Content Area: Career Education and Consumer, Family, and Life Skills
Index: 9.2C Grade 8 CPI 6
Standard: 9.2 - Consumer, Family, and Life Skills
Strand: C - Interpersonal Communication
Cumulative Progress Indicator: 6 - The student will participate as a member of a team and contribute to group effort.
Grade: 8
Sample Activities:
· Earth is becoming uninhabitable.
· Current transportation systems consume natural resources and add to pollution and congestion.
· Comparison of Three Types of Milk in a Recipe
· Our Town
· HOW TO COMMUNICATE WITH YOUR FAMILY: Students view excerpts from television shows that reflect various kinds of families (e.g., families with small children, families with teens, extended or blended families) and how those families communicate. Show one video clip at a time. While watching each video, students write whether the communication portrayed was healthy or unhealthy and whether the show portrayed families realistically. Students justify their answers. Divide the class into small groups and assign each group a TV family. Students in each group share their written ideas and discuss them, noting how the family solved problems. Reconvene the entire class and brainstorm positive ways that families can solve problems. Each student develops a coupon book containing positive actions he/she can do, within the next week, to promote a healthy family. Coupons might include a statement such as “I will listen to all sides of an issue” or “I will cooperate with my brother to clean up the yard.” As the week progresses, students write the date and time they performed the action on the back of the coupon. On the last coupon, students write a brief summary of what actions were taken and how other family members received the actions.
Variation: Modify this activity to focus on communication with peers. Students
develop a coupon book and require other students to sign it to verify that the
actions were taken.
· YOU
CAN COUNT ON ME: On the chalkboard, write the following words in columns,
allowing space below each for student comments:
Ask students: “How does your family manage time? How do family members keep
track of what they have to do? Do you think families are different now then
twenty years ago? Ten years ago? Why? Define the term time management and engage
the students in a discussion of family rituals and routines that help or hinder
time management. As the students offer responses, place the activity in the
appropriate column on the board. Students develop their own time management plan
by outlining what happens to them during the course of a normal day and
assessing the activities to see if they match any of the 3 health categories
noted on the board. Students identify the strengths and weaknesses of their plan
and make suggestions to improve their time management skills.
· HEALTHCARE IS OUT THERE: Brainstorm a list of healthcare providers and write the list on the board. (Be sure to include specialists in various aspects of healthcare, not just doctors, nurses, and dentists.) Through a lottery, assign one healthcare provider to each student. Students investigate the field, noting educational requirements, licensing, and the kinds of healthcare problems the specialist addresses. Students review the local phone directory to locate the names of specialists in the community and develop an oral or written presentation on the assigned healthcare provider. Students interview a provider and share the information with the rest of the class.
Variation: Students correspond with local, state, or national organizations to
obtain literature on various healthcare careers and develop an information
packet on their assigned career. Students swap information packets and review as
many as possible during a class period. Each student selects one career that
appeals to him/her and justifies the choice.
Variation: Invite a panel of healthcare providers from different backgrounds to speak to the class about the types of clients they serve and the health problems they most commonly see. Speakers should address the differences in professional preparation for their career as well as licensing and continuing education requirements.
· DARE TO BE 100: Brainstorm attitudes about senior citizens. Explain that the process of aging is very misunderstood. Older citizens may be treated differently depending on the cultural background of the family. Students develop a plan to achieve old age entitled “Dare to Be 100.” Students list at least 20 suggestions to help them achieve the “ripe old age” of 100 years. Students consider ethnic and hereditary factors in the development of the plan.
Variation: Invite a panel of adults at various life stages to speak to the class
about ways they stay young and healthy.
Variation: Students interview senior citizens about the positive things in life
that have kept them active and healthy and ask them how they deal with the
changes and problems of aging.
Variation: Students shadow a senior citizen for a typical day and write a
journal outlining his/her activities. Compare the day’s events with the
stereotypical perceptions of “A Day in the Life of a Senior Citizen.”
Variation: Interview a local citizen who is at least 100 years old. Plan a life
celebration, hold the event, and record the day’s events on videotape.
· EVERYDAY HEROES: Brainstorm qualities that make someone a hero or role model. Discuss the differences. Ask: “Are all heroes role models? Why or why not?” Brainstorm the names of real or fictional characters that are considered heroes or role models. Compare the lists and ask: “Did anyone appear on both lists? How many of the heroes are fictional characters?” Students develop a profile of a hero or role model, listing the characteristics they think are most important and share with classmates.
Variation: Students develop a short story about a local community hero or role model. The story can be based on actual incidents or can be a fictionalized account of a situation that features a hero or role model.
Variation: Students envision a community where volunteers are treated like
celebrities and write an ad or real estate profile encouraging people to move to
the community.
Variation: Invite a local hero or role model to speak about his/her experiences
before, during, and after the event. Students write a reaction to the
presentation.
· CHANGES
THROUGHOUT THE LIFE CYCLE: Explain that change is one thing that is
guaranteed to occur throughout the life cycle. Ask students to think about
phases they have already experienced and the kinds of changes that have
occurred. Use a life cycle time line to remind students of the various phases
from infancy to senior citizen. Each student develops a time line of their own
life cycle from infancy to their present age, outlining
important events that have occurred. After a discussion of the changes, students
predict the personal changes they expect to occur in 5 years, 10 years, 15
years, 20 years, and 25 years in the future. Encourage students to predict goals
and accomplishments. After students have listed their predictions, explain that
they are setting the groundwork for their goals right now. (Use examples such as
education to prepare for college and a career.) Relate their predictions to the
achievement of health goals, and explain how wellness can support the
achievement of those goals.
Variation: Students interview an adult to ascertain how the individual’s health
status and decisions have influenced their lifetime goals and achievements.
Variation: Students develop a list of health goals and identify strategies to
achieve the goals.
· LIFE GOES ON: Discuss how students have changed in the last two to three years. Students reflect on goals they set for themselves in the beginning of middle school and evaluate ones they have met, ones in progress, and ones that have been delayed or discarded. Students note which goals were easy to achieve and which ones were more difficult. Focus the discussion on goals. Students categorize their goals as physical, social, intellectual, mental, or spiritual.
Variation: Students develop a status report on selected health goals. The report
should address the nature of the original goal, any modifications, what occurred
to achieve it, and the current status of the goal. Students predict whether the
goal will be accomplished or abandoned.
Variation: Invite high school students to discuss personal changes that have
occurred since they graduated from middle school. The peer educators should
focus on health-related issues and goals and how choices impact long-range and
lifetime goals.
· LEARNING TO MANAGE: Some people never seem to able to reach their goals in spite of the fact that they are smart and capable people. The ability to manage your life greatly influences your ability to reach a goal. Brainstorm a definition of management and write on the board (e.g., using resources wisely to achieve goals). Divide the class into small groups. Give each group a situation to “manage” and a handout describing the five steps to effective management (see below). Students discuss the problem and suggest strategies to manage the situation. Afterwards, groups share their problems and solutions. Then each student selects one personal health-related goal and develops a management plan for that goal.
MANAGEMENT IN FIVE EASY STEPS -
1. Set a goal. You have to decide what you want to do.
2. Make a plan. What has to happen to reach the goal?
3. Act on the plan. Do something.
4. Control the plan. Check on your progress and change the plan, if needed.
5. Evaluate the results. Did you reach the goal? What worked?
· PEER MEDIATION: Students investigate and develop a program to provide peer mediation services in the school. Working with the school counselor, students visit a school already engaged in a successful peer mediation program. Students develop the rules for the program and assist in the development of a training program for prospective peer mediators. Students collect information about the program and report to the school administration at the end of the school year.
· DEFINING CONFLICT: In essay form, students describe two conflicts observed in the media or real life and record whether each conflict has positive consequences, negative consequences, or both. Students determine the aggressor(s), victim(s), and bystanders in each situation and determine if someone served as a problem solver or mediator. Students list the qualities needed to fulfill those roles and describe how each conflict might be peacefully resolved.
· LIVING
WITH LOSS: Explain that change, loss, and death are all natural and
inevitable parts of the life cycle. Define loss in very general terms, and then
qualify it with the term grievous loss. Explain that grievous losses make us
feel hurt, angry, or sad. Divide the class into small groups to brainstorm as
many losses as possible and record on chart paper. Each group’s recorder selects
three losses from his/her group’s list and writes them on the board. Add to the
list any other losses not supplied from the student lists. Discuss the following
questions:
· What
losses listed do you think would be the hardest to cope with?
· What
losses might have a positive side to them?
· What
losses would be hard to talk about in public?
Variation: Students find a newspaper or magazine article that describes a loss.
Students answer the following questions, in writing, about their article:
· What
loss(es) are represented in the article?
· Who
or what will be affected by the loss?
· Would
others easily recognize the loss?
· Would
the loss be difficult or easy to bear?
· What
possible growth or positive action could come from the loss? Could there be any
gains now or in the future as a result of this incident?
· BELIEFS ABOUT DEATH: Invite representatives from the predominant religious faiths of the community to discuss their beliefs about death. Prior to the panel, students generate a list of questions for the panelists.
Variation: Students watch a television show that is likely to have a death scene
(e.g., medical show, police drama). After viewing the show, students discuss the
following questions:
· Was
a death portrayed on the show? How many?
· How
old was the person who died?
· What
was the cause of death (e.g., illness, accident, shooting)?
· What
attitudes about death were presented?
· What
kind of ceremony was portrayed?
· How
did family and friends deal with the death?
· Was
the portrayal of death realistic? Why or why not?
· ON THE JOB: Explain how the use of alcohol, tobacco, and other drugs interferes with job performance. In order to understand this better, students interview a school staff member about his/her job. Each student is given a teacher-prepared questionnaire for the interview. Questions should focus on what the person does, the skills and personal qualities needed for the job, and educational requirements. After the interviews, organize students into groups by job title. Students compare the results of their interviews and predict how the use of ATODs might interfere with job performance.
Variation: As a follow-up activity, students role-play a job interview. Using a
script, costumes, and props, students assume the roles of employer and
prospective employees. Two of the job candidates should exhibit some signs of
substance use (e.g., chain smoking, acting very lethargic or wired). After
observing the interviews, the class votes on who should be hired for the job.
Discuss the criteria used to make the judgment.
Variation: Introduce the concept of preemployment drug screening, and discuss
how drug testing might impact one’s ability to gain employment.
· SIDE EFFECTS: Define side effects. Invite a pharmacist or healthcare provider to discuss the most common side effects of medications. Students prepare questions, in advance, for the presentation. After the visit, divide the class into small groups, and have each group select an occupation (e.g., pilot, racecar driver, professional athlete, doctor, carpenter.) Each group discusses the responsibilities of its chosen occupation and predicts the impact of medication side effects on job performance. After the presentations, discuss what a person can do to minimize medication side effects so he/she can function better at school or work.
· IN THE FIELD, ON THE JOB: EFFECTS ON PERFORMANCE: Students visit a construction site, hospital, or factory. During the visit, ask students to imagine the kinds of problems that might result if an employee was under the influence of either a legal or illegal substance while on the job. Students write a reaction to the trip and a summary of their observations.
Variation: If a field trip is not feasible, invite an occupational safety specialist, job foreman, or occupational nurse or physician to address the class about workplace substance abuse problems and policies.
· RACING AGAINST ALCOHOL, TOBACCO, AND OTHER DRUGS: For this activity, design a relay race where students must place water, one teaspoon at a time, in a bottle. Divide the class into teams. Tell students they must be extremely careful not to spill any of the water as they move quickly to fill the bottle. After the race, ask each team what was the hardest part of the race. “How might a person under the influence of alcohol, tobacco, or other drugs might perform in such a race? Would the team have problems completing the task? How would team members handle such a situation?” Explain that even simple tasks require coordination, clear thinking, patience, and teamwork. Each student discusses, in writing, how each of those qualities might be affected when a person is under the influence of alcohol, tobacco, and/or other drugs.
Variation: After the physical activity above, students list several activities
they enjoy and write how those activities might be affected if they used
alcohol, tobacco, and/or other drugs.
· EFFECTS
OF ATODS ON PROBLEM SOLVING: Divide the class into small groups, and give
each group blocks or popsicle sticks. Direct each group to design and build
something (e.g., a bridge, house, skyscraper). Provide minimal direction for the
project. Assign one person in each group to serve as an observer. Observers
cannot speak or contribute to the discussion, only watch and record what
happens. After a specific time limit, each
observer describes what happened in his/her group. Ask: ”How might the group
process differ if one or more group members were under the influence of alcohol
or another drug?” Relate this to the accomplishment of school and work-related
tasks.
· GATEWAY DRUGS: Ask students to describe the purposes and uses of a gate. From there, define a gateway drug (a drug of first use, most commonly alcohol, tobacco products, or marijuana). Divide the class into small groups to debate a statement, such as: “Individuals who use tobacco products go on to use hard drugs.” Circulate during the discussions and clarify misconceptions. Reconvene the entire class and ask how many agree or disagree with the statement. Reformulate into new groups and pose a second statement such as: “Individuals who smoke marijuana will eventually try other drugs.” After group discussion, reconvene the entire group, and once again ask who agrees and disagrees with the statements. Clarify any misconceptions.
· FAMILY
BALANCE: In preparation for this activity, create a mobile (or use an
existing one) and label the extensions of the mobile with the names of family
members (e.g., mom, dad, son). Use the mobile to represent the family
constellation. Family members have roles in the family system, and their roles—
or behaviors— keep the family mobile in place. Brainstorm the roles and
responsibilities of family members. Explain that the needs of the family are met
through these roles and responsibilities, such as paying the rent, cooking, or
doing homework. Then ask the class: “What might cause a family member to change
their role? What will this do to the mobile?” The teacher may add a weight to
one side of the mobile or shift the balance in some way to demonstrate the
point. Then ask the class: “What can other family members do to restore the
balance?” Again redistribute the mobile to make the
point obvious to the students. Ask students: “Is it always possible to maintain
the balance?” Add weights or redistribute the mobile. Finally, explain to the
class that a family can remain out of balance. When this happens, family members
functions may change. That’s why some families are called
dysfunctional families, they cannot restore the healthy functions or roles and
continue to be off-balance in spite of shifting responsibilities. Ask students
where families might go for help, and list their suggestions on the chalkboard.
Students develop a list of community resources for families that need help and
publish the list in a school newsletter.
· YOUR FUTURE, YOUR LIFE: In this activity, students discover how mistakes regarding the use of alcohol, tobacco, and other drugs can impact their ability to get a job. Divide the class into small groups, and supply each group with a number of college and employment applications. Students review the applications, looking for questions about drug arrests, convictions, or drug use. Students research how a drug conviction might affect employability in various occupations (e.g., law enforcement, the military, education, pharmacy, healthcare providers) and present the findings to the class for discussion.
· USE,
ABUSE, OR DEPENDENCY?: Divide the class into three groups. Create one set
of cards for each group describing the four phases
of the progression of chemical dependency. Give each group a set of cards and
have volunteers arrange themselves in the correct order from early to end stage.
To make changes in the order, students must challenge the placement and those
who arranged the line-up must defend the placement. Reconvene the class and
review the definitions of use, abuse, and dependency. Relate the definitions of
use, abuse, and dependency to the progression chart and address any
misconceptions. Provide small groups several situations, (see samples below)
that involve substance use. Groups determine if the scenario constitutes use,
abuse, or dependency. Students list questions to consider when making an
appropriate decision and indicate where they might look to find answers to those
questions.
USE, ABUSE, OR DEPENDENCY?
· A
student goes to the nurse to take prescribed medication.
· Two
students meet in the school lavatory; one student gives the other a
Phenobarbital tablet or muscle relaxant brought from home.
· A
person is injured at work. He/she is given a prescription for codeine. The
person feels better after a few days, but renews the prescription and continues
to use the medication.
· A
person consumes a six-pack of beer every Saturday night.
Variation: Place the words use, abuse, and dependency on large cards and post at
distant corners of the room (or give each student three different colored cards
with use, abuse, or dependency written on each). Read a scenario and instruct
students to move to the corner of the room that best describes the situation (or
raise the appropriate card). A spokesperson from each group defends the group’s
position. Conclude the activity by listing some of the resources available to
help individuals with substance abuse problems.
Variation: Considering the scenarios noted above, brainstorm the lifelong impact
of such actions on the individual and his/her family. Students predict what
might happen to the individual at various stages of the life cycle if the
behavior continues (e.g., What might happen to the individual who drinks a six
pack of beer every Saturday night? What will he/she be like at age 20, 30, or
40?)
· GIFTS FOR CHILDREN: LIVING IN A CHEMICALLY DEPENDENT FAMILY: Review the problems of a teen living in a chemically dependent family. Use a story or video (e.g., The Boy Wonder from the Working It Out At Madison Series available from Community Intervention, 1-800-328-0417) to trigger the discussion. After the story or video, each student writes a brief paragraph describing three “gifts” they would bring to the teen in the story. Students provide a rationale for their choices. The gifts may be emotional, physical, psychological, or symbolic. Discuss the student selections.
· TREATMENT: Divide the class into small groups and have each group investigate the cost of healthcare for individuals seeking treatment for ATOD problems. Be sure students consider the loss of work hours, the cost of health benefits, and other factors for both the employee and the employer. With the assistance of the SAC or school nurse, invite representatives from employee assistance programs, community service agencies, hospitals, and intervention programs to act as resources for the student projects. Each group presents its findings to the class.
· DANCE
SET:
· Students
design a model to scale for an abstract stage set for a designated dance
performance. Scale will be to the area in which a dance performance would take
place, e.g., in the school auditorium, cafetorium, or outside location. Consider
where off-stage areas will be.
· Students
consider as an alternative a realistic set that is representative of the theme,
time, and place.
· The
class critiques the prototypes by demonstrating movement paths within the space.
They consider both stability and safety.
· DANCE EVENT:
· Students design a dance
program to be presented to an audience (other students, parents, community). The
program may be for a specific event, an assembly, holiday, celebration, etc.
Consider inclusion in a theater production or music concert, and work with other
arts disciplines.
· Students then determine
the target audience and available locations. They make appropriate dance and
musical selections. Students prepare a one-page resume listing the skills they
believe will enable them to take the roles of a director, announcer,
choreographer, stage manager, public relations, costumer, etc. They share the
resumes with the class, and groups form based on student interest and
self-appraisal of skills. The marketing group uses a computer to generate the
dance program, which they will distribute at the event. They use available
technology as appropriate. The program is videotaped.
· Students learn,
practice, and perform the program.
· SOUNDTRACK:
· Students watch a
videotape of a school-produced drama, with no music. Working in small groups,
students choose appropriate music (not original) to go with the drama.
· Students
discuss/resolve limitations for recording the music to correlate with the drama
and then record the soundtrack.
· Students explain how
the music affected the intent of the drama.
· REFINING CRITIQUE:
· As a group, students
identify and list appropriate elements used as criteria to judge live and
recorded musical performances. They use the computer to design a rubric.
· Using the
student-created rating sheet, the class critiques live and recorded performances
of various genres. Students write a critique of two contrasting musical groups:
e.g., classical music, chamber orchestra, and a rock/pop musical such as
“Tommy.” When critiquing each musical group, students discuss the following:
¥ balance/blend; ensemble; technical precision; tone color;
intonation; and stage presence.
· Critique each other’s
vocal and instrumental musical works based on the same rating sheet used for
critiquing the professional performances. They share the criticisms.
· Students respond to the
question, “Why is it important to analyze the artistic process?”
· DANCE TALKS:
· Students become music
program directors for a radio station: design, plan and evaluate music and other
programming for a day’s worth of listening including news, commercials, etc. The
students work in small groups to:
· Select a local radio station; identify and target the
listening audience;
· Prepare a list of songs, the artist or group, album, and
style;
· Evaluate/edit/revise choices for variety in groups and
styles of music;
· Diagram or outline the daily program, including talk
segments, advertisements, newscasts, public service announcements, and talk
call-in shows as appropriate to the selected stations;
¥ Evaluate and revise the final program outline;
¥ Present the final plans to the class and perform a segment.
· ANALYZING THE AESTHETIC ELEMENTS:
· Orally or in writing, the students
analyze the aspects of a play. They describe the following elements and evaluate
their level of importance to the success of the play:
¥ theme/plot; characters/setting; structure/form;
movement/pace; conflict/resolution; and interpretation.
· Students do a Siskel and Ebert
review of the play or write a review for the “arts and entertainment” section of
a newspaper.
· Create a “telephone” monologue
telling a friend about the play.
· Students write a synopsis of
several reviews in which they state their agreement/disagreement with the
issues.
· ART
CRITIC:
· Each student reports to the class,
in the role of a professional art critic, on works of art that she/he has viewed
at an art event: a student or community show, an ethnic/cultural festival, a
museum, etc. Integrate art vocabulary. A good review includes the following
criteria: a reproduction or photograph of the work, the handling of the elements
of art, technical skill and technique, successful representation of the intent.
Presentations should be timed.
· A videotape or audiotape of the
review, allows for a “playback” and critique of the review.
· Divide students into groups of three or four. Each group will design a press kit for a new band or a new sports team. The press kit should be original and include press releases, feature stories, a roster, photographs with captions, calendar of upcoming events, brochures, frequently asked questions, sales promotion materials, etc. Students will be creative and present the material in a specially designed folder.
· Divide the class into small groups. Each group will be assigned a career cluster. Students will research companies located within the state of New Jersey that have occupations within that career cluster. They should create a list of five companies and for each company that they have chosen research the history of the company, job opportunities within the company, and what the company is currently doing to give back to the community – social responsibility. Students will word process the information that they gather and present their findings to the class. All students in the group must present.
· Participate in the USA Today/Net Gain personal finance education program. The program includes a financial literacy rally – Learn Now or Pay Later Rally.
· Students will work as teams to evaluate the visual merchandising used by a minimum of 10 stores in the mall. An evaluation rubric will be created by the students prior to the trip. All teams will use this rubric to evaluate the exterior and interior visual merchandising components and explain the reasons for their evaluations.
