Connecting Students with Employers Workforce Preparation Lesson Plans for Elementary, Middle and High School Students
Connecting Students with Employers Workforce Preparation Lesson Plans for Elementary, Middle and High School Students
Introduction
The Connecting Students with Employers teaching manual is a set of engaging
lesson plans that are ideally suited for use with a small or large group in an informal
learning environment or classroom setting.
This manual is designed to communicate important, relevant information in an
accessible, easy-to-use lesson plan format. Each lesson is packed with activities,
planning tools, self-evaluations and effective, real-life examples that deliver lessons
on basic business and professional skills essential to employees at all levels of an
organization.
Unique features of the teaching manual:
1. Focuses on skills employers look for in employees.
2. Covers a wide range of important soft-skill topics.
3. The user-friendly, interactive lesson plan format makes learning fast, easy, and
fun.
4. Accommodates different learning styles.
5. You can test a student's knowledge of the subject matter before or after a
lesson series using a pre/post-test assessment tool that is provided.
Made available by the:
LSU AgCenter Workforce Preparation Initiative Implementation Team (WPIIT)
The WPIIT works to help youth develop a positive attitude, set goals, build confidence and acquire
skills and competencies needed to get and keep a job The Team developed this manual as a resource
for youth workforce preparation educators. Team Members: Berteal Rogers, Carolyn Robinson,
Chantel Williams, Deborah Cross, Jim Summers, Ken Spoto, Lanette Hebert, Lisa Holmes, Ophelia
Allen, Robin Hart and Juanita Johnson.
Contents
Connecting Students with Employers
Workforce Preparation Lesson Plans for Elementary, Middle and High School Students
Section I: Elementary School Lesson Plans
Lesson 1: Getting to Know ME
Lesson 2: Ten Things I Love to Do
Lesson 3: Making Decisions
Lesson 4: Good Employee Recipe
Lesson 5: Teamwork
Page
1-5
6-9
10-13
14-18
19-27
Section II: Middle and High School Lesson Plans
Lesson 1: Taking Charge of Your Life and
Making Things Happen
Lesson 2: Getting to Know ME
Lesson 3: Dreams and Goals
Lesson 4: My Ideal Workplace
Lesson 5: Teamwork
Page
1-10
11-14
15-22
23-29
30-37
Contents
Connecting Students with Employers
Workforce Preparation Lesson Plans for Elementary School Students
Section I: Elementary School Lesson Plans
Lesson 1: Getting to Know ME
Lesson 2: Ten Things I Love to Do
Lesson 3: Making Decisions
Lesson 4: Good Employee Recipe
Lesson 5: Teamwork
Page
1-5
6-9
10-13
14-18
19-27
Section I
Grade(s): Elementary
Lesson 1: Getting to Know ME
Made available by the: Workforce Preparation Initiative Implementation Team (WPIIT)
Lesson Title
Lesson 1: Getting to Know ME
Grade(s)
Elementary
Education for
Careers Standard
The student will be able to develop a knowledge base from which to make
intelligent career decisions about how to obtain and retain a job and be
prepared for the changing workplace.
Education for
Benchmark 2: The student will be able to assess personal strengths and
Careers Benchmark weaknesses related to career choice.
Benchmarks
Benchmarks K-4
ELA-1-E6: Interpreting (retelling, summarizing) texts to generate
connections to real- life situations (1, 2, 4)
ELA-4-E2: Giving and following directions/procedures (1, 4)
ELA-4-E7: Participating in a variety of roles in group discussions (active
listener, contributor, discussion leader) (1, 4, 5)
ELA-7-E2: Using basic reasoning skills, life experiences and available
information to solve problems in oral, written and visual texts (1, 2, 4)
Benchmarks 5-8
ELA-4-M2: Giving and following directions/procedures (1, 4)
ELA-4-M3: Using the features of speaking (audience analysis, message
construction, delivery, interpretation of feedback) when giving rehearsed
and unrehearsed presentations (1, 2, 4)
ELA-4-M6: Participating in a variety of roles in group discussions
(facilitator, recorder) (1, 4, 5)
Time Allotted
40-45 minutes.
What you need for the Lesson:
• Worksheet 1.1 (WS 1.1)
• Pencils or ink pens.
• Presenter Material (PM 1.1)
• Equipment: Flip chart and easel.
• Markers.
Background: Your life revolves around your relationships with others. Persona l relationships
are important within your family, with friends and in school. Personal relationships will be
equally important when you go to work. Some people develop many personal relationships.
Others prefer to be alone much of the time and thus have fe wer friends. Whichever type of
person you are, your relationships will depend on mutual respect and concern for others.
Contact: Juanita Johnson, Professor, LSU AgCenter Department of 4-H Youth Development
1
Grade(s): Elementary
Lesson
Getting to Know ME
What you1:
Say/Do:
2
Materials &
Participant Activities:
Made available by the: Workforce Preparation Initiative
Implementation Team (WPIIT)
Resources:
Activity 1: Personality
1. Introduce the lesson.
2. Ask the participants to define personality.
Write replies on a flip chart.
3. Discuss the concept of personality and the
unique mix of qualities, traits, attitudes
and behavior that distinguishes an
individual from others.
4. Based on discussions, write a definition of
personality on the flip chart.
Flip chart and
markers.
Individual responses.
Flip chart and
markers.
Individual responses.
NOTE: Personality refers to the whole
person. It includes both our inner and our
outer selves. It includes our inward side -what we believe and value, how we tend to
think and feel and what our attitudes, goals
and motives are. Personality also includes the
outward, more physical, ways we express
ourselves to others -- our mannerisms, our
actions and physical reactions, our words and
the ways we speak them. Our basic
personality itself includes those traits we
more or less consistently have or express,
even though at times we can and do
experience or reflect other traits that are
uncharacteristic of us.
5. Write the name of four or five wellknown people on the flip chart such as,
people:
-in the news
-from a popular TV program or movie
-from books familiar to the group
-from sports
-from history
-from a fable or fairy tale
NOTE: Select from a broad spectrum of
people representing cultural diversity and a
balance of both genders.
6. Ask questions about the people such as:
• What kind of persona lity do
you think they have?
3
Grade(s): Elementary
Lesson 1: Getting to Know ME
Made available by the: Workforce Preparation Initiative Implementation Team (WPIIT)
•
What makes them so different?
NOTE: Discuss the concept of “roles” as
ways of behaving that we expect of someone,
for example, as a guardian or as a school
teacher. Point out the differences between
movie or TV roles and real life.
7. Display the *poster of Personality Traits
(PM 1.1).
8. Ask participants to select those that best
describe each of the well-known people
from the previous discussion. Discuss.
9. When the participants reach an agreement,
write the initials of the well-known person
next to the trait. Note: Participants might
like to add additional traits to the poster.
Activity 2: Personal Profiles
10. Distribute Worksheet 1.1, Getting to
Know ME. Ask participants to complete
the worksheet. Discuss and give
directions on how to complete.
11. When complete, organize the participants
in pairs or groups of three people to share
their Top Six traits.
12. Conclude by asking participants to share
their top trait.
13. Summary: Whatever our personalities, it
is generally agreed that each of us has
strong and weak points. We have certain
personality qualities that come naturally
to us; we should develop them to enhance
our own lives and those of others. We also
have negative traits that need modifying
to minimize their negative influences on
our lives, behavior and relationships with
others. It is important for us to realize
what our individual personality traits are
and how we can develop them to relate
well to others and to feel good about
ourselves.
Reference: Career Information System for
Youth, 1999
Individual responses.
PM 1.1
*Check with a 4-H
coordinator to
determine what regional
offices print posters.
Print a large poster to
display at the meeting
or the information on a
flip chart before the
meeting.
WS 1.1
Complete WS 1.1
You
are a
STAR!
PM 1.1
1. Active
32. Kind
2. Agreeable
33. Laughs a Lot
3. Artistic
34. Leader
4. Calm
35. Neat
5. Caring
36. Nice
6. Compassionate
37. Nonviolent
7. Concerned
38. Patient
8. Considerate
39. Peaceful
9. Cool
40. Playful
10. Cooperative
41. Pleasant
11. Creative
42. Proud
12. Energetic
43. Quiet
13. Enjoyable
44. Reliable
14. Fair
45. Respectful
15. Forgiving
46. Respects Others
16. Friendly
47. Responsible
17. Fun
48. Sense of Humor
18. Generous
49. Serious
19. Gentle
50. Sincere
20. Good Attitude
51. Smiles
21. Good Friend
52. Strong
22. Good Listener
53. Sympathetic
23. Good Sport
54. Talks a Lot
24. Good Student
55. Thoughtful
25. Happy
56. Tough
26. Happy
57. Trustworthy
27. Happy with Self
58. Truthful
28. Healthy
59. Understanding
29. Helpful
of Others
30. Honest
60. Unselfish
31. Honorable
Getting to Know ME: You are a STAR (WS 1.1)
You are unique.
You hold a special place in your family, club and school.
Circle 15 words that describe the kind of person you think you are:
1. Active
27. Happy with Self
53. Sympathetic
2. Agreeable
28. Healthy
54. Talks a Lot
3. Artistic
29. Helpful
55. Thoughtful
4. Calm
30. Honest
56. Tough
5. Caring
31. Honorable
57. Trustworthy
6. Compassionate
32. Kind
58. Truthful
7. Concerned
33. Laughs a Lot
59. Understanding of
8. Considerate
34. Leader
9. Cool
35. Neat
10. Cooperative
36. Nice
11. Creative
37. Nonviolent
12. Energetic
38. Patient
13. Enjoyable
39. Peaceful
14. Fair
40. Playful
15. Forgiving
41. Pleasant
16. Friendly
42. Proud
17. Fun
43. Quiet
18. Generous
44. Reliable
19. Gentle
45. Respectful
20. Good Attitude
46. Respects Others
21. Good Friend
47. Responsible
2. __________________
22. Good Listener
48. Sense of Humor
3. __________________
23. Good Sport
49. Serious
24. Good Student
50. Sincere
25. Happy
51. Smiles
26. Happy
52. Strong
Others
60. Unselfish
Write the “TOP
FIVE” words that best
describe the kind of
person you think you
are.
1. __________________
4. __________________
5. __________________
Grade(s): Elementary
Lesson 2: Ten Things I Love to Do
6
Made available by the: Workforce Preparation Initiative Implementation Team (WPIIT)
Lesson Title
Lesson 2: Ten Things I Love to Do
Grade(s)
Elementary
Education for
Careers Standard
The student will be able to develop a knowledge base from which to make
intelligent career decisions about how to obtain and retain a job and be
prepared for the changing workplace.
Education for
Benchmark 2: The student will be able to assess personal strengths and
Careers Benchmark weaknesses related to career choice.
Benchmarks
Benchmarks K-4
ELA-1-E6: Interpreting (retelling, summarizing) texts to generate
connections to real- life situations (1, 2, 4)
ELA-4-E2: Giving and following directions/procedures (1, 4)
ELA-4-E7: Participating in a variety of roles in group discussions (active
listener, contributor, discussion leader) (1, 4, 5)
ELA-7-E2: Using basic reasoning skills, life experiences and available
information to solve problems in oral, written, and visual texts (1, 2, 4)
Benchmarks 5-8
ELA-4-M2: Giving and following directions/procedures (1, 4)
ELA-4-M3: Using the features of speaking (audience analysis, message
construction, delivery, interpretation of feedback) when giving rehearsed
and unrehearsed presentations (1, 2, 4)
ELA-4-M6: Participating in a variety of roles in group discussions
(facilitator, recorder)* (1, 4, 5)
Time Allotted
40-45 minutes.
What you need for the Lesson:
• Per participant: One 3” x 5” index card
• Pencils or ink pens
• Markers
• Equipment: Flip chart and easel.
Background: Although we share a common humanity, we are each as unique as snowflakes. No two of
us is exactly alike. Even identical twins have different fingerprints. But, just who are we as persons? How
are we distinct from one another? We are all separated by what we value. In one sense, a value is anything
that is worthwhile to us. It might be a person, an object or an abstract standard or ideal on which we base
our conduct. These are some of the questions and topics that will be discussed in this lesson.
Grade(s): Elementary
Lesson 2: Ten Things I Love to Do
7
Made available by the: Workforce Preparation Initiative Implementation Team (WPIIT)
What you Say/Do:
Activity 1: Ten Things I Love to Do
1. Introduce the lesson.
2. Distribute card to participants and ask
each to list 10 things they love to do.
3. When completed, ask a volunteer to share
one of their activities.
4. Then, brainstorm occupations related to
the activity.
Example: Attend parties
• Ask participants to think about
activities at a party such as talking
with people, enjoying food,
dancing and playing games.
• Now ask the group to suggest
ways a person could use an
interest in parties to make money.
• Some examples follow: catering,
disc jockey, party planner, selling
party supplies and decorations,
renting party games and designing
clothing for party themes.
5. Summary
What do you want to be when you grow up?
How many times have you been asked that
question? Do you have an answer? Where do
you start in figuring out what to do?
One of the best ways to explore careers is to
take an assessment. Career assessments are
tools to help you explore something about
yourself. They are based on different things –
like skills, values, interests and your
personality. Assessments are meant to help
you think about the types of jobs that fit you
by giving you an idea of how jobs might
relate to your specific characteristics.
It is hoped that the activity we just completed,
“Ten Things I Love to Do ” will help you
think more about what kind of job you would
like to have based on what you love to do.
Materials &
Resources:
Participant Activities:
3” x 5” card (one
per participant)
List 10 things they love
to do on a 3” x 5” card.
Raise hand to share an
activity from their list.
Write information
on a flip chart.
Individual responses.
Individual responses.
8
Grade(s): Elementary
Lesson 2: Ten Things I Love to Do
Made available by the: Workforce Preparation Initiative Implementation Team (WPIIT)
This is one way to help you make a wise
career development decision.
Activity 2: Jobs and Careers
6. Ask the participants how many have an
idea of the type of occupations they would Flip chart and
like to have.
marker.
7. Explain that sometimes people will use
the words “job” and “career”
interchangeably. Ask these questions:
• Who can define the word job?
• What is meant by career?
• How is an occupation different
from a career?
Definitions:
A. Job – A particular task or
undertaking. It may be paid or
unpaid.
B. Career – All of your life’s
work.
C. Occupation – A group of jobs
with similar educational
requirements, skills and tasks.
8. Ask participants to volunteer to share an
occupational goal. Write the goal on a flip
chart.
9. Affirm the importance of having a vision
and dreaming. Remind participants of the
changing nature of the world of work and
suggest the importance of having backup
plans in place.
10. Ask the participant what value or interest
attracts them to their occupational goals.
For example, if a participant wants to be a
truck driver, ask her or him to identify the
values or interests that truck driving
would fulfill. Write answers on the flip
chart.
11. Ask participants to suggest more ways,
including occupations of fulfilling the
same values or interests. Write answers on
the flip chart.
12. Repeat for two or three more examples.
13. Ask participants to record on their cards
three jobs related to the 10 things they
Share future plans or
occupational goals.
Individual responses.
Flip chart and
markers.
Grade(s): Elementary
Lesson 2: Ten Things I Love to Do
Made available by the: Workforce Preparation Initiative Implementation Team (WPIIT)
love to do.
14. Conclude by summarizing the importance
of seeking ways to fulfill values and
interests. Emphasize that career planning
is a process used to creatively identify a
variety of work opportunities. Reinforce
that values and interests may be fulfilled
both through paid and unpaid work.
Reference:
National Career Development Initiative,
Career Information Coordinating Committee,
Resources for Teachers.
9
Grade(s): Elementary
Lesson 3: Making Decisions
10
Made available by the: Workforce Preparation Initiative Implementation Team (WPIIT)
Lesson Title
Lesson 3: Making Decisions
Grade(s)
Elementary
Education for
Careers Standard
The student will be able to develop a knowledge base from which to make
intelligent career decisions about how to obtain and retain a job and be
prepared for the changing workplace.
Education for
Careers Benchmark
Benchmark 2: The student will be able to assess personal strengths and
weaknesses related to career choice.
Benchmarks
Benchmarks K-4
ELA-1-E6: Interpreting (retelling, summarizing) texts to generate connections to
real-life situations (1, 2, 4)
ELA-4-E2: Giving and following directions/procedures (1, 4)
ELA-4-E7: Participating in a variety of roles in group discussions (active listener,
contributor, discussion leader) (1, 4, 5)
ELA-7-E2: Using basic reasoning skills, life experiences, and available information to
solve problems in oral, written and visual texts (1, 2, 4)
Benchmarks 5-8
ELA-4-M2 : Giving and following directions/procedures (1, 4)
ELA-4-M3 : Using the features of speaking (audience analysis, message construction,
delivery, interpretation of feedback) when giving rehearsed and unrehearsed
presentations (1, 2, 4)
ELA-4-M6 : Participating in a variety of roles in group discussions (facilitator, recorder)*
(1, 4, 5)
Time Allotted
40-45 minutes.
What you need for the Lesson:
• Marker
• Stapler
• Pencils or ink pens
• 4 small paper bags (lunch bags)
• 1 apple
• 1 small bag of candy
• 1 ink pen
• 1 dollar bill and IOU for $1
Preparation:
• Using the marker, number the bags one to four. Place the following items in the corresponding
bags:
Ø Bag 1: apple
Ø Bag 2: small bag of candy
Ø Bag 3: ink pen
Ø Bag 4: dollar bill and IOU for $1
• Fold the top of each bag and staple shut so no one can see inside.
Background: Deciding to decide is often harder than carrying through once the decision has been made. Not to
make a decision is still a decision of time and circumstances. Indecision leads to wasting time, energy, talent,
opportunity and, in some cases, money. A person should consider possible consequences when making decisions.
11
Grade(s): Elementary
Lesson 3: Making Decisions
Made available by the: Workforce Preparation Initiative Implementation Team (WPIIT)
What you Say/Do:
Materials &
Resources:
Participant Activities:
Flip chart and
markers.
Individual responses.
Activity 1: What is decision making?
1. Ask participants to list examples of
decisions they made today. Write
responses on a flip chart. Examples:
When to get up. What to wear. Whether to
eat breakfast.
2. Ask the group to list some things to
consider when making decisions. Write
the responses on the flip chart.
3. Explain that people make small decision
daily, but with big, important decisions, a
person needs to evaluate alternatives
carefully. You will need to pay attention
to the effect of the consequences on your
value system. In some cases, the
consequences may not be known before
making a decision.
4. Tell the group you are going to
demonstrate what to consider when
making decisions.
5. Line up the four bags on a table or on the
floor in front of the group.
6. Ask one volunteer to come forward and to
stand behind one of the bags. Ask for
second and third volunteers to come
forward. Tell the volunteers not to touch
any of the bags. Note: There will be one
extra bag.
7. Explain to the rest of the group that it is
the audience and that it can try to
encourage the volunteers to select a
particular bag. Instruct them to do so. Tell
them not to stand or move from their
seats. Give the audience an opportunity to
try to coach the volunteers.
8. Then, ask each volunteer: Why did you
pick this bag?
9. Discussion point: The volunteers have no
information about what is in each bag.
Without information, it is hard to make a
decision.
Four prepared bags.
Volunteers stand
behind a bag.
Audience tries to
influence the
volunteers.
Individual responses.
12
Grade(s): Elementary
Lesson 3: Making Decisions
Made available by the: Workforce Preparation Initiative Implementation Team (WPIIT)
10. Have the volunteers pick up their chosen
bags by the tops only, 3 to 4 inches off of
the table or floor, then put them down.
11. Ask the first volunteer that came forward
if he or she would like to exchange bags
with any of the other volunteers or if they
would like to pick the remaining bag.
Allow them time to do so, if desired.
Repeat the process with the other two
volunteers. Ask each volunteer who
exchanges bags why he or she decided to
do so.
Volunteer pick up bags.
Volunteers are given an
opportunity to
exchange bags.
Audience tries to
influence the
volunteers.
Note: The rule is that any volunteer, when
given the opportunity, may exchange bags
with any other volunteer or pick the
remaining bag. Each time an exchange is
made, the person making the selection may
select any bag to the left (bag from another
volunteer or the remaining bag).
12. Tell the volunteers to pick up bags one
more time and to examine the bags more
closely except looking inside to find out
what is in the bag. Then move down the
line to examine all of the other bags.
NOTE: They may shake, touch, smell or
do anything similar to the bag to examine
it except opening the bag.
13. Once again, give the option from the first
volunteer to the third to trade bags (with
another volunteer or pick the remaining
bag). Tell them that this is the final
choice. Give audience an opportunity to
influence the volunteers.
14. Instruct all of the volunteers to open their
bags and take out the contents, displaying
them for the entire group. When the
volunteer opens the bag with the dollar
bill and the IOU, be sure to execute the
IOU by getting your dollar back.
15. Discuss each choice. Ask the group to
determine what kinds of observation they
can make about decision- making based on
the activity. Write responses on the flip
Volunteers examine
bags.
Audience tries to
influence volunteers.
Facilitator opens
the extra bag.
Volunteers open bags.
Grade(s): Elementary
Lesson 3: Making Decisions
Made available by the: Workforce Preparation Initiative Implementation Team (WPIIT)
chart. Examples:
• Sometimes when we make decisions,
we do the best we can with the
information we have, but the results
may be less than we anticipated.
• Sometimes decisions yield positive
consequences.
• Sometimes decisions have negative
consequences.
• Sometimes risk-taking is involved
when making decisions that can lead
to dangerous situations or
embarrassment.
Reflections:
• Ask the volunteers how it felt to
make decisions and to accept their
consequences.
• Ask the volunteers how they felt
when the audience tried to
influence their choices.
Other questions for the entire group:
• What is important in decision
making?
• What influences decision making?
Reference: Adapted from Health Education for
Youth, 1999.
13
Grade(s): Elementary
Lesson 4: Good Employee Recipe
14
Made available by the: Workforce Preparation Initiative Implementation Team (WPIIT)
Lesson Title
Lesson 4: Good Employee Recipe
Grade(s)
Elementary
Education for
Careers Standard
The student will be able to develop a knowledge base from which to make
intelligent career decisions about how to obtain and retain a job and be
prepared for the changing workplace.
Education for
Careers Benchmark
Benchmark 2: The student will be able to assess personal strengths and
weaknesses related to career choice.
Benchmarks
Benchmarks K-4
ELA-1-E6: Interpreting (retelling, summarizing) texts to generate connections to
real-life situations (1, 2, 4)
ELA-4-E2: Giving and following directions/procedures (1, 4)
ELA-4-E7: Participating in a variety of roles in group discussions (active listener,
contributor, discussion leader) (1, 4, 5)
ELA-7-E2: Using basic reasoning skills, life experiences, and available information to
solve problems in oral, written and visual texts (1, 2, 4)
Benchmarks 5-8
ELA-4-M2 : Giving and following directions/procedures (1, 4)
ELA-4-M3 : Using the features of speaking (audience analysis, message construction,
delivery, interpretation of feedback) when giving rehearsed and unrehearsed
presentations (1, 2, 4)
ELA-4-M6 : Participating in a variety of roles in group discussions (facilitator, recorder)*
(1, 4, 5)
Time Allotted
40-45 minutes.
What you need for the Lesson:
• Worksheet 4.1 (WS 4.1).
• Pencils or ink pens.
• Markers
• *Presenter Material (PM 4.1)
• Equipment: Flip chart and easel
Background: When you start working in an organization, you will be joining a team. A team is two or more people
working together to produce the same results. Members of a team work for the benefit of all team members. People
who work for the same organization are part of a team. An organization is a group of people working together to
produce a known result. Teamwork is work done by a group, with each member placing the success of the group
ahead of personal interests.
*Check with a 4-H coordinator to determine what regional offices print posters. Print a large poster to display at the
meeting or write the recipe on a flip chart before the meeting.
15
Grade(s): Elementary
Lesson 4: Good Employee Recipe
Made available by the: Workforce Preparation Initiative Implementation Team (WPIIT)
What you Say/Do:
Materials &
Resources:
Participant Activities:
Flip chart and
markers.
Individual responses.
Activity 1: What employers look for in
employees
1. Ask participants: What do you think
employers look for in employees? Write
information generated on a flip chart.
2. Add in any additional characteristics that
are important, but were not mentioned.
Note: You should now have a list of
characteristics of good employees.
Discuss and summarize.
Activity 2: Characteristics of good employees
3. Display the “Cookie Recipe” poster.
4. Discuss the components of a recipe:
ingredients, amounts of ingredients,
directions on how to mix ingredients and
instructions for preparation of the finished
product.
5. Tell the participants that they will form
small groups to develop recipes for good
employees, using the cookie recipe as an
example. Tell them to work together to
generate a list of characteristics of good
employees and to list them as ingredients
in the recipe. Give them the following
directions to complete their recipes:
• List the ingredients of good
employees.
• Tell the amount of each
ingredient.
• Make sure the ingredient they
value most is the largest amount.
• Tell them to complete their recipes
by giving directions on how to
mix the ingredients together.
6. Distribute WS 4.1. Discuss. Divide the
group into groups of five to six.
7. When completed, have groups present
their recipes. On the flip chart, add any
new characteristics reported by each
group to the list generated earlier.
PM 4.1, Cookie
Recipe poster.
WS 4.1 and pencils.
Flip chart and
markers.
Work in groups of five
to six to develop a
Recipe for a Good
Employee.
Grade(s): Elementary
Lesson 4: Good Employee Recipe
Made available by the: Workforce Preparation Initiative Implementation Team (WPIIT)
Combine any duplication.
8. Reflections: What do you think is the
most important value for a team member
to have? Was it hard for your group to
develop a list of characteristics? Why?
Why not? Are there areas you would like
to improve on in your work with team
members?
9. Summary: Our personalities include our
attitudes and values. Some things in life
are simply more important to each of us
than other things are; however, different
people seem to value different things or
value the same things, but to a different
extent and in different ways. What you
value as an individual is extremely
important, since your values will largely
determine your goals, your pattern of
acting, people’s reactions to you and
ultimately your happiness in life. The
characteristics generated today in your
recipes for Good Employees demonstrate
the values of this group. These are the
things you need to work on in your
personal relationships with others to be a
good team member in whatever job you
choose.
Reference: Adapted from Health Education
for Youth, 1999.
16
Good Employee Recipe
Ingredients:
Good Friend Recipe
Ingredients:
1 cup caring
½ cup honesty
2 tablespoons fun to be with
1 tablespoon sense of humor
Dash of patience
Directions:
Blend caring with patience. Stir in honesty. Fold in
fun to be with. Top with sense of humor.
Directions:
WS 4.1
Easy Pecan Cookies
INGREDIENTS:
• 1 cup butter
• 1/2 cup powdered sugar
• 1/4 teaspoon salt
• 1 teaspoon vanilla extract
• 2 1/4 cups all-purpose flour
• 1 cup chopped pecans
DIRECTIONS:
Cream the butter with ¼ cup of the powdered
sugar and the vanilla. Mix in the flour, nuts and
salt. Roll into balls, using about 1 tablespoon of
dough, and place on an ungreased cookie sheet.
Bake 15 minutes at 350 degrees. Roll in
powdered sugar while still warm.
PM 4.1
Grade(s): Elementary
Lesson 5: Teamwork
19
Made available by the: Workforce Preparation Initiative Implementation Team (WPIIT)
Lesson Title
Lesson 5: Teamwork
Grade(s)
Elementary
Education for
Careers Standard
The student will be able to develop a knowledge base from which to make
intelligent career decisions about how to obtain and retain a job and be
prepared for the changing workplace.
Education for
Careers Benchmark
Benchmark 2: The student will be able to assess personal strengths and
weaknesses as related to career choice.
Benchmarks
Benchmarks K-4
ELA-1- E6: Interpreting (retelling, summarizing) texts to generate connections to
real-life situations (1, 2, 4)
ELA-4-E2: Giving and following directions/procedures (1, 4)
ELA-4-E7: Participating in a variety of roles in group discussions (active listener,
contributor, discussion leader) (1, 4, 5)
ELA-7-E2: Using basic reasoning skills, life experiences, and available information to
solve problems in oral, written and visual texts (1, 2, 4)
Benchmarks 5-8
ELA-4-M2 : Giving and following directions/procedures (1, 4)
ELA-4-M3 : Using the features of speaking (audience analysis, message construction,
delivery, interpretation of feedback) when giving rehearsed and unrehearsed
presentations (1, 2, 4)
ELA-4-M6 : Participating in a variety of roles in group discussions (facilitator, recorder)*
(1, 4, 5)
Time Allotted
40-45 minutes.
What you need for the Lesson:
• Per group of five to six participants: Five 3” x 5” index cards or slips of paper
• Worksheet 5.1 (WS 5.1)
• Worksheet 5.2 (WS 5.2)
• Worksheet 5.3 (WS 5.3)
• Pencils or ink pens
• Markers
• Presenter Material (PM 5.1)
• Equipment: Flip chart and easel
Background: Group problem solving and decision making provides: (1) a wider source of ideas and suggestions,
(2) a broader range of experience, (3) support of other members in implementing ideas and (4) greater feedback for
evaluating the results of a decision.
20
Grade(s): Elementary
Lesson 5: Teamwork
Made available by the: Workforce Preparation Initiative Implementation Team (WPIIT)
What you Say/Do:
Materials &
Resources:
Participant Activities:
Activity 1: The advantages and disadvantages
of teamwork.
Objective: Participants will be able to define
the word, teamwork.
1. Read the following aloud to the participants:
"A thoughtful father called for his three children.
He gave each of them a stick to break. Each child
could easily break the stick. He then tied the three
sticks together and asked each child to try to
break them. Each child tried to break the bound
sticks but without success. Individually a stick
was easy to break, but, when they were bound
together, they were impossible to break.”
2. Ask participants the meaning of the story.
(They should come up with the idea of
teamwork.)
3. The presenter writes the word teamwork on
the flip chart. Then divide the larger group into
groups of five to six. Instruct the smaller groups
to come up with a definition for the word,
teamwork. Note: Groups can brainstorm ideas
and then write one definition for the group.
4. Have the smaller groups share their definitions
with the larger group. Combine all definitions
into one definition.
Individual responses.
Work in groups to
develop a definition for
teamwork.
Share definitions with
the larger group.
Work together to
combine ideas.
Activity 2: Space Survival
1. Instruct group members to work together
solve a problem and to agree on a
solution. The exercise will focus on
teamwork and reaching consensus.
2. Distribute worksheet 5.1 and instruct
participants to work individually to
complete the form. Participants are to
work individually to complete worksheet
5.1 (WS 5.1).
3. Read and explain instructions provided.
Complete WS 5.1.
WS 5.1
21
Grade(s): Elementary
Lesson 5: Teamwork
Made available by the: Workforce Preparation Initiative Implementation Team (WPIIT)
After individual participants complete the
worksheet, divide the m into groups of five
to six. Instruct the smaller groups to work
to reach consensus by ranking the items as
a group.
4. Distribute index cards or slips of paper
and Worksheet 5.2.
5. Give the smaller groups 5 slips of paper
or index cards on which to write the
WS 5.2
survival items. NOTE: This will help
facilitate the ranking of items in the
group.
6. Discuss the following guidelines:
Guidelines for Consensus
• Try to listen to everyone’s
opinions and reasons.
• Do not assume that someone must
win and someone must lose.
• Avoid conflict-reducing
techniques such as majority vote,
averages or bargaining.
• Try to involve everyone in the
decision process.
7. After all groups have reached consensus,
the correct answers and their rationale
should be distributed or announced.
Objective: Participant will be able to identify
typical roles people take on when they are part
of a team.
1. The presenter asks the group to reflect
on the process it when through in the
activity. Ask: When you are part of a
team, what role do you usually take?
Are you usually a leader? Are you
usually quiet? Do you support the
person who seems to hold the power
and dislike the person who doesn’ t?
2. Distribute WS 5.3, My Teamwork
Style. Instruct participants to complete
the form.
Summary: Working as part of a team is common
in today's workplace. Ask: “What will help
PM 5.1
Write the survival
items on index cards or
slips of paper (one item
per card).
Work to agree upon a
group ranking of the
items. Record results
on, WS 5.2.
Compare answers.
Individual responses.
WS 5.3
Complete, WS 5.3.
22
Grade(s): Elementary
Lesson 5: Teamwork
Made available by the: Workforce Preparation Initiative Implementation Team (WPIIT)
people work together successfully on teams?” If
time allows, write responses on a flip chart.
Some possible reflections follow.
1. Successful teams make decisions together.
2. Successful teams have shared goals
everyone knows and agrees on.
3. Successful teams have a climate of trust
and openness.
4. Team members can express a new idea
without the fear of being embarrassed or
criticized.
5. Successful teams promote a sense of
belonging. Everyone feels valued.
6. On successful teams, differences of
opinions, ideas and experiences are
valued.
References:
Adapted from Washington Workforce
Training and Educating Coordinating Board,
ABEL Project.
Space Survival Activity: Adapted from
NASA, Lesson Plans for Teachers.
Individual responses.
WS 5.1: Individual Worksheet
SPACE SURVIVOR
Instructions:
Your space crew, originally scheduled to connect with a rescue ship on the Moon,
had to make an emergency landing. During landing, much of the equipment aboard
was damaged. Since survival depends on reaching the rescue ship, the most
important items available must be chosen for the trip. Below are the five items left
undamaged after the landing. Your task is to rank them in terms of their
importance to your crew in allowing the team to reach the rescue point. Place the
number 1 by the most important item, the number 2 by the second most important
and so on through the number 5, the least important.
Your Ranking (1 to 5. “1” is most important)
Solar-powered FM receiver/transmitter
First aid kit
Water - 5 gallons
Concentrated food
Nylon rope – 15 yards
WS 5.2: Group Worksheet
SPACE SURVIVOR
Instructions:
Your space crew originally scheduled to connect with a rescue ship on the Moon,
had to make an emergency landing. During landing, much of the equipment aboard
was damaged, and since survival depends on reaching the rescue ship, the most
important items available must be chosen for the trip. Below are the five items left
undamaged after the landing. Your task is to rank them in terms of their
importance to your crew in allowing the team to reach the rescue point. Place the
number 1 by the most important item, the number 2 by the second most important
and so on through the number 5, the least important.
Group Ranking (1 to 5. “1” is most important)
*NASA
Ranking
Group
Ranking
Items
Solar-powered FM receiver/transmitter
First aid kit
Water - 5 gallons
Concentrated food
Nylon rope – 15 yards
*NASA: National Aeronautics and Space Administration
WS 5.3: My Teamwork Style
What is your teamwork style? Rate your actions in teams,
then take a look at your ratings and answer the questions.
In groups , I:
1. Interrupt people when they are talking.
2. Usually keep quiet when I disagree.
3. Would rather work alone, not with others.
4. Keep cool under pressure and control my temper.
5. Find it easy to listen to others.
6. Respect others have to say.
Often Never Sometimes
1. What did you learn about teamwork by participating in this activity?
2. How does this activity relate to how people work together on different jobs?
PM 5.1: Answer Key
SPACE SURVIVOR
Instructions:
Your space crew, originally scheduled to connect with a rescue ship on the Moon,
had to make an emergency landing. During landing, much of the equipment aboard
was damaged. Since survival depends on reaching the rescue ship, the most
important items available must be chosen for the trip. Below are the five items left
undamaged after the landing. Your task is to rank them in terms of their
importance to your crew in allowing the team to reach the rescue point. Place the
number 1 by the most important item, the number 2 by the second most important
and so on through the number 5, the least important.
*NASA
Ranking
3
5
1
4
2
Items
Solar-powered FM
receiver/transmitter
First aid kit
NASA’s Reasoning
For communication with rescue ship.
Water – 5 gallons
Needed to survive.
Nylon rope – 15 yards
Useful for travel over rough land
areas.
Necessary but can live for some time
without it.
Concentrated food
First aid may be needed.
*NASA: National Aeronautics and Space Administration
Workforce Preparation
Elementary School
Pre- Post-test
Directions: Circle the letter you think represents the best answer.
1. What is a goal?
A. Something you want to achieve in the future.
B. Something you want others to do for you.
C. Something you plan to think about.
2. Your personality includes:
A. Your posture
B. Your mannerisms
C. A and B
3. An occupation is:
A. A group of jobs with similar educational and skill requirements.
B. A group of careers.
C. A business type job.
4. What is important to make good decisions?
A. Always act as quickly as possible.
B. Get more information.
C. Don’t discuss the issue with anyone.
5. What is another term for personality?
A. Teamwork
B. Participation
C. Attitude
6. What is one important requirement for teamwork?
A. A leader who knows all of the answers.
B. Shared goals and the desire to achieve them.
C. Recognition of the most outstanding leader.
7. What is the difference between a job and a career?
A. A job is hard work.
B. A job is what you do for which you get paid; a career is all of your life roles.
C. A job is your occupation; a career is a job.
8. In work environments today, employers look for employees who:
A. Work well on teams.
B. Wear stylish clothing.
C. Like being the center of attention.
9. What is a value?
A. What other people think is important.
B. What is important to the individual.
C. What a group of people think is important.
10. An “Ideal workplace”
A. Is where workers make a lot of money.
B. Is where workers feel valued and respected.
C. Depends on the values of individual workers.
Workforce Preparation
Elementary School
Pre- Post-test: Answer KEY
Directions: Circle the letter you think represents the best answer.
1. What is a goal?
A. Something you want to achieve in the future.
B. Something you want others to do for you.
C. Something you plan to think about.
2. Your personality includes:
A. Your posture
B. Your mannerisms
C. A and B
3. An occupation is:
A. A group of jobs with similar educational and skill requirements.
B. A group of careers.
C. A business type job.
4. What is important to make good decisions?
A. Always act as quickly as possible.
B. Get more information.
C. Don’t discuss the issue with anyone.
5. What is another term for personality?
A. Teamwork
B. Participation
C. Attitude
6. What is one important requirement for teamwork?
A. A leader who knows all of the answers.
B. People s haring goals and working together to achieve them.
C. Recognition of the most outstanding leader.
7. What is the difference between a job and a career?
A. A job is hard work.
B. A job is what you do for which you get paid; a career is all of your life roles.
C. A job is your occupation; a career is a job.
8. In work environments today, employers look for employees who:
A. Work well on teams.
B. Wear stylish clothing.
C. Like being the center of attention.
9. What is a value?
A. What other people think is important.
B. What is important to the indiv idual.
C. What a group of people think is important.
10. An “Ideal workplace”
A. Is where workers make a lot of money.
B. Is where workers feel valued and respected.
C. Depends on the values of individual workers.
Contents
Connecting Students with Employers
Workforce Preparation Lesson Plans For Middle and High School Students
Section II: Middle and High School Lesson Plans
Page
Lesson 1: Taking Charge of Your Life and 1-10
Making Things Happen
Lesson 2: Getting to Know ME
11-14
Lesson 3: Dreams and Goals
15-22
Lesson 4: My Ideal Workplace
23-29
Lesson 5: Teamwork
30-37
Section II
Grade(s): Middle and High School
Lesson 1: Taking Charge of Your Life and Making Things Happen
1
Made available by the: Workforce Preparation Initiative Implementation Team (WPIIT)
Lesson Title: Lesson 1: Taking Charge of Your Life and Making Things Happen
Grade(s):
Middle and High School
Education for
Careers Standard
The student will be able to develop a knowledge base from which to make
intelligent career decisions about how to obtain and retain a job and be
prepared for the changing workplace.
Education for
Careers Benchmark
Benchmark 2: The student will be able to assess personal strengths and
weaknesses as related to career choice.
Benchmarks
Benchmarks 5-8
ELA-4-M2 : Giving and following directions/procedures (1, 4)
ELA-4-M3 : Using the features of speaking (audience analysis, message construction,
delivery, interpretation of feedback) when giving rehearsed and unrehearsed
presentations (1, 2, 4)
ELA-4-M6 : Participating in a variety of roles in group
discussions (facilitator, recorder)* (1, 4, 5)
Benchmarks 9-12
ELA-4-H2 : Giving and following directions/procedures (1, 4)
ELA-4-H3 : Using the features of speaking (audience analysis, message construction,
delivery, interpretation of feedback) when giving prepared and impromptu presentations
(1, 2, 4)
ELA-4-H6 : Participating in a variety of roles in group discussion (mediator) (1, 4, 5)
Time Allotted:
40-45 minutes
What you need for the Lesson:
•
•
•
•
•
Per Person: Pencil, Worksheet 1.1 (WS 1.1) and Worksheet 1.2 (WS 1.2)
Presenter Material (PM 1.1)
Print and cutout the signs: (1) Fanta, (2) Someone Else
Equipment: InFocus/LCD projector, screen, laptop computer
PowerPoint Presentation: Taking Charge, Making Things Happen
Background Information:
Sample of what to say to participants: Taking charge means accepting responsibility for what you do and
what happens to you. To take charge of your life, gather information needed to make decisions and then
select the best solution. Find out what lies ahead. Make decisions. Don’t just fall into things. If you are
not a take-charge person, there is nothing stopping you from becoming one.
Contact: Juanita Johnson, Professor, LSU AgCenter Department of 4-H Youth Development
Grade(s): Middle and High School
Lesson 1: Taking Charge of Your Life and Making Things Happen
2
Made available by the: Workforce Preparation Initiative Implementation Team (WPIIT)
What you Say/Do:
Materials &
Resources:
Participant Activities:
“Taking Charge,
Making Things
Happen,”
PowerPoint
Presentation
View PowerPoint
Presentation.
WS 1.1
Have individual
participants complete
WS 1.1.
Teaching Tip: Begin the lesson with an
EXPERIENCE. Action! This immediately focuses
the attention on the learner rather than the facilitator.
Activity 1: Taking Charge and Making Things
Happen
1. Introduction: Introduce the lesson (see
background information).
Show the PowerPoint Presentation: “Taking Charge
of Your Life and Making Things Happen.” Discuss
and answer any questions posed by the group.
After showing the PowerPoint Presentation, explain to
the participants that you are going to ask them to look
at their own lives to see when they let things happen
and when they make things happen. Ask a volunteer
to share a time when he or she was in a situation when
he or she let things happen. If you are unsure whether
the group understands the concept or is able to
generate appropriate examples, share an example of
your own (either work or non-work related). NOTE:
For your reference, there is a work-related example on
WS 1.1.
2. Participant Activity
Distribute WS 1.1. Have participants complete
individually.
3. Group Activity
Divide larger group into groups of 5-6 participants.
In their small groups,
have participants share
the characteristics they
listed on WS 1.1 in the
block labeled: List some
characteristics of a
person who “makes
things happen.”
Then, have the small
groups brainstorm
added characteristics a
person must have to
“take charge and make
Grade(s): Middle and High School
Lesson 1: Taking Charge of Your Life and Making Things Happen
3
Made available by the: Workforce Preparation Initiative Implementation Team (WPIIT)
things happen”
(creative, assertive, risktaker, etc.). Have
participants add any
new characteristics to
their own lists.
4. Group Activity
Groups share
characteristics.
Have the groups share the characteristics they
identified with the entire group.
Teaching Tip: Generalize by asking questions about
personal and group experiences.
5. Debrief/Discussion
Ask the group: Are these characteristics desirable in
personal life? In work life? Why or why not?
Individual response.
Activity 2: Who is in Charge?
6. Method 1: Print and cutout the signs: Fanta
and someone else. Or, issue blank sheets of
paper and have participants make two signs:
(1) Fanta, (2) Someone else.
7. Method 2:
1
Alternative method (see
footnote).
8. Ask the group to listen to the scenario you
will read to the group about Fanta (see PM
1.1 “Who is in Charge?”). Explain that after
you read each section, you will give them a
moment to consider the options and then you
will ask them to indicate who they think is in
charge of the decision in that part of the
scenario, Fanta or someone else. Tell the
participants they will indicate their answer by
holding up the appropriate sign.
9.
Tell the participants you will do a trial run
with them. Use the following example for
your trial run:
“Fanta and her friend were shopping and Fanta
decided to buy a new CD. She had chosen one she
had wanted for awhile and showed it to her
friend. Her friend said she already had that one
and that Fanta could borrow it, suggesting that
Fanta buy a different one the friend did not have.
PM 1.1
Grade(s): Middle and High School
Lesson 1: Taking Charge of Your Life and Making Things Happen
4
Made available by the: Workforce Preparation Initiative Implementation Team (WPIIT)
Fanta didn’t want that one, but didn’t want to
hurt her friend’s feelings, especially since she was
willing to lend her the CD. Fanta bought the CD
her friend suggested.”
10.
Ask the group, “Who is in control?”
Have them indicate their response by raising
the appropriate sign. Review the concept of
“taking charge” for those who think Fanta is
in charge.
11.
Read aloud the text from PM 1.1
(Who is in Charge?). After each scenario,
have the group indicate who they believe is in
charge. Stop, discuss and clarify as
appropriate.
PM 1.1
Discuss scenarios in
small groups and report
back to the full group.
12.
After completing the entire section,
have the small groups discuss Fanta’s actions
and assuming Fanta really does want to get a
job, have them identify what Fanta might
have done if she had taken control in each
decision.
13.
If time permits, have each group
share a summary of the discussion.
14.
Extension
Distribute WS 1.2. If time permits, have participants
complete the form at the meeting or encourage them
to complete them later on their own.
15.
Summary/Closure
If time permits and it is appropriate, have participants
reflect on what they wrote on WS 1.2, Taking Charge
of Your Life and Making Things Happen form. Ask
volunteers to share one way they are taking charge of
their lives.
Reflections :
Have participants reflect on what was discussed in
this lesson, ask:
• What did you learn today?
• What does any of this mean to you in
your plans for a career later in life?
• How might you take this information
and use it at home? In school? On the
job? In other settings?
Summary: Initiative is being aware of what to do and
doing it. Taking initiative is a key factor in the success
of workers in today’s workplace, whether they are
employees or self-employed. Workplace trends focus
on less hierarchical structures, more team approaches
and greater emphasis on entrepreneurial skills. All of
WS 1.2
If time allows, complete
WS 1.2.
If time allows and it is
appropriate, have
volunteers share one
way they are taking
charge of their lives.
Listen and respond.
Grade(s): Middle and High School
Lesson 1: Taking Charge of Your Life and Making Things Happen
5
Made available by the: Workforce Preparation Initiative Implementation Team (WPIIT)
which, support the importance of taking initiative.
Adapted from: Career Guide for The Edge Magazine ,
2002.
Louisiana Department of Education, Education for
Careers, May 2003.
1
Alternative method
Alternative method (Depends on size of the group and meeting space): To increase group
interaction, mix people up and help people learn more about one another. Make two signs: Fanta and
Someone Else. Have a volunteer go to one corner of the meeting room and hold up one of the signs
and have another volunteer go to a different section of the room and hold up the other sign.
After the scenario has been read, everyone goes to the corner of his or her choice. Once there
they may talk about why they chose that corner with the rest of their group or you can ask
individuals to share with the whole group.
FANTA
FANTA
FANTA
FANTA
FANTA
SOMEONE
ELSE
SOMEONE
ELSE
SOMEONE
ELSE
Presenter Material 1.1 (PM 1.1)
8
Taking Charge of Your Life and Making Things Happen
Who is in Charge?
1. Fanta has been thinking about getting another summer job since she quit her fast- food job
the second week in June. A new pet store is just opening in the little shopping center a
few blocks from her house. Her best friend, Donald, has been encouraging her to apply.
Fanta is not interested because she really wants to work in a clothing store, but, so far,
nothing has come up. Fanta decides to apply at the pet store, thinking at least that might
make her friend happy. WHO IS IN CHARGE? (Fanta’s Best Friend)
2. When she took her application to the pet store, Fanta noticed that another little shop was
almost ready to open; it looked like it might have clothing for young children. A person
Fanta thinks might be the owner is just opening the door of the new store. Fanta decides
to approach her and ask if it is her store. The person responds that it is, and that she will
be selling used children’s clothing. Fanta asks if she has hired all of her staff. WHO IS
IN CHARGE? (Fanta)
3. The new store owner replies that she has some applications but has not done any
interviews. Fanta asks if she might give the shop owner her resume. WHO IS IN
CHARGE (Fanta)
4. Fanta decides that working in a children’s clothing store would be better than a pet store
or her old fast- food job, so she polishes up her resume, takes it down to the store and
leaves it with the owner. WHO IS IN CHARGE? (Fanta)
5. Fanta is excited about the possibility of the job at the Children’s Clothing Store. She tells
one of her friends about it. She is amazed that Fanta would work in a “used” clothing
store. Her friend goes on about how selling used clothing is not cool, etc. Fanta is
disappointed in her friend’s reaction. Later that day, the store owner phones her to see if
she can come in for an interview and Fanta tells her that she has changed her mind and is
not interested after all. WHO IS IN CHARGE? (Fanta’s friend)
6. Fanta gets an interview at the pet store. Her friend Donald is excited that Fanta might be
working at the pet store. He loves animals and hopes to be a veterinarian one day. Fanta
goes to the interview, receives a job offer and accepts. WHO IS IN CHARGE? (Fanta’s
friend)
8
Worksheet 1.1 (WS 1.1)
Taking Charge of Your Life and Making Things Happen
C. Making it Happen:
B. Letting it Happen:
Nolan tells the manager that he
really likes working with people.
He hopes that the manager will
catch the hint and ask him to fill
the next opening in the front.
A. Example:
Nolan gets Nakita, the best worker in
the front to show him how to work the
cash register when not much is
happening. Nolan tells the manager
that he would like a shot at the next
position that opens up in the front. He
also asks what he could do in the
meantime to learn more about the job,
so he’ll be ready when an opening
comes up.
Nolan works in the local burger place. He has
been there for 3 months and has spent most of his
time in the food preparation area, making burgers.
At one time when they were short-handed out
front, he had to fill in and he liked dealing with
people, taking and filling orders and keeping the
front counter in order. He actually did well at the
job, except for operating the cash register. A
couple of new people had been hired and they
always got to work at the front counter. Nolan
would really like to move to work at the front
counter.
D. My Example:
E. My Example:
Describe a time when you were in
a situation and you “let things
happen.” Your situation can be in
a school, club or volunteer or
work setting.
Describe a time when you were in a
situation and you “made things
happen.” Your situation can be in a
school, club or volunteer or work
setting.
F. List some
characteristics of a
person who “makes
things happen.”
Worksheet 1.2 (WS 1.2)
TAKING CHARGE
List some ways in which
you generally take charge
of your life:
List some ways in which
you generally fall short of
taking charge of your life:
1.
1.
2.
2.
3.
3.
_____
Do you believe you should
take greater charge of your
life? _Yes _No
Why or why not?
__________
What are some specific
things you can do to take
greater charge of your life?
1.
2.
3.
Grade(s): Middle and High School
Lesson 2: Getting to Know ME
Made available by the: Workforce Preparation Initiative Implementation Team (WPIIT)
Lesson Title
Lesson 2: Getting to Know ME
Grade(s)
Middle and High School
Education for
Careers Standard
The student will be able to develop a knowledge base from which to make
intelligent career decisions about how to obtain and retain a job and be
prepared for the changing workplace.
Education for
Benchmark 2: The student will be able to assess personal strengths and
Careers Benchmark weaknesses as related to career choice.
Benchmarks
Benchmarks 5-8
ELA-4-M2: Giving and following directions/procedures (1, 4)
ELA-4-M3: Using the features of speaking (audience analysis, message
construction, delivery, interpretation of feedback) when giving rehearsed
and unrehearsed presentations (1, 2, 4)
ELA-4-M6: Participating in a variety of roles in group discussions
(facilitator, recorder)* (1, 4, 5)
Benchmarks 9-12
ELA-4-H2: Giving and following directions/procedures (1, 4)
ELA-4-H3: Using the features of speaking (audience analysis, message
construction, delivery, interpretation of feedback) when giving prepared
and impromptu presentations (1, 2, 4)
ELA-4-H6: Participating in a variety of roles in group
discussion (mediator) (1, 4, 5)
Time Allotted
Activity One: 10-12 minutes. Activity Two: 15-20 minutes
What you need for the Lesson:
• Per person: 10 3x5 cards (or slips of paper) and an ink pen or pencil
• Worksheet 2.1 ( WS 2.1)
Background Information: Sample of what to say to participants: Do you know who you are?
Do you know what you want to accomplish? The answers to these questions can be found
through self-assessment. Awareness of your values, interests, skills and personality type
increases your understanding of yourself and the level of satisfaction you feel when you make
decisions. After completing the activities we have planned for today, you will gain a better
understanding of how your values, skills and interests have made you the person you are today
and how this information can be used in career planning.
11
Grade(s): Middle and High School
Lesson 2: Getting to Know ME
12
Made available by the: Workforce Preparation Initiative Implementation Team (WPIIT)
What you Say/Do:
Materials &
Resources:
Participant Activities:
10, 3x5 cards or
slips of paper and a
pencil for each
participant
Write one “most
important thing” on
each card or piece of
paper.
Activity 1: The 10 Most Important Things
1. Tell the group that it will now play a
game, “The 10 Most Important Things.”
2. Pass out 10, 3x5 cards or slips of paper
and a pencil to each participant.
3. Have them write the 10 most valuable
things in their life on the cards, with one
thing per card. Tell them that what they
write might be: qualities, people,
possessions, etc.
4. Allow several minutes.
5. Ask if anyone needs a little more time.
6. When all have completed their cards, tell
them that circumstances in their lives have
suddenly changed and they have to give
up one card (thing). Ask, “Which one
would you give up first?”
7. Have them take that card from their pile
and write a “1” on it and separate it from
the other cards.
8. Then have them give up another card and
number it “2.”
9. Continue down to “10,” the most
important thing in their life. Note: If
taken seriously, this activity can be very
difficult but very rewarding.
10. When completed, explain that they have
made a personal priorities list.
11. Discussion: Ask the group:
• Was it difficult to “give up” your
most important things? Why?
• Was it difficult to decide which
one was most important? Why?
• Do you think there are times when
setting priorities would help you
make a difficult decision?
12. Say: You acquire your values during
childhood through the influences of your
family and friends, your spiritual beliefs
and your cultural heritage. Your values
are also influenced by the media,
experiences in school and society in
general. But, you may not be consciously
Remove one card and
write a “1” on it.
Remove additional
cards as instructed
and number
accordingly.
Grade(s): Middle and High School
Lesson 2: Getting to Know ME
13
Made available by the: Workforce Preparation Initiative Implementation Team (WPIIT)
aware of the multitude of values and
characteristics that have formed you as a
person. To get a better sense of “who you
are,” we will complete a “Getting to
Know ME” activity.
Activity 2: Getting to Know ME
13. Distribute the “Getting to Know ME”
worksheet (WS 2.1). Instruct participants
to complete the worksheet by following
the directions given. Answer questions
and give further instructions as needed.
14. Divide the larger group into groups of 5-6
participants. Have participants share:
• three things they love to do
• their answer to question number 1
15. If time allows and if appropriate, have
individuals from the smaller groups share
what they learned about themselves
(Statement number 2).
Summary
Before choosing a career, you must first
take a look at yourself. You need to think
about what activities you enjoy and you
need to identify your abilities and talents.
This step is called self-assessment. The
“Getting to Know Me” activity is a form of
self-assessment and is one of the first steps
in choosing a career.
Through this activity and the “Ten Most
Important Things” activity, you will
recognize what you already knew about
yourself and also learn some new things
about yourself. It might also be helpful to
go through these activities with a parent or
guardian or someone who knows you well.
They might be able to provide valuable
input and help to make these activities more
meaningful to you.
Worksheet 2.1 (WS
2.1)
Fill out the “Getting
to Know ME”
Worksheet, WS 2.1.
In their small groups,
have participants share
information from their
“Getting to Know ME”
form.
Worksheet 2.1: Getting to Know ME
In the space that follows, list 10 activities you like to do. Be specific when listing
the activities (talking on the telephone to friends). When you finish your list,
complete the statements that follow.
Ten activities I love to do:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Study your list of activities, and complete the following statements.
1. I have identified the following similarities in the activities I love to do.
2. From this activity, I learned the following about myself.
3. Two things that I value that are suggested by my activities are:
Grade(s): Middle and High School
Lesson 3: Dreams and Goals
15
Made available by the: Workforce Preparation Initiative Implementation Team (WPIIT)
Lesson Title
Lesson 3: Dreams and Goals
Grade(s)
Middle and High School
Education for
Careers Standard
The student will be able to develop a knowledge base from which to make
intelligent career decisions about how to obtain and retain a job and be
prepared for the changing workplace.
Education for
Careers Benchmark
Benchmark 2: The student will be able to assess personal strengths and
weaknesses as related to career choice.
Benchmarks
Benchmarks 5-8
ELA-4-M2: Giving and following directions/procedures (1, 4)
ELA-4-M3: Using the features of speaking (audience
analysis, message construction, delivery, interpretation of
feedback) when giving rehearsed and unrehearsed
presentations (1, 2, 4)
ELA-4-M6: Participating in a variety of roles in group
discussions (facilitator, recorder)* (1, 4, 5)
Benchmarks 9-12
ELA-4-H2: Giving and following directions/procedures (1, 4)
ELA-4-H3: Using the features of speaking (audience
analysis, message construction, delivery, interpretation
of feedback) when giving prepared and impromptu
presentations (1, 2, 4)
ELA-4-H6: Participating in a variety of roles in group
discussion (mediator) (1, 4, 5)
Time Allotted
40-45 minutes.
What you need for the Lesson:
• Worksheet 3.1 (WS 3.1): The Ranch (Copy for each participant).
• Worksheet 3.2 (WS 3.2): Dreams (Copy for each participant).
• Pencils or ink pens.
• Presenter Material (PM 3.1): The Ranch-Answer Key (Print on a color printer for
use at the club meeting.)
• Equipment: Flip chart and easel.
• Markers.
Introduction: Simply put, “Change cannot be avoided.” The only definite prediction you can make
about your future is that change will continue throughout life. Change often presents you with one
or more challenges: (1) problems, (2) decisions and (3) conflicts. In the upcoming lessons we will look
at how to handle change through goal setting and problem solving and how to plan for the future.
Grade(s): Middle and High School
Lesson 3: Dreams and Goals
16
Made available by the: Workforce Preparation Initiative Implementation Team (WPIIT)
What you Say/Do:
Materials &
Resources:
Participant
Activities:
WS 3.1, The Ranch
Individually or in small
groups, participants
work out a solution.
Activity 1: Problem Solving
Objective: Participants will be able to identify the
learning strategies they use to solve a problem.
1. Distribute "The Ranch" worksheet. The
following instructions are written on a flip
chart and read aloud by the presenter:
A rancher decided to move to the city and
gave his ranch to his four children. As it
turned out, the children decided they
would all be better off if they divided the
ranch into four pieces of equal size and
shape. Now, the hard part: How can the
land be divided into four pieces of equal
size and shape?
2. After 10-15 minutes, check to see if
anyone has come up with a solution.
3. After the solution is known, participants
share how it felt to work on the problem
by answering the following questions
either orally or in writing:
To better understand the situation: what
did you do? Did you ask someone else
what they thought? Did you try finding a
solution by yourself? Did you read the
instructions again? Did you feel frustrated
easily? If so, why do you think so? (Give
an example from your life when you felt
similarly frustrated.) If not, why do you
think you could stick with it? (Give an
example from your life when you had
similar patience.) How did you feel when
you found out the answer? Summarize the
lesson and ask how this activity relates to
career planning.
After the solution is
known, participants
share how it felt to
work on the problem.
Grade(s): Middle and High School
Lesson 3: Dreams and Goals
17
Made available by the: Workforce Preparation Initiative Implementation Team (WPIIT)
Worksheet 1.1: The Ranch
The Ranch: The Solution
WS 3.1, The Ranch
(The Solution)
Print answer sheet
on a color printer to
hold up for viewing
or pass around the
room at the end of
the activity.
Activity 2: Future Planning
Objective: Students will recognize that present
actions affect long-range personal growth.
1. The program presenter writes the following
quote on the flip chart and participants state their
reactions to it.
"We are creating our future every moment,
but most of us don't realize it. Most of us
watch our birthdays tick by, hoping that our
lives will change by some stroke of luck. Many
of us don't realize that the power to change
our lives lies within us and us alone. Don't wait
Give reactions to quote.
Grade(s): Middle and High School
Lesson 3: Dreams and Goals
18
Made available by the: Workforce Preparation Initiative Implementation Team (WPIIT)
for the world to change, you change."
2. Ask the participants to think about typical life
outcomes they've seen in the people around them.
Then, to select two to three outcomes and write
one each on a 3x5 card or slip of paper. Explain
that they need to be specific by using verbs. For
example:
-Owns a new DVD player
-Bought a new car
-Enrolled in college
Participants think about
typical life outcomes
they've seen in the
people around them.
They choose two or
three outcomes and
write each of them on a
3x5 card or slip of
paper. Note: One
outcome per card.
3. The program presenter takes all of the cards
and places them in a pile.
4. The participants take turns drawing a card with
an outcome. They talk about what they would
have to start doing from this day forward in their
lives in order to secure or change that outcome in
their future. For example, if a student draws a
card saying, "Has a great secretarial job" They
might say, "I would have to learn how to use a
computer and take some college classes in office
procedures." Summarize and answer any
questions posed by the group.
When completed,
participants give cards
to the program
presenter.
Activity 3: Goal Setting
Objective: Students will be able to set goals.
This is a creative visualization exercise.
1. Asks the participants to close their eyes (or
they make keep them open) and reflect on their
lives at this moment in time. They begin by
taking three deep breaths, relaxing and sitting in a
comfortable position.
2. Speak slowly in a calm manner and ask the
participants the following questions, giving them
sufficient time to reflect on each one. (You may
wish to play calming music in the background.)
-How are things going for you at this moment in
your life, this day of your life, this hour?
-If you were to describe your life in one or two
words, what would they be?
-How would you like your life to be different?
Close eyes and reflect
on questions asked.
Grade(s): Middle and High School
Lesson 3: Dreams and Goals
19
Made available by the: Workforce Preparation Initiative Implementation Team (WPIIT)
-If you could change one area of your life, which
area would it be?
-What could you do to make this happen?
-What would you like your life to be like a year
from now?
-What area of your life would you like to change
the most over the next year?
-How can you imagine your life changing?
-Now focus on the future.
-One year is actually just 12 months away, and
they will fly by in the wink of an eye. · Imagine
it's (___________________ Write date here, one
year into the future).
-Where are you living? What are you doing? Who
are you with?
-What changes have occurred?
-How are you feeling?
At the end of the exercise, tell the participants to
open their eyes.
Distribute Worksheet 3.2, Dreams.
If time allows, instruct the participants to fill out
WS 3.2
the worksheet or take home to complete and bring
to the next meeting to share with the group (if
they would like to).
Say: Your self-belief is your basis for success.
Believing in yourself allows you to use all of
your skills and assets to take charge of your life.
Once you begin setting and achieving goals, there
is no telling what you can accomplish or where
you can go.
Reference:
Adapted from, Washington Workforce Training
and Educating Coordinating Board, ABEL
Project.
Some participants
might like to share their
thoughts to some of the
questions.
Fill out WS 3.2
Worksheet 3.1 (WS 3.1): The Ranch
A rancher decided to move to the city and gave his ranch
to his four children. As it turned out, the children
decided that they would all be better off if they divided
the ranch into four pieces of equal size and shape.
Now, the hard part: How can the land be divided into four
pieces of equal size and shape?
Worksheet 3.2: Dreams and Goals
1. Imagine you will be granted
three wishes. What would you
wish for?
2. Imagine you are guaranteed
success in one thing you wish
to do. What would you choose?
3. Imagine for one week you
can do anything you want to
do. What would you do?
4. Review your answers to
questions 1, 2 and 3. What do
you observe when you
compare all of your answers?
Write one goal that relates to
your answers to questions 1, 2
and 3.
Presenter Material 3.1:
The Ranch (The Solution)
Grade(s): Middle and High School
Lesson 4: My Ideal Workplace
23
Made available by the: Workforce Preparation Initiative Implementation Team (WPIIT)
Lesson Title
Lesson 4: My Ideal Workplace
Grade(s)
Middle and High School
Education for
Careers Standard
The student will be able to develop a knowledge base from which to make
intelligent career decisions about how to obtain a job, retain the job and be
prepared for the changing workplace.
Education for
Careers Benchmark
Benchmark 2: The student will be able to assess personal strengths and
weaknesses as related to career choice.
Lesson Title
Lesson 4: My Ideal Workplace
Grade(s)
Middle and High School
Education for
Careers Standard
The student will be able to develop a knowledge base from which to make
intelligent career decisions about how to obtain a job, retain the job and be
prepared for the changing workplace.
Education for
Careers Benchmark
Benchmark 2: The student will be able to assess personal strengths and
weaknesses as related to career choice.
Benchmarks
Benchmarks 5-8
ELA-4-M2 : Giving and following directions/procedures (1, 4)
ELA-4-M3 : Using the features of speaking (audience analysis, message construction,
delivery, interpretation of feedback) when giving rehearsed and unrehearsed
presentations (1, 2, 4)
ELA-4-M6 : Participating in a variety of roles in group discussions (facilitator, recorder)*
1, 4, 5)
Benchmarks 9-12
ELA-4-H2 : Giving and following directions/procedures (1, 4)
ELA-4-H3 : Using the features of speaking (audience analysis, message construction,
delivery, interpretation of feedback) when giving prepared and impromptu presentations
(1, 2, 4)
ELA-4-H6 : Participating in a variety of roles in group discussion (mediator) (1, 4, 5)
Time Allotted
40-45 minutes.
What you need for the Lesson:
• Worksheet 4.1 (WS 4.1): My Favorite Organization
• Worksheet 4.2 (WS 4.2): How are we alike? How do we differ?
• Worksheet 4.3 (WS 4.3): My Ideal Workplace
• Flip Chart, easel and markers
• Pencils or ink pens
• Masking Tape (Optional: To aid in posting notes to the flip chart)
Background Information:
Ask the participants these questions: Do you like to have a boss who is "in charge" or do you like
to be included when it comes to making big decisions? What makes you feel more motivated, a
good paycheck or knowing you are growing personally and professionally in your career? Do
you usually prefer working alone or as part of a team? Say: These are the kinds of questions you
should ask yourself before accepting a position with a particular company. This will help you
make a wise choice in accepting a position with a particular organization.
Reference: Adapted from, Washington Workforce Training and Educating Coordinating Board, ABEL Project.
Grade(s): Middle and High School
Lesson 4: My Ideal Workplace
24
Made available by the: Workforce Preparation Initiative Implementation Team (WPIIT)
What you Say/Do:
Materials & Resources:
Participant
Activities:
Objective: Participants will determine the type of
organization they would be happy working in and
will be able to compare/contrast their values with
the values of others.
1. The presenter points out that people can differ
widely in their opinions of what would be an
ideal organization to work in and asks for
examples from the group.
2. Distribute Worksheet (WS 4.1), “My Favorite
Organization.”
3. Divide larger groups into pairs or groups of
three.
4. Distribute Worksheet (WS 4.2), "How Are We
Alike? How Do We Differ?"
5. The pairs and smaller groups share a summary
of their results with the large group.
Objective: Students identify their ideal
workplace.
1. The presenter draws a giant "T" on the flip
chart. On top of the "T" writes, "My Ideal
Workplace." On the left side of the "T" bar, write,
"would be". On the other side of the "T" bar
write, "would not be."
Complete WS 4.1.
Complete WS 4.2.
Participant s
compare their
answers with one
another and fill
out the form "How
Are We Alike?
How Do We
Differ?"
Flip chart, easel and
markers.
My Ideal Workplace
Would Be
Would Not Be
2. The presenter explains that this is a "Force
Field Chart" and its purpose is to help a person
organize his or her thinking about a topic. The
topic is written on top of the “T.” In this case the
topic is “My Ideal Workplace.”
3. Divide the larger group into groups of 5-6.
(Combining the smaller groups from the previous
activity will save time.)
4. Distribute WS 4.3, My Ideal Workplace. Give
each participant: 3-4 small yellow post- its and 34 pink post- its.
WS 4.3
Individuals: write
requested
information on
Grade(s): Middle and High School
Lesson 4: My Ideal Workplace
25
Made available by the: Workforce Preparation Initiative Implementation Team (WPIIT)
post-its and
transfer to WS 4.3.
3. On each yellow piece of paper, the participants
write one thing that would be true in their ideal
workplace. Each participant then places pieces in
order of most importance, with the most
important first on the list. Participants copy their
ordered list under “would be” on the handout
“My Ideal Workplace.”
4. On each pink piece of paper, participant s write
one thing that wouldn’t be in their ideal
workplace. Each participant places pieces of
paper in order, with least desirable first.
Participants copy their ordered lists of papers
under “would not be.”
5. Each participant shares with group the first
item of each list.
6. Then each group of 5-6 participants, discuss
the first choice for “would be” and select one. A
group member places the selected post-it on the
flip chart.
7. Then each group of 5-6 participants, discuss
their first choice for “would not be” and select
one. A group member places the selected post- it
on the flip chart.
NOTE: At this point, each smaller group would
have placed one post- it on the flip chart, with the
appropriate color on either side of the “T.”
8. The presenter clusters the pos- its on each of the
sides of the “T” that are the same or similar.
Discuss and summarize.
9. Tell the participants that the Force Field
process they just did is used in many workplaces
to help solve problems.
Summary: Before you apply for a job, you should
try to learn as much about the job and company
as you can. You need to do research. Research is
a fact finding study. Here are some ways to do
that:
• Read the newspaper. There might be a
story about the company.
• Go to the library. Ask if there are any
Grade(s): Middle and High School
Lesson 4: My Ideal Workplace
Made available by the: Workforce Preparation Initiative Implementation Team (WPIIT)
•
•
books, newspaper articles or magazine
articles that tell about the company.
Check to see if there if a company Web
site. Look for annual reports, pamphlets
and brochures.
Talk to company employees. Ask
employees what the company does. Ask
them what it is like to work for the
company.
26
Worksheet 4.1 (WS 4.1): My Favorite Organization
Instructions:
•
Circle the number of eight of the following phrases you could imagine yourself
saying.
•
Then write 1, 2 or 3 in the blank to show how important each of those is:
3 = extremely important 2 = very important 1 = important
___ 1. "I want my supervisor to be supportive of my efforts and recognize when I do a good
job."
___ 2. "I want to be able to participate in making decisions that not only affect my job, but affect
the company in general."
___ 3. "I like working with others on projects. It gives me energy. I'd rather not work alone. I
like the idea of teamwork."
___ 4. “I want to feel free to say what I want to whomever I want."
___ 5. "I want to work for a company where I feel I have a future."
___ 6. "I want to know how the whole company runs. I'd like to know how to do other people's
jobs.
___ 7. "I like to work alone at my own pace. Just tell me what to do, and I'll do it."
___ 8. "I like to do the same things every,day. It makes my job easier to know what is expected
of me day after day."
___ 9. "I like to do a lot of different things and have a lot of different responsibilities. Variety is
the spice of life. I welcome the new and challenging into my life."
___ 10. "I need to make a lot of money."
___ 11. "For me, the job doesn't end at 5 p.m. I like having a job where I take work home."
___ 12. "At 5 p.m. my work day is done. I value my private life. I need to have a job where I
don't have to take work ho me."
___ 13. "It is important to me to be at a job where I know that I am helping others."
___ 14. "I like working with ideas and things more than I like working with people. I'd rather
learn how to fix a machine than counsel young people about going to college."
___ 15. "I would rather make an hourly rate than a monthly salary."
How Are We Alike?
Worksheet 4.2 (WS 4.2)
How Do We Differ?
Instructions: In the boxes provided, write the underlined word(s) from your top eight
choices on Worksheet 4.1 (WS 4.1): My Favorite Organization. Now do the same for the
other one or two group members.
Name:
Name:
Name:
1.
1.
1.
2.
2.
2.
3.
3.
3.
4.
4.
4.
5.
5.
5.
6.
6.
6.
7.
7.
7.
8.
8.
8.
1. How are your work values similar?
2. How do your work values differ?
My Ideal Workplace
Would Be
Worksheet 4.3
Would Not Be
Grade(s): Middle and High School
Lesson 5: Teamwork
30
Made available by the: Workforce Preparation Initiative Implementation Team (WPIIT)
What you Say/Do:
Materials &
Participant
Lesson Title
Lesson 5: Teamwork
Grade(s)
Middle and High School
Education for
Careers Standard
The student will be able to develop a knowledge base from which to make
intelligent career decisions about how to obtain a job, retain the job and be
prepared for the changing workplace.
Education for
Careers Benchmark
Benchmark 2: The student will be able to assess personal strengths and
weaknesses as related to career choice.
Benchmarks
Benchmarks 5-8
ELA-4-M2: Giving and following directions/procedures (1, 4)
ELA-4-M3: Using the features of speaking (audience
analysis, message construction, delivery, interpretation of
feedback) when giving rehearsed and unrehearsed
presentations (1, 2, 4)
ELA-4-M6: Participating in a variety of roles in group
discussions (facilitator, recorder)* (1, 4, 5)
Benchmarks 9-12
ELA-4-H2: Giving and following directions/procedures (1, 4)
ELA-4-H3: Using the features of speaking (audience
analysis, message construction, delivery, interpretation
of feedback) when giving prepared and impromptu
presentations (1, 2, 4)
ELA-4-H6: Participating in a variety of roles in group
discussion (mediator) (1, 4, 5)
Time Allotted
40-45 minutes.
What you need for the Lesson:
• Worksheet 5.1 (WS 5.1)
• Worksheet 5.2 (WS 5.2)
• Pencils or ink pens. Markers.
• Presenter Material (PM 5.1)
• Equipment: Flip chart and easel
• Worksheet 5.3 (WS 5.3)
• Index cards or slips of paper (Thirteen for each group of 5-6 participants)
Background: Group problem solving and decision making provides: (1) a wider source of ideas and
suggestions, (2) a broader range of experience, (3) support of other members in implementing ideas
and (4) greater feedback for evaluating the results of a decision.
Grade(s): Middle and High School
Lesson 5: Teamwork
31
Made available by the: Workforce Preparation Initiative Implementation Team (WPIIT)
Resources:
Activities:
Activity 1: The advantages and disadvantages
of teamwork.
Objective: Participants will be able to define
“teamwork.”
1. Read the following aloud to the participants:
"A thoughtful father called for his three
children. He gave each of them a stick to break.
Each child could easily break the stick. He then
tied the three sticks together and asked each child
to try to break them. Each child tried to break the
bound sticks but without success. Individually a
stick was easy to break, but, when they were
bound together, they were impossible to break.”
2. Ask participants the meaning of the story.
(They should come up with the idea of
teamwork.)
3. The presenter writes the word "teamwork" on
the flip chart. Then divide the larger group into
groups of five to six participants. Instruct the
smaller groups to come up with a definition for
the word, teamwork. Note: Groups can
brainstorm ideas and then write one definition for
the group.
4. Have the smaller groups share their definitions
with the larger group. Combine all definitions
into one definition.
Individual responses.
Work in groups to
develop a definition for
“teamwork.”
Share definitions with
the larger group.
Work together to
combine ideas.
Activity 2: Space Survival
1. Explain to the group that they will work
individually to solve a problem and work
as a group to agree upon a solution. The
exercise will focus on teamwork and
reaching consensus.
2. Distribute worksheet 5.1 and instruct
participants to work individually to
complete the form. Participants are to
work individually to complete worksheet
WS 5.1
Complete WS 5.1.
Grade(s): Middle and High School
Lesson 5: Teamwork
Made available by the: Workforce Preparation Initiative Implementation Team (WPIIT)
5.1 (WS 5.1).
3. Read and explain instructions provided on
the worksheet.
4. After individual participants complete
their worksheets, divide the participants
into groups of five to six. Instruct the
smaller groups to work to reach consensus
by ranking the items as a group.
5. Distribute index cards or slips of paper
and Worksheet 5.2.
6. Give the smaller groups 13 slips of paper
or index cards on which to write the
survival items. NOTE: This will help
facilitate the ranking of items in the
group.
7. Discuss the following guidelines:
WS 5.2
Thirteen index
cards or slips of
paper for each
group.
Do not assume that someone must
win and someone must lose.
•
Avoid conflict-reducing
techniques such as majority vote,
averages or bargaining.
•
Try to involve everyone in the
decision process.
8. After all groups have reached consensus,
the correct answers and their rationale
should be distributed or announced.
Objective: Participant will be able to identify
typical roles people take on when they are part
of a team.
The presenter asks the group to reflect on the
process they went through in the activity. Ask:
“When you are part of a team, what role do you
usually take? Are you usually a leader? Are you
usually quiet? Do you support the person who
seems to hold the power and dislike the person
who doesn't?” Distribute WS 5.3, My Teamwork
Write the survival
items on index cards or
slips of paper (one item
per card).
Work to agree upon a
group ranking of the
items. Record results
on, WS 5.2.
Guidelines for Consensus
• Try to listen to everyone’s
opinions and reasons.
•
32
PM 5.1
Compare answers.
WS 5.3
Individual responses.
.
33
Grade(s): Middle and High School
Lesson 5: Teamwork
Made available by the: Workforce Preparation Initiative Implementation Team (WPIIT)
Style. Instruct participants to complete the form.
Summary: Working as part of a team is common
in today's workplace. Ask: “What will help
people work together successfully on teams?” If
time allows, write responses on a flip chart.
Some possible reflections follow.
1. Successful teams make decisions together.
2. Successful teams have shared goals that
everyone knows and agrees on.
3. Successful teams have a climate of trust
and openness.
4. Team members can express a new idea
without the fear of being embarrassed or
criticized.
5. Successful teams promote a sense of
belonging. Everyone feels valued.
6. On successful teams, differences of
opinions, ideas and experiences are
valued.
References:
Adapted from Washington Workforce Training
and Educating Coordinating Board, ABEL
Project.
Space Survival Activity: Adapted from NASA,
Lesson Plans for Teachers.
Complete, WS 5.3.
PM 5.1: Answer Key
SPACE SURVIVOR
Instructions:
You are a member of a space crew originally scheduled to rendezvous with a rescue ship on the lighted
surface of the Moon. Due to mechanical difficulties however, your ship crash-landed on a lighted spot
some 320 miles from the rendezvous point. During landing, much of the equipment aboard was damaged,
and since survival depends on reaching the rescue ship, the most critical items available must be chosen
for the trip. Below are listed the 13 items left intact and undamaged after landing. Your task is to rank
them in terms of their importance to your crew in allowing the team to reach the rendezvous point. Place
the number 1 by the most important item, the number 2 by the second most important, and so on through
the number 13, the least important.
*NASA
Ranking
Items
Solar-powered FM
5 receiver/transmitter
7 First-aid kit
10 Signal flares
2 Fifty liters of water
12 Magnetic compass
9 Self-inflating life raft
3
1
11
8
6
Map of the Moon
Two tanks of oxygen
One case of dehydrated milk
Silk Parachute
Nylon rope
13 Box of matches
4 Food concentrate
NASA’s Reasoning
For communication with rescue ship.
FM requires line-of-sight transmission
and short range.
Needles for vitamins and medicines will
fit feeding openings in space suits.
Distress signal when another space ship
is sighted.
Need for survival.
Magnetic field on Moon is not polarized.
Worthless for navigation.
Carbon dioxide canister is a means for
propulsion.
Primary means of navigation.
Most pressing survival need.
Bulkier duplication of food concentrate.
Protection from Sun’s rays.
Useful in scaling cliffs and for traveling
over rough land areas.
No oxygen on Moon to sustain flame.
Efficient means of supplying energy.
*NASA: National Aeronautics and Space Administration
WS 5.1: Individual Worksheet
SPACE SURVIVOR
Instructions:
You are a member of a space crew originally scheduled to rendezvous with a rescue ship on the
lighted surface of the Moon. Because of mechanical difficulties, however, your ship crash-landed
on a lighted spot some 320 miles from the rendezvous point. During landing, much of the
equipment aboard was damaged. Since survival depends on reaching the rescue ship, the most
critical items available must be chosen for the trip. Below are the 13 items left intact and
undamaged after landing. Your task is to rank them in terms of their importance to your crew in
allowing the team to reach the rendezvous point. Place the number 1 by the most important item,
the number 2 by the second most important, and so on through the number 13, the least
important.
Your Rankings (1 to 13. “1” is most important)
Solar-powered FM receiver/transmitter
First aid kit
Signal flares
Fifty liters of water
Magnetic compass
Self-inflating life raft
Map of the Moon
Two tanks of oxygen
One case of dehydrated milk
Silk Parachute
Nylon rope
Box of matches
Food concentrate
WS 5.2: Group Worksheet
SPACE SURVIVOR
Instructions:
You are a member of a space crew originally scheduled to rendezvous with a rescue ship on the
lighted surface of the Moon. Because of mechanical difficulties, however, your ship crash-landed
on a lighted spot some 320 miles from the rendezvous point. During landing, much of the
equipment aboard was damaged. Since survival depends on reaching the rescue ship, the most
critical items available must be chosen for the trip. Below are the 13 items left intact and
undamaged after landing. Your task is to rank them in terms of their importance to your crew in
allowing the team to reach the rendezvous point. Place the number 1 by the most important item,
the number 2 by the second most important, and so on through the number 13, the least
important.
*NASA
Ranking
Group
Ranking
Items
Solar-powered FM receiver/transmitter
First aid kit
Signal flares
Fifty liters of water
Magnetic compass
Self-inflating life raft
Map of the Moon
Two tanks of oxygen
One case of dehydrated milk
Silk Parachute
Nylon rope
Box of matches
Food concentrate
*NASA: National Aeronautics and Space Administration
My Teamwork Style
What is your teamwork style? Rate your actions in teams, and then look at your ratings
and answer the following questions:
1. What skills do you possess that are helpful when you work with a team?
2. In what area would you like to make some improvements?
In groups, I:
1. Feel uncomfortable when there is conflict.
2. Interrupt people who talk on and on.
3. Suggest what we should do next.
4. Relate different ideas together and restate them.
5. Give my opinion easily.
6. Usually keep quiet when I disagree.
7. Try to make peace when others argue.
8. Get the quiet people to give their opinions.
9. Want to be sure my ideas are good before talking.
10. Want to look at hard facts more than opinions.
11. Get the group back on task if it gets off task.
12. Would rather work alone, not with others.
Often Never Sometimes
Workforce Preparation
Middle and High School
Pre- Post-test
Directions: Circle the letter you think represents the best answer.
1. What is a goal?
A. Something you want to achieve in the future.
B. Something you want others to do for you.
C. Something you plan to think about.
2. Why is it a good idea to take several career assessments?
A. To determine what kind of job to apply for.
B. To learn more about your personality and values.
C. To develop a resume.
3. “Taking charge” of your career relates mostly to:
A. Aggressiveness.
B. Initiative.
C. Conflict resolution.
4. What is the relationship between decision making and consequences?
A. There is no relationship between decision making and consequences.
B. Positive consequences are usually the result of making informed decisions.
C. If you make quic k decisions, you can always avoid negative consequences.
5. What is another term for personality?
A. Synergy.
B. Participation.
C. Attitude.
6. What is one important requirement for teamwork?
A. Appoint a leader who knows all of the answers.
B. Shared goals and the desire to achieve them.
C. Recognition of the most outstanding leader.
7. What is the difference between a job and a career?
A. A job is hard work.
B. A job is what you do for which you get paid; a career is all of your life roles.
C. A job is your occupation; a career is a job.
8. In work environments today, employers look for employees who:
A. Works well on teams.
B. Are good in science.
C. Are good in math.
9. What is initiative?
A. The ability to stick to a task.
B. The ability to remain calm when you are angry.
C. Knowing what to do and doing it.
10. In an “ideal workplace,”
A. Workers need to make a lot of money.
B. Workers need to feel valued and respected.
C. Depends on the expectations of individual workers.
Workforce Preparation
Middle and High School
Pre- Post-test: Answer Key
Directions: Circle the letter you think represents the best answer.
1. What is a goal?
A. Something you want to achieve in the future.
B. Something you want others to do for you.
C. Something you plan to think about.
2. Why is it a good idea to take several career assessments?
A. To determine what kind of job to apply for.
B. To learn more about your personality and values.
C. To develop a resume.
3. “Taking charge” of your career relates mostly to:
A. Aggressiveness.
B. Initiative.
C. Conflict resolution.
4. What is the relationship between decision making and consequences?
A. There is no relationship between decision making and consequences.
B. Positive consequences are usually the result of making informed decisions.
C. If you make quick decisions, you can always avoid negative consequences.
5. What is another term for personality?
A. Synergy.
B. Participation.
C. Attitude.
6. What is one important requirement for teamwork?
A. Appoint a leader who knows all of the answers.
B. Shared goals and the desire to achieve them.
C. Recognition of the most outstanding leader.
7. What is the difference between a job and a career?
A. A job is hard work.
B. A job is what you do for which you get paid; a career is all of your life roles.
C. A job is your occupation; a career is a job.
8. In work environments today, employers look for employees who:
A. Works well on teams.
B. Are good in science.
C. Are good in math.
9. What is initiative?
A. The ability to stick to a task.
B. The ability to remain calm when you are angry.
C. Knowing what to do and doing it.
10. In an “ideal workplace,”
A. Workers need to make a lot of money.
B. Workers need to feel valued and respected.
C. Depends on the expectations of individual workers.