College and Career Awareness

Biotechnology. ○​ Last : Enter an apprenticeship or postsecondary program for Animal Science or Veterinary Technology.

● Provide a vocabulary word bank. ●​ Provide relevant vocabulary word banks for: ○​ Career clusters (e.g., Agriculture) ○​ Skills (e.g., collaborate, analyze, design) ●​ Sentence starters for opinion writing or speaking: ○​ “I believe ___ because ___.” ○​ “One skill needed for this career is ___.” ● Provide an annotated model. ●​ Share a sample student response with highlighted elements: ○​ Topic sentence ○​ Supporting details ○​ CTE vocabulary- Agricultural terms ○​ Transition words

● Provide sentence frames and discussion practice opportunities. ●​ Model using sentence frames in a Think-Pair-Share format: ○​ “A career in ___ interests me because ___.” ○​ “This pathway requires skills in ____, such as ___.” ● Provide visual vocabulary cards. ●​ Visual cards that include an image, definition, and the career cluster it relates to. ○​ A tractor image for “Agricultural Power & Technology” → Agriculture, Food & Natural Resources career cluster.

● Career Pathway Project Fair

Extension

○​ Students research a Utah CTE career cluster (e.g., Agriculture) and create a trifold display , digital presentation , or video outlining: ■​ Careers in the cluster ■​ Required academic skills and certifications ■​ Education and training pathways ■​ Salary and job outlook ■​ Personal interest connection ○​ Have students interview a professional in a CTE-related career (in person, Zoom, or via email).

●​ CTE Career Interviews

○​ Prepare interview questions using sentence frames. ○​ Reflect on new insights gained about the pathway

●​ Design your own Pathway Map

○​ Students create a customized career roadmap showing: ​

■​ Interest inventory results ■​ Chosen career cluster/pathway ■​ CTE courses in middle and high school ■​ Postsecondary options (technical school, certifications, degrees) ■​ Skills to build in academics (e.g., algebra, writing, public