Conscientious Catalyst
  1. Strand PHIL.I Definitions of Philanthropy
    1. Standard DP 02. Roles of Government, Business, and Philanthropy
      1. Benchmark MS.6 Identify significant contributions to society that come from the civil society sector.
  2. Strand PHIL.III Philanthropy and the Individual
    1. Standard PI 02. Careers In The Nonprofit Sector
      1. Benchmark MS.1 Identify and explain how career options in the civil-society sector contribute to the community.
      2. Benchmark MS.2 Compare the requirements for similar jobs in the civil society and the for-profit sectors.

To have learners recognize the various careers available in the environmental field.

PrintTwo Forty-Five Minute Class Periods

The learner will:

  • ist the different roles or communities with which they are identified.
  • identify careers in the environmental field.
  • write employees wanted ads for jobs in the environmental field.
  • complete a job application.
  • Articles used in Lesson Three.
  • Large sheet of banner paper
  • Self-sticky notes (approximately 3x5 size)
  • Homework Assignment (Handout One)
  • Job Application (Handout Two)
  • Several copies of classified newspaper ads
  • I Want To Be An Environmentalist (check bibliography) one copy for each group.(This resource is very good, but as an alternative you may choose to just have learners obtain the information they need from the Internet.)
Home Connection: 

Interactive Parent/Learner Homework: Give learners the name of the lesson. Have them look up the definitions to the words used for the title. Instruct them to explain the lesson to their family members and come up with a rationale for the name. (see Handout Two)

  1. Anticipatory Set: In a journal entry, ask learners to explain their interpretation of the adage “the hats we wear”. Have them make a list of as many different “hats” (roles they have) they wear and record these on the display board. These might include son/daughter, sibling, teenager, friend, team member, religious background, ethnic background, employee.

  2. Redistribute articles from Lesson Three (or just ask learners to think about the articles they read during any of the previous lessons) and challenge them to identify any careers associated with those particular articles. Have learners share a few examples with the whole group. (If an on-line computer lab is available tell the learners to use an Internet search engine andtype in the keywords environmental careers. This will allow them to access a plethora of links related to careers in the environmental field.)

  3. Tell the learners they are to create a list of as many careers in the environmental field that they can think of.They may look through the articles or use the suggested internet search to help them find careers.

  4. Assign students to groups of three or four and distribute one copy of I Want to Be An Environmentalist to each group reviewing the web search directions for key words environmental careers.

  5. Tell the learners to peruse some of the links to find any additional careers in the environmental field, telling them that they do not need to print the information from the sites, just to look them over for additional ideas.They may choose to divide these resources up among group members, a few looking over the book and a few checking the web sites.

  6. Teacher Note: If learners do not have Internet or computer access, provide them with phone books, classified sections, or other articles where they can find the information. Do not spend more than 20 -30 minutes on this so that you have time to complete the next activity before the end of class.

  7. Give each group several self-sticky notes.Tell them they are to generate a list of possible careers to post in the back of the room by placing each job title on one note. Remind them to print clearly and that the words need to be written large enough to be read from their seats. Have one learner record the careers as their teammates share. You may want each learner to write the career stated by the teammate to their left, so that the recorder keeps changing and every learner takes a turn recording. Have teams divide the self-sticky notes and post them onto the banner paper in the classroom.

  8. Close this portion of the lesson by explaining to the learners they are going to be creating an employees wanted ad and filling out an application for one of the positions that were mentioned in class. Encourage them to find classified ads for employment to bring to class and distribute the Homework Assignment (Handout One). Review the assignment and answer any questions they may have.

  9. Day Two:

  10. Have the learners who brought in their employment employees wanted ad look through the ads to find the commonalties in each ad. (It might prove helpful if for the teacher to bring a number of employees wanted ads to supplement this activity.) After a few minutes ask learners to share their findings with the class. Record commonalties in content and presentation on the display board.

  11. Use this list as a format for the information that should be included in the ads the learners will be creating, tell the learners that they are writing for the community paper and a local organization has come to them to create ads for positions they have open. Tell learners to go to the banner paper and choose one self-sticky note to be used in writing an employees wanted ad for that position.

  12. Distribute a 3 x 5 card to each learner and have them record their name on the back and create their employees wanted ad on the front of the card. Collect the employees wanted ads and arrange them on banner paper representing the layout of a classified ad section.

  13. Distribute a copy of the Job Application (Handout Two) to each learner andtell them to choose one of the ads generated by the class and to complete the application for that position.Tell them they must choose a career other than the one they advertised for. (*Optional:You may want them to only choose one career for both their employees wanted ad and application. Having them work with different careers enables them to become familiar with more than one.)

  14. Ask learners to identify the businesses, organizations or agencies that would offer positions such as these.Record their answers on the board. Discuss the difference between profit and non-profit businesses/organizations. Ask which of the businesses they identified would be for profit and which would be nonprofit.(If you do a goggle search for non-profit jobs, you can find many examples.) Ask the learners why there is such a need for these non-profit organizations. Discuss the fact that these organizations are filling in a need that the government cannot or does not choose to meet.


The completion of the tasks as assigned: the group work, the creation of the ‘want ad’ and the job application, form the basis of learner assessment for this lesson.