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 "Movement is a medicine for creating change in a
Pathfinder Levels
person's
I appropriate for allphysical,
ages emotional, and mental states."
- Carol
II appropriate for ages 8 and up (K-2nd Welch
modifications necessary)
III appropriate for ages 11 and up (K-5th modifications necessary)

Pathfinders
From balanceis and
our flexibility
most advanced
to jump Imaginate
roping andKit relay
to date. Filled
races, thiswith
book 50has
different occupations,
it all! Students jump,
this kit goes far beyond common careers such as teacher, firefighter, doctor,
run, throw, stretch, and compete as they improve flexibility, endurance, and cardiovascular and lawyer and
exposesThe
fitness. students to some
importance of fun, challenging,
critical andsuch
fitness skills oftenasacademically
stamina, speed, advanced
agility, career
accuracy, and
opportunities. Pathfinders begins with simpler careers and progresses
balance are combined to create one-on-a-kind, playful, and sometimes competitive to more complex
ways to get
occupations with high-level
the body up and moving. vocabulary and concepts. The complexity of each lesson in the
Pathfinders kit is indicated by a level designation to allow instructors to easily determine the
targeted
Busy age is
Bodies group for the
designed foractivity.
optimalThis kit is designed
flexibility and easy first and foremostSimply
implementation. for students
choose inagrades
3-8 but section,
colored can be adapted
select anforactivity
younger or students
activitiesusing
in thatsome simple
color, gathermodifications.
the supplies fromHeretheis how
kit, and
MindWorks suggests modifying
prepare to have awesome fitness fun! individual lessons to expose younger students to a variety of
exciting careers. These examples come from the Aerospace Engineer (that is not included in
this sample) which is a level II activity.
1. JumpFit - Jumping rope is a favorite pastime for students, and is an excellent cardiovascular workout!
Simplify
This sectionthe careeralldescriptions.
provides things jumping with jump ropes, Chinese jump ropes, chants, games, and
o Example
unconventional Aerospace
jump engineers are people who design rockets and other things
rope activities.
that fly. They work on computers to create designs and in laboratories to build and
2. FlexFuntest their
- Yoga ideas. flexibility,
enhances Today you get to pretend
promotes to be
strength and an aerospace
stamina, engineer
and improves who
stability andis
balance,working
while reducing stress
in a lab. andwill
You helping with
get to relaxation.
design and This section
create somewill help to boost
different flyingconfidence
machines.
and self-esteem
Explain in your in
vocabulary students while havingterms.
age appropriate fun with a wide range of yoga positions and games that
incorporate the ancient moves.
o Aerospace things having to do with aircrafts and flight
o Engineer a person who uses science and math to design, build, and takes care of
3. FitFun Balance, coordination, and agility combine in friendly competition and engaging circuit

activities.machines and equipment
From games that will have students rolling with laughter to activities determined by the roll
o the die
of Laboratory or having
Its all about lab afun
room where
while gettingpeople
fit! do science experiments or make things
like chemicals and medicine
4. Make adjustments
Ultimate Boot Campto- Get the into
activity.
shape quickly and safely through boot camp style strength training
and conditioning work. Stamina, weight on
o Show students the diagram page 191 and
management, andmood
talk about the jobareofallanbenefited
and behavior aerospace

engineer.
through simple but fun exercises, short workout circuits, and fun obstacle courses.
o Talk about what students know about airplanes and rockets.
5. Sportacular - Sports, whether team-based or individual, are loved by students young and old.
Participation in sports can help build self-esteem and confidence, motivate students to excel
academically, and can help build social skills. Participation in sports can also teach students the
benefits of goal-setting and repeated practice. Students will love the unique twists on traditional sports
activities.
 o Work through the engineering challenges in the MakerStudio set as a class,
completing one challenge before moving on to the next.
o For activities with a lot of steps, complete the activity over multiple days to ensure
students have plenty of time to successfully complete the project.
o Have students use aerospace engineering skills to design and test paper airplanes.

Similar modifications can easily be made to all the lessons in Pathfinders. To make your own
modifications, ask yourself the following questions about the lesson:

1. How can I explain this career in three sentences or less?

2. What about this career will my younger students find interesting? Hint: You dont
have to tell them everything there is to know about the career. The goal is to simply
peak their interest.
3. What are 3-5 vocabulary words that will be interesting to the age group and can be
simplified into age appropriate terms?
4. In simple terms, how can I explain why is this job important?
5. How can the activity be made easier?
a. Can it be done as a class?
b. Can activities with five of more steps be broken into multiple days?
c. Are there parts that can be excluded?
d. Are there older students who can be paired with younger groups as leaders
for the activity?
e. Are there twists that would be more age appropriate than the actual activity?
KIDPRENEUER
Emoji Designer
Career Description Emoji designers are graphic designers who specialize in creating emojis. Emoji is
the name given to Japanese smileys, or tiny graphic pictures and symbols, used in text messages and
electronic pages; they were created in Japan in the last 1990s. The Japanese word emoji means picture
with a character. Most people assume an emoji is the same thing as an emoticon, but they are
actually two different things! Emojis are centered more around ideas rather than the emotions of the
person writing the message. In other words, Emojis are actual pictures based on a wide-range of topics,
featuring everything from a set of painted nails to a hamburger. In fact, they include pictures of
animals, transportation, nature, food, business icons, etc. On the other hand, through the use of
emoticons, people can portray their emotions and moods while sending electronic based messages. Since
text-based communication doesnt provide a way to observe someones facial expression or tone of voice,
writers can insert an emoticon so the person reading the message can visualize if the person is happy,
confused, or embarrassed. Emoji and emoticon designers have an eye for design, possess a sense of
humor, and are observant of human behavior and emotions.

Areas of Interest Art, graphic design, communications, and computer aided design (CAD)

Materials Emoji playing cards, paper, pencils, markers, crayons, or colored pencils, picture of
emoticons from Appendix, and a picture of a message written with both words and emojis from
Appendix

Group Size Pairs

Preparation If doing the first MW Twist, become familiar with the rules included with the game, and
be prepared to share the information with students.

Instructions
Discuss the career of an emoji and emoticon designer.
Discuss the difference between an emoji and emoticon.
o Emojis represent everyday things such as cars, buildings, food, etc.
o Emoticons are little faces that portray moods and feelings.
Ask students which emojis and emoticons are their favorites, and discuss the reasons why.
Show the students pictures of emoticons from Appendix.

Continues on next page

 KIDPRENEUER
Emoji Designer (cont.)
Share the following quote with students:
o Although an emoticon might look like a smile, a frown, or any number of facial
expressions, it doesnt represent a face, as many internet users assume. Its actually
intended to convey a feeling (Im happy or Just joking). ~ Lauren Collister
Divide students into pairs.
Each student has a piece of paper and a writing utensil.
Each student writes a short message, combining his own drawings of emojis and emoticons, along
with words, to convey his message.
o Hint: If students need a reminder as to the different emojis, set out the playing cards so
they can see the images.
While instructing students, it might be helpful to reference the photo shown below and found in
Appendix. Please note this photo shows stickers, whereas the students will be drawing their own
emojis and emoticons for this activity.

Students trade messages with each other and attempt to read the message by deciphering the
emojis and emoticons.

MW Twists:
Students play the Emoji card game. Follow the instructions included with the game.

Students create different ways to play with the Emoji cards.
MAIN EVENT
Voice-Over Actor
Career Description Voice-over actors are most commonly known for providing voices for animated
characters in movies, television cartoons, video games, puppet shows, and radio programs. A few less
common projects for voice-over actors would include amusement rides, audiobooks, and
documentaries. Most voice-over actors work in a recording studio where they read lines in a recording
booth while a sound engineer observes from the control room. Many times voice-over actors work alone,
but oftentimes they work with a group of other actors. It is helpful for voice-over actors to have training
in acting, speak in different accents, and express themselves using different pitches and tones. Voice-over
actors are usually self-employed and usually have unpredictable work schedules. They may experience
times when a lot of work is available but other times when they dont have a project. Jobs for voice-over
actors might be long term, such as providing the voice for a character in a cartoon series, or they might
work on short-term projects. It is common for voice-over actors to have periods of unemployment in
between work, so many need to find alternative work when this happens.

Areas of Interest Drama, performing arts, music, singing, film, and languages

Materials Teacher provides a computer or other device for students to watch online videos, the website
link showing voice-over actors from Appendix, and the website link for the Toy Story movie from Appen-
dix; if doing the first MW Twist, use the website links for several movie scenes from Appendix; if doing
the second MW Twist, use website links for creating videos from Appendix; if doing the fourth MW
Twist, use the website link for lip-reading from Appendix

Group Size 1 large group

Preparation Provide a way for students to watch the online videos, and select the clip from the Toy
Story movie that students will view and use to perform the voice-over acting activity.

Instructions
Discuss the job responsibilities of a voice-over actor.
Discuss some of the different types of acting and situations where voice-over actors are employed.
Tell students theyre going to watch a video of the voice-over actors from the Sponge Bob cartoon.
Ask students to pay attention to the following topics discussed:
o Table reads
o Story boards
o Improvisation
o Using the voice to make unique sounds

Continues on next page

 MAIN EVENT
Voice-Over Actor (cont.)
The video can be accessed at https://www.youtube.com/watch?v=h-RcmQv7ZKU
Tell students theyre going to do a voice-over with the Toy Story movie.
Show students the clip of the movie with the sound so they can hear the emotion and inflection
used by the voice-over actors.
Assign different roles to the students.
Students watch the video again without sound as they perform the voice-overs for the different
characters.
Students take turns performing voice-overs until all students have participated.

MW Twists:
Teacher will show a video clip with no sound, and while watching, the students will
imagine what spoken words and sentences could correspond with the images. While the
video is being played, students can write down their ideas as they watch. Working in
groups of three or four students, depending on the number of actors needed, students will
assign roles for themselves and practice their script. The script can be completely different
from the actual script of the video, which will make this very entertaining. Groups take
turns performing their voice-overs as the video is replayed without sound. Ideas for video
clips are as follows:
o Monsters Inc.: https://www.youtube.com/watch?v=fCtrlCTctNs
o Finding Nemo: https://www.youtube.com/watch?v=ndq9-vmD058
o Toy Story: https://www.youtube.com/watch?v=wBaP6BOTwT8
o The Incredibles: https://www.youtube.com/watch?v=dpkuw3ztPQE

Create an original cartoon with voice-overs by accessing one of the following websites:
o https://www.powtoon.com
o http://www.animaker.com/
o https://www.moovly.com

Animate and create voice-overs for inanimate objects such as a chair, car, cardboard box,
etc.

Create appropriate bad lip-reading videos. A funny example can be accessed at the
following link:
o https://www.youtube.com/watch?v=qOc_diC2H4o
DESIGN IT
Landscape Architect
Career Description Landscape architects create beautiful outdoor spaces. They plan, create, and
manage projects as small as a familys backyard to the largest and most famous memorials in
Washington, D.C.! City parks, college campuses, golf courses, and theme parks are all examples of places
landscape architects create. Landscape architects work to provide innovative and beautiful environments
for people to enjoy, while making sure the changes to the natural environment are appropriate, sensitive,
and sustainable. For example, when designing a local park, landscape architects take into account the
natural shade from trees so as not to disturb nature while adding a cool and shaded area for people to
enjoy. They are responsible for designing fun and creative playgrounds that allow children to explore and
exercise in a safe and fun environment. In addition to using their creativity, landscape architects should
possess excellent communication skills because they meet with clients and must effectively
communicate their ideas to everyone with whom they work. It is also important they understand
computer-aided design (CAD) packages to draw up their ideas although designers often sketch their
ideas by hand. And finally, landscape architects work closely with other professionals such as architects,
town planners, surveyors, and civil engineers while working from the beginning stages to the end of a
project.

Areas of Interest Art, design, environmental science, botany, horticulture, soil sciences, architecture,
city planning, Information Technology (IT), geography, ecology, and fine arts

Materials Careers by DK, pictures of parks designed by landscape architects found in Appendix,
pictures of 3D play parks found in Appendix, cardboard 12 x 12, variety of sizes of chipboard,
construction paper, scratch paper, pencils, wax stix, modeling dough, craft sticks, chenille stems,
toothpicks, clean recyclables, scissors, markers or crayons, tape, glue, and a variety of craft supplies

Group Size 3 4 students per group

Preparation Gather clean recyclables and a variety of craft supplies.

Continues on next page

 DESIGN IT
Landscape Architect (cont.)
Instructions
Read aloud pages 170 and 171 of Careers.
Discuss the career of a landscape architect.
Discuss the job responsibilities of a landscape architect.
Discuss the components of a playground park. Ideas may include the following:
o Slide
o Tube or tunnel
o Monkey bars
o Swings
o See-saw
o Dome climber
o Merry-go-round
o Hopscotch
o Basketball court with hoop
o Picnic tables
o Trees for shade
o Restrooms
o Water fountain
Show students the pictures of parks designed by landscape architects, located in the Appendix.
Divide students into groups, and hand each group one 12 x 12 corrugated cardboard piece.
Tell students they are going to work together to design and create a 3D play park.
Show students the images of 3D play parks in the Appendix to help spark their creativity and give
them ideas on how to construct certain features of their park.
Students will brainstorm and decide on the different components they want to include in their
park.
Remind students that sketching their ideas on paper might help them to best plan their space and
communicate their ideas to the group members.

MW Twists:
Use Action Plates to design an outfit for an action figure.

Using paper, pencils, and colored pencils, students will sketch their designs for creating
unique uniforms for either a dance team, cheerleading squad, or sports team.
TECHMATE
Animator
Career Description Animators, also known as multimedia artists, create a series of drawings that
appear to bring characters and other inanimate objects to life. When the animated cartoon is drawn
successfully, the audience often feels the same emotions as those of the cartoons subjects. Animators
help to create cartoons, movies, and video games. They create special effects, animation, and other visual
images by using computers or other electronic tools. In addition to creating cartoons for television and
movies, animators can find unique jobs that include the following:
Recreating crime scenes for court procedures
Designing animated graphics for websites
Creating simulations for medical procedures or military exercises
Producing virtual tours of building designs or model homes
Animators must be very keen observers of people because, as multimedia artists, they must imitate
human movements such as posture along with the facial expressions of people who are walking, talking,
running, etc. Animators with a background in acting and theater have a good understanding of
movement. Additionally, successful animators also possess strong drawing skills along with an
understanding of color theory, audio/video editing, and digital media production.

Areas of Interest Computer science, graphics, 3-D design, art, theater, animation and illustration, cod-
ing, mathematics, and physics

Materials StikBot Studio Pro, website link for StikBot Studio app from Appendix, StikBot Studio app,
website link for Stikbot tutorial video from Appendix, website links of examples to show students, items
from around the classroom, clean recyclables, craft materials, and iPhones, iPads, or Android phones; if
doing the first MW Twist, provide paper and pencils; if doing the third MW Twist, access the picture of
a green screen from the Appendix; the teacher provides fluorescent green poster board and fluorescent
green duct tape

Group Size 3 - 4 students per group

Preparation
Download the StikBot Studio app to digital devices from the following website:
www.stikbot.toys/app/
Become familiar with how to use StikBots by watching a tutorial video at the following website:
www.youtube.com/watch?v=uF0Qdx-oaoQ

Continues on next page

 TECHMATE
Animator (cont.)
Be prepared to show students the following videos:
o Tutorial video: www.youtube.com/watch?v=uF0Qdx-oaoQ
o Example videos:
www.youtube.com/watch?v=GjHy0z2FrOM
www.youtube.com/watch?v=oZkZmlD1XNc&list=PLpAbLU4_RXTUK_MJm
LD1w-RLqVUK8xoJs
If doing the second MW twist, teacher will provide fluorescent green poster board and matching
duct tape.

Instructions
Discuss the career of an animator.
Discuss the job responsibilities of an animator.
Show students the following tutorial video on how to use the StikBot Studio:
o www.youtube.com/watch?v=uF0Qdx-oaoQ
Show students the following videos of examples of StikBot Studio video projects:
o www.youtube.com/watch?v=GjHy0z2FrOM
o www.youtube.com/watch?v=oZkZmlD1XNc&list=PLpAbLU4_RXTUK_MJm
LD1w-RLqVUK8xoJs
Divide students into groups.
Have each group brainstorm ideas for its video. Encourage creativity and imagination.
Have students use items from around the classroom, clean recyclables, and craft supplies to build
the background and props needed to film their videos.
Have students film their videos.


MW Twists:
Hand each group paper and pencils, and ask groups to write a script to go along
with their Stikbot Studio animation idea. Each group makes a video that includes
both the animation and the script.

Have students set up a green screen filming area and create a film using the
StikBots Studio app. Students will tape florescent green poster board, using
matching duct tape, to create a green screen. When instructing students, it might
be helpful to show them the picture of the green screen from Appendix.

Have students film a YouTube video instructing others on how to use the StikBot
Studio product.
STEMGINEERS
Forensic Engineer
Career Description The role of a forensic engineer is divided into two parts: the detective role and the
engineering role. When forensic engineers work within the detective role, they use the help of law
enforcement after an accident to find clues about what happened and achieve knowledge about what
exactly occurred. In the case of a car crash, all vehicles involved are considered the most important
evidence. The vehicles help determine the angle of impact, the speeds involved, and whether or not seat
belts were used. When the forensic engineers work within the engineering role, more investigative work
is involved. The engineers perform crash tests, which means they intentionally crash a new car into a
concrete barrier under controlled conditions in order to evaluate and improve its ability to withstand
impact. When forensic engineers conduct crash tests, they can determine how fast the car was going at
the time of the crash. When investigating an automobile accident, forensic engineers will conduct a crash
test using the same model involved in the accident. This is important because different cars respond
differently in crashes. Forensic engineers also study the movement of passengers (occupant kinematics)
before, during, and after the crash. This is vital in determining the cause of injury because the peak
acceleration of the head and neck can be greater than the peak acceleration of the vehicle involved.
Evidence found by forensic engineers is often used in court for personal injury and product liability cases.
Forensic engineers are needed in private companies as well as government agencies and often become
specialized; therefore, they can find jobs in industries such as the following:
o Automotive and transportation
o Energy and fuel sources
o Insurance
o Technology
o Construction and fire safety
o Electrical

Areas of Interest Chemistry, biology, mathematics, physics, information technology (IT), research,
and laboratory work

Materials Careers by DK, modeling dough, masking tape, chenille stems, string, craft sticks, toy cars,
wooden plank or other material to use as a ramp, Crash Test Lab by Smart Labs, AAA batteries, and a
variety of both craft materials and clean recyclables; if doing the third MW Twist, provide plastic bags or
baggies

Group Size 3 - 4 students per group

Preparation Determine which option students will be performing. If selecting Option 1, assemble the
crash test car in advance. If selecting Option 2, build an inclined plane to use prior to the experiment.

Continues on next page

 STEMGINEERS
Forensic Engineer (cont.)
Instructions
Read aloud pages 146 and 147 of Careers.
Discuss the career of a forensic engineer.
Discuss the job responsibilities of forensic engineers and their role in investigating automobile
accidents.
Option 1:
o Students will work together as one large group.
o Review Newtons Laws of Motion from the pamphlet included in the Crash Test Lab box.
o Use the crash test car and dummy to test Newtons three laws. Instructions for testing the
laws are included in the red side panel of the pamphlet.
o Have students use a variety of craft supplies, along with clean recyclables, to make
modifications to the crash test car.
o Repeat the tests.
Option 2:
o Divide students into groups.
o Have students use dough to create a crash test dummy.
o Put the crash test dummy with no seatbelt on top of a toy car.
o Let the car travel down the ramp until the cars motion is stopped by a wall, book, or other
solid structure.
o Observe what happens to the crash test dummy.
o Use masking tape, chenille string, etc., to design a seatbelt restraint system for the crash
test dummy.
o Repeat the experiment, and analyze the difference in what happens to the dummy.
o Make modifications to the restraint system, and repeat the experiment.
o The goal is for there to be as little impact on the dummy as possible.

MW Twists:
Challenge students to design a car that can keep something as delicate as
an egg safe in an impact.

Design vehicles for the crash test dummy included in the Crash Test Lab, and test
the crash results.

Have students use clean recyclables, including plastic bags or baggies, to create
airbags designed to keep their crash test dummies safe in a crash.