Some of the programs offered at Challenger Learning Center are being updated to include information about STEM careers related to the topic of study. In order for students’ participation in Challenger programming to qualify as a work-based learning experience (a structured field study), students must review career information before visiting Challenger and complete a debriefing activity after the visit. The lesson guide and resources on this page are provided to assist teachers in developing these activities for students. It is NOT required, however, that teachers and students complete these activities in order to visit Challenger.
Teachers may revise the PowerPoints linked on this page so they are appropriate for their students’ grade level.
- Prior to their visit to Challenger Learning Center, students will complete an interest inventory and explore occupations (especially those related to STEM or aerospace).
- After their visit to Challenger Learning Center, students will create a career action plan and a presentation to share what they learned.
Suggested Activities to Complete BEFORE visiting Challenger Learning Center
- Bell Ringer
- What do you want to be when you grow up? List five jobs/careers you are interested in. List at least one job/career that is STEM or aerospace related.
- Essential Question(s)
- What do you want to be when you grow up?
- What jobs and careers are available locally, regionally, and nationally?
- What characteristics and skills are employers looking for when hiring workers?
- What subjects in school would be helpful for the job/career you are intersted in?
- Students will understand the requirements and job outlook for a specific career area.
- Standards Alignment
- Knowledge Constructor: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts, and make meaningful learning experiences for themselves and others.
- Creative Communicator: Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats, and digital media appropriate to their goals.
- ASCA Mindsets and Behaviors:
- M4: Understanding that postsecondary education and life-long learning are necessary for long-term career success.
- B-LS7: Identify long- and short-term academic, career, and social/emotional goals
- B-SS1: Use effective oral and written communication skills and listening skills
- ELA-Inquiry-Based Literacy
- Standard 3: Construct knowledge, applying disciplinary concepts and tools, to build deeper understanding of the world through exploration, collaboration, and analysis.
- Standard 4: Synthesize information to share learning and/or take action.
- ELA-Reading Informational Text
- Standard 5: Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations.
- Standard 2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately thorough the effective selection, organization, and analysis of content
- Standard 4: Demonstrate command of the conventions of standard English grammar and usage when writing and speaking
- Standard 5: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
- Standard 3: Communicate information through strategic use of multiple modalities and multimedia to enrich understanding when presenting ideas and information.
- For five careers, students will gather the following information and create a presentation.
- Job description
- Working conditions
- Educational, training, and licensing requirements
- Advancement opportunities
- Commute and travel
- Potential earnings and compensation
- Job outlook
- At least one of the careers must be STEM or aerospace related.
- Review the teacher’s expectations for the presentation. (Presentation ideas are listed in the EVALUATE section.)
Explore and Explain (pre-activity)
- The teacher will review the Assess Interests and Skills PowerPoint with students.
- Students will complete interest and skill inventories.
- The teacher will review the Explore Occupations PowerPoint with students.
- Students will identify five careers (at least one that is STEM or aerospace related) they are interested in.
- Careers in Space
- STEM Occupations
- For younger students
Students will research the five careers they identified. (Student Research Template)
Suggested Activities to Complete AFTER visiting Challenger Learning Center
- The teacher will review the Action Plan PowerPoint
- Students will identify which career (out of the five they researched) most interests them.
- Students will define goals to achieve that occupation. Goals may include:
- What classes to take in high school,
- What type of education/training is needed after high school, or
- What standardized tests are needed to be accepted into post-high school education/training.
- Students will identify at least three potential employers for their chosen career.
- Students will submit career research on five careers.
- Students will present information about the career they are most interested in and the goals they have developed for themselves. Students can present info with:
- Elevator Speech
- Have students pretend that they have all the requirements for their career. They meet the CEO of the company where they want to work and they have 60 seconds to “pitch” themselves (ie, convince the CEO to hire them).
Richland One Career Development ELO and Work-Based Learning Form
(Richland One teachers should complete this form and submit it to their school’s Career Development Facilitator.)
Challenger Programs that include STEM Career Information