We want to be your teammate.

We welcome your input and suggestions, and you can always email us at [email protected].

We hope you find this issue helpful in your classroom, and we look forward to making many issues in the future, hopefully, with your input!

Lesson Plans

Language Arts

CAREER EXPLORATION

Grade Level

3rd-5th

Duration

90 minutes (over two class periods)

Subject Area

Career Education, Social Studies, English Language Arts

Objective

Students will explore and research three careers of interest from a given list, analyze their personal skills and interests to identify potential career paths, and develop interviewing and communication skills by conducting an interview with a professional in one of the chosen careers.

Standards Met

Career Development

Understand the connection between personal skills and career opportunities.

Demonstrate effective communication and interview skills.

English Language Arts

NC.RI.5.7: Draw on information from multiple sources to understand a topic.

NC.W.5.7: Conduct short research projects that build knowledge through investigation of different aspects of a topic.

Social Studies

Understand how personal choices and actions impact long-term opportunities.

Materials Needed

Career Exploration Worksheet (provided)

Chromebooks or computers with internet access

Research tools (e.g., Google, Career-related websites like O*NET Online or Bureau of Labor Statistics)

Interview Questions Template (provided)

Example careers list (provided by teacher)

Preparation

Print copies of the “Identifying Your Skills” worksheet and the interview questions template.

Ensure students have access to Chromebooks or computers with internet.

Provide the students with the pre-selected list of careers.

Prepare a list of recommended research sites for students (e.g., O*NET Online, Bureau of Labor Statistics, CareerOneStop).

Lesson Plan Steps

Day 1: Researching Careers (60 minutes)

Introduction (10 minutes)

Explain the importance of exploring careers early and how identifying personal skills and interests can guide career choices.

Distribute the Career Exploration Worksheet and review the questions in the “Identifying Your Skills” and “Exploring Your Interests” sections.

Activity 1: Self-Reflection (10 minutes)

Students complete Parts 1 and 2 of the worksheet.

Class discussion: Share examples of how skills and interests can match careers (e.g., “I like math and puzzles, so I might enjoy engineering or data analysis.”).

Activity 2: Career Research (40 minutes)

Students select three careers from the provided list in the Foothills Kids Magazine.

Using Chromebooks, they research the following for each career:

  • Job description
  • Main duties
  • Required skills
  • Education or certifications needed
  • Average salary
  • Fun fact or notable aspect of the career

Day 2: Conducting an Interview (30 minutes)

Introduction to Interviewing (10 minutes)

Discuss the importance of gathering firsthand information from professionals.

Provide the Interview Questions Template with example questions:

  • What does a typical day in your job look like?
  • What skills or education were most important in getting your job?
  • What do you enjoy most about your career?
  • What advice would you give to someone interested in this career?
Activity 3: Interview Planning (20 minutes)

Students select one career from their research to focus on for the interview.

Students brainstorm who they could interview and write down their plan:

  • Interviewee’s name and contact information
  • How they will contact the person
  • A proposed time for the interview

Teacher collects plans to ensure feasibility and provides feedback.

Homework Assignment

Conduct the interview with the selected professional.

Record responses to the provided interview questions.

Write a short summary (1-2 paragraphs) about what they learned, including:

  • A reflection on how the career aligns with their skills and interests.
  • One surprising thing they learned about the career.

Assessment

Formative Assessment

Teacher observes and assists students during research to ensure they are gathering accurate and relevant information.

Summative Assessment

Completed Career Exploration Worksheet (10 points)

Research Notes on Three Careers (15 points)

Interview Summary (10 points)

Total: 35 points

Differentiation

For Struggling Students: Assign pre-selected careers with simplified research sources and encourage them to interview a family member.

For Advanced Students: Challenge them to compare their three careers in a presentation or explore how different careers interact (e.g., how a civil engineer collaborates with an architect).

Reflection and Closing (Day 2)

Class Discussion (10 minutes)

Share findings from interviews.

Ask:

  • “What did you learn about yourself and your skills?”
  • “How did talking to someone help you understand their career better?”

Encourage students to continue exploring and learning about careers they find exciting.

STEM

AI AND YOUR CAREER

Grade Level

3rd–5th

Duration

60-75 minutes

Subject Area

Career Education, Technology, English Language Arts

Objective

Students will explore how artificial intelligence (AI) is changing different types of jobs and learn how creativity, people skills, and teamwork with AI will help them succeed in the future. They will use ChatGPT to explore how AI affects a career they’re interested in and conduct a simulated "interview" with ChatGPT to learn more about the career.

Standards Met

Career Development

Understand how technology, including AI, is shaping career opportunities.

Technology

NC.3.TT.1: Use technology tools to explore and gather information.

English Language Arts

NC.RI.3.7: Use information from different sources to understand a topic.

NC.W.3.7: Conduct short research projects to build knowledge.

Materials Needed

Article: AI and Your Career (printed or digital copy).

Access to ChatGPT (classroom devices or shared teacher-led display).

Preparation

Ensure students have access to the AI and Your Career article.

Set up classroom devices with access to ChatGPT or prepare for a teacher-led demonstration.

Lesson Plan Steps

Introduction to AI and Careers (15 minutes)

Teacher-Led Discussion (5 minutes)

Ask students:

  • Have you ever used something like Siri, Alexa, or a smart speaker?
  • What do you think AI (artificial intelligence) means?

Share examples from the article about how AI is used in different jobs, such as helping doctors, teachers, or game designers. Explain that today they will use AI (ChatGPT) to learn about a career they’re interested in.

Reading the Article (10 minutes)

Read AI and Your Career together as a class. Pause after each section to discuss how AI is helping people in each field.

Activity 1: Exploring Careers with ChatGPT (30 minutes)

Guided Demonstration (10 minutes)

Show the class how to ask ChatGPT questions. Examples:

  • "What does a [career] do?"
  • "How does AI help in [career]?"
  • "What skills are important for this job?"
Independent Research (20 minutes)

Each student chooses one career they are curious about. Students use ChatGPT to answer these questions:

  • What does this job do?
  • How is AI helping people in this job?
  • What are two skills someone needs for this job?
  • What’s something cool or surprising about this job?

Students record their answers on a piece of paper or type them into a document.

Activity 2: Simulated Career Interview (15 minutes)

Teacher-Led Explanation (5 minutes)

Explain that interviews are a way to ask questions and learn more about jobs. Students will use ChatGPT to “pretend” they are interviewing someone in the career they researched.

Simulated Interview (10 minutes)

Students ask ChatGPT the following questions as if it were a professional in their chosen job:

  • What do you like about your job?
  • What’s the hardest part of your job?
  • How do you think AI makes this job easier?
  • What advice would you give to someone who wants this job?

Students write down two interesting things they learned from the interview.

Homework Assignment

Write 1-2 sentences about:

  • One cool thing about the career you picked.
  • One skill you’d like to learn to do this job in the future.

Challenge: Ask ChatGPT about another career that sounds interesting and write one sentence about how AI helps in that career.

Assessment

Formative Assessment

Observe students as they use ChatGPT to ensure they are asking clear questions and recording useful information.

Summative Assessment
  • Completed career research notes (10 points).
  • Simulated interview notes (10 points).
  • Homework reflection (5 points).

Total: 25 points

Differentiation

For Younger or Struggling Students: Provide a pre-selected list of simple careers with example questions for ChatGPT. Allow them to work in pairs for extra support.

For Advanced Students: Encourage them to compare how AI helps in two different careers or to think of a new way AI could improve a job they know about.

Reflection and Closing (10 minutes)

Class Discussion

Share one cool or surprising thing they learned about their chosen career. Ask:

  • Why do you think people skills and creativity are still important in jobs, even with AI?
  • What skills do you want to work on to be ready for the future?
Encourage Exploration

Remind students that the world of work is changing quickly, and learning how to use AI as a tool can help them succeed in any job they choose.

STEM CAREERS EXPLORATION

Grade Level

3rd–5th

Duration

60-75 minutes

Subject Area

Science, Technology, Engineering, Mathematics (STEM)

Objective

Students will explore various careers in STEM fields (Science, Technology, Engineering, and Math), learn about the skills required for these careers, and identify how STEM careers solve real-world problems. They will present their findings using Google Slides, developing both research and presentation skills.

Standards Met

Science

NC.5.P.3: Understand interactions of energy and forces and how they are used in technological devices and systems.

NC.3.E.2: Recognize the major components and functions of the Earth, Moon, Sun system, and how STEM careers contribute to understanding them.

English Language Arts

NC.RI.5.7: Draw on information from multiple sources, including visual and digital sources, to understand a topic.

Technology

NC.5.TT.1: Use a variety of technology tools to gather, organize, and present information.

Materials Needed

Chromebooks (1 per student)

Internet access

Google Slides (students will create a presentation)

Access to YouTube (for video viewing)

Classroom projector or screen for presenting

Research Handout (worksheet for planning)

Preparation

Pre-lesson setup

  • Ensure all Chromebooks are charged and have internet access.
  • Share a Google Slides template with students through Google Classroom. The template should have a title slide and blank slides for their research findings.

YouTube Video

Queue up the following video to introduce STEM careers:

  • Video Title: "STEM Careers: Imagine the Possibilities"
  • Link: Watch on YouTube
  • Duration: 5 minutes

Lesson Plan Steps

Introduction to STEM Careers (10 minutes)

Teacher Discussion

Explain that STEM careers focus on solving real-world problems through Science, Technology, Engineering, and Math.

Watch YouTube Video: Show the STEM Careers: Imagine the Possibilities video, which introduces various STEM careers and highlights their importance in solving real-world challenges.

Discussion after the video: Ask students what jobs they found most interesting in the video and why.

Group Brainstorm (10 minutes)

Activity

On the classroom board, list the four areas: Science, Technology, Engineering, and Math.

In small groups, students brainstorm STEM careers they already know about, and the teacher writes these on the board. Examples: Biologist, Computer Programmer, Civil Engineer, Mathematician.

Guiding Questions
  • What problems do people in these jobs solve?
  • What skills do you think are important for these jobs?

Research a STEM Career (20 minutes)

Independent Activity

Students select a specific STEM career to research.

Google Slides Assignment:

  • Each student will research their chosen career using the internet (suggested sites: Science Buddies’ STEM Careers page, Google search).
  • Information to include in their slides:
    • Job title and description
    • Main duties
    • Skills required
    • Tools or technology used
    • Real-world problem this job solves
    • Education needed (degrees or certifications)
    • A fun fact about the career
Worksheet

Hand out a planning worksheet for students to jot down notes while researching.

Create Google Slides Presentation (15 minutes)

Task

Students use the Google Slides template to create a 3-5 slide presentation on their STEM career.

Teacher Role: Circulate the room to help students with technology or research questions.

Important: Ensure students are embedding images, using bullet points, and formatting their slides for clarity.

Share and Present (10-15 minutes)

Sharing

After the research phase, students present their Google Slides presentations to a partner or small group, explaining the career they chose and how it connects to STEM.

Optional: If time permits, select a few students to present to the whole class.

Assessment

Formative Assessment

Teacher observes students during their research and provides guidance on finding relevant information and using Google Slides.

Summative Assessment
  • Google Slides Presentation Rubric:
    • Content accuracy (10 points)
    • Research completeness (10 points)
    • Slide formatting (5 points)
    • Presentation clarity (5 points)
  • Total: 30 points
Self-Assessment

Students will fill out a reflection sheet asking:

  • What did you learn about your chosen STEM career?
  • What skills do you think you might need to develop if you were to pursue this career?

Resources

Differentiation

For struggling students: Provide pre-selected careers with simpler resources for research and allow them to work with a partner.

For advanced students: Challenge them to explore how STEM careers interact (e.g., how engineers work with scientists in environmental research).

Reflection and Closing (5 minutes)

Class Discussion
  • Which STEM career did they find most interesting?
  • What problem would they want to solve if they pursued a STEM career?
Encourage Exploration

Encourage students to explore STEM careers further by discussing them with family or teachers.

History

HISTORY OF MANUFACTURING IN THE CATAWBA VALLEY

Grade Level

3rd–5th

Duration

60 minutes

Subject Area

History, Social Studies

Objective

Students will explore the rich history of manufacturing in the Catawba Valley, focusing on its traditions of furniture, textiles, and modern innovations. They will learn how geography, resources, and community contributed to the area's success and how it adapted over time.

Standards Met

History/Social Studies

Understand how geography and resources shape communities and industries.

Recognize how innovation and adaptation contribute to economic development.

English Language Arts

NC.RI.3.7: Use information from multiple sources to understand a topic.

NC.W.3.2: Write informative texts to convey ideas and information.

Materials Needed

Story: The History of Manufacturing in the Catawba Valley (printed or digital copy).

Map of the Catawba Valley (physical or digital).

Timeline template (printed or drawn on board).

Chart paper or whiteboard.

Markers or pens.

Preparation

Ensure all students have a copy of the History of Manufacturing in the Catawba Valley.

Display a map of the Catawba Valley region to discuss its geography.

Prepare a blank timeline with key dates (e.g., early 1900s for textiles, modern fiber-optics production).

Lesson Plan Steps

Introduction (10 minutes)

Class Discussion

Begin with the question: “What kinds of things do you think people make in factories?”

Introduce the Catawba Valley, explaining that it has a long history of making important products.

Show the map and point out Hickory and surrounding areas, emphasizing the natural resources and transportation like railroads.

Reading the Story (10 minutes)

Read The History of Manufacturing in the Catawba Valley as a class.

Pause to discuss the key industries: furniture, textiles, and modern innovations.

Highlight any unfamiliar vocabulary (e.g., "fiber-optic cable") and explain its meaning.

Activity 1: Timeline Creation (15 minutes)

Teacher-Led Example

On the board or chart paper, create a timeline. Add one key event (e.g., "Early 1900s: Hosiery industry begins booming").

Student Participation

As a class, identify other major events from the story and place them on the timeline (e.g., furniture production in Hickory, modern fiber-optic cable production).

Discussion

Ask:

  • “Why do you think the Catawba Valley was a good place to make furniture?”
  • “How has the Catawba Valley changed what it makes over time?”

Activity 2: Industry Spotlight (20 minutes)

Group Work

Divide students into small groups. Assign each group one industry:

  • Furniture
  • Textiles and Hosiery
  • Fiber-Optic Cables/Modern Innovations

Each group answers:

  • What products are made in this industry?
  • Why was the Catawba Valley a good place for this industry?
  • How has this industry changed over time?
Presentations

Groups share their findings with the class. Add key points from each group to a shared chart or whiteboard.

Reflection and Closing (15 minutes)

Class Discussion

Ask students:

  • “What is one product made in the Catawba Valley that surprised you?”
  • “Why do you think it’s important for people to keep making things?”

Emphasize how the people of the Catawba Valley adapted and stayed creative, even when industries changed.

Quick Write

Students write a short paragraph:

  • “If you could work in one of the industries from the Catawba Valley, which one would you pick and why?”

Assessment

Formative Assessment

Observe participation during the timeline activity and group discussions.

Summative Assessment
  • Group presentation (10 points).
  • Quick write paragraph (10 points).

Total: 20 points

Differentiation

For Struggling Students: Provide pre-highlighted sections of the story for them to focus on. Pair them with peers for group work.

For Advanced Students: Challenge them to research another product made in the Catawba Valley and share how it connects to the industries discussed.

Reflection and Extension

Home Connection

Encourage students to ask family members if they have ever worked in furniture, textiles, or another industry in the Catawba Valley.

Extension Activity

Research how modern technologies like 3D printing are influencing manufacturing in other regions.

CHILD LABOR LAWS

Grade Level

3rd–5th

Duration

60 minutes

Subject Area

History, Social Studies, English Language Arts

Objective

Students will explore the history of child labor in North Carolina’s mills during the early 1900s by analyzing primary source photographs. They will compare the lives of children who worked in factories to their own lives today, reflecting on the importance of education and child labor laws.

Standards Met

History/Social Studies

  • Recognize how life in the past differs from the present.
  • Analyze primary source materials to understand historical events.

English Language Arts

  • NC.RI.3.7: Use information gained from illustrations and words to understand a topic.
  • NC.W.3.1: Write opinion pieces that introduce a topic, state an opinion, and provide reasons.

Preparation

  • Print or display the photographs and their captions prominently for students to view.
  • Queue up the YouTube video segment: The Price of Child Labor.
  • Provide writing materials for the reflection activity.

Lesson Plan Steps

Introduction (10 minutes)

Class Discussion
  • Ask: “What do you know about factories or mills?”
  • Explain that in the early 1900s, many children worked in factories instead of going to school. Today, child labor laws protect children and ensure they have the right to an education.
  • Share the essential question: “How do you think the lives of these children were different from yours?”
Introduce the Photographs and Video

Activity 1: Observing and Analyzing Photographs (20 minutes)

Photo Analysis (10 minutes)
  • Display each photograph again. Ask students to analyze the images:
    • What do you notice about the children?
    • How old do you think they are?
    • What kind of work do you think they’re doing?
    • How do they look—happy, tired, proud, or something else?
  • Write student observations on chart paper or the board.
Compare and Contrast (10 minutes)
  • As a class, create a Venn diagram on the board:
    • One circle labeled “Children in Mills (1900s)”
    • One circle labeled “Children Today”
  • Students suggest similarities and differences based on their observations.

Activity 2: Reflective Writing (20 minutes)

Prompt Discussion (5 minutes)
  • Read the reflection question aloud: “How do you think the lives of these children were different from yours?”
Writing (15 minutes)
  • Students write a short paragraph or journal entry answering the question. They should include:
    • An introduction to the topic.
    • At least two ways their lives are different.
    • A concluding sentence explaining why they think education is important.

Reflection and Closing (10 minutes)

Sharing
  • Invite a few students to share their reflections.
Wrap-Up
  • Summarize that child labor laws were created to ensure children could focus on learning and growing, not working in factories.

Assessment

  • Formative Assessment: Observe student participation during photo analysis and class discussions.
  • Summative Assessment: Completed reflection writing (10 points).

Arts

JINGLES

Grade Level

3rd–5th

Duration

60 minutes

Subject Area

Music, Social Studies

Objective

Students will explore how music is used in advertising and branding to create emotional connections and enhance recognition of products and brands. They will analyze examples of music in ads, create their own short jingle, and reflect on how sound influences perception and memory.

Standards Met

Music

  • Understand how music elements contribute to creating emotions and meaning.
  • Explore careers related to music production and branding.

Social Studies

  • Identify how creativity influences culture and commerce.

English Language Arts

  • NC.RI.3.7: Interpret information from visual and audio sources.

Materials Needed

  • Examples of iconic jingles or ads with memorable music (e.g., “I’m lovin’ it” by McDonald’s, “Nationwide is on your side”).
  • Audio playback device (classroom speakers, tablet, or computer).
  • Chart paper or whiteboard for brainstorming.
  • Markers or pens.
  • Blank paper for writing and drawing.
  • YouTube video: Jingle Quiz - Guess That Jingle.

Preparation

  • Collect 3-5 examples of jingles or commercials with well-known music. Ensure these are age-appropriate and accessible online.
  • Queue up the YouTube video: Jingle Quiz - Guess That Jingle.
  • Test audio equipment to ensure students can clearly hear the music examples.
  • Prepare a brainstorming sheet for creating jingles (optional).

Lesson Plan Steps

Introduction (10 minutes)

Warm-Up Activity: Jingle Quiz
  • Play the YouTube video: Jingle Quiz - Guess That Jingle.
  • Pause after each jingle and ask students to guess the brand associated with it.
  • Discuss how the music helps them remember the product or brand.
Class Discussion
  • Ask: “What is your favorite jingle or commercial with music? Why do you think it’s so memorable?”
  • Share with students that music in advertising is designed to make people remember brands and feel a certain way about them.
Play Examples
  • Play short clips of jingles or ads. Examples:
    • “I’m lovin’ it” (McDonald’s)
    • “Nationwide is on your side” (Nationwide Insurance)
    • “The best part of waking up” (Folgers Coffee)
  • Ask students how the music makes them feel and what they think about when they hear it.

Activity 1: Music and Mood (15 minutes)

Mood Exploration
  • Play short clips of different styles of music (e.g., upbeat, calm, dramatic).
  • Ask:
    • “How does this music make you feel?”
    • “What kind of product or brand do you think this music would work well with?”
Class Brainstorm
  • On the board, list products or brands that match the mood of the music. For example:
    • Upbeat music → Toys or sports brands
    • Calm music → Spa or relaxation products

Activity 2: Create Your Own Jingle (25 minutes)

Group Work
  • Divide students into small groups (2-3 students each).
  • Each group selects a pretend product or brand (e.g., a toy, snack, or shoe).
Jingle Creation
  • Groups create a short jingle (10–15 seconds) for their product using familiar tunes or original melodies.
  • Encourage them to include:
    • A catchy phrase or slogan.
    • A melody that matches the product’s mood or purpose.
    • Optional sound effects or rhythms (e.g., clapping, tapping desks).
Rehearse
  • Groups practice their jingles to prepare for sharing with the class.

Reflection and Sharing (10 minutes)

Present Jingles
  • Groups share their jingles with the class.
  • After each performance, ask the class:
    • “What do you think the product is?”
    • “How does the music make you feel about the product?”
Class Discussion
  • Discuss why certain jingles were more memorable than others.
  • Reflect on how sound and music influence what we think and feel about a product or brand.

Assessment

Formative Assessment

Observe participation during brainstorming and group activities.

Summative Assessment
  • Completed jingle (10 points):
    • Creativity: 4 points
    • Connection to product: 4 points
    • Effort and teamwork: 2 points

Differentiation

  • For Struggling Students: Allow them to use a familiar tune (e.g., “Twinkle, Twinkle, Little Star”) as the base for their jingle. Pair with a more confident peer to assist with brainstorming.
  • For Advanced Students: Challenge them to add sound effects or harmonies to their jingle. Ask them to explain how their music choice enhances the product’s appeal.

Extension Activity

  • Music Career Exploration: Discuss careers in music and sound, such as jingle writing, sound design, and music composition. Watch a short video on sound design or music production to inspire students.
  • Home Connection: Encourage students to find and share their favorite jingles with their families and discuss why they like them.

Videos Used in Lesson Plans

These videos are for different lesson plans in the Teacher's Guide. They are all listed in the guide, but gathered here for your ease.