Content Area: Career Education and Consumer, Family, and Life Skills

 

Index: 9.2B Grade 8 CPI 2

 

Standard: 9.2 - Consumer, Family, and Life Skills

 

Strand: B - Self-Management

 

Cumulative Progress Indicator: 2 -  The student will demonstrate responsibility for personal actions and contributions to group activities.

 

Grade: 8

 

Sample Activities:

 

·       Mr./Ms. Z's company has decided to relocate the employee and the family overseas. The employment opportunities exist in Australia, Brazil, China, Kenya, and Switzerland. Your family must make the decision as to the country of preference with a backup alternative. Provide a justification to the human resource department. Be prepared to negotiate a contract that meets career, financial, and personal needs.

 

·       A public relations firm has been hired to develop and produce a documentary alerting young adults to the need for fiscal responsibility when using credit cards. As an employee, you have been asked to develop a five-minute demo for the client.

 

·       Although New Jersey is well known as the Garden State, it certainly could be recognized as the Invention State. We now live in an increasing complex "global society" with demands for increased invention, design, and manufacturing to make people's lives and work more productive while meeting personal and family needs.

 

·       Current transportation systems consume natural resources and add to pollution and congestion.

 

·       Comparison of Three Types of Milk in a Recipe

 

·       Where does time go?  Make a table with the following column headers:

    Time

    Activity

    Work

    Leisure

 

      For the rows, indicate one-half hour blocks from 6:00 AM to midnight.  Students record what they do for each half hour block.  If in school, record the time as a class.  If in school, check the time as work.  Answer the following questions

 

    1) What percentage of time is spent on work?

    2) What percentage of time is spent on leisure?

    3) How could you manage your work better to have more time for leisure?

    4) Why is it important to use time wisely?

 

·       Students develop a time schedule for one day.  In class, the next day, compare the schedule with what they actually did.  Discuss what causes a person to change from the schedule?  Why are deviations necessary?  Why make a schedule?  Discuss ways of making schedules through the use of technology.  Interview someone who schedules events electronically.  Ask about advantages and disadvantages of using the device(s).

 

·       The class defines a community need.  Committees are formed to implement a class project to address a community need.  Students can submit applications to be on various committees.

 

·       Discuss why there is a need for team work.  What happens if one member of the team tries to take over?  What happens if one team member fails to meet his/her responsibilities?  How will the class overall deal with such problems?

 

·       AM I AT RISK?: Create a wellness inventory. Read each statement aloud and have students indicate on a sheet of paper if the statement is true for them. After all statements have been read, students total the number of true responses and receive a score. Students analyze their scores and select one area of health they need to work on. Students use a goal-setting process to begin making healthy change in that area.

 

 

Variation: Students use the information from the wellness inventory to complete the following statements:
1. The behavior I would like to change...
2. The benefits of this change might include...
3. The steps to make the change include...
4. The people that can help me include...
5. My reward for achieving this goal will be...

 

·       SETTING GOALS: Ask the class: “How many of you have big plans for the next few years of your life?” Instruct students to write at least four goals and plans for the next two months (e.g., going to a concert, making the baseball team). After students have completed listing their goals, ask them to look at each goal and describe how it might change if (1) he/she got married; (2) he/she became pregnant or a father-to-be and (3) he/she became a parent. Repeat the activity using long-term goals (five or more years ahead.) Students list 10 strategies that will help them achieve their goals.