Unit 3: Learning and Planning

Students engage in self-reflection as they consider occupational fit and how various career options align with their personal strengths and preferences.

Students will learn about potential careers of the future and create their own job description.

Students will explore career profiles and relate them to what they are learning in science class.

Students learn how the STEM skills that they develop in class apply to future career options. 

Students will explore how STEM skills are needed in non-STEM careers.

Students will explore STEM career sectors and the skills required for a variety of STEM careers.

Students will explore what it means to be adaptable and flexible, and learn how to solve problems in a proactive way with respect to career planning.

Students will plan the development of a bike lane and explore careers associated with such a development.

Students will take inventory of their Global Competency skills, reflect on their strengths, and set next steps for mastery of these skills.

Through hands-on activities, students will distinguish how social and work situations require both verbal and non-verbal means of communication.

Students will create a personal website to demonstrate the STEAM skills and concepts they have learned in class/school.

Students will use online tools and job search engines to explore career possibilities and the job market.

Students will learn the importance of computer programming skills across a variety of career areas and how these skills can make them more employable.

Students learn how to find a volunteer and work experience and then develop a detailed plan to apply for one of these experiences.

Students will learn about crime scene investigation and its connections to cell biology and careers.