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Students review past life events both achievements and
difficulties and connect them with learning and lifestyle preferences in
this activity from Smart Choices. |
Primary Learning Outcomes
How do life roles, settings, and events determine preferred
lifestyles.
Additional Learning Outcomes
What have I learned from my experiences?
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
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:
Hand students a copy of the Life Event Activity Sheet. Ask the
students to pause just a minute and think back over the past few years in their
lives, remembering the most important roles, settings, and events that have
happened to them in those years and have in some way changed their lives. These
events may range from such things as winning the fourth grade spelling bee to
mom and dad getting a divorce or to an older brother or sister getting married
and leaving home. The only requirement for being on the list is that the event
affected them or led to a change in their lives. The change may be either
positive or negative. In the first column, have them list five of these
events.
Attachments for Step 1
Title: Life Events Activity Sheet FileName: Life Events Activity Sheet.doc
Description: A table
providing students an area to list their answers on life events.
Step: 2 Duration:
After they have recorded these, ask them to look at each event
and ask the question: “Would I want this to happen to me if I had my life to
live over again?” Instruct them to answer “yes” or “no” to that question in the
second column across from the specific event
Step:
3 Duration:
In the third column, have them designate by using “F” (Forced)
or “C” (Chosen) whether the event was something that happened to them over which
they had no control (i.e., it was forced upon them) or whether the event was
something in which they chose to participate. A few events may be a combination
of “force” factors and “choice” factors. If so, tell them to designate these as
“F and C.”
Step: 4 Duration:
The fourth column is for recording their own age at the time
the role, setting, or event occurred. Have students use a “+” to designate the
events that have made their lives easier and a “” to depict events that have
made life harder for them.
Step:
5 Duration:
Move now to the sixth column and have students determine
whether they feel their lives are happier or sadder as a result of this
event.
Step: 6 Duration:
Give the students a few minutes to look over the completed
chart. Then ask them to complete one of the following stems. "I learned that" "I
rediscovered that" Discuss with the class general trends as to when in their
lives they began to have control and whether that control has increased with
their age and maturity.
Materials and Equipment
Activity sheet
Standards (Local and/or National)
Total Duration
1 hour
Technology Connection
Assessment
Students will be evaluated on how they have determined roles,
settings, and events over which they do and do not have control and discussed
that control increases as age and maturity increase.
Extension
Students can examine events in the lives of notable
personalities and determine how adversity or achievement affected their
choices.
Remediation
Students can create timelines to help identify life stages and
events.
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.
