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Students evaluate the need for flexibility in their
roles and choices in this Smart Choices activity. They are directed to
create an imaginary person and write a "future" (the next 15 years) for
this person. |
Primary Learning Outcomes
What three things do I want to be doing 15 years from now in
terms of work, leisure time, and family? What preparation and skills will I need
to accomplish these goals?
Additional Learning Outcomes
Assessed QCC Standards:
Grade: 9-12
Guidance
A. Self Knowledge
1
Topic: Understanding the influence of a positive
self-concept.
Standard: -Identify and appreciate personal interests, abilities, and skills.
-Demonstrate the ability to use peer feedback. -Demonstrate an understanding of
how individual characteristics relate to achieving personal, social,
educational, and career goals. -Demonstrate an understanding of environmental
influences on one’s behavior. -Demonstrate an understanding of the relationship
between personal behavior and self-concept.
3
Topic: Understanding the impact of growth and development.
Standard: -Describe how developmental
changes affect physical and mental health. -Describe the effect of emotional and
physical health on career decisions. -Describe healthy ways of dealing with
stress. -Demonstrate behaviors that maintain physical and mental health.
C. Career Planning
9
Topic: Skills to
make decisions.
Standard: -Demonstrate responsibility for making tentative educational and
occupational choices. -Identify alternatives in given decision making
situations. -Describe personal strengths and weaknesses in relationship to
postsecondary education/training requirements. -Identify appropriate choices
during high school that will lead to marketable skills for entry-level
employment or advanced training. -Identify and complete required steps toward
transition from high school to entry into post-secondary education/training
programs or work. -Identify steps to apply for and secure financial assistance
for postsecondary education and training.
10
Topic: Understanding the interrelationship of life roles.
Standard: -Demonstrate knowledge of life
stages. -Describe factors that determine lifestyles (e.g., socioeconomic status,
culture, values, occupational choices, work habits). -Describe ways in which
occupational choices may affect lifestyle. -Describe the contribution of work to
a balanced and productive life. -Describe ways in which work, family, and
leisure are interrelated. -Describe different career patterns and their
potential effect on family patterns and lifestyle. -Describe the importance of
leisure activities. -Demonstrate ways that occupational skills and knowledge can
be acquired through leisure.
Procedures/Activities
Step:
1 Duration:
Explain to the students that you would like them to write down
personal information, physical characteristics—things that make them unique.
Create an imaginary person by allowing the entire class to contribute examples
from their lists. Get the class started by calling out some of the facts they
may want to supply—name, age, birthday, height, weight, color of hair and eyes,
brothers and/or sisters, parents, grade in school, special interests in classes
and in leisuretime pursuits, outstanding abilities, etc.
Step: 2 Duration:
Once everyone is content with the list he/she has drawn up,
ask them to give some thought to the future of this imaginary being the class
has created. Using this list of personal information as a basis, have each
learner write out a description of the future of this imaginary
student.
Step: 3 Duration:
Once the lists are complete, they can be set aside for
reference use during the next step of the activity. Concentrate now on the
future. This time students should think about how they would like the next
fifteen years of their own lives to go.
Step:
4 Duration:
Hand out copies of the “Anonymous Fill-In”
form.
Attachments for Step 4
Title: Anonymous Fill-In FileName: Anonymous Fill.doc
Description: A simple chart where
students can list skills needed in their various life-roles, work, leisure and
family.
Step:
5 Duration:
Explain each of the form sections. (a) Three things I want to
be doing 15 years from now: Thought should be given to work role, leisure-time
role, and family role. (b) Skills I will need: What kinds of skills will be
required to carry out the three roles described in (a)? List all skills, those
that the student already possesses as well as those that need to be developed.
(c) Skills I need to develop: Take these from the list given in (b). (d) Process
for developing needed skills: What steps will be required during the process of
preparing for the roles in (a)?
Step:
6 Duration:
Ask the class to fill in the items on the form. Use list of
personal information as a reference and certainly as a basis upon which to
establish future roles.
Step:
7 Duration:
Lead a discussion with the group concerning some of the things
that are important in planning for the future and in outlining a process of
preparing for future roles. • How does the information outlined on the
“Anonymous Fill-In” form draw from your list of personal information and vital
statistics? • How is your future dependent on what you are today? • Is it easy
to think about 15 years from now? • In what ways is it difficult? • How are the
three items in section (a) of the form related? • If you had any difficulty in
describing the process of preparation for the future (d), how can you get
answers to any questions you might have? Who are some people you could talk to?
• Is it necessary to know the information in section (a) of the form before you
fill out any of the other sections? • Could you, if necessary, describe several
reasons for each of the three items you listed in (a)? • What are some events
that would lead to changes in any of the roles or choices? (The educator should
list these on the board as they are contributed.)
Step: 8 Duration:
For the next portion of the activity, the educator should make
“change cards.” Change cards are refinements of the events that the students
have contributed. Examples include: You get married; you are called into active
military service; one of your parents dies; your husband/wife/parent receives an
excellent job offer in the Pacific Northwest; one of your cousin’s children
comes to live with you; World War III erupts; you win a contest and receive
$20,000/year for 10 years; etc.
Step:
9 Duration:
One at a time, the class members are called upon to draw a
change card, read it aloud, and then explain how such a change would affect the
future planned.
Step:
10 Duration:
Use the change cards once, with the idea of the changes
happening within the next five years. Then, when you use them again, vary the
timing of the change to a decade from now. By switching the time when these
events occur, the changes take on entirely different connotations.
Step: 11 Duration:
Initiate a discussion of the need for flexibility in their
roles and in their plans when needs are not met, interests change, or their
original plans fail.
Step:
12 Duration:
Have students look again at the “Anonymous Fill-In” sheet and
analyze areas where they may need to be flexible and what an alternative action
might be. The students will then write a paper, drawing information from the
vital statistics sheet, the “Anonymous Fill-In,” class discussion, the change
card situations, their analysis of alternatives, and past experiences concerning
times when they needed to be flexible.
Materials and Equipment
“Anonymous Fill-In” “Change cards” as described in activity
Paper and pencil
Standards (Local and/or National)
Total Duration
2-3 hours
Technology Connection
Assessment
Students will be assessed for their understanding of the
concept of change and their discussion of this concept.
Extension
This attachment can be added to the student's portfolio and
reviewed at a later date.
Remediation
Students who have difficulty imagining 15 years in the future
can imagine smaller units of time.
Accommodation
Modification
For students with significant disabilities, what changes can
be made in instruction and teaching delivery to allow students to participate in
classroom instruction while working on IEP objectives and off grade level QCC
standards. Below are suggested modifications correlated to the procedures of
this lesson plan.
