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Students will gather information from college and career explorations for a dual purpose.

Part A: Student will use the knowledge and insight obtained from research efforts for envisioning their future goals and life pursuits, which they will portray in an unfolding digital storytelling design using Windows Movie Maker software.

Part B: A personal Career Portfolio will be created from the information gathered as well using various applications from Microsoft Office (separate lesson not included).

Texas Education Code:



28.002(career education) SBEC (technology applications) TEKS (technology education)

• Students will compile important personal, educational, and career information and incorporate it into a personal Career Portfolio. A completed portfolio enables students to showcase their acquired learning, increase their chances for quality employment and/or admission to college, and reflect achievement of the learning results.
• Students will increase their knowledge, experience, and technology skills in a multimedia application, Windows Movie Maker software.

Upon completion of the unit students will be able to:



Identify personal likes, dislikes and needs by completing web-based personal inventory . Identify potential careers interests by completing on-line-self assessment . Determine labor demands from Occupational Movie from Handbook by printing and/or pasting to file. Evaluate the level of degrees in area of interest in - and if any require/offer professional certification. Compare/contrast two programs of study to determine and indicate differences in a chart. Demonstrate the understanding of career clusters by indicating those related in the overview section

Design a Movie Maker movie as specified from the criterion at a 80% or greater score Capture pictures, video and audio from a scanner, or Internet, evident from the hard drive folder Import video, pictures, and audio into the criterion at a 80% or greater score Arrange media appropriately on a timeline sync with sound track Add effects and transitions consistently and fitting to movie. Add titles and credits as specified from the criterion at a 80% or greater score

• Applications: Windows Movie Maker
• Use of G.I.S program to locate information about schools offering degree programs in chosen area.
• Scanner, digital camera
• Internet

• Student will be provided a handout of a storyboard diagram. Teacher will inquire as to ideas of what the handout may be used for, then recommend notes be taken on it for now during the presentation of the next learning unit.
• Three digital story movies will be shown by projection devise.
• Next a PowerPoint will be shown regarding the career exploration and personal portfolio information collection requirements.

Documents to be collected (70 pts.)

1 G.I.S. program, personal inventory, self-assessment

2. Job description/overview: General overview of the career, specific role, responsibilities, tasks hiring practices and wages/salary range.

3. Working conditions/Advancement opportunities: Type of facility, employers/companies, advancement opportunities.

4. Education Required: Amount of education, on the job training, masters degree, doctorate, etc. Copy and paste program courses and recommended semester sequence into fitting application (Word, Excel, pdf, etc.) in your portfolio folder. Identify specific high school classes that help prepare for admission. Include name, address and phone number, e-mail/web addresses of the educational institute.

5. Education Comparison: Perform the same task as #4. Use an Excel spreadsheet to create a side-by-side comparison, which may be either a similar program at the same academic institute; the same program at another institute; or two different career fields.

6. Professional Certifications, Licensures: National, state, occupational certification credentials required or obtainable in future or professional advancements

7. Occupation Outlook: Expected growth, labor demands. Necessary knowledge, skills and abilities and personal characteristics

The "Look into the Future" unit is not restricted to career exploration. Students' have the option to explore and research other future endeavors.

Student's have no restrictions in expanding learning.

Computer skill development will be obtained by independent practice throughout the development of the digital movie. Resources will be provided to students in the gathering of information and career exploration and performed the tasks independently.

Students are invited to ask questions to clarify key points. Major points of the learning and objectives are reiterated. Association to the usefulness and benefit of the project is to their future benefit.

Movie Maker Rubric
	10	7		4
Graphics:
Appearance	All graphics are clear and unpixelated	1 or 2 graphics are somewhat blurry	Several blurry graphics
Relevance	All graphics are relevant to topic	1 or 2 graphics are somewhat irrelevant	Several graphics do not belong
Timing	Graphics appear long enough to make their point, but not too long	1 or 2 graphics disappear too soon or remain for too long	Several graphics disappear too soon or remain for too long
Effects:
Appropriate	All effects enhance pictures and augment the flow of the movie	1 or 2 effects distract viewer from intent of movie	Several effects are distracting
Transitions:
Appropriate	All transitions enhance pictures and augment the flow of the movie	1 or 2 transitions distract viewer from intent of movie	Several transitions are distracting
Timing	Transitions last an appropriate amount of time	1 or 2 transitions go too quickly or drag out too long	Several transitions go too quickly or drag out too long
Titles:
Contrast	Good contrast between text and background; easy to see	1 or 2 titles have poor contrast	Several titles have poor contrast
Font choice	Readable font; appropriate for subject	Font hard to read; distracts from subject	Font unreadable
Animation	Title animations are artistic and add interest	1 or 2 animations are distracting	Several animations are distracting
Timing	Titles are visible for an appropriate amount of time	Title timing is off - needs more work	Titles go too fast to read or last so long viewer gets restless
Audio:
Relevance	Audio is relevant to Movie. Adds interest and encourages comprehension	Some audio is relevant, but some is just for fun	Audio distracts viewer from intent of Movie
Volume	All audio clips are the same volume	1 or 2 clips are louder or softer than others	Clips vary in volume, distracting listener's attention

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