Students will launch the career investigation project by trying hands-on career stations, talking about what workers do, and beginning the class career journal with a drawing, photo, or dictated idea. They will also generate questions about careers they want to investigate and sort early observations by what workers make, fix, care for, or build.

Students will investigate mystery careers through hands-on stations, talk with classmates about what workers do and how jobs help people, record early evidence in the class career journal, and choose a shared career question to explore next.

Students will co-create a simple plan for gathering evidence about chosen careers, use books, pictures, props, and observations to collect facts, and turn that evidence into a draft poster section and career journal entry that can be revised with feedback.

Students will analyze the career evidence they have gathered, sort patterns into make/fix/care for/build categories, choose one key job skill to highlight, revise their poster or prop and role-play with peer and teacher feedback, share their work in a family-facing career celebration, and add a final career journal reflection about how their thinking changed.

Students will present their career day booth products and short role-plays to families, answer questions using evidence from their investigation materials, and complete a final class career journal reflection about how their ideas about jobs changed.