Come to the Fair

Grades: 
9, 10, 11, 12

The learners will practice their audio/visual career research presentation in front of their peers, and use peer feedback to make adjustments and finalize their presentations.  They will plan, implement and reflect on a service project to inform others about careers with animals by hosting an informational Careers with Animals Expo.

Lesson Rating 
0
Duration 
PrintTwo to Three 50-minute class periods, with additional time needed to implement the Careers with Animals Expo
Objectives 

The learner will:

  • perform their career presentation for peer review.
  • use peer feedback to enhance his/her presentation.
  • share their presentations with a student-selected audience(s).
  • reflect learning and impact of their service.
  • write a response in which learners reflect about their plans for selecting a career.
Materials 
  • Enough copies of Handout One: Peer Review Audio/Visual Presentation Rubric for each class member to review each presenter, or a display copy and small pieces of paper for giving peer feedback on the presentations.
Bibliography 
  • Reeves, Diane Lindsey and Heubeck,Nancy. Career Ideas for Kids Who Like Animals and Nature. ISBN-10: 0816040982 ISBN-13: 978-0816040988
  • Sirch.Willow Ann. Careers with Animals: The Humane Society of the United States . ISBN-10: 155591408X  ISBN-13: 978-1555914080
  • Pasternak,Ceel  and Thornburg, Linda. Cool Careers for Girls with Animals..ISBN: 043918018X
  • Maynard, Thane.Working With Wildlife: A Guide to Careers in the Animal World, Forward by Jane Goodall ISBN-10: 0531115380 ISBN-13: 978-053111538

For additional related topics and materials see: 

 

Instructions

Print
  1. Anticipatory Set: Display this quote as the learners enter the room: "Learning is finding out what you already know, Doing is demonstrating that you know it, Teaching is reminding others that they know it as well as you do. We are all learners, doers, and teachers." (Richard David Bach)

    Read the quote to the class and explain that today they will be all three – learners, doers, and teachers - by listening and responding toone anothers'presentations about their selected careers with animals.

  2. Distribute Copies of Handout One: Peer Review Audio/Visual Presentation Rubric.Tell the class that they will provide anonymous constructive peer feedback as they listen to each “practice” presentation. Have the students score each presentation using the rubric.

  3. After all learners have presented, they should receive the scoring forms from their peers, average the scores and determine which if any aspect of their presentation needs to be enhanced. Students can be assigned to refine their presentations according to the feedback as homework.

  4. Facilitate a class meeting during which the learners plan the career expo and develop action steps to implement the plan including what audience(s) would benefit from this information, when and where it will be presented, the roles and responsibilities of each member of the class in making the Career Expo a success.

  5. After the Careers with Animals Expo:

  6. “Café” Reflection Activity: (Optional – To enhance the informal discussion “café” atmosphere, offer the students coffee, hot chocolate, or other soft drinks during this activity.) Arrange the room into four “tables” (desks pushed together work well). Put a “table covering” (large sheet of paper) on each “table.” Write one of the following headings/questions on each “table covering.”

    • Learning About Careers What did you learn about choosing a career and what more would you like to know?
    • Feelings about Careers with Animals How do you feel about pursuing a career that supports humane treatment and animal welfare?
    • Sharing the Presentations What impact did preparing for and presenting the Careers with Animals Expo have on you and the audience?
    • Career Choice What are your current thoughts about a career choice, why?
Assessment 

Assessment will be based on quality of participation in the class discussions, career presentation rubric, participation in planning and implementing the service project, as well as the written response.

Philanthropy Framework

  1. Strand PHIL.II Philanthropy and Civil Society
    1. Standard PCS 01. Self, citizenship, and society
      1. Benchmark HS.2 Discuss and give examples of why some humans will sacrifice for the benefit of unknown others.
      2. Benchmark HS.4 Describe and give examples of characteristics of someone who helps others.
  2. Strand PHIL.III Philanthropy and the Individual
    1. Standard PI 01. Reasons for Individual Philanthropy
      1. Benchmark HS.1 Define and give examples of motivations for giving and serving.
    2. Standard PI 02. Careers In The Nonprofit Sector
      1. Benchmark HS.1 Identify and explain how career options in the civil-society sector benefit communities.
      2. Benchmark HS.2 Explore requirements and motivations for a career in the civil society sector.
  3. Strand PHIL.IV Volunteering and Service
    1. Standard VS 02. Service and Learning
      1. Benchmark HS.2 Identify specific learning objectives from the academic core curriculum that are being applied in the service-learning project.
    2. Standard VS 04. Raising Private Resources
      1. Benchmark HS.3 Describe a detailed action for service.
    3. Standard VS 05. Integrating the Service Experience into Learning
      1. Benchmark HS.2 Evaluate progress on the service-learning project before, during, and after the project.
      2. Benchmark HS.3 Identify outcomes from the service.