Essay Grade

Wax Museum Assessment
Grand Canyon University: ELM 550
Claudia Cortez
May 29, 2019
Wax Museum Assessment
Part 1:
Grade: 5th
Social Studies Standard:
5.5 Students explain the causes of the American Revolution – Understand the people and
events associated with the drafting and signing of the Declaration of Independence and the
document’s significance, including the key political concepts it embodies, the origins of those
concepts, and its role in severing ties with Great Britain.
Arts Standard:
Connections and Applications 5.1 Use theatrical skills to dramatize events and concepts from
other curriculum areas, such as reenacting the signing of the Declaration of Independence in
history–social science.
Learning Objectives:
Students will understand the significance of the Declaration of Independence and its role in the
American Revolution.
Students will be able to use their theatrical skills to reenact an important part in history to explain
the information that they learned in a creative way.
Students will be able to understand how different subjects can intertwine and can be used to
connect information.
Formative Assessments:
Strategic Questioning: This formative assessment can be used either with individual students,
with the entire class, or with a small group of students. In using strategic questions as a type of
formative assessment, students are able to think and answer higher order thinking questions
(Watanabe-Crockett, 2019). In using this strategy, it can help me see the student’s level of
understanding of the topic. We can tell whether the students are understanding what the
declaration of independence is, how it came to be, and what its role was in the American
Revolution. In asking these types of questions we can see how well they are understanding the
topic and if they need more of an explanation
Think-Pair Share: In using this strategy as a formative assessment, it provides an easy way to get
insight on what the student is thinking. As we ask questions, we take the time to let students
think about their answer. Once they are done, they can pair up with one of their peers and discuss
their thoughts. As I walk around while they are paired up, I can listen in on their conversations
and get an insight on their level of understanding about the topic (Watanabe-Crockett, 2019).
Taking the time to understand the information and connect such as with social studies and art,
can help a student figure out different ways to present the information.
Creative Extension Projects: To get students to demonstrate their comprehension, we can provide
them with simple in class projects they can do. These quick projects help students apply their
higher order of thinking. Having them create a collage or a poster about the declaration of
independence or having them build a diorama can be a great way for them to get ready for the
summative assessment (Watanabe-Crockett, 2019). Their summative assessment can build of off
this formative assessment and help us see if they are on the right track to start the summative
assessment. This type of assessment provides a creative outlet and allows student to take charge
of how they choose to present what they know.
Exit Ticket/Reflection/3-2-1: This is a simple formative assessment, in which we just have each
student write down on a piece of paper 3 things that they learned, 2 things they want to learn
more about, and one area they had trouble on. This assessment can also be done as a reflection,
students can write how they felt at the beginning of the lesson, how they felt during the middle of
it and how it felt when the lesson was finish. After collecting these, we can gather what the
students thought about the lesson and if there needs to be any further explanation. Not only are
we able to see where our students stand, but we are also able to see how well our instructional
strategies were able to reach them. It provides us with data and feedback to better help our
students with introducing them to new information.
Description of Summative Assessment:
For the summative assessment the students will write a one-page letter as if they were a colonist
reading the Declaration of Independence for the first time. They will be writing the letter to one
of their relatives that lives elsewhere, explaining to them the contents of the letter. They will also
explain how they feel about this change and whether they agree with it or not. They will have a
couple of questions that they will be answering for the assessment and will be required to show
their knowledge of the Declaration of Independence.
Rubric for Summative Assessment:
The rubric for the summative assessment will have a 0-5 for each of the areas they will be graded
on. A 0 being the student did not incorporate that topic and a 5 being the student met the
requirement for that topic. There will be about 5-6 topics that the students will be graded on,
them being expressing their feelings on the change, describing the main points of the declaration
of independence, do they agree with it or not and discussing why, how they think the colonies
will be affected, how well written it is, grammar, etc.
Ways to Provide Feedback:
Before providing feedback, I will make sure that students understand what goal it is they are
trying to reach. In having a clear and concise goal, students will know what to work towards and
be able to measure whether or not they reached it. Providing students with a variety of pre and
post assessments that yield quick feedback are great strategies. It provides them with specific
information on their performance and what they should or should not focus on. Not only that, but
using other strategies such as technology, other teachers, and even peers as sources can also be
alternative ways in which we provide students with timely feedback (Wiggins, 2012). In using
these strategies in the classroom, we can enhance our student’s performance and achievement as
well as their improvement in certain areas.
Accommodations:
A couple of ways that I will accommodate students with learning disabilities and language
barriers, is by first letting them know that they can talk to me about any resources they may need
outside of the classroom or anything in general. Second, I would provide them with all of the
information they may need on disability services that the school provides if they feel like I am
not providing them with the help they need. I would provide them with information on tutoring
centers in the school and around the neighborhood, counseling centers, and even computer labs. I
would also provide them with printed material on the important dates and assignments (any way
they feel most comfortable understanding it) so that students can keep track of it on their own
(Burgstahler, 2019). Provide students with study guides, as well as different instructional
strategies that works with their learning style, is also a great way to accommodate them.
Providing the students with equal access to the learning environment gives them the chance to
understand the information just like the rest of their peers.
Part 2:
Assessment plans are an important part of the learning process. It is a guide for both the
student and the teacher to understand where the student stands after learning new information.
For my assessment plan, I used various forms of assessments and data to help guide my
instruction and better serve my students. Assessments such as projects, reflections, exit tickets,
group work, etc. were used to help me understand what my students were thinking. I will
ethically use the various assessments and data to help guide me in identifying students’ strengths
and areas in which they can grow. Through daily formative assessments, I will be able to collect
data on each student in order to help them understand the topic at hand. If I get enough feedback
that a majority of students are struggling on a particular topic, I will adjust my lesson plan
accordingly to make sure everyone understands the concepts being taught.
My assessments will also support me in the best ways to teach my students, through
group work, individual assignments, quizzes, homework, etc. I will be able to compile a
thorough list of each student’s comprehension level. These assessments will then help me
determine how I can adjust my lesson plan to each student so that everyone understands. I will
make sure to have different tiers of assessments so that all students may be challenged at their
current learning level. I would come up with three tiers in order to accomplish this. The first tier
would be for students that are falling behind, the second tier is for students who have a solid
grasp of the concept, and the third tier is for advanced students. In this way, all students will be
challenged to grow. I will use my assessments to help guide me in best serving my students. I
will make sure that I have different tiers in my assessments and lesson plans so that all students
can understand the lesson being taught.
Using the variety of assessments will help me meet the needs of my students because
they will all be different and focus on different ways to answer the same questions. Providing
this variety helps students work outside of their comfort zone to try new ways of explaining their
answers, but also ways they feel are perfect in helping them gather their thoughts. There are
many different types of assessments that we can use in the classroom, both formative and
summative. When we take all these different type into account, we can vary the strategies that we
use in the classroom and switch them around until we find one that works for the majority of the
students. The assessments all depend on the type of data we acquire from our students, so that I
can make the proper accommodations to help them to the best of my abilities.
Resources
Burgstahler, S. (2019). Academic Accommodations for Students with Learning Disabilities.
Retrieved from https://www.washington.edu/doit/academic-accommodations-studentslearning-disabilities
“History-Social Science Content Standards for California Public Schools.” (2000). Retrieved
from https://www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf
“Visual and Performing Arts Content Standards for California Public Schools.” (2001).
Retrieved from https://www.cde.ca.gov/be/st/ss/documents/vpastandards.pdf
Watanabe-Crockett, L. (2019). 10 Innovative Formative Assessment Examples for Teachers to
Know. Retrieved from https://www.wabisabilearning.com/blog/formative-assessmentexamples
Wiggins, G. (2012). Seven Keys to Effective Feedback. Educational Leadership, 70(1), 10-16.
Retrieved from http://www.ascd.org/publications/educationalleadership/sept12/vol70/num01/Seven-Keys-to-Effective-Feedback.aspx
The Living Wax Museum
Step by Step
 Working alone OR with one other student (groups of two), choose an
important historical figure from the list provided.
 If working alone, you will “become” the wax statue. If working in groups of
two, decide who will “become” the wax statue and who will be a museum
expert, called a “docent.” Both jobs require an equal amount of work. However,
the role of “wax statue” is probably best suited for the outgoing or dramatic
person in your pair.
 Independently or with your partner, research this figure.
We will have 3 days in the library for research. If working in
pairs, both students must fill out their research notes page.
 Write a 1-2 minute speech about this important person. If
you are the wax statue will deliver this speech in first person
(I was born in….), while the museum expert will deliver this
speech in third person (he/she was born in….)
 Memorize your speech!!! You will receive one grade
lower if you rely on notecards and you will receive two
grades lower if you read your speech directly. Only students
who have their speech memorized will receive full credit.
 Design costumes. The wax statue needs to resemble the
historical person in terms of dress and props (no face
painting). The museum expert needs to look professional.
Costumes do NOT need to be purchased or rented.
However, they should show creativity and should NOT look
thrown together at the last minute. We will discuss examples
that are easy and free/inexpensive in class.
 Be prepared to “become” the wax statue or museum
expert the day of the exhibition.
The Living Wax Museum
RUBRIC – PROJECT GRADE
Assignment/Task
Points
1. All of your research pages are completed while in the library. These pages include:
A) Notes
B) Bibliography
C) Vocabulary
50 points
2. Time in the library is spent on task and does not distract from other researchers
30 points
3. A sketch of your person based on research is completed and neat (also a handout). This
sketch should include:
A) Costume with all parts labeled
B) Props with all parts labeled
C) Sketch is neat and uses color
20 points
4. Write a 1-2 page biography of your person. This is put into first person if you are the wax
sculpture, 3rd person if you are the museum expert. This biography should contain:
A) The biography is typed and is free from spelling or grammar errors
B) Proper MLA format (correct heading, font and size, spacing)
C) Information that focuses on the most important aspects of this indidivual as it
relates to history
D) Information that is accurate
E) ALL sentences/phrases are your words
5. Your written biography is memorized in preparation for our Wax Museum. Your speech is
memorized
A) Your speech is approximately 1-2 minutes long
B) Your speech is memorized (but notecards are handy in case a word or two is
forgotten)
C) The speech is NOT read directly from the page
6. At least one article of clothing is worn to represent this person and at least one prop is used to
further represent who this person was.
A) Your costume looks neat and well planned — not thrown together last minute
B) Your costume is accurate for this historical person – not fictionalized
C) Your costume shows effort, hard-work, and creativity
7. Your presentation the day of the “Museum” is professional and you do a good job of
“becoming” your character and reciting your speech. You do not distract or interact with others
but are focused on your “role” during the entire exhibit
8. THIS RUBRIC is turned in – it is not lost or misplaced and is turned in on time
TOTAL POINTS POSSIBLE
100 points
100 points
100 points
100 points
50 points
550
POINTS
The Living Wax Museum
WHO WILL YOU BECOME?
For our wax museum project (see rubric), you must select ONE important historical figure
from any of the lists below. The people have been divided into three categories “Very Well
Known,” “More Challenging,” and “Very Challenging”
No two students/groups can sign up for the same historical figure. That means, once
someone has signed up for King Tut… no one else is allowed to become that person.
Likewise, once you have signed up, you may NOT change your mind or switch characters –
NO EXCEPTIONS!
VERY WELL KNOWN
When researching the individuals on this list, information will be abundant, and therefore
less challenging to find your facts.
Important Historical Figures – AFRICA
1. Nelson Mandela
2. King Tutankamun “King Tut”
3. Nefertiti
4. Cleopatra
5. Desmond Tutu
6. Steven Biko
7. Hannibal Barca
Important Historical Figures – ASIA
1. Mohandas “Mahatma” Gandhi
2. Genghis Khan
3. Confucious
4. Qin Shi Huangdi
5. Ho Chi Minh
6. Tenzin Gyatso
7. Wu Di
Important Historical Figures – AUSTRALIA/OCEANIA
1. Captain James Cook
2. Andrew Barton Paterson – “Banjo Paterson”
3. Robert O’Hara Burke
4. Steve Irwin
5. Abel Tasman
6. Albert Namatjira
7. Lord Howard Florey
MORE CHALLENGING
The individuals on this page are equally as important as the individuals on the previous list.
However, when researching these people, you may find that there is less information,
therefore making your task a bit more challenging.
Important Historical Figures – AFRICA
1.
2.
3.
4.
5.
6.
7.
Nzingha – Amazon Queen of Matamba W. Africa
Ramses II
Hatshepsut
Makeda Queen of Sheba
Mansa Musa
Nefartari
Amina – Queen of Zaria
Important Historical Figures – ASIA
1.
2.
3.
4.
5.
6.
7.
Mao Tse-Tung
Sirimavo Bandaranaike
Indira Gandhi
Empress Wu Zetian
Sakanoue no Tamuramaro
Miyamoto Musashi
Hojo Masako, – Nun Shogun
Important Historical Figures – AUSTRALIA / OCEANIA
1.
2.
8.
3.
4.
5.
6.
7.
Queen Liliuokalani
Ooddgeroo Noonuccal
Edward John Eyre
Martin Cash
Mary Seah
Jack Davis
King Kamehameha
Matthew Flinders
VERY CHALLENGING
The following are NOT people but important historical artifacts/landmarks. Because it will
require EXTRA work to create a costume that resembles the following – it will be reserved for
students who have proven they can take on extra work.
Important Historical Artifacts/Landmarks of Africa, Asia, and Australia/Oceania
1. The Mysterious Easter Island Statues
2. Terracotta Soldiers
3. Mt. Everest
4. The Great Barrier Reef
5. The Great Wall of China
6. The Taj Mahal
Is there an important historical person about whom you’d like to research? People not listed
on this list may be allowed with prior permission.
Wax Museum Research
Name of my historical figure: __________________________________
Date of Birth – Death
(if known)
Place of Birth
Why is this person
considered an
“Important Historical
Figure”? In other
words, why are they
famous or important?
IMPORTANT Facts
about this persons life
Something unusual,
strange, weird, or
unique about this
person
Other Information
Wax Museum Research
BIBLIOGRAPHY
Where did you find your information? What websites did you visit or read that helped you
learn about your character? What books or other sources did your find?
Type of Source
(Primary or
Secondary)
Location information (name of book, author, web address, and other
important information to locate this source)
1.
2.
3.
VOCABULARY
When doing your research, you are certain to come across historical terms with which you
are not very familiar. Find at least 2 terms that you either: 1) don’t understand or 2) you
understand but you need more information, and complete the box below.
Word / Term
Meaning
Example: Shogun
A military rank the equivalent to a general. Starting in 749 AD to 1868 AD, Shoguns
seized power from the wealthy elite and became the defacto kings/emperors of Japan.
1.
2.
3.
Clothing & Props
After researching your historical figure, see if you can find a picture of your person (this might
be a drawing or carving if your person is from long ago). Then sketch a picture of how you
might dress for the Wax Museum… including props that you might hold or set near you.
Sketch your
design
around this
outline
Label your
designs so
that all parts
(clothing/
props) are
clear
1
About the Career Exploration Wax Museum
The purpose of the career exploration activity 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 activity will help students
learn more about many careers and then, intensely study one of particular interest to them.
The culminating project 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 (peers, faculty/staff,
parents/guardians, etc). 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 presentation.
American School Counselors Association (ACSA)
Comprehensive Guidance and Counseling Standards
Career Development
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
2
ACITIVITY INFORMATION
MATERAILS NEEDED:
●
●
●
●
●
●
●
●
●
Tri-Boards (supplied by students)
Books
Pencil
Paper
Art Supplies (glue, markers, scissors)
Computers
Printer
Worksheets for Lessons (provided)
Costume Props (supplied by students)—can be created from arts & crafts
TIMELINE:
❖ October 1st-7th
o
Students introduced to Wax Museum during guidance
o Students complete interests and careers worksheet during guidance
o Parent letters sent home
❖ October 20th-24th
o Students complete pondering a career worksheet during guidance
o Students complete interest inventory during guidance
❖ January 2015: Students will practice presentations during guidance
❖ January 23rd, 2015: Students should have Tri-Board
❖ February 17, 2015: Completed Tri-Board, Costumes, and Paper Due
❖ February 20th-26th: Dress rehearsal held during guidance
❖ March 2nd-March 5th, 2015: Students present Wax Museum
3
Dear Parents/Guardians,
Over the next several months, your 5th grader 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/guardian in March.
As part of this activity, 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 careers at in and outside of school, as well as creating the tri-board.
Some of the benefits of this project for the students will be:
● Identifying interests and related careers
● Gaining an in-depth understanding of their chosen career
● Planning and organizing a project
● Developing research skills
Please note the following requirements:
● Students must have a tri-board by January 23rd, 2015
Tri-boards can be found at Walgreens, Staples, Hobby Lobby, Dollar Tree, etc.
● Students may have a written presentation on 3×5 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
different career pathways/clusters. It is strongly recommended that you help your child put together his/her
“costume” for the presentation as well as finding research sources (outside of school). Students will be able
to learn about the many careers available to them in the future!
The project’s due date is February 17th, 2015. (This includes the tri-board and presentation notes)
All of your assistance in this project is much appreciated!! Please sign and return this form by October 17th,
2014 and contact me if you have any questions.
Sincerely,
Shanna Mitchell
School Counselor
———————————————————————————————————————————-I have read the letter about the Wax Museum and will support my child,
______________________________, in completing the requirements for the project which is due on
February 17th, 2015. I also am aware of the Wax Museum event in March.
________________________________________________
Parent/Guardian’s Signature
4
_______________________
Date
ACTIVITY 1 (COMPLETED DURING GUIDANCE IN OCTOBER)
MATERIALS:
✓ Presentation Outline Worksheet
✓ Presentation & Paper Rubric
✓ Sample of Written Outline
✓ Tri-Board Layout
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 show wax museum sample:
http://www.youtube.com/watch?v=Kg61r2LaQxY)
2. Pass out Wax Museum Rubric and review with students.
3. Students will begin to write their Wax Museum presentation using the research they find. (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 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
Name: ______________________________________________________ Due Date: ______________
Wax Museum Presentation and Paper Rubric
Criteria
3
Exceeds Expectation
2
Meets Expectation
0
Does Not Meet
Expectation
Introduction
Introduction clearly
states career and is
catchy
Introduction clearly
states career but
isn’t catchy
Introduction does not
clearly state career
Training,
Education &
College Majors
Clearly and accurately
describes level of
training/education &
college majors
Does not accurately
describe level of
training/education &
college majors
Skills & Interests
Describes at least three
skills and/or interests
beneficial to career
Somewhat clearly
and/or accurately
describes level of
training/education
& college majors
Describes two
skills and/or
interests
Typical Day
(Duties of the Job)
Accurately and clearly
describes a typical or
duties of the job
Somewhat clearly
and accurately
describes a typical
day
Does not clearly or
accurately describe a
typical day
Wage/Salary
Accurately states
average wage or salary
Related Jobs
Identifies at least three
related jobs
Identifies two
related jobs
Identifies less than two
related jobs
Occupational
Outlook
Clearly and accurately
states the average
annual growth AND the
number of job openings
Pictures
Tri-board includes at
least 1 pictures that
helps 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
Conclusion is wellstated
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
Conclusion is
somewhat wellstated
Describes less than
two skills and/or
interests
Does not accurately
state wage or salary
TOTAL
Out of 27
6
Conclusion isn’t wellstated
Score
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 be 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 local animal shelter.
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 would’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
7
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: ________________________
Job: ____________________________
Due Date: __________________
PRESENTATION & PAPER
Introduction
My name is _____________________________________. I am a _______________. _________________
_______________________________________________________________________________________
_______________________________________________________________________________________
What do you have to do to become a _____?
(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
_______________________________________________________________________________________
8
_______________________________________________________________________________________
9
Activity 2: INTERESTS & CAREERS
Name: ________________________________________________ Date: _________________
10
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 learning about the career pathways/clusters, I believe the cluster 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.
Activity 3: PONDERING A CAREER
11
CAREER: ____________________________________________
What is it?
What are three duties you might have with this job?
1.
2.
3.
How does this job help others?
What might this job look like? (Draw a picture)
12
ACITIVTY 4 (Completed in Guidance)
MATERIALS:
✓ Computer
✓ Interest Inventory (via SCOIS Jr.)
ACTIVITY:
1. Each student must pick one occupation he/she will explore in more depth by completing the interest
inventory on SCOIS Jr.
13
ACTIVITY 5 & 6: (Completed during both ½ lessons of Guidance in January)
TIME: 25 minutes
MATERIALS:
✓ Paper
✓ Markers
✓ Scissors
ACTIVITY:
1. Students will review Wax Museum format. (5 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