo and his/her experience.
Related Jobs
There aren’t many job openings to be a zookeeper, and before I decided to be a zookeeper, I also considered other jobs where I w ould’ve worked with animals such as being a veterinarian, wildlife biologists, animal trainer, and pet store owner.
Challenges You Might Face
Being a zookeeper will require me to be on my feet all day long. I will have to get in shape to do this job. I will also have to get used to lots of different smells and sounds from the animals.
Conclusion

I look forward to going to work every day because I know the animals need me and
I need them too! We are a family!
Name:_____________________
Due Date:__________________
Job: ______________
WAX MUSEUM PRESENTATION
Introduction
My name is _____________. I am a _______________. _________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
What do you have to do to become a zookeeper?
(Include: Training and education, college majors, skills, interests, what do you actually do)
________________ helps me be very good at this job, ____________________
______________________________________________________________
______________________________________________________________
A typical day for me might include ____________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Being a ____________ requires _______ years of training/education. ________
______________________________________________________________
______________________________________________________________

______________________________________________________________
______________________________________________________________
______________________________________________________________
Wages or Salary
______________________________________________________________
______________________________________________________________
______________________________________________________________
Related Jobs
______________________________________________________________
______________________________________________________________
______________________________________________________________
Challenges You Might Face in this Career
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Conclusion
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

DAY FIVE
TIME: 45 minutes
MATERIALS:

Presentation Outlines
ACTIVITY:
1.
Students will work with their Noon Buddy and share his/her presentation. Together they will help edit each other’s presentation. (10 minutes)
2.
Repeat with other Buddies two more times.
3.
Ask for one or two volunteers to share presentation.
4.
Teacher will collect all presentations and edit/review them tonight.
5.
Homework: Students should be putting together a “costume” for presentation & getting a
Tri-Board.

DAY SIX - EIGHT
TIME: 45 minutes
MATERIALS:

Presentation Outlines

Tri-Boards
 Construction Paper

Markers

Glue

Scissors
ACTIVITY:
1.
Teacher will review tri-board layout.
2.
Students will work on boards while teacher meets with students on their presentation outlines.
3.
Once student has met with teacher, student should put presentation outline onto notecards for the presentation.
4.
Homework: Students should be working on their costumes and practicing their presentations.

Name: ________________________
Due Date: _______________
Be sure to include at least one picture on the board.

DAY NINE
TIME: 45 minutes
MATERIALS:

Red construction paper

Black Markers
 Scissors

Safety Pins
ACTIVITY:
1.
Teacher will review Wax Museum format. (10 minutes)

Students will remain in their position and frozen unless a visitor pushes the
“TALK” button

Students will only talk from script. They may not answer questions from visitors.
(Remember that you are not alive but a wax figure.)

Students must all be in appropriate professional attire (costume).
2.
Make “TALK” button that museum visitors will push to get you to talk. Teacher will attach safety pin to each button. (15 minutes)
3.
Practice presentations to each other. (20 minutes)

DAY TEN - ELEVEN
TIME: 45 minutes
MATERIALS:
Presentation
ACTIVITY:
1.
Practice presentations one at a time to entire class. Students may give feedback to peers to help them.
2.
Homework: Continue practicing presentations and be sure costume is ready.

DAY TWELVE
TIME: 45 minutes
MATERIALS:
Presentation, Costume, Talk Buttons
ACTIVITY:
1.
DRESS REHEARSAL DAY! Students should have costume and TALK buttons and be placed in their proper position in presentation room.
2.
One at a time, students will present their presentation to entire class.
3.
Homework: Practice presentation and be sure all costume pieces are at school tomorrow.

DAY THIRTEEN
TIME: 60 minutes
MATERIALS:
Presentation, Costume, Talk Buttons
ACTIVITY:
1.
Present to students and parents!
2.
Students must turn in presentation to teacher at end of event.
ASSESSMENT: Teacher will use rubric to assess presentation content.