1

Watch the activity overview video

This video shows staff facilitating the activity featured in the skill video.
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Overview 2: Building for the Big One

This is a video of a real afterschool program. These videos serve as discussion starters around a particular skill and are not examples of perfect practice.
2

As you watch the skill video below, think about these questions:

How does Molly introduce STEM career roles to youth? 

How do you see youth responding to their roles in this activity?

What are the different ways in which Molly continually reinforces STEM career roles throughout the activity?

3

Watch the skill video

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Skill 4: Trying Out Career Roles

This is a video of a real afterschool program. These videos serve as discussion starters around a particular skill and are not examples of perfect practice.
4

Now that you've watched the video, reflect on what you saw and post your responses.

What strategies did you see Molly using that reinforced the concept of STEM careers during this activity?
Ashley Parent's picture
She told them that they were going to be scientists and engineers for the day and give each group of three different career roles that someone could have that would come from a STEM based job. One person would be a geologist, an architech and a structural engineer. She tells them all of these careers come from STEM and can help in an earth quake.
What strategies do you use in your work with youth that make connections between their daily activities and future STEM careers?
Ashley Parent's picture
Sometimes the children I work with don't understand or realize that some jobs people have are or come from STEM because they still dont understand what STEM is. But then when you say oh well doesn't a Geologist have to do with science? Doesn't science have to do with STEM? Then they finally make the connection, and you get the OHHS and AHHS.
How might you make connections to STEM careers in different ways than what you observed in the video?
Ashley Parent's picture
Maybe just went into a little more detail of how their jobs are important. Some children don't understand how important peoples jobs are at times.
The Building for the Big One activity assigned career roles to the participants? What activities can you do with youth that allow them to practice these career-based roles?