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Career Worksheets

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0% found this document useful (0 votes)

34 views151 pages

Career Worksheets

Uploaded by

Iris Lewis

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as PDF, TXT or read online on Scribd

You are on page 1/ 151

Worksheets

Contents

Who am I? .....................3
Learn about me................................................................. 4
Explore my community.................................................... 23
Focus on my school and activities.................................... 34
Think about my network.................................................. 41

Where am I going? .....44

Career Clusters ................................................................ 45
Occupation activities........................................................ 48
Learn about the workplace............................................... 67
Make decisions ................................................................. 73
Make plans........................................................................ 78
Make a career action plan................................................ 82

How do I get there? ....90

Develop employability skills ........................................... 91
Plan for high school ......................................................... 114
Think about life after high school.................................... 130
Who am I?
Your personality and interests make up who you are. It’s never too early to begin thinking about what you
want to do and how to get there.

Important next steps:

• Learn more about yourself

• Figure out what you like
• Learn about what you DONT like

Finding out more about yourself improves your chances for making good decisions for your life and future
career.

1. Learn about me
2. Explore my community
3. Focus on my school and activities
4. Think about my network.

Page 3
Learn about me...
Name: Date: Grade/Class:

Things I like to do
People who enjoy going to work are doing things they like to do. Employees who enjoy
their jobs get more work done. They are happier at work and at home.

D Think about things you like to do.

D Make a list of 10 activities you enjoy doing, use ONLY action verbs. These
activities are sometimes called skills. A skill is something you have learned
how to do. Example: Read novels and short stories

D Visualize doing these activities. Are you doing them alone or with others? Are
you using objects or tools? Are you using words or numbers? Put a check in
the box or boxes that describe the activity. For example, while playing soccer
you are with others. Building robots requires using objects and tools. Reading
novels requires working with words.

Alone Other Objects Words or

Activity People or Tools Numbers
Read novels and short stories √ √
1.

10.

THINGS I LIKE TO DO
©2007 intoCareers

Page 4
D Make a list of five activities you do not like to do. Use ONLY action verbs.

1.
2.
3.
4.
5.

Thoughts and reflections

D You can store your reflections in two places.

a One is to go back to CIS portfolio, My career plan, and fill in the field for
Things I like to do.
a If you use a paper portfolio, write your thoughts below and keep the
handout in your folder.

D List five things you really like to do.

D List one thing you want to learn to do.

THINGS I LIKE TO DO
©2007 intoCareers

Page 5
Name: Date: Grade/Class:

Qualities for success

Do you know what it takes to be successful when you grow up? Do you have qualities
for success? How would you describe yourself during a job interview?

Step 1: These personal characteristics describe people who are successful in

school, the community and work. Circle at least five characteristics and
up to ten that reflect the kind of person YOU think you are.

Persistent Likes challenges

Takes on responsibilities Energetic
Leader Works hard to get things done
Friendly Works well with others
Easy to get along with Sensitive to the feelings of others
Helpful Mature
Self-confident Flexible
Accepts criticism Stays calm when in stressful situations
Controls anger Avoids being aggressive
Dependable Thorough when doing work
Honest Creative
Problem-solver Thinks things through
Continues trying when the work Follows instructions
gets difficult

Step 2: List five words or phrases that you think best describe the person you
are. You can use words or phrases that are not listed above.

1.
2.
3.
4.
5.

QUALITIES FOR SUCCESS 1

Page 6
Step 3: Ask at least one other person to describe the kind of person he or she
thinks you are.

a Have the person use the How others see me worksheet.

Step 4: Compare your list of personal characteristics to the list from the other
person(s).

a Think about how the lists are similar or different.

a Are there words and phrases on the person's list that you had not thought
about in describing yourself? What are those words?

1.
2.
3.

Step 5: We all would like to improve ourselves in some way. List two qualities
would you like to work on to help you be more successful?

1.
2.

QUALITIES FOR SUCCESS 2

Page 7
How others see me

Step 1:

D Circle all the characteristics that reflect the kind of person YOU think
is.

Persistent Likes challenges

Step 2:

D Add additional comments about the success of this person in school,

community, and at home.

QUALITIES FOR SUCCESS 3

Page 8
Thoughts and reflections

D You can store your reflections in two places.

a One is to go back to CIS portfolio, My career plan, and fill in the field for
Qualities for success.
a If you use a paper portfolio, write your thoughts below and keep the
handout in your folder.

D List three qualities that help you be successful in your school, community, and
home.

D List one personal quality you want to improve on to be more successful.

QUALITIES FOR SUCCESS 4

Page 9
Name: Date: Grade/Class:
Important life events
Who we are today can be understood by looking at our past. Our past experiences helped us grow and change. The
knowledge we bring from the past helps us make decisions about our future. Therefore, it is helpful to think about
important events in our lives.
Step 1: Create a timeline.
a Think about events that have been important in your life.
a Think about who shared the events with you.
a Figure out what you learned from the event. Or figure out how the event changed you.
D Use the My important life events timeline to tell the story of your life.
Sample timeline:
When? What happened? Who was involved? What did I learn about
(Your age or the myself?
year)
Age 3 Learned to ride a bicycle Dad and older sister I can learn how to do new
things and I am determined
Age 5 Started school Parents and teacher I can do things without my
family and I can make new
friends
Age 8 Broke my arm Nurse, doctor, family Hospitals are okay places to
stay and I can deal with a
disability
Age 10 Took care of the neighbor's Neighbors and pets I can follow directions and
pets neighbors can depend on
me
IMPORTANT LIFE EVENTS 1
©2007 intoCareers

Page 10
Page 11
Step 2: Create a timeline for your future life events.
a Think about things you want to do in the next ten years.
a What important events do you see happening to you in the next ten years?
a Study the sample below.
D Then use the My future life events timeline to share the story you want to tell about the next ten years.
Sample timeline:
When? What will happen? Who will be involved? Why will this happen?
(Your age or the
year)
Age 15 Make the high school Coach, other players I practice with my older
basketball team sister and friends and attend
summer basketball camps.
Age 18 Accept scholarship to play Coach, other players, I get good grades in high
on college team family school and work hard to
improve as a player.
Age 22 Graduate from college with Professors I set goals to graduate from
a degree in journalism college and I stick to my
study and practice schedule.
Age 23 Play professional Coach, other players, agent I keep working to improve
basketball my skills.
Age 33 Become a sports Sports announcer who I take jobs at radio stations
announcer for a radio teaches me about the job during off-season.
station
IMPORTANT LIFE EVENTS 2
©2007 intoCareers
My important life events
When? What happened? Who was involved? What did I learn about
(Your age or the year) myself?
IMPORTANT LIFE EVENTS 3
©2007 intoCareers

Page 12
Page 13
My future life events
When? What will happen? Who will be involved? Why will this happen?
(Your age or the year)
IMPORTANT LIFE EVENTS 4
©2007 intoCareers
Thoughts and reflections

D You can store your reflections in two places.

a One is to go back to CIS portfolio, My career plan, and fill in the field for Important life events.
a If you use a paper portfolio, write your thoughts below and keep the handout in your folder.

D List one thing you want to do in your future life?

IMPORTANT LIFE EVENTS

Page 14
Name: Date: Grade/Class:

What are skills?

A skill is something you learn how to do. You learn skills when you are at home, at
school, at church, with your friends, or by yourself. Parents, teachers, coaches, clergy,
and friends teach you new skills. You teach yourself how to do some things. Have you
heard the saying "you learn something new every day?" You learn new skills every day.

It is important to learn the names and definitions of skills. You write and talk about your
skills when you apply for jobs, college, and scholarships. Knowing your skills will also
help you make decisions about what you want to be when you grow up.

The Skills handout gives you information about skills that are used by workers in many
different occupations.

D Divide the skills from the handout among individual students or small groups of
students.

D Prepare to teach other students about the skills you have been assigned.

D For each skill, supply the following information.

a What is the skill? (Be calm during tense situations; tolerate stress.)
a Where in school or outside of school do you learn or practice this skill? (Use
this skill during storm drills.)
a Give an example of a job or occupation, where the workers use this skill.
(Police officers use this skill.)

D The lesson can be presented using one of the following methods.

a Tell the students about the skills by doing a presentation. The presentation
should include a handout with the skills and related information.
a Create posters that include the skills and related information. Be prepared to
tell the students about the posters.
a Create a Power Point that includes the skills and related information.
a Present the information about the skills to the students.
a Create an enhanced or video podcast. Present the podcast to the students.
Be creative. Include graphics.

WHAT ARE SKILLS?

Page 15
Name: Date: Grade/Class:

Skills

A skill is something you learn how to do. The skills listed below are used by workers in
many different jobs.

a Personal skills
1. Dependable and responsible.
2. Flexible; accept change.
3. Persistent; continue to work despite interruptions or distractions.
4. Have integrity; honest and ethical.
5. Efficient and organized.
6. Strive to be the best; competitive.

a Social skills
7. Aware of the needs and feelings of others.
8. Independent; work without someone telling you to get busy.
9. Be a good team member; work cooperatively with others.
10. Work with the people outside the school or group; work with the public.
11. Provide assistance and care to others.
12. Talk to or with others to sell something or entertain them.
13. Teach or guide others.

a Movement skills
14. Finger dexterity; get fingers to work together.
15. Manual dexterity; get hands and arms to work together.
16. Motor coordination; get fingers, hands, arms, legs, and feet to work
together.
17. Stamina; be physically active for a long time.
18. Strength.
19. Move quickly between two different activities; rapid response.

a Perceptual skills
20. Detect the differences between sounds, loudness, or pitch.
21. Detect the differences between sizes, shapes, and mass.
22. Detect the differences between colors, shades, and brightness.
23. Detect the distance between objects; depth perception.
24. Visualize; form a mental picture of how something will look.
25. Creative.
26. Recognize natural or artistic beauty.

a Situational skills
27. Be calm during tense situations; tolerate stress.
28. Work in dangerous conditions; tolerate hazards.
29. Work in unpleasant conditions; tolerate discomfort.

SKILLS 1
©2007 Board of Regents of University System of Georgia, Georgia State University,GCIS.

Page 16
30. Do the same things over and over; tolerate repetition.

a Processing skills
31. Follow instructions and rules to complete a task.
32. Identify items that are similar.
33. Keep records.
34. Check each item carefully; pay attention to details.
35. Make sure information is correct; verify information.

a Technical skills
36. Follow instructions to set up equipment, machines, or furniture; install.
37. Check to see that something is set up correctly; inspect.
38. Repair.
39. Figure out what is causing a problem; troubleshooting.
40. Operate or control machines.
41. Operate or drive vehicles or big equipment.
42. Use computers.
43. Write computer programs.
44. Design new equipment or change something so that it can be used in a
new way.

a Math and science skills

45. Add, subtract, multiply, and divide; calculate.
46. Estimate distances, quantity, time, or costs.
47. Budget money.
48. Use math to solve problems.
49. Use scientific methods to solve problems.

a Communication skills
50. Read and understand information.
51. Write ideas and information.
52. Speak to others to share information.
53. Listen to what people are saying and ask questions.
54. Concentrate on a something despite interruptions and distractions.

a Problem solving skills

55. Find and gather information.
56. Judge whether an idea or project is successful; evaluate.
57. Give advice to others.
58. Get information to figure out a better solution to a problem; synthesize.
59. Look at the information you have and figure out how to solve a problem;
analyze.
60. Plan how to get something done.
61. Learn how to do something by yourself as you get new information; active
learning.
62. Use your experience and knowledge.

SKILLS 2
©2007 Board of Regents of University System of Georgia, Georgia State University,GCIS.

Page 17
a Management skills
63. Make sure others are safe and healthy.
64. Convince others to change how they are doing something; persuade.
65. Bring others together and try to patch up their differences; negotiate.
66. Confront others
67. Take on new responsibilities and challenges; initiate.
68. Organize people and activities; coordinate.
69. Give directions to others; lead.
70. Make decisions.
71. Determine the best way to use people, money, and materials; manage
resources.
72. Accept the consequences of decisions.

SKILLS 3
©2007 Board of Regents of University System of Georgia, Georgia State University,GCIS.

Page 18
Name: Date: Grade/Class:

My accomplishments
Make a list of your accomplishments—projects or activities you have done well.
Consider activities you have enjoyed.

Project or activity accomplishments

D List as many project or activities accomplishments as you can. See the

examples below.

a Built a birdhouse in the backyard.

a Cooked for my family during my mom’s illness.
a Sang in the chorus in the spring musical.
a Played in three basketball games.

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

D Now circle at least one of the accomplishments.

Accomplishment:
a Built a birdhouse in the backyard.

MY ACCOMPLISHMENTS 1
©2007 intoCareers

Page 19
Skills
D List the skills you used in or learned from this activity. A skill is something you
can learn how to do. See the examples below.

a Read plans for building birdhouse.

a Made measurements for cutting boards.
a Followed instructions.

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

My school accomplishments

DList as many school or class accomplishments as you can—projects or activities

you have done well. Consider activities you have enjoyed. See the examples
below.

a Solved a word problem.

a Wrote a report on an explorer.
a Gave a speech about caring for pet fish.
a Created a model of a volcano.

1.
2.
3.
4.
5.
6.
7.
8.
9.
MY ACCOMPLISHMENTS 2
©2007 intoCareers

Page 20
10.

D Now circle at least one of the classroom accomplishments.

Accomplishment:
a Gave a speech about caring for pet fish.

Skills
D List skills you used in or learned from this activity. A skill is something you can
learn how to do. See the examples below.

a Gathered information about my topic.

a Made a plan for the speech.
a Practiced the speech.

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

MY ACCOMPLISHMENTS 3
©2007 intoCareers

Page 21
Thoughts and reflections

D You can store your reflections in two places.

a One is to go back to CIS portfolio, My career plan, and fill in the field for
My Accomplishments.
a If you use a paper portfolio, write your thoughts below and keep the
handout in your folder.

Knowing about your skills is important to planning your career. There are some things
you like to do and can do well. Those are skills you might want to use in the future at a
job.

D List five skills you like to use.

D Give the names of two people who helped you learn these skills.

D List one thing you want to learn to do.

MY ACCOMPLISHMENTS 4
©2007 intoCareers
Page 22
Explore my community...

Name: Date: Grade/Class:

My community

Your community has hired a new regional planner. The regional planner will set goals
for the future growth and development of your town. The first step for the planner is to
gather information. Your class has been hired to do a survey of your area.

D The regional planner has asked your class to gather the following data. List two
jobs for each business, company, service, or recreation area.

1. Businesses that buy and sell goods such as food and clothing.
2. Businesses that sell services such as automobile repair and hair styling.
3. Businesses that sell both goods and services such as computer shops and
auto dealers.
4. Companies that make products.
5. Town services that fill a special need for the residents such as churches,
libraries, and police departments.
6. Places for recreation such as parks and ball fields.
7. For each location, provide the address.

D The report for the regional planner should include the chart along with a map of
the town or community.

D Draw in the streets and highways and locate each site listed on the charts.

Name Address Job 1 Job 2

Franklin Grocery 1401 Main Avenue Cashier Butcher

D As a class, develop a plan for gathering the information for the regional planner.

D Also develop a plan for reporting the information to the planner.

MY COMMUNITY 1
©2007 intoCareers
Page 23
Thoughts and reflections

D You can store your reflections in two places.

a One is to go back to your CIS portfolio, My career plan, and fill in the field
for My community.
a If you use a paper portfolio, write your thoughts below and keep the
handout in your folder.

Once you have completed the survey for the regional planner, you have been asked to
do one more task. The planner wants to know where you might work at in the future.
But you need more facts about the options before you can make a decision.

D Give the name of two businesses in your community you would like to learn
more about.

MY COMMUNITY 2
©2007 intoCareers

Page 24
Name: Date: Grade/Class:

My ideal community

A regional planner sets goals for the future growth and development of a town or
community. The regional planner from your area is going to survey residents to find out
what they want in their community. The planner wants to get information from all
residents including the students.

D You have been asked to think about what you want in your town. What is
missing? What additions or changes would make it a better place to live?

a Does your community need any of the following?

1. Businesses that buy and sell goods such as food and clothing?
2. Businesses that sell services such autobody repair or hair styling?
3. Businesses that sell services and goods such as computer shops and
auto dealers?
4. Companies that make products?
5. Town services that fill a special need for residents such as schools,
churches, libraries, and police departments?
6. Places for recreation such as parks and soccer fields?
7. Other additions?

D Work in small groups or individually to figure out what is missing in your

community.

D Identify one thing to add to or change in the town. Describe the addition or
change in detail.

D Then list all the reasons why this change should be made? Include the jobs
that would be added to the town.

D Prepare a report for the planner. You could write a report or do a PowerPoint
presentation. Tell the planner why these changes or additions are important.

D Be creative to get the planner's attention.

MY IDEAL COMMUNITY 1
©2007 intoCareers

Page 25
Thoughts and reflections

D You can store your reflections in two places.

a One is to go back to CIS portfolio, My career plan, and fill in the field for
My community.
a If you use a paper portfolio, write your thoughts below and keep the
handout in your folder.

Where you live is important to your career. The community you are living in now may
not have the jobs in which you want to work. So, you might have to move to another
area. When you are an adult, you may really want to live in the same community where
you live now. So, you would have to work in jobs that are available in this town.
Another option is to start a new business, company, or service.

D Think about your ideal community.

a Where do you want to live?
a What does a community need to have for you to consider living there?
a Does it have to have a hospital? A high school? A grocery store?
a Does it need a pharmacy? A swimming pool?

D List three things a community must have for you to choose to live there.

MY IDEAL COMMUNITY 2
©2007 intoCareers

Page 26
Name: Date: Grade/Class:

Job shadow checklist

What is a job shadow? Just as a shadow follows a person, you will follow a worker at a
job site. The activity may last from two to eight hours.

Why do a job shadow?

a To see what people do all day at work.
a To learn what employers expect of their workers.
a To find out more about different places to work.
a To learn more about an occupation that is of interest to you.
a To see how computers and other equipment are used on the job.
a To find out how what you are learning in school is used on the job.

Steps Date completed

Step 1: Select an occupation or business that you
want to learn more about.

a Find a location for the shadow.

a Complete Where to job shadow? To guide
you through the first step.

Step 2: Contact a business and arrange a job shadow.

a Prepare for the phone call or letter by creating

a phone script provided in Setting up a job
shadow.

Job Shadow Contact:

_______________________________________
Business, address:
_______________________________________
Phone number:
_______________________________________
Date and Time:
_______________________________________

JOB SHADOW CHECKLIST 1

Page 27
Step 3: Before the job shadow, be sure you are prepared.

a Read about the occupation you are shadowing.

a Write five questions to ask the person you will
shadow.
a Think of three things you want to look for as you
are watching the person work.
a Know where you are going so you are not late.
a Use the handout Getting ready for the job
shadow.

Step 4: Complete the job shadow.

a Be sure to take the questions you want to ask and

the things you want to look for at the work place.
a Take notes to use when you write your final
report.

Step 5: Write a thank-you note.

a Use the sample provided in Thank your job

shadow host.

Step 6: Report what you learned during your job shadow.

a Complete What did you learn during your job

shadow?

JOB SHADOW CHECKLIST 2

Page 28
Name: Date: Grade/Class:

Setting up a job shadow

Who are you writing a letter to or calling?

Contact Phone number

(If you do not have a name, ask for the manager or for the person who could help set up
a job shadow.)

Business name
Occupation or job you want to shadow
When do you want to shadow—date and time?

Phone script
"May I speak with ?"
"Hello. My name is .
I am a(n) grader at school.
I am interested in learning about (occupation, job, or business) .
I received your name from , and I was wondering if you might allow me
to job shadow you or someone else in your business for (length of job shadow) ?"

If the person agrees to the job shadow, set the day and time.
"I would like to do the job shadow on at ."

D Explain you will provide your own transportation. If you will be at the business
over lunch, ask if you should bring your own lunch.

D Thank the contact person. Explain that you will be calling one or two days prior
to the day to confirm the job shadow.

D If the person you contact cannot help you, ask: “Is there anyone else that you
know who might be able to help me with a job shadow?”

Other contacts:

Contact Phone number

Business name

Contact Phone number

Business name SETTING UP A JOB SHADOW
©2007 intoCareers

Page 29
Name: Date: Grade/Class:

Getting ready for the job shadow

Step 1: Read about the occupation you are going to shadow.

Step 2: What do you want to know about the job? Some suggestions are
provided below.

a What do you like about your job?

a What do you not like about your job?
a What do you do in a typical work day?
a How do you use the things you learned in school in your job?
a How much education and training do you need for this job?
a What is your work schedule? When does your work day start and when
does it end?
a When you were in middle or high school, did you think you would be doing
this job?
a What is the starting salary for this job?

Step 3: Think of five questions you are going to ask the worker you are going to
shadow.

GETTING READY FOR THE JOB SHADOW 1

Page 30
Step 4: Decide what 3 things you want to look for during the shadow?
Some suggestions are provided below.

a Do you want to see what people wear on the job

a Do you want to see what equipment they use?
a Do they work inside or outside?
a Do they move around or sit all day?
a Do they work alone or with other people?

Step 5: Call the contact person to remind her/him of the day and time you will be
coming for the job shadow.

GETTING READY FOR THE JOB SHADOW 2

Page 31
Name: Date: Grade/Class:

Thank your job shadow host

Thanking your host is very important. Your job shadow host spent a lot of time with you.

D So, write a thank-you note when you get back to school.

a Review the sample note.

a Write a draft note.
a Have someone review the note for correct spelling and punctuation.
a Next, write the note on a clean sheet of paper and address an envelope.
a Use the appropriate postage and mail it.

(Today's date)

(four blank lines)

(Name and title of person)

(Name of business)
(Street address)
(City, State, Zip)
(one blank line)
Dear (Title and last name)
(one blank line)
Thank you for allowing me to visit you at your work. I appreciate all the time you spent
with me.
(one blank line)
I learned a lot being your shadow. My favorite part of the visit was .
I learned .
(one blank line)
Thank you again for answering my questions and letting me see what you do in a
workday.
(one blank line)
Sincerely,
(Your name)

THANK YOUR JOB SHADOW HOST

Page 32
Name: Date: Grade/Class:

What did you learn during your job shadow?

1. Describe the work you saw your host or other workers doing?

2. What did you learn from the questions you asked your host?

3. What did you look for during the job shadow? What did you learn?

4. Is this a job you think you would like to do after you get out of school? Why or
why not?

WHAT DID YOU LEARN DURING YOUR JOB SHADOW?

Page 33
Focus on my school and activities...

Name: Date: Grade/Class:

Getting to know my school—a scavenger hunt

D Fill in all the squares to learn more about your school.

D Find the location or the name of the person. If the answer is the name of a
person, you might be asked to find that person and get his or her signature.

Who cleans my Where do I find Who do I ask to Who do I go to Who cooks the
school each a school lunch use the phone? if I need to use school
day? menu? a computer lunches?
after school?

Who do I go to Who will help Who would I Where do I What do I do if I

if I am sick and me find a book ask about a meet the bus or have to take a
have to leave in the library? coat I lost? meet my ride prescription
school? after school? during the
school day?

Who will help If I am absent, Who do I talk to If I tear my If I have a

me fix the door who do I talk to if I forgot my pants, who will problem and
on my locker? first when I lunch and don't help me fix don't want to
return to have money to them? tell a teacher or
school? eat? friend, who
could I talk to at
school?

If I am late to Who do I ask if Who do I talk to Where do I take Where are the
school in the I forget my if I have something I find bathrooms that
morning, who locker questions about that does not are close to my
do I talk to first? combination? my schedule? belong to me? classes?

Page 34
Name: Date: Grade/Class:

Should I join?

Are you bored? Sick of watching reruns on television? Want to be with people your
own age? Take some time to see what is out there for you to join. Schools and
communities offer several extracurricular activities for middle school students.

D Consider volunteering and doing community service.

Benefits of extracurricular activities

a So, what is in it for you?

1. Explore your interests.

2. Spend time with people who share your interests.
3. Find new friends.
4. Meet people who are different from you.
5. Learn about different occupations.
6. Gives you something to do.
7. Learn how to work with others.
8. Learn to manage your time.
9. Looks good on college, scholarship, and job applications.
a Students who participate in extracurricular activities tend to develop good study
habits. As a result, they get better grades. Because the students are busy,
they are less likely to smoke, drink, or use drugs.

Find the right activity

D Learn about the activities that are offered in your school and community. Ask
other students about their experiences. Think about your interests, skills, and
time. Ask yourself the following questions.

1. What are my interests?

2. What new skills do I want to learn?
3. Am I taking a class that requires extra study time?
4. Do I need to focus on my grades?
5. How will I get to and from the activity?

SHOULD I JOIN? 1
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6. Will I get the sleep I need?
7. Will I have time to relax?
8. Will I have time to spend time with my family?

D Talk with activity advisors and coaches. Ask questions to get information you
need to make a decision about which activity to join.

1. Do I have to be a certain age or in a certain grade to join the activity?

2. Are there fees to join? How much are they? Are there fees for travel, food,
uniforms, or other expenses? Will I be required to help raise money?

3. Do I need a physical to join the activity?

4. Do I have to get certain grades to join or stay in the activity?

5. How much time is this activity going to take? How often will the group
meet? Practice? Travel?

Should I join?

D Think of two or three activities or clubs you might join. Talk with activity
advisors and coaches. Ask questions to get information you need to make a
decision about which activity to join. Fill out a sheet for each of the activities.

What activity are you thinking of joining?

Who is the advisor, coach, or sponsor of this activity?

D Talk with the advisor, coach, or sponsor to get answers for the following
questions.

1. Do I have to be a certain age or in a certain grade to join the activity?

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2. Are there fees to join? How much are they? Are there fees for travel, food,
uniforms, or other expenses? Will I be required to help raise money?

3. Do I need a physical to join the activity?

4. Do I have to get certain grades to join or stay in the activity?

5. How much time is this activity going to take? How often will the group
meet, practice, or travel?

6. Are you going to join? Why or why not?

SHOULD I JOIN? 3
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Thoughts and reflections

D You can store your reflections in two places.

a One is to go back to your CIS portfolio, My career plan, and fill in the field
for Should I join?
a If you use a paper portfolio, write your thoughts below and keep the
handout in your folder.

D After you finish the activity, think about what you have learned.

a What are two activities, clubs, or hobbies you would like to try before you
go to high school?

SHOULD I JOIN? 4
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Name: Date: Grade/Class:

My activities and achievements

One of the benefits of participating in extracurricular activities is that it looks good on

college, scholarship, and job applications. It is important to keep a record of your
activities and achievements during your educational career.

You have two options for keeping a record of all your activities and achievements. One
is to go to My Education and Work History in your CIS portfolio. In the Activities and
Achievements data entry sections add at least one item.

If you use a paper portfolio instead of the CIS portfolio, record the information about at
least one activity or achievement on the next page. Store the information in your folder.

Do not limit your entries to school-related activities. Include community, religious, and
volunteer interests.

MY ACTIVITIES AND ACHIEVEMENTS 1

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My activities and achievements

D Circle the type of activity or achievement.

Athletics Professional Association

Award Recognition
Club Presentation
Community Service Talent
Interest Other activity
Leadership Other achievement

Title:

Start date: Month Year End date: Month Year

Hours spent: per week; per month; per year; or total

Description:

D Circle the position, if applicable.

Contact:
Advisor Supervisor
Coach Teacher
Mentor Other

Name:
Phone:
E-mail:

MY ACTIVITIES AND ACHIEVEMENTS 2

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Think about my network...

Name: Date: Grade/Class:

My network

A personal network is much like a computer network. You are the center of your
network as a server is the center of a computer network. You are linked to groups of
individuals as a server is connected to groups of computers.

Think of groups of individuals to which you are connected. The groups might include
family and friends and neighbors. The groups might be centered on activities such as
sports, theatre, or church. The members of one group might be all belong to one
organization or they may just be people you happen to know.

Why think about your network? A personal network can help you in your life the way a
computer network helps employees do their work. People in your network can provide
different kinds of assistance. They can help you:

a Choose the best phone service.

a Find an automobile mechanic.
a Locate your lost pet.
a Solve a problem.
a Set up a job shadow.
a Find a job.

D Visualize your personal network. Who is in your network? Can you organize
these individuals into groups? Think of groups of which you are a member. Are
there people in those groups who could help you solve problems or get
information?

a Use the visual image from your thoughts to create a picture or graphic of
your network. See the example on page three.
a Be creative in thinking about your network as well as in “drawing” the picture
or graphic.
a Put in the names of the network members along with their jobs.
a For the members who are still in school, list student as their job.

References

D When you are finished creating a picture of your network, identify the members
of your network, other than family members, who know you best.

D In the future, when you apply for a job, college, or scholarships, you usually
have to list references. A reference is a person who can explain why you would
be a good employee. Or why you would be successful in college. Or why you

MY NETWORK 1
©2007 intoCareers Page 41
deserve to receive a scholarship. A teacher or coach could be a reference.
Another reference could be the adult director of a club to which you belong.

D Go back to your network and underline at least one person who could be a
reference.

D Next ask the person(s) if you could use them as a reference in the future.

D Then ask for the following information:

a First and last name

a Relationship to you
a Employer
a Job or title
a Address, city, state, and zip
a Work phone
a Home phone
a E-mail

D You can store your references in two places.

a One is to go back to CIS portfolio, My education and work history, and

add at least one reference in the References data entry section.
a If you use a paper portfolio, record the information about your reference(s)
on a sheet of paper. Store your reference information in your folder.

MY NETWORK 2
©2007 intoCareers

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My network

Neighbors Family and friends

Ruth Daniels—real estate agent Dale Dakota—farmer
Al Patrick—retail salesperson Roger Land—systems analyst
Francine Lee—insurance adjuster Julie Franklin—police officer
Kate Mitchell—social worker Debra Raski—university teacher
John Nelson—registered nurse Don Leonard—high school teacher
Lane Miller—graphic artist

Lea Jones

School Other people I know

Mrs. Charles—principal Tom Adams—clergy
Mr. Thompson—school counselor Renee Mack—accountant
Mrs. Davis—cook Leslie Cast—automobile mechanic
Miss Garner—teacher Michelle Hoover—surgeon
Mrs. Senger—teacher Keith Dean—insurance agent
Mr. Kevin—teacher Thomas Nite—plumber
Miss Finland--janitor
MY NETWORK
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Where am I going?

A career is like a long trip. For a trip you need a road map. For the trip through your life, you need a career plan.

The next step is to find out about different careers. Explore information about:

Career clusters
Occupations
The workplace

Use what you know about yourself and your options to help develop your career plan. Remember, your career
plan can be changed at any time. It is okay to change your mind as you learn more about yourself, school and
work.

1. Career Cluster Activities

2. Occupation Activities
3. Learn about the workplace
4. Make decisions
5. Make plans
6. Make a career action plan

Page 44
Career Clusters ...

Name: Date: Grade/Class:

Career cluster mobiles

How many jobs and occupations are there? Hundreds? Thousands? Occupations are
arranged in groups called clusters. The grouping of occupations is similar to groupings
of music: Pop, rock, rap, hip hop, classical, etc. The clusters of music help you find the
songs you prefer. They also make it easier to learn about specific musicians. The
same is true for the career clusters. They make it easier to learn about occupations.

Career clusters help you learn about occupations you might not have explored. For
example, you might have thought about being a doctor. However, you do not want to
spend so many years in college. Plus, doctors have to work too many hours each
week. But, you do want to help people and you really like science classes. You could
go to the Health Science cluster and study all the occupations in the group. Some of
the occupations require fewer years of education and have regular working hours. Also,
these occupations give you the opportunity to help people and study science.

D To learn more about the sixteen career clusters, create a cluster mobile using a
hanger, string, and paper. Follow these steps.

D Divide the class into small groups.

D Assign one or more clusters for mobiles.

D Read about the clusters in CIS.

D The mobile will have four parts.

a Name of career cluster.

a Five things workers do in this cluster.
a Five occupations in the cluster.
a Five classes to take in high school.

D Add drawings, pictures, or graphics to make the mobile interesting.

D Display the career cluster mobiles in the school or classroom.

CAREER CLUSTER MOBILES

What's my cluster?

Career clusters are used to group occupations. The more you learn about each cluster,
the more you learn about occupations. This is an important step in figuring out where
you are going in your career.

a This activity will help you learn more about the 16 Career Clusters.

D Assign each participant a career cluster. You become the expert for that
cluster.

D Read about and study the cluster and be prepared to answer 20 questions
about the cluster.

D Divide the class into groups to question the experts.

D Each group will question an expert. The goal is to guess the name of the
career cluster in 20 questions or fewer.

D The questions must be worded so that the expert can give a "yes" or "no"
answer.

D The expert must answer the questions truthfully.

D During the next round, a different group questions a different expert.

D The activity continues until all the experts have been questioned.

(Note: What's my cluster? uses ideas from the What's my line? show and Twenty
questions).

WHAT'S MY CLUSTER?
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Name: Date: Grade/Class:

Career cluster posters

Occupations are arranged in groups called career clusters. The clusters help you learn
about occupations. They also help you see how what you do in school is related to
occupations. Think about reading maps in social studies. In what career cluster would
a worker use that skill? In the Transportation, Distribution, and Logistics cluster, pilots
and truck drivers read maps. In the Agriculture, food, and natural resources cluster,
conservation scientists and foresters read maps.

D Create a poster for each of the sixteen career clusters. Follow these steps.

1. Assign the clusters to individuals or small groups.

2. Put the name of the career cluster on the poster.

3. Add the name of eight to ten occupations in the cluster.

4. Add drawings, pictures, and graphics to give more information about the
cluster.

5. Hang the posters in the classroom.

D During future classes, add more information to the cluster.

1. When you read a short story or novel, figure out the jobs of the main
characters. Write the name of the character on a piece of paper along with
his/her job. Attach the paper to the related career cluster.

2. When you learn to use a new concept in math, think about the workers who
would use this skill. Write the skill on a paper and attach it to the related
cluster. For example, carpenters have to figure the area of squares. Write
"area of square" on a paper and attach it to the Architecture and construction
poster.

D Keep repeating this assignment throughout the school year.

1. At the end of the year, look at the pieces of paper attached to each cluster.

2. Talk about what you have learned about each cluster. For example, what
classes are used most in each cluster?

3. What are you learning now that can help you with your career?

CAREER CLUSTER POSTERS

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Occupation activities...
Name: Date: Grade/Class:

Occupations scavenger hunt

What am I going to be when I grow up? To answer this question you need information about your
options.

D Go to Occupations in CIS to hunt for the answers.

1. What is an 2. Magistrate is 3. Travel agents 4. Do a search using

occupation? another name for are assigned to the keyword
what occupation? what cluster? doctors. What are
two occupations
that match?

5. In the Law, Public 6. How much can 7. What does 8. Do you need a
Safety, and Security water treatment Mark Musgrove degree after high
cluster, what are two operators get paid a enjoy most school to get a job
things you could do? year? about being a as a registered
funeral nurse?
director?

9. In the future, how 10. Do some landscape 11. Social workers 12. What is one way to
many jobs will be architects work for are assigned to prepare to be an
open for dental engineering firms? what cluster? electrician after you
hygienists? graduate from high
school?

13. Where do zoologists 14. What are some 15. Is the video for 16. What do radiation
work? courses you would biologists therapists do?
take in high school available in
to work in the Spanish?
Transportation,
Distribution, and
Logistics cluster?

OCCUPATIONS SCAVENGER HUNT

Page 48 ©2007 intoCareers
17. Do some dietitians 18. What do industrial 19. What are some 20. What are the steps
work on weekends? designers do? high school to do to print out
activities or an occupation?
hobbies you
could be
involved in to
help you
prepare to
work in
Architecture
and
Construction

OCCUPATIONS SCAVENGER HUNT

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Name: Date: Grade/Class:

Bobilator decision sheet

What about an occupation is important to you? Is it important because you are familiar
with its name? Because you know someone who works in the occupation? Because
you can make lots of money?

Step 1:

D Look at the occupations listed in the first column.

D Think about what workers in these occupations might do.

D With only the name of the occupation provided, rate your interest in them from 1
to 10. 1 is the least interesting and 10 is the most interesting.

D Put your ratings in the column labeled Step 1.

Occupation Step Step Step Step Step Step Step

1 2 3 4 5 6 7
1. Bobilator
2. Gastronomist
3. Extricator
4. Arbologist
5. Husher
6. Wrencher
7. Knowleologist
8. Encodologist
9. Imagizer
10. Haulassister

You will be given more information about the occupations and after each step, you will
rate the occupation from 1 to 10 based on your interest in the occupation. After the last
step, you will get the real name for the occupation.

BOBILATOR DECISION SHEET 1

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Step 2:

D Study the information provided for each occupation.

D Rank them from 1 to 10 based on your interest in the occupation.

D Put your rankings in the column labeled Step 2.

1. Bobilator…………….……...Human services
2. Gastronomist……………... Hospitality and tourism
3. Extricator………………….. Health science
4. Arbologist…………............ Agriculture, food, and natural resources
5. Husher……………………… Education and training
6. Wrencher…………………... Architecture and construction
7. Knowleologist…………….. Education and training
8. Encodologist……………… Information technology
9. Imagizer…………….……… Arts, Audio/Visual technology, and
Communication
10. Haulassister………............ Transportation, distribution, and logistics

BOBILATOR DECISION SHEET 2

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Step 3: How important is money to you?
D Check the salary ranges for the occupations.

D Rank your occupations again from 1 to 10.

D Put your rankings in the column labeled Step 3.

1. Bobilator…………………… $14,220-$37,300/annual
2. Gastronomist……………... $22,870-$51,620/annual
3. Extricator…......…………… $60,930-$145,000/annual
4. Arbologist…………………. $29,600-$82,120/annual
5. Husher.…………………….. $12,070-$26,680/annual
6. Wrencher…………..………. $24,400-$63,150/annual
7. Knowleologist…………….. $29,240-$56,580/annual
8. Encodologist……..……….. $33,310-$90,020/annual
9. Imagizer…………..………... $31,190-$95,170/annual
10. Haulassister………………. $15,210-$43,620/annual

BOBILATOR DECISION SHEET 3

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Step 4: How easy will it be to find a job?

D Review the number of job openings there will be each year.

D Think about all the information that has been provided.

D Rank your occupations again from 1 to 10.

D Put your rankings in the column labeled Step 4.

1. Bobilato ............................. 109 job openings each year

2. Gastronomist .................... 76 job openings each year
3. Extricator........................... 17 job openings each year
4. Arbologist.......................... 2 job openings each year
5. Husher ............................... 30 job openings each year
6. Wrencher ........................... 87 job openings each year
7. Knowleologist ................... 706 job openings each year
8. Encodologist..................... 78 job openings each year
9. Imagizer ............................. 1 job openings each year
10. Haulassister.................... 432 job openings each year

BOBILATOR DECISION SHEET 4

Page 53
Step 5: How many months or years of training are you willing to complete to get the job
you want? Training could be provided after you get the job or it could mean
attending college.

D Study the length of training for each occupation.

D Think about all the information that has been shared with you.

D Rank your occupations again from 1 to 10.

D Put your rankings in the column labeled Step 5.

1. Bobilator……………........... About 16 months

2. Gastronomist………………Up to 3 years
3. Extricator………………….. 6 to 8 years
4. Arbologist…………………. 4 to 6 years
5. Husher……………………... about a month
6. Wrencher………………….. 3 to 4 years
7. Knowleologist…………….. 4 to 5 years
8. Encodologist……………… 2 to 5 years
9. Imagizer……………………. 4 to 5 Weeks
10. Haulassister……………..... Less than 1 year

BOBILATOR DECISION SHEET 5

Page 54
Step 6: Do you want to work indoors or outdoors? Are you willing to work at night and
on weekends? These are working conditions.

D Read about the working conditions for each occupation.

D Think about all the information that has been shared with you.

D Rank your occupations again from 1 to 10.

D Put your rankings in the column labeled Step 6.

1. Bobilator: Indoors; standing; work nights and weekends

2. Gastronomist: Indoors; standing; heat; work nights and weekends
3. Extricator: Indoors; close people contact; may work nights and weekends
4. Arbologist: Indoors and outdoors; standing and sitting; may travel
5. Husher: Indoors; standing and sitting; lifting; may work nights and
weekends
6. Wrencher: Outdoors or indoors; physical work; may work nights and
weekends
7. Knowleologist: Indoors; 10 months a year; work nights and weekends
8. Encodologist: Indoors; sitting; may work alone
9. Imagizer: Indoors; work alone; meet deadlines
10. Haulassister: Outdoors and indoors; may work nights and weekends;
sitting and lifting

Step 7: What are the real names for the occupations?

D ............................................................................ your ideas in the last column.

BOBILATOR DECISION SHEET 6

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Bobilator decision sheet 2

Which step's information is most important to you? Step #

Why?

Which step's information is least important to you? Step #

Why?

Which occupation would you rank #1?

Why?

BOBILATOR DECISION SHEET 7

Page 56
Bobilator occupations

1. Bobilator ................................................... Hairstylist

2. Gastronomist............................................ Chef or Cook
3. Extricator .................................................. Dentist
4. Arbologist ................................................. Forester
5. Husher...................................................... Library Assistant
6. Wrencher.................................................. Plumber or Pipefitter
7. Knowleologist ........................................... Teacher
8. Encodologist............................................. Computer programmer
9. Imagizer ................................................... Film or Video editor
10. Haulassister ............................................. Light truck driver

BOBILATOR DECISION SHEET 8

Page 57
Name: Date: Grade/Class:

If I became….

An occupation is a group of jobs that have many things in common. For example, the
people employed in an occupation such as registered nurse need a common set of
skills and abilities. Registered nurses took a common set of courses in high school to
prepare for college.

You have completed assessments and inventories that link your interests and
preferences to occupations.

D Review your results and pick one occupation you want to learn more about.

If I became a(n)
(name of the occupation)

What skills and abilities would I need for this occupation?

1.
2.
3.

What courses would I need to take in high school?

1.
2.

Where would I work?

1.
2.

How would I prepare after high school?

1.
2.

How much does it pay?

IF I BECAME….
©2007 intoCareers

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Is this occupation for me? Why or Why not? Give three reasons.
1.
2.
3.

IF I BECAME….
©2007 intoCareers

Page 59
Name: Date: Grade/Class:

Job shadow checklist

What is a job shadow? Just as a shadow follows a person, you will follow a worker at a
job site. The activity may last from two to eight hours.

Why do a job shadow?

Steps Date completed

Step 1: Select an occupation or business that you
want to learn more about.

a Find a location for the shadow.

a Complete Where to job shadow? To guide
you through the first step.

Step 2: Contact a business and arrange a job shadow.

a Prepare for the phone call or letter by creating

a phone script provided in Setting up a job
shadow.

Job Shadow Contact:

JOB SHADOW CHECKLIST 1

Page 60
Step 3: Before the job shadow, be sure you are prepared.

a Read about the occupation you are shadowing.

Step 4: Complete the job shadow.

a Be sure to take the questions you want to ask and

the things you want to look for at the work place.
a Take notes to use when you write your final
report.

Step 5: Write a thank-you note.

a Use the sample provided in Thank your job

shadow host.

Step 6: Report what you learned during your job shadow.

a Complete What did you learn during your job

shadow?

JOB SHADOW CHECKLIST 2

Page 61
Name: Date: Grade/Class:

Setting up a job shadow

Who are you writing a letter to or calling?

Contact Phone number

(If you do not have a name, ask for the manager or for the person who could help set up
a job shadow.)

Business name
Occupation or job you want to shadow
When do you want to shadow—date and time?

If the person agrees to the job shadow, set the day and time.
"I would like to do the job shadow on at ."

D Explain you will provide your own transportation. If you will be at the business
over lunch, ask if you should bring your own lunch.

D Thank the contact person. Explain that you will be calling one or two days prior
to the day to confirm the job shadow.

D If the person you contact cannot help you, ask: “Is there anyone else that you
know who might be able to help me with a job shadow?”

Other contacts:

Contact Phone number

Business name

Contact Phone number

SETTING UP A JOB SHADOW
Business name ©2007 intoCareers

Page 62
Name: Date: Grade/Class:

Getting ready for the job shadow

Step 1: Read about the occupation you are going to shadow.

Step 2: What do you want to know about the job? Some suggestions are
provided below.

a What do you like about your job?

Step 3: Think of five questions you are going to ask the worker you are going to
shadow.

GETTING READY FOR THE JOB SHADOW 1

Page 63
Step 4: Decide what 3 things you want to look for during the shadow?
Some suggestions are provided below.

a Do you want to see what people wear on the job

a Do you want to see what equipment they use?
a Do they work inside or outside?
a Do they move around or sit all day?
a Do they work alone or with other people?

Step 5: Call the contact person to remind her/him of the day and time you will be
coming for the job shadow.

GETTING READY FOR THE JOB SHADOW 2

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Name: Date: Grade/Class:

Thank your job shadow host

Thanking your host is very important. Your job shadow host spent a lot of time with you.

D So, write a thank-you note when you get back to school.

a Review the sample note.

(Today's date)

(four blank lines)

(Name and title of person)

THANK YOUR JOB SHADOW HOST

Page 65
Name: Date: Grade/Class:

What did you learn during your job shadow?

1. Describe the work you saw your host or other workers doing?

2. What did you learn from the questions you asked your host?

3. What did you look for during the job shadow? What did you learn?

4. Is this a job you think you would like to do after you get out of school? Why or
why not?

WHAT DID YOU LEARN DURING YOUR JOB SHADOW?

Page 66
Learn about the workplace...

Name: Date: Grade/Class:

What are working conditions?

Conditions at work would be similar to conditions at school. For example, the conditions
at school or work could be noisy or quiet. The setting could be inside or outside. The
schedule for work or school could be the same or different each day. Workers travel to
different work sites just like some students travel to different schools.

Before you decide on an occupation, consider the working conditions. What do you
want? For example a computer specialist might prefer working in a quiet place. A
school counselor may prefer to work with people. A carpenter may want to work with
her/his hands. An automobile mechanic may prefer to work with machines.

D Below is a list of working conditions. Circle the one condition for each pair that
you prefer.

Work alone OR Work with others

Do the same tasks each day OR Have a variety of tasks to do
Work inside OR Work outside
Sit most of the time OR Stand most of the time
Work during the day OR Work evenings
Work Monday to Friday OR Work weekends
Stay at one work site OR Travel to different work sites
Work 40 hours each week OR Work more than 40 hours
Work with equipment OR Work with words and numbers
Stay clean OR Get dirty
Go home at the end of day OR Be away from home for several
days
Work with the same people OR Meet new people almost every day
In charge of your work only OR In charge of other workers
Wear uniforms OR Wear your own clothes
Get a regular pay check OR Paid by amount of work done

WHAT ARE WORKING CONDITIONS? 1

D You can store your reflections in two places.

a One is to go back to your CIS portfolio, My career plan, and fill in the field
for What are working conditions?.
a If you use a paper portfolio, write your thoughts below and keep the
handout in your folder.

Knowing what is important to you help you plan your career. There are some working
conditions you really want.

D Save your thoughts about your favorite working conditions.

a What four or five working conditions are most important to you?

WHAT ARE WORKING CONDITIONS? 2

Page 68
Name: Date: Grade/Class:

Why do people work?

People work for many different reasons. Some work to earn money to be able to do
what they love outside of work. For example, some work to earn money to own a
motorcycle and travel the United States. Some work to feel a sense of accomplishment.
Some want to make a contribution to their community.

D To learn "why people work", ask people who work. Interview one person. Ask
the following questions and record the answers.

Worker's Name

Worker's Job

1. Why do you work

2. If you won a lottery and did not have to work for money, would you continue
to work? Why?

3. If you had choice, would you keep this job or would you do something
different? Why?

4. What job would you want?

WHY DO PEOPLE WORK 1

Page 69
5. What do you like about working?

6. What don't you like about working?

D Share the information from your interview. You might create a PowerPoint or
enhanced podcast presentation.

D Study the information and think about your future as a worker. Answer the
following question.

Why do you want to work?

WHY DO PEOPLE WORK 2

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Name: Date: Grade/Class:

What rewards do I want from work?

What rewards do you want from work? Like most workers, you want to get paid. What
if you have two job offers that pay the same? How are you going to choose the job that
is best for you? Do you want to set your own work schedule? Do you want work that is
exciting?

D Study the list of rewards and rate how important each reward is to you. Place
an X in the appropriate box.

Very Moderately Not

I want a job where I can.. important important important
1. Earn large amounts of money.
2. Do something different every day.
3. Work alone.
4. Be busy all the time.
5. Do work that is exciting.
6. Get up and move around.
7. Work and live in area that allows me
to do things I enjoy.
8. Work with others as part of a team.
9. Set my own time schedule.
10. Receive recognition for what I do.
11. Be in charge of other employees.
12. Be creative.
13. Plan my own work day.
14. Develop friendships with the other
workers.
15. Solve problems and make decisions.
16. Do things for other people.
17. Try out my own ideas.
18. Work for the same company for
many years.

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Thoughts and reflections

D You can store your reflections in two places.

a One is to go back to your CIS portfolio, Career Plan, and fill in the field for
What rewards do I want from work?
a If you use a paper portfolio, write your thoughts below and keep the
handout in your folder.

D After you finish the activity, think about what you have learned. Save your
thoughts or reflections about rewards from work.

a What rewards do I want from work?

a List at least three rewards.

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Make decisions ...

Name: Date: Grade/Class:

How do I make decisions?

Decisions, decisions, decisions! Decision making is an important skill to learn. You

want to grow up to be independent. Making decisions now will help you meet this goal.
As you grow up, you will make more decisions that affect you.

D Use the six-step model presented below to help you think about how to make
decisions.

Step 1: Identify the decision to be made.

a What are you trying to decide?

a Think of a decision you have made in the past week.
a Think of a decision you need to make in the next month.
a Or, use this question: Where would you like to go on vacation—Honolulu,
San Diego, or Omaha?

What are you trying to decide?

Step 2: Know yourself.

a How are your interests related to the decision to be made?

a What is important to you?
a If you are picking a place to go on vacation, what do you know about
yourself that will help make a choice? Do you sunburn easily? Do you
love the ocean? How much money do you have saved? Do you like to fly?

What is important to you?

HOW DO I MAKE DECISIONS? 1

a What are your options?

a What different things can you choose from?
a The options for your vacation are Honolulu, San Diego, or Omaha.

What are your options?

Step 4: Gather information about your options.

a What information would help you make your decision?

a Where can you get the information you need?
a Who can give you some advice?
a What information would help you choose the site for your vacation? Where
could you get the information? Who could you talk to about the trip?

What information do you need to make your decision? Where can you get the
information? Provide information for each option.

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Step 5: Evaluate each option.

a What are the advantages and disadvantages for each option?

a How does each option relate to your interests and values?
a What are the consequences for each option?
a For example, what are the advantages and disadvantages of choosing
Honolulu for your vacation? What are the consequences of choosing
Honolulu? Will you miss too much school? Will you have to borrow
money?

List each option and describe the advantages and disadvantages. Explain
how the option relates to your interests and values. Provide the
consequences.

Step 6: Make your decision.

What is your decision?

HOW DO I MAKE DECISIONS? 3

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Name: Date: Grade/Class:

What book do I pick to read?

Selecting a book to read for an assignment or for leisure can be a challenge. There are
so many books in the library or store. How does a person make a choice?

D Use this six-step model to help you make the decision about what book to read.

Step 1: Identify the decision to be made

a What book am I going to read?

Step 2: Know yourself

a What are your interests? What is important to you?

Step 3: List your options

a Ask the librarian, teacher, or another student to offer suggestions. Tell

them about your interests and preferences. Use the computer to search on
topics of interest to you. Pick out two or three books.

Step 4: Gather information about your options

a What information will help you make your decision? Who can give you
some advice? Read several pages of each book.

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Step 5: Evaluate each option

a What are the advantages and disadvantages for each book? How does
each book relate to your interests?

Step 6: Make your decision

a Remember, you can change your mind.

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Make plans...

Name: Date: Grade/Class:

Learn a new skill

A skill is something you learn how to do. You have many skills now. You will learn
many more skills throughout your career.

Have you ever told yourself you need to learn how to do something? But you still have
not done it? Learning skills is easier when you have a plan. If you have a plan, you are
more likely to follow through.

D Think of something you want to learn how to do. This will be your goal.

D Create a plan to meet your goal.

Step 1: What skill do I want to learn?

a Choose a new skill to learn.

a Look for ideas in the reflections you saved from Things I like to do and
My accomplishments.
a The skill will be your goal. The goal should be specific. It should be
specific enough for you to know when you have accomplished your goal.
For example, learn to play basketball is not specific. How would you know
that you can play basketball? When would you know? Learn to make a
jump shot is specific. You will know when you have learned the skill.

I want to learn to

Step 2: Who can help me?

a You may not be sure how or where you can learn this new skill. Ask
someone who can give you some information or suggestions.
a Or ask someone who can teach you this new skill. Who can help you learn
to make a jump shot? Your neighbor played basketball in college and she
coaches a summer league team.

I will ask

Step 3: How will I learn this skill?

a Make a list of actions. What would you do to learn the jump shot?
a The first action might be to ask the neighbor to coach you.
a The second action might be to set a time to meet.

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a The third action, do the coaching session.
a Fourth, practice the jump shot.
a Fifth, have the neighbor evaluate your shot.

To learn this skill, I will

Step 4: What might get in the way of learning the new skill?

a Sometimes when plans are made, something gets in the way and wrecks
the plans. But you can get around the upsets by thinking ahead. For
example, the neighbor had surgery and cannot help you with your jump
shot. You can get around this upset by finding someone else to coach you.

Something that might get in my way is

I can get around this by

Step 5: When will I learn this skill?

a Setting a time to meet your goal will help you stick to the plan. This will
help you to not put off learning the skill.

I will learn the skill by

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Name: Date: Grade/Class:

Make a change

Have you ever wanted to make a change? To do something differently so that life
would go more smoothly? But you just do not get the change made? Or you change or
a few days and then go back to the old way? Making a change is easier when you have
a plan. If you have a plan, you are more likely to follow through.

a Do you want to get up the first time you are called or the first time the alarm
goes off?
a Do you want to talk to an elderly neighbor or relative every week?
a Do you want to get all of your assignments in on time this week?

D Think of something you want to change about you. This will be your goal.

Step 1: What do I want to change?

a The goal should be specific enough so that you can see that you have
reached your goal.

Step 2: Who can help me?

a Who can you ask to help you reach your goal?

Step 3: How will I make the change?

a Make a list of actions.

Step 4: What might get in the way of making the change?

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a Something that might get in my way is?

a I can get around this by

Step 5: When will I make the change?

Step 6: Follow up to make sure you make the change.

a Check to make sure that you really continue to practice the change.
Follow-up can prevent you from going back to doing something the old
way. Create a schedule for confirming your progress and report on the
progress. Decide how often to check and how many times.

Report 1:

Report 2:

Report 3:

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Make a career action plan...

Name Date Grade/Class

What do I want to be when I grow up?

What do you want to be when you grow up? How many times have you been asked this question? Have
you asked yourself the same question? You will probably ask yourself the question several times in the
future.

This question is important to making a decision about your career. A career is all the education and
training and jobs you have in your entire life. So, this is one of the many decisions you will make
throughout your career.

When you make a decision, an important thing to remember is that you can change your mind. Today
you may choose one occupation as a career goal. But as you learn more about yourself and take more
courses, you may change your mind about your goal. That’s okay. During your future years in middle
school and high school, you will be asked about your career goal many times.

The six-step model presented below will help you choose an occupation that is important to you, today.
Complete each step by answering the questions. Write your responses on a separate sheet of paper. A
sample is provided as a guide. Other options are to create an enhanced podcast or PowerPoint that are
saved on a disk. Print out your My NCIS Account or have your portfolio available for this activity.

Step One: Identify the decision to be made.

What are you trying to decide?

Step Two: Know yourself.

What are your interests and preferences? Review the information in your Personal Learning Plan or
portfolio. What is important to you? What do you like to do? What skills do you like to use? What are
your favorite school subjects? What do you want to do in your future life? When you did the
assessments, what did you say you like to do?

Step Three: List your options.

What occupations are you considering? Review the results from the assessments you have completed.
Look at information in your My NCIS Account or portfolio.

Step Four: Gather information about your options.

What information will help you make your decision? Who can give you some advice? List each option.
Provide information about each option that will help you make a decision. One source for information is
the occupations in NCIS Junior.

Step Five: Evaluate each option.

What are the advantages and disadvantages for each occupation? How does each occupation relate to
your interests and preferences? What are consequences for each option? What will you have to do to
reach your career goal? Will you have to go to college? List each option and explain how the occupation
fits you. Compare things you know about yourself with information in the occupation file.

Step Six: Make your decision.

Today, what occupation is best for you?

Save your decision to use to create your career action plan.

WHAT TO BE WHEN I GROW UP? 1

Sample What to Be When I Grow Up?

Step One: I have to decide which occupation I want to work in when I get out of school.

Step Two: There are several things I know about myself that will help make this decision.
1. I like to use the following skills:
Work with others
Read
Write
Speak
Gather information
2. I would like to do some of the following things:
Teach children to read.
Direct a children's play.
Coach a T-ball team.
Write stories for a magazine.
Lead group discussions.
3. My favorite subjects are:
English
History
Art
Music

Step Three: I am thinking about being an elementary school teacher, high school teacher, or
librarian.

Step Four: The information I am going to use in my CIS portfolio and the information on
each occupation from CIS. I will also talk with my teachers.

Step Five: I will evaluate each option by comparing each occupation to my interests. Also,
I will explain the consequences for each occupation.

First Option: Elementary School Teacher

1. Elementary school teachers and I both like to:
Work with others
Speak
Teach children to read
Direct children's plays
Lead group discussions
Coach sports
Teach art, music, English, and history

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Name Dee South Date 3/20/08 Grade/Class Eighth

Sample What to Be When I Grow Up?

2. Consequences
Attend a college or university.
Get a bachelors degree—takes four years.
Get to work with children.
Get my summers off.

Second Option: High school teacher

1. High school teachers and I both like to:
Work with others.
Speak.
Lead group discussions.
Coach sports.
Teach art, history, music, or English.
2. Consequences
Attend a college or university.
Get a bachelors degree.
Get my summers off.
Not sure I want to work with high school students.

Third Option: Librarian

1. Librarians and I both like to:
Work with others but not as much as teachers do.
Read.
Work with books.
2. Consequences
Attend college or university.
Get a masters degree—takes five years.
Get my summers off.
Could work in elementary, middle, or high school.

Step Six: Today, my goal is to be an elementary school teacher. This occupation is best for me
because:
I want to work with children.
I want to be able to teach all my favorite subjects.
I can coach school sports.
I can work with others almost all the time.
I can get my summers off.

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Name: Date: Grade/Class:

My career action plan

Your career is all the education, training, and jobs you have during your entire life. You
have started your career because you are getting an education in middle school. You
have also made some decisions about your career. For example, you may have
chosen school or community activities in which to participate.

Now is the time to start making plans for your career. Plans are based on decisions,
and like decisions, they can be changed. Today, you are creating an action plan based
on the career decision you made. You set a goal for what you would like to be when
you grow up—an occupation. The next step is to make a plan to meet your goal.

Just like you need information to make decisions, you need information to create a
career plan. Bring the following items to your planning: Occupation file from CIS,
related Career Cluster file, college admission requirements, your high school's
graduation requirements, and your CIS portfolio.

D Follow the steps for writing an action plan. A sample career action plan is
provided to guide you in your writing.

D On a separate sheet of paper, create your career plan. Or create an enhanced

podcast or PowerPoint.

Step 1: What is my career goal?

a Today, what do you want to be when you grow up?

a What is the name of the cluster or occupation?

Step 2: Who can help me with my career goal?

a Who can help you get the information you need?

a Who can answer questions you have about the occupation you have
chosen?
a To whom can you talk to make sure you have made the right decision?

Step 3: How will I get to my career goal?

D Make a list of actions. What will you need to do achieve your goal?

a The occupation and career cluster files give you suggestions for courses to
take and hobbies or activities in which to participate.
a How will you prepare to work in the occupation your have chosen?

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a An important action to include is to review your career action plan every
year.
a It’s okay to change your mind and change your plan.

Step 4: What could get in the way of achieving my goal and how can I get around
those barriers?

a What could get in the way and wreck your career plan? You don't think
you want to go to college. That would be a barrier to becoming a doctor.
a To get around this barrier, visit a college. You might see that college is a
place you want to be in the future.

Step 5: When will I achieve my career goal?

a Information in the Occupation file describes how to prepare and will help
you set a date.

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Thoughts and reflections

D After you finish the activity, think about your career plan. You can store your
reflections in two places.

a One is to go back to CIS portfolio, My career plan, and fill in the fields for
My career action plan.
a If you use a paper portfolio, write your thoughts below and keep the
handout in your folder.

What is your career goal?

What courses will you take in high school to achieve your goal?

What will you do after high school to achieve your career goal?

What hobbies or activities will help you achieve your career goal?

MY CAREER ACTION PLAN

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Name: Dee South Date: 4/01/08 Grade/Class: Eighth

Sample career action plan

Step 1: What is my career goal?

I want to be an elementary school teacher.

Step 2: Who can help me with my career goal?

The following people can help me with my career goal:

a Mr. Brown, school counselor

a Mrs. Franks, my third-grade teacher
a Lincoln Adams, neighbor who teaches fifth grade
a Julie James, my sister who coaches Little League

Step 3: How will I get to my career goal?

These are the actions I will do to get to be an elementary school teacher.

a Study the information about Elementary school teachers and the Programs of
study/Education and training cluster in CIS.
a Talk with Mrs Franks and Lincoln Adams about being a teacher.
a Do a job shadow in an elementary school.
a Participate in school and community activities that will help me prepare to be a
teacher.
h Forensics and speech
h Chorus
h Future Teachers of America (FTA)
h Work as a public library aid to read to children.
h Teach a Sunday or Bible School class.
h Work as a teacher assistant in an elementary school.
a Take the courses I need to graduate from high school.
a Take the courses I need to get into four-year college or university.
h Four years of English
h Four years of math
h Two years of the same world language
h Three years of science
h Three years of social sciences

a Select electives that will help prepare me to be a teacher.

Psychology
Sociology

MY CAREER ACTION PLAN

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h Child development
h Art
h Music
h Nutrition
h Computer applications
a Graduate from high school
a Get a Bachelors degree.
a Get a certificate to teach.
a Review my Career Action Plan every year.

Step 4: What could get in the way of becoming an elementary teacher? How can I
get around these barriers?
a College costs a lot of money.
h Put 25% of my weekly allowance in a savings account for college.
h Do odd jobs in the neighborhood like babysitting, lawn mowing, checking
their house when neighbors are on vacation, or walking dogs.
h Talk with family members about starting a college savings plan for me.
a I am not positive I want to be an elementary school teacher. I might want to
teach in high school.
a Work with elementary-aged children to see if I like being with them. Volunteer
at Sunday school and the public library and do babysitting.
a Talk with elementary and high school teachers.
a Do a job shadow in elementary school and high school.

Step 5: When will I achieve my career goal?

I plan to get my first job as an elementary teacher in September, 2015.

MY CAREER ACTION PLAN

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How do I get there?

Once you know more about who you are and what you want to do, use your career plan to help you stay on track
to achieve your goals.

Plan for high school and beyond

Gain experiences related to your goals.

There are many routes to your future. You can go to college, join the military, or complete an apprenticeship
program.

How well you do in school matters. Make choices that will keep your options open.

1. Develop employability skills

2. Become a volunteer
3. Plan for high school
4. Think about life after high school

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Develop employability skills ...

Name: Date: Grade/Class:

Working together

Middle school is about more than learning subjects. It is also about learning skills that
help you be a good employee. Working in a group to get a task done is an example of
an important job skill.

� Complete one or both of these group activities. After each activity, think about
how well the group worked together. Use the questions below to help you
better understand what it means to work as a team.

Human knot

� Form a circle with each person facing in and shoulders almost touching.

� Grab the right hand of someone who is not standing next to you.

� Then grab the left hand of someone you are not standing next to and not
already holding hands with.

� Then try to untangle the human knot without dropping hands.

� It can be done!

Breakfast circle

� Form a circle with each person facing in and shoulders almost touching.

� One person is given a tennis ball and lightly tosses it to another person.

� The person who catches the ball says his/her name and the name of a
breakfast food.

� Continue tossing the ball around the circle until each person has caught the ball
and mentioned a breakfast food.

� Start the ball though the circle again doing the same thing.

� Immediately start a second ball through the circle using the same activity.

� Then add three balls.

� See how many rounds can be completed before someone drops the ball.

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Thinking about working together

1. Who got things done in the group?

2. Who was a leader?
3. Who followed?
4. Who was a watcher?
5. What did you learn about yourself in the group?
6. What did you learn about others?
7. Did you feel you had a chance to contribute?
8. What obstacles did the group face in meeting its goal?

9. How could the group work together better?

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Name: Date: Grade/Class:

Are you listening?

In school, you are asked to listen to the teacher and other students. At work, you listen
to the boss and other workers. Listening is important to getting assignments and job
tasks done.

D Stand or sit in a circle.

D Start with one person thinking of a message and whispering it to the person
sitting next to him/her.

D That person whispers the message to the next person and so on until the
message is passed around the circle.

D The last person says the message out loud.

D You cannot ask a speaker to repeat the message.

D Repeat the activity several times with different people thinking of a message.

D During the last round, have the person think of a message using the teacher's
name.

Were some messages more messed up than others? Why do you think that
happened?

Did some messages remain unchanged as they were passed from person to person?
Why do you think that happened?

D Review the three steps for listening.

a Hearing
Hearing means listening enough to catch what the speaker is saying. If you
can repeat the statement, then you have heard what has been said.

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a Understanding
The next part of listening is to take what you have heard and to understand it
in your own way.

a Judging
After you understand what you think the speaker has said, then you decide
whether is makes sense.

During the activity, did you hear the message?

If you heard the messages, did you understand every message?
If you thought you understood the messages, were you able to judge that each
message made sense?

Tips for being a good listener

1. Give your full attention to the speaker. Look directly at the person.

2. Make sure your mind is focused on the speaker, too. Concentrate on the
speaker's words so that you hear what is being said.

3. Let the speaker finish before you talk.

4. Let yourself finish listening before you begin to speak. Thinking about what to
say next means you are not listening.

5. Listen for the main ideas.

6. Repeat in your own words what the speaker said. Repeating is a way to be sure
you understand the message.

7. Give feedback. Nod to show that you are listening. You may also smile, frown,
or laugh at the right times. Feedback lets the speaker know you are making
sense of the message.

D Repeat the listening activity one more time. Use the three steps for listening.

Did the original message get through to the last person?

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Name: Date: Grade/Class:

Listening skills on the job

In school, some classes require you to listen more than other classes. At work, there
are some jobs that require more listening than other jobs.

D Divide the class into small groups. Assign each group one of the following jobs.

1. Police officer
2. Waiter and waitress
3. Lawyer
4. Doctor
5. Pilot
6. Computer specialist
7. Secretary
D In your group, answer the following questions.

1. What are some situations where a person in this job would have to use
listening skills?

2. What might happen if a person in this job has poor listening skills?

3. What are some other jobs that require good listening skills?

D Return to the large group and share your information with the other students.
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Name: Date: Grade/Class:

Being dependable

To be dependable is to be there when needed. It also means to be trusted to do what

has to be to done. Being dependable is an important skill for success at school and at
work. One of the reasons employees get fired is because they are not at work when
they are needed. Another reason employees may be fired is the employees are not
doing what is expected.

D Review each story and think about the potential problems if the employee is not
dependable.

D Also, think about what each person would do if he/she is dependable.

D Work alone or in small groups.

a Part-time construction worker

You and two of your friends are working part-time in a construction business.
Your job is to assist the bricklayers while they finish the front of a new office
building. They are working from a scaffold which has to be moved. Your job is
to secure the bracing on the scaffold each time it is moved. It is time for lunch
and the bricklayers have just finished moving the scaffold. They ask you to
secure the bracing before you leave for lunch. Your friends are yelling at you
to hurry up. You leave without getting the rear bracing done. You plan to do
the job as soon as you return from lunch.

1. Potential problems:

2. A dependable person would:

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a Rock climber
During spring break, you and your friends decide to go to the mountains. You
are going to take some rock climbing lessons. You listen to everything said
about equipment, safety, and always being able to count on your partner. The
Number 1 rule is that you should never climb alone. You choose to partner with
your best friend. After setting up the relay point for your rope, you begin to climb.
Your partner is holding the safety rope. You reach a spot twenty feet above the
ground. Then your instructor tells you to fall back on the safety rope.

1. Potential problems:

2. A dependable person would:

a Baby sitter
You are baby-sitting and it is time to cook dinner. You are heating some
spaghetti in a pan and the phone rings. It is your best friend calling to tell about
something that happened after school. You tell the three year old to watch
television while the dinner is heating.

1. Potential problems:

2. A dependable person would:

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a Store clerk
You have been working at the new store at the mall for two months.
Responsibilities have increased over this time. Now you have started closing the
store two nights each week. Tonight is one of the nights you are to close up.
You have just gotten a phone call from a family member who needs a ride home.
You ask one of your fellow workers to close the store for you. This worker has
not closed before, but you are certain that this person can handle the job.

1. Potential problems:

2. A dependable person would:

a Soccer player
You are a member of your local soccer team. Your team is in an out-of-town
tournament today. The team won the first two matches and has made it to the
finals which start in 25 minutes. Three of your teammates left the fields to go get
lunch almost two hours ago. No one has seen them since, and it is time to turn
in the final roster for the championship match.

1. Potential problems:

2. A dependable person would:

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D Write a story on the topic of being dependable. Leave out the ending so the
readers can decide if the main character(s) is being dependable. The story will
be shared with other students so they can discuss potential problems with
which the character(s) might have to deal.

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Name Date Grade/Class

Using My Time for Success

Successful people find the time to do the things that are important. They are well organized.

Think about a person you believe is well organized and is successful at accomplishing tasks.
Ask that person to fill out a record of his or her daily activities for one day. Use the Record of
My Daily Activities sheet. You fill out a record for the same day.

Compare your activities for the day with the activities of the other person.
1. How much time did each of you spend on things such as work, school, activities, chores,
and studying?

2. How much time was spent on things such as watching television; listening to music; or
talking to, emailing, or text messaging friends?

3. What daily activities were similar?

4. What daily activities were different?

5. What things would you like to change about your daily activities?

USING MY TIME FOR SUCCESS

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Record of My Daily Activities
Name Date

Record everything you do during each 30-minute period for one day. Include school- or work-
related activities as well as leisure and personal activities such as bathing, eating, and sleeping.
Remember to include time for traveling to school, work, or home and for chores done at home.

7:00 am 2:30 pm

7:30 am 3:00 pm

8:00 am 3:30 pm

8:30 am 4:00 pm

9:00 am 4:30 pm

9:30 am 5:00 pm

10:00 am 5:30 pm

10:30 am 6:00 pm

11:00 am 6:30 pm

11:30 am 7:00 pm

Noon 7:30 pm

12:30 pm 8:00 pm

1:00 pm 8:30 pm

1:30 pm 9:00 pm

2:00 pm 9:30 pm

USING MY TIME FOR SUCCESS

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Name: Date: Grade/Class: _____

Planning my time for success

Successful people are organized and are good at managing their time. They do this by
keeping records of their activities. These schedules help them figure out how to best
use the time in a day, week, or month. They can see where changes need to be made
in how they use their time.

D Begin to make daily plans to get organized. The first step is to figure out how
you use the time in your day. Keep a record of your daily activities for one or
more days.

D Record everything you do during each 30-minute period for one day. Include
school- or work-related activities as well as leisure and personal activities such
as bathing, eating, and sleeping.

D Remember to include time for traveling to school or home and for chores done
at home.

30 minute planner
7:00 am 2:30 pm
7:30 am 3:00 pm
8:00 am 3:30 pm
8:30 am 4:00 pm
9:00 am 4:30 pm
9:30 am 5:00 pm
10:00 am 5:30 pm
10:30 am 6:00 pm
11:00 am 6:30 pm
11:30 am 7:00 pm
Noon 7:30 pm
12:30 pm 8:00 pm
1:00 pm 8:30 pm
1:30 pm 9:00 pm
2:00 pm 9:30 pm

PLANNING MY TIME FOR SUCCESS 1

©2007 intoCareers
Page 102
D Use the record of your daily activities to figure out how much time you spent on
the following activities.

D Use hours. Change the minutes into fractions of hours. Determine the percent
of time you spend on each of the daily activities.

Daily activity Day one Percent* Day two Percent*

Sleeping
Eating
In school (include
extracurricular activities)
Activities outside of school
(4-H, church, music lessons)
Homework
Travel (to school, activities,
and home)
Television, radio, I-Pod,
stereo, and other devices
for listening to music
Phone
Computer
Time with friends (other than
phone and computer)
Time with family
Chores
Volunteer
Personal Care (brushing
teeth, fixing hair, bathing,
showering)
Hobbies
Nothing
Other
___________________
Other
___________________

*Percent: To determine percentage of your day spent on an activity, divide the

hours in the activity by 24.

PLANNING MY TIME FOR SUCCESS 2

©2007 intoCareers
Page 103
D Study how you use your time. Focus on the percent of each day you spend on
different activities. Look for possible problems that are keeping you from being
successful at school, with your family, and with your hobbies or activities.

D Decide on a possible solution for each problem. Follow the example provided
below to fill out the chart.

D For each problem, figure out what is the cause—watching television, wasting
time, working on a hobby.

D Once you have identified the problem and its cause, concentrate on solving it.
Think of at least one solution that you are willing to do to be successful. Some
problems can be solved in different ways. Pick the one you will do first.

a The solutions should include specific information about what you can do.
You may not be willing to give up talking with your friends. But you might
be willing to give up 20 or 30 minutes of conversation.

Problem and cause Solution

Do not get my homework assignments On the days I have extra homework, I
done every day. Doing other things like will not watch television or work on my
watching television. hobby until all the assignments are
completed.

PLANNING MY TIME FOR SUCCESS 3

Page 104
Now, make a plan to work with one of the problems you have with dealing with time
successfully. Each week assess how you are doing. Check your success for four
weeks.

1. What is the problem?

2. How am I going to solve the problem?

3. Week One: What is the result?

Is your solution working? Do you have to find a different way to solve the
problem?

4. Week Two: What is the result? Do you need to make any changes?

5. Week Three:

6. Week Four:

Congratulations! You have made a change in how you use your time. You have taken
a big step in learning how to be successful at school, home, and in the community.

PLANNING MY TIME FOR SUCCESS 4

Job success scale

D Think about the skills you use to be a successful student. These same skills
will help you be successful on a new job. For example, being on time is equally
important in school and at work. If you use these skills now, you are very likely
to use the same skills on a new job.

The Job success scale will help you measure your ability to do what is needed to be
successful at work.

D Circle the number for the statement that best describes you as a future
employee.

D Have two adults rate you using the Job success scale.

A lot Somewhat A little Not

On the job, I would… like me like me like me like me
1. Get to work on time. 4 3 2 1
2. Meet deadlines for my work to 4 3 2 1
be completed.
3. Follow instructions. 4 3 2 1
4. Let my boss know if I am going 4 3 2 1
to be absent.
5. Ask questions about my work 4 3 2 1
so that I do it right.
6. Accept criticism without getting 4 3 2 1
angry or frustrated.
7. Do my share of work. 4 3 2 1
8. Listen to other workers and the 4 3 2 1
boss when they share their
ideas.
9. Follow the rules for use of 4 3 2 1
phones, email, and the Internet.
10. Not use alcohol or drugs. 4 3 2 1
11. Admit when I make mistakes. 4 3 2 1
12. Not use time at work for 4 3 2 1
personal business.
13. Not steal from or damage the 4 3 2 1
workplace.
14. Do my best at all times. 4 3 2 1
15. Not gossip about the other 4 3 2 1
workers or the boss.
16. Follow the company dress 4 3 2 1
code.
17. Do what I am asked to do. 4 3 2 1
JOB SUCCESS SCALE 1
©2007 intoCareers

Page 106
18. Get along with other workers 4 3 2 1
and the boss.
19. Not whine and complain about 4 3 2 1
work.

D Use the scale you just completed to list three skills for job success you have
that will make you a good employee in the future.

1.
2.
3.

D List three skills you want to improve on to be a good employee in the future.

1.
2.
3.

What did these adults say about the skills you have for success on the job?

D Keep this scale to use when you go to a job interview. Employers sometimes
ask why the company should hire you. To answer the question, talk about the
skills that helped you be successful in school. These skills will also help you be
a success in the new job.

JOB SUCCESS SCALE 2

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Name: Date: Grade/Class:

Free job training

School is a great training ground for adult life. It is a laboratory for the world in which
you will be working. The time you spend in school is an opportunity to get free job
training. It is time to learn the skills that you will need to be successful on the job.

Below is a list of training opportunities available in school.

D Think about each job skill and rate yourself according to the level of learning
you have achieved.

D Write down specific classes or activities in which you have learned or practiced
each skill—the training ground.

Job skill Rating Training ground

High Med Low in school
Getting to work on time

Following instructions

Following company rules

for use of phones, email,
and Internet
Meeting deadlines

Getting along with the

boss

Coming to work prepared

Getting along with other

employees
Cooperating with other
workers to get a job done
Asking questions to do
the job right
Doing what I am asked to
do

Accepting criticism and

suggestions for
improvement

FREE JOB TRAINING 1

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Not using drugs or
alcohol

D Use the information from the chart to complete the following statements.

1. The job skills in which I gave myself a high rating are

2. Two job skills I need training for are

3. I can get free training in school for these two skills in (what training
ground?)

FREE JOB TRAINING 2

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Name: Date: Grade/Class:

Getting fired at work and school

Employees get fired for some of the same reasons students get into trouble in school.
Many school rules and policies for students are similar to company rules and policies for
workers.

D In the chart provided below, list five reasons employees get fired in the first
column.

D In the second column, relate the statement to a situation in school. Do students

get in trouble for some of the same reasons?

Getting fired at work Getting fired at school

D Read Reasons people get fired to learn more company rules and policies.

GETTING FIRED AT WORK AND SCHOOL

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Name: Date: Grade/Class:

Reasons people get fired

Employees can be fired for many different reasons. However, they are rarely fired
because they cannot do the job. Many reasons employers may use for firing fall into the
"attitude" category. The real world is different from what you see on television or in
movies. Once employees are fired, they will not return to the old job. That just does not
happen. Being fired can damage your reputation and self-confidence and use up your
savings. Still, employees can keep their jobs by learning from the examples provided
below.

1. Criminal behavior: Stay out of trouble and obey the law; stealing from an
employer or engaging in some other criminal activity will likely get you fired.

2. Abusing drugs or alcohol: Abusing drugs or alcohol results in increased

absenteeism, injuries, health insurance costs and lost production all of which
costs the employer money. An employer cannot afford to keep you on the job.

3. Insubordination: The workplace is not a democracy; you must follow orders

(within legal and ethical limits). Listen carefully and do the work as assigned and
avoid gossiping about or undermining the boss.

4. Irresponsibility: You can be fired for abusing break time, leaving your work
station, misusing Internet access and email, sleeping on the job, waiting to be
told what to do and sloppy, inaccurate work.

5. Dishonesty: Be honest about your work assignments and activities and past
employment and education records. Know the company policy.

6. Production: Produce the quality and quantity of work expected by coworkers

and employers. Doing just enough to “get by” is not sufficient. Talk to coworkers
or the boss about ways to improve your work or production. Always make an
effort to improve after you have been given warnings about your work.

7. Safety violations: Accidents are expensive for employers and pose a danger for
coworkers. Follow all safety rules and study and save all safety materials.

8. Unreliability: Show up for work on time and tell the boss about any absences.
Follow the company vacation and leave policies. Demonstrate to the employer
and coworkers that they can rely on you.

9. Inability to get along with others: Teamwork is important for the success of
most companies today. Be a team player and develop cooperative and
productive relationships at work.

REASONS PEOPLE GET FIRED 1

Florida Department of Education

Page 111
10. Appearance: How you look is a direct reflection on your company’s image. See
what others are wearing and follow their code and use common sense when
dressing for work. Make sure your clothes are clean and neat.

11. Whining and complaining: If you constantly identify problems with the company
but offer no solutions, your behavior is a drain on morale. Spend your time
producing and solving problems.

REASONS PEOPLE GET FIRED 2

Florida Department of Education

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Name: Date: Grade/Class:

Classroom performance review

Employees know how they are doing at work because their bosses tell them. The
employers evaluate the workers using a written performance review. The workers use
the information from the review to make plans for improvement. The Classroom
performance review is similar to the evaluations used by employers.

D First, rate your performance by circling your rating on each of the areas listed
below. A 5 indicates the highest level of performance and a 1 the lowest.

D Next, ask two teachers to complete a performance review for you.

Attendance 5 4 3 2 1
Getting to class on time 5 4 3 2 1
Following instructions 5 4 3 2 1
Completing assignments 5 4 3 2 1
Quality of work 5 4 3 2 1
Relationship with other students 5 4 3 2 2
Relationship with teacher 5 4 3 2 1
Honesty 5 4 3 2 1
Working in groups 5 4 3 2 1
Willingness to learn 5 4 3 2 1
Following class and school rules 5 4 3 2 1
Listening to other students and 5 4 3 2 1
teacher
Coming to class with books, 5 4 3 2 1
assignments, and other tools
Attitude 5 4 3 2 1

D List your strengths in classroom performance:

D List areas that need improvement:

CLASSROOM PERFORMANCE REVIEW 1

Teacher signature Date

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Plan for high school ...

Name: Date: Grade/Class:

Words for high school

Word Definition
1. Transcript Official school report with a list of your grades in the subjects
you studied in high school.
2. GPA Grade Point Average; average grade you earned, figured by
dividing the grade points earned by the number of credits.
3. Credit Recognition to show that you have completed a course; counts
towards your graduation. Biology is worth six credits.
4. Prerequisite Course that you are required to take before taking a more
advanced course. Algebra I is a prerequisite to Algebra II.
5. Diploma Document that says you have successfully completed all the
requirements to graduate from high school.
6. Eligible Meet the requirements to participate in sports, music, speech,
and other school activities.
7. Department Division of school that is related to a subject area. Science
department.
8. Dress code Set of rules that tell you what you can wear to school or school
event.
9. Truant Absent from school without permission.
10. Inservice Training program for school employees.
11. Superintendent Person who manages the school district.
12. School Board Group of people elected to be in charge of the school district.
13. Class rank Arrange students from highest to lowest based on their grades
or GPA.
14. Hazing Physically abuse, humiliate, or ridicule new students or team
members.
15. Transfer Withdraw from one school or class and sign up for another.
16. Course load Number of courses, classes, or credits you take each semester
or school year.
17. Dual credit High school course that counts toward college and high school
graduation.
18. Advanced College-level courses you can take in high school.
placement
19. National Honor Program to recognize high school students who show
Society achievement in scholarship, leadership, service, and character.
20. Extracurricular Activities outside of regular school classes.
21. Suspend Keep a student out of school for a short period of time for
breaking rules.
22. Expel Remove a student from school for breaking rules.
23. Academic Records show that you are doing what is needed to move
progress forward toward graduation.
24. Admissions Process students go through to get into college.

Page 114 WORDS FOR HGH SCHOOL

2 3 4

5 6

7 8

9 10

11 12

14 15

16 17

18 19

Across Down
2 Program to recognize high school students who 1 Recognition to show that you have completed a
show achievement in scholarship, leadership, course; counts towards your graduation.
service, and character. 3 College-level courses you can take in high school.
6 Physically abuse, humiliate, or ridicule new 4 Group of people elected to be in charge of the school
students or team members. district.
9 Person who manages the school district. 5 Number of courses, classes, or credits you take each
11 Arrange students from highest to lowest based on semester or school year.
their grades. 7 Withdraw from one school or class and sign up for
13 Process students go through to get into college. another.
15 Set of rules that tell you what you can wear to 8 Meet the requirements to participate in sports, music,
school or school event. speech, and other school activities.
17 Absent from school without permission. 10 Activities outside of regular school classes.
18 Records show that you are doing what is needed to 12 Document that says you have successfully completed
move forward toward graduation. all the requirements to graduate from high school.
22 Course that you are required to take before taking a 14 Training program for school employees.
more advanced course. 16 High school course that counts toward college and
23 Division of school that is related to a subject area. high school graduation.
24 Official school report with a list of your grades in 19 Average grade you earned, figured by dividing the
the subjects you studied in high school. grade points earned by the number of credits.
20 Remove a student from school for breaking rules.
21 Keep a student out of school for a short period of
time for breaking rules.
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Graduation requirements in Montana
• A school district can establish its own requirements for graduation.
• The minimum graduation requirements are established by the Montana Board of Public
Education.
• A student has to complete a minimum of 20 credits in order to receive a Montana high school
diploma with 13 credits in the following courses:

(a) 4 credits of English language arts;

(b) 2 credits of mathematics;
(c) 2 credits of social studies;
(d) 2 credits of science;
(e) 1 credit of health enhancement, with 1/2 credit each year for two years;
(f) 1 credit of arts;
(g) 1 credit of vocational/technical education.

A unit equals one year of classes in the subject area. There are seven units of electives to fulfill the
20 unit graduation requirement.

MONTANA UNIVERSITY SYSTEM ADMISSION POLICIES

In order to be admitted to any of the four-year campuses of Montana University System, students must meet a
combination of admissions standards, on the MUS website at Montana University System - Admission Requirements.

Students must complete the Board of Regents’ College Preparatory Program in high school. There are two tracks of
college prep courses, the minimum core, established in 1991, and the rigorous core, adopted in 2002 as part of the math
proficiency standard. OCHE maintains and posts the lists of each high school’s core on the website:
http://mus.edu/asa/hscp/index.asp . Students graduating in 2010 or later must complete the Rigorous Core to be
eligible for a Montana University System Honor Scholarship.
Course Minimum Core Years Rigorous Core Years
Mathematics Algebra I, II, and Geometry (or the 3 Algebra I, II, and Geometry (or the 4
sequential content equivalent). sequential content equivalent) and a
course beyond Algebra II (such as
Trigonometry, Pre-Calculus, Calculus,
Computer Math, or course equivalent)
English Written and oral communication skills 4 Written and oral communication skills, 4
and literature literature, and a designated college-prep
composition or research-writing course
Science 2 lab sciences: one year must be earth 2 Full year each: General, physical or earth 3
science, biology, chemistry or physics science; biology; chemistry or physics

Social Studies Global studies (world history, world 3 Global studies (world history, world 3
geography), American history, and geography), American history, and
government. Economics, American government. Economics, American
Indian history or other third-year course Indian history or other third-year course.
Recommend: ½ yr of other courses such
as psychology, humanities
Electives World language, computer science, 2 2 years of a second language, music, 3
visual and performing arts, or vocational fine arts, speech/debate, career and
education technical education (such as information
technology, computer science)

AND, students must satisfy the Mathematics Proficiency standard (Policy 301.15):
Assessment Fall 2009 Fall 2010
ACT Math 18 22
SAT Math 440 520
AP Calculus AB or BC Subject Exam 3 3
CLEP College Algebra-Trig, Calculus, or Trig 50 50

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OR Minimum Grades of C in each course of the High School Rigorous Core
including 4 years of math and 3 years of science.

AND, students must satisfy the Writing Proficiency standard (Policy 301.16) according to this
phase-in schedule:
Assessment Fall 2008 Fall 2009 +
ACT Writing Subscore on Optional Writing Test or 6 7
ACT Combined English/Writing Score or 17 18
Essay Score Writing Section of SAT or 6 7
SAT Writing Section Score or 420 440
AP English Language Literature Examination or 3 3
MUS Writing Assessment 3 3.5

OR a Minimum Score of 50 on CLEP Subject Exam in Composition.

Admissions Policy 301.1, requires that students meet one of three minimum requirements:
Minimum admissions exam scores: ACT Composite SAT Total
MSU-Northern, UM-Western 20 1440
MSU-Billings & Bozeman 22 1540
UM-Missoula and MT Tech of UM 22 1540

OR have at least a 2.5 high school GPA (grade point average);

OR rank in top half of school’s graduating class

Page 117
Graduation requirements in Montana
• A school district can establish its own requirements for graduation.
• The minimum graduation requirements are established by the Montana Board of Public
Education.
• A student has to complete a minimum of 20 credits in order to receive a Montana high school
diploma with 13 credits in the following courses:

(a) 4 credits of English language arts;

A unit equals one year of classes in the subject area. There are seven units of electives to fulfill the
20 unit graduation requirement.

MONTANA UNIVERSITY SYSTEM ADMISSION POLICIES

Page 118
OR Minimum Grades of C in each course of the High School Rigorous Core
including 4 years of math and 3 years of science.

OR a Minimum Score of 50 on CLEP Subject Exam in Composition.

OR have at least a 2.5 high school GPA (grade point average);

OR rank in top half of school’s graduating class

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Name: Date: Grade/Class:

What courses should I take?

Electives are courses you choose to take in high school. You are not required to take
them. Electives provide you with great opportunities. Electives give you a chance to:

a Try something you have always wanted to do. For example, you might
want to try drawing or want to know how to do basic repairs on a car.
a Learn skills you will need in the future. For example, most jobs and
colleges require you to be able to use basic computer programs and the
Internet.
a Take courses to prepare you for your future career plans.
a Find subjects that interest you.
a Take courses related to your strengths.
a Prepare for admission to college. Taking electives show colleges you are
willing to stretch your learning beyond the basics.

D Use the six-step model presented below to help you choose the course(s) to
take.

a Decisions can be changed. Today, you will decide to take a course. But,
next semester or next year you may change your mind. That is okay. At
least once a year, review the decisions you have made about your course
plan.

D Complete each step by answering the questions. Write the responses on a

separate sheet of paper.

Step 1: Identify the decision to be made.

a Courses to take.

Step 2: Know yourself.

a What are your interests and preferences?

a What skills do you like to use?
a Review the information in your portfolio and career plan.
a What are your favorite subjects?
a What do you want to be when you grow up?
a What are your passions?
a Are you planning to go to college?

WHAT COURSES SHOULD I TAKE? 1

Page 120
Step 3: List your options.

a What courses are you considering?

Step 4: Gather information about your options.

a What information will help you make your decision?

a What are the graduation requirements for your school?
a What are the suggested courses for the occupation(s) in which you have
an interest? What are the admission requirements for the colleges in your
state?
a What are your passions?

Step 5: Evaluate each option.

a What are the advantages and disadvantages for each course?

a How does each course relate to the information you gathered?
a What are consequences for taking each of the courses?

Step 6: Make your decision.

a What course is best for you to take?

WHAT COURSES SHOULD I TAKE? 2

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Name: Date: Grade/Class:

Should I join?

D Consider volunteering and doing community service.

Benefits of extracurricular activities

a So, what is in it for you?

1. Explore your interests.

Find the right activity

1. What are my interests?

2. What new skills do I want to learn?
3. Am I taking a class that requires extra study time?
4. Do I need to focus on my grades?
5. How will I get to and from the activity?

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6. Will I get the sleep I need?
7. Will I have time to relax?
8. Will I have time to spend time with my family?

D Talk with activity advisors and coaches. Ask questions to get information you
need to make a decision about which activity to join.

1. Do I have to be a certain age or in a certain grade to join the activity?

2. Are there fees to join? How much are they? Are there fees for travel, food,
uniforms, or other expenses? Will I be required to help raise money?

3. Do I need a physical to join the activity?

4. Do I have to get certain grades to join or stay in the activity?

5. How much time is this activity going to take? How often will the group
meet? Practice? Travel?

Should I join?

What activity are you thinking of joining?

Who is the advisor, coach, or sponsor of this activity?

D Talk with the advisor, coach, or sponsor to get answers for the following
questions.

1. Do I have to be a certain age or in a certain grade to join the activity?

Page 123
2. Are there fees to join? How much are they? Are there fees for travel, food,
uniforms, or other expenses? Will I be required to help raise money?

3. Do I need a physical to join the activity?

4. Do I have to get certain grades to join or stay in the activity?

5. How much time is this activity going to take? How often will the group
meet, practice, or travel?

6. Are you going to join? Why or why not?

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Thoughts and reflections

D You can store your reflections in two places.

a One is to go back to your CIS portfolio, My career plan, and fill in the field
for Should I join?
a If you use a paper portfolio, write your thoughts below and keep the
handout in your folder.

D After you finish the activity, think about what you have learned.

a What are two activities, clubs, or hobbies you would like to try before you
go to high school?

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Name: Date: Grade/Class:
My High School Course Plan
Take the next step in your career—create a course plan for high school. High school education is an important part of a career.
A course plan is like a giant action plan. When you create your course plan, you will set short-term and long-term goals. A
short-term goal might be to successfully complete Algebra I. A long-term goal would be to graduate from high school.
Remember, you can change your mind about the courses to take in high school. Each school year, review your plan.
D Making a course plan for one year or for many years requires preparation and decision-making. Gather the following
information.
a List of subject areas your school uses.
a List of courses you have to take (required courses) and courses you can choose to take (elective courses).
a High school graduation requirements.
a Printout of your CIS portfolio Account.
a Your career plan.
a Admission requirements for colleges in your state.
D Once you have gathered the information, the first step is to fill in the Course information plan.
D The next step is to fill in your High school course plan. Use the Course information plan to guide you.
D You can store your plan in two places.
a One is to go back to CIS portfolio, My course plan, and fill in the Course plan.
a If you use a paper portfolio, save the High school course plan below and keep the handout in your folder.

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MY HIGH SCHOOL COURSE PLAN 1
©2007 intoCareers
Page 127
Course information
Subject area Required courses Elective courses Recommended Courses required to
and/or graduation offered at my school courses from career get into college
requirements plan, career cluster(s)
and/or occupations
MY HIGH SCHOOL COURSE PLAN 2
©2007 intoCareers
Course information-2
Subject areas Required courses Elective courses Recommended
and/or graduation offered at my school courses from career
requirements Plan, Career Cluster(s) Courses required to
and/or Occupations get into college

Page 128
MY HIGH SCHOOL COURSE PLAN 3
©2007 intoCareers
Page 129
My high school course plan
9th grade 10th grade 11th grade 12th grade
Activities Activities Activities Activities
MY HIGH SCHOOL COURSE PLAN 4
©2007 intoCareers
Think about life after high school...

Name: Date: Grade/Class:

Education after High School

a Know more: You will gain knowledge and skills that will help you the rest of
your life.
a Have more choices: You will have more career options and more jobs to
choose from.
a Earn more: People with more education usually earn more money.

Are you planning to seek more education after high school? Why or why not?

EDUCATION AFTER HIGH SCHOOL 1

If I Want to Be....

An occupation is a group of jobs that have many things in common. For example,
people employed as registered nurses need the same skills and abilities. They take the
same courses in high school. They attend college for at least two years. They go back
to college to get better jobs and more pay.

You have completed assessments and inventories that link your interests and
preferences to occupations.

 Review your results and pick two occupations you want to learn more about.

If I became a(n)
(name of the occupation)

1. How do I prepare to work in this occupation?

2. How long will I have to study after high school?

3. How much does it pay?

4. What would I like most about this occupation?

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If I became a(n)
(name of the occupation)

1. What type of education would I need after completing high school?

2. How long will I have to study after high school?

3. How much does it pay?

4. What would I like most about this occupation?

Which occupation pays more?

Which occupation requires more education?

Page 132
Name: Date: Grade/Class:

Paying for College

Many groups want to help you go to college. Some will give you money for free. Other
groups will give you money, but you will have to pay them back after you finish
college. Some will give you money for college only if you serve in their organization.

Financial Aid
Your college usually decides how much financial aid you will receive. The money
may come from several different places. The more money you need, the more
money they will give you. There are several types of financial aid.
1. Grants
• Free money from state and federal governments or your school
• Does not have to be paid back – it’s a free gift
• Based on how much money you actually need
2. Student Loans
• Money borrowed from the federal government or a bank
• Must be paid back over time after you graduate from college
• Can borrow as much as you want
3. Work study
• Money for a job at your college
• A great chance to gain work experience for you career
Scholarships
What’s your talent? Some organizations reward students for their skill and hard
work. Good grades are very important for many scholarships. Some awards are for
students who are good at other things as well.
1. Merit Scholarships
• Money to go to college for something you are good at
• Many are offered by organizations right in your community or state
• Colleges offer academic scholarships to students who get very high
grades and test scores.
2. Athletic Scholarships
• Many pay for room and board and tuition and fees.
• Some only pay for tuition and fees
• Offered for many sports – not just the ones on TV!

PAYING FOR COLLEGE

Page 133
Savings
Are you saving for college? Money you save now may allow you to borrow less. That
will save you money in the future! It’s never too late to start saving for college. Your
parents and other family members can save money for your education with special
programs as well.
Community Service
Do you like to help people? Do you want to teach someday? Then one of these
programs might be right for you.
1. AmeriCorps
• Serve for a set amount of time in a community in the U.S.
• Receive money to pay back student loans
2. Teach For America
• Teach in a community in the U.S. for a set amount of time
• Receive money to pay back school loans, or even have them cancelled
3. Peace Corps
• Serve a community in another country for a set amount of time
• Receive money to pay back student loans
Military Service
Do you want to join the military, but know how important a college education is for
your future? Then there are a lot of options for you!
1. ROTC Scholarships
• Learn about and train for the military while attending college
• Serve as an officer for a set amount of time after you graduate
• The military pays all of your education costs
2. Service Academies
• Military colleges where you earn a college degree while serving
• There is a college for every branch (Army, Air Force, Navy, Coast Guard,
and Merchant Marines) and even a military medical college
• The military pays for your education and you earn a paycheck, as well
• There is an additional service commitment that begins after you graduate
from college
3. Tuition Assistance
• Take college classes online or at a nearby college while in the military
• The military pays for your tuition – and you still get a paycheck
4. Montgomery GI Bill

PAYING FOR COLLEGE

Page 134
• After you leave the service, you can use the GI Bill to pay for college
• Pays for a percentage of your education costs, depending on how long
you served
Work
If you aren’t in a hurry, this may be a good way to pay. Attend college part-time and
continue to work part-time or full-time. Remember to make school your priority
though. Cash in your pocket now may feel great, but a degree will do more for your
future.

PAYING FOR COLLEGE

Page 135
Name: Date: Grade/Class:

What Can I Do to Prepare for College?

 You can start preparing for college by doing the following.

a Challenge yourself in school.
a Develop good study habits.
a Become involved in extracurricular school and community activities.
a Know the admission requirements for colleges in your state.
a Take courses that prepare you for college.
a Earn college credit in high school.
a Learn about types of colleges and degrees.

Can I earn college credit once I am in high school?

Yes! There are several options.

1. Dual Credit or Dual Enrollment

a Courses that count for both college and high school credit at the same time.
a May be taught at the high school or at a nearby college.

2. Advanced Placement (AP)

a Opportunity to take college-level courses in a high school setting.
a Taught by high school teachers.
a Pass exam to prove you do not have to take the related college-level course.

3. International Baccalaureate
a For students in the final two years of school.
a Demanding courses that prepare students to take exams.
a Colleges and universities may accept the high school courses as
replacements for college courses.

What are college majors and minors?

1. A major is an area of study that you focus on while in college. Usually you will
study in an area you want to work in some day. High school teaching, law,
business administration, and electrical engineering are all majors.

2. A minor is an additional area of study you focus on in college. However, a minor

requires less course work than your major. For example, if your major is high
school teaching, your minor might be history. Or if your major is business
administration, your minor might be marketing.

WHAT CAN I DO TO PREPARE FOR COLLEGE? 1

Page 136
What types of schools or colleges are there?
1. Career and Technical Schools
a Require one week to two years of study.
a Offer certificates, diplomas, and associate degrees.
a Programs focus on teaching skills that lead to a job.
a Credits usually do not transfer to four-year colleges or universities.
a Often privately owned, but have fairly low tuition rates.

2. 2-Year and Community Colleges

a Require up to two years of study.
a Offer certificates, diplomas, and associate degrees.
a Often funded by taxpayers and fairly low tuition rates.
a Usually admit anyone who has a high school diploma or GED.
a Offer general education courses that transfer to a four-year college or
university or courses that will prepare you for a job.

3. Four-Year Colleges and Universities

a Require four or more years of study.
a Offer bachelor's, master's, doctorate, and professional degrees.
a Universities offer graduate and professional degrees in law, medicine, and
other fields of study.
a Admissions policies differ. Some require high grades or high test scores.
Some accept any student with a high school diploma or GED.
a Taxpayer-funded colleges and universities are usually more expensive than
community colleges, but less than private universities.
a Privately-owned colleges and universities are usually the most expensive
schools. Religious universities may cost slightly less as they usually receive
more donations.

What are the degrees awarded by schools or colleges?

1. Certificate or Diploma
a Requires one to eighteen months of study.
a Programs of study focus on skills that lead directly to a job.
a The following occupations often require at least a certificate or diploma to
work in the occupation: hairstylists, massage therapists, Licensed Practical
Nurses (LPN), and heavy truck drivers.

2. Associate Degree
a Requires two years of study.
a Programs of study focus on general education that transfers to four-year
colleges or universities or on skills that lead directly to a job.

WHAT CAN I DO TO PREPARE FOR COLLEGE? 2

Page 137
a The following occupations usually require at least an associate degree:
veterinary technicians, drafters, engineering technicians, and computer
support specialists.

3. Bachelor's Degree
a Requires four to five years of study.
a The following occupations require at least a bachelor's degree: conservation
scientists, fashion designers, elementary school teachers, loan officers, and
mechanical engineers.

4. Master's Degree
a Requires two years or more of study beyond the bachelor's degree.
a The following occupations require at least a master's degree: speech
pathologists and audiologists, education administrators, social workers, and
mental health counselors.

5. Doctoral Degree
a Requires three or more years of study beyond the master's degree.
a Doctorate is awarded for mastery of a field of knowledge and the ability to
perform scholarly research.
a A doctoral degree is usually called a Ph.D.
a The following occupations usually require a doctorate: college and university
teachers, astronomers, and zoologists.

6. Professional Degree
a Requires two or more years of study beyond the bachelor's degree.
a Specialized degree required to work in that field such as law or medicine.
a The following occupations require a professional degree: lawyers, dentists,
chiropractors, family and general practitioners, and pharmacists.

What if I don't go to college? Can I get an education or training another way?

1. Join the military.
a You may be able to learn skills that transfer to jobs after your service.
a The military will pay for you to take classes while in the service.
a You will receive money to attend college after your service is complete.

2. Participate in an apprenticeship program.

a An apprenticeship is an agreement between an employer and worker.
a The employer provides training and pays the worker during the training.
a The training is taught by other employees or in classes at a college.
a The worker agrees to learn to do the job.
a Usually the employee gets a raise when the training is finished.

WHAT CAN I DO TO PREPARE FOR COLLEGE? 3

Page 138
Name: Date: Grade/Class:

College Bingo
Rules
1. Make copies of the ten different bingo cards.
2. You may use What Can I Do to Prepare for College? during the game.
3. One person reads a statement from the list below. Participants put a mark on the
word that relates to the statement.
4. Six words appear twice on your card. There are two different statements related
to each of the words. Participants mark only one word when a statement is read.
5. There is one Free Bingo Space.
6. The person who gets five words in a row first is a winner.

Statements
1. What you need to handle all the homework in college. (Study Habits)
2. Courses needed to get into college. (Admission Requirements)
3. An area of study you focus on while in college. (Major)
4. Requires two years of study. (Associate)
5. A training program where the employer provides training and pays the worker
during the training. (Apprenticeship)
6. Groups students join outside of regular classes. (Extracurricular Activities)
7. Lawyers need this to practice law. (Professional Degree)
8. Offers general education courses or courses that prepare you for a job.
(Community College)
9. Earn both college and high school credit at the same time. (Dual Credit)
10. Most zoologists need this most advanced degree to get a job. (Doctorate)
11. Requires four or five years of study. (Bachelors)
12. Join for 8 years to get education, training, and experience. (Military)
13. Advanced courses during the last two years of high school (International
Baccalaureate)
14. An area of study in college that requires less course work than a major. (Minor)
15. A speech pathologist needs this degree in addition to a bachelor's degree to work
in a school district. (Masters)
16. Another name for a Ph.D. (Doctorate)
17. Licensed Practical Nurses need this to get a job. (Diploma)
18. Offer bachelors, masters, doctorate, and Professional degrees. (College or
University)
19. Engineering technicians need this 2-year degree to get a job. (Associate)
20. Schools that focus on teaching certain skills that lead directly to a job. (Career &
Technical Schools)
21. Elementary school teachers need this 4-year degree to get a job. (Bachelors)
22. College-level courses taken in high school. (Advanced Placement)
23. Often requires two or more years of study after a bachelor's degree. (Masters)
24. Specialized degree required to work as a lawyer or medical doctor. (Professional
Degree)
COLLEGE BINGO
Copyright©2012, University of Oregon. All rights reserved. Created by intoCareers, a unit of the University of Oregon.

Page 139
Name: Date: Grade/Class:

College Bingo

Career &
Extracurricular
Dual Credit Masters Technical Doctorate
Activities
Schools

FREE BINGO Professional International

Bachelors Associate
SPACE! Degree Baccalaureate

Admission
Major Associate Masters Military
Requirements

Professional
Minor Diploma Doctorate Study Habits
Degree

Community College or
Bachelors Apprenticeship Diploma
College University

Page 140
Name: Date: Grade/Class:

College Bingo

Admission
Bachelors Masters Diploma Minor
Requirements

College or Community
Associate Bachelors Associate
University College

Extracurricular FREE BINGO

Military Masters Apprenticeship
Activities SPACE!

Professional
Dual Credit Doctorate Doctorate Major
Degree

Career &
International Professional
Diploma Study Habits Technical
Baccalaureate Degree
Schools

Page 141
Name: Date: Grade/Class:

College Bingo

College or Professional
Doctorate Masters Diploma
University Degree

Career &
Advanced
Military Bachelors Diploma Technical
Placement
Schools

Community
Masters Bachelors Minor Major
College

Professional Extracurricular
Dual Credit Doctorate Apprenticeship
Degree Activities

Admission International FREE BINGO

Study Habits Associate
Requirements Baccalaureate SPACE!

Page 142
Name: Date: Grade/Class:

College Bingo

Professional
Doctorate Associate Diploma Associate
Degree

Career &
Community Professional
Study Habits Apprenticeship Technical
College Degree
Schools

Admission Extracurricular
Dual Credit Diploma Minor
Requirements Activities

Bachelors Masters Doctorate Masters Major

Advanced International FREE BINGO

Bachelors Military
Placement Baccalaureate SPACE!

Page 143
Name: Date: Grade/Class:

College Bingo

College or Professional Community

Associate Dual Credit
University Degree College

Career &
Extracurricular
Technical Apprenticeship Minor Associate
Activities
Schools

Professional
Bachelors Study Habits Doctorate Bachelors
Degree

Diploma Diploma Masters Major Masters

International Admission FREE BINGO

Military Doctorate
Baccalaureate Requirements SPACE!

Page 144
Name: Date: Grade/Class:

College Bingo

International Advanced
Doctorate Diploma Study Habits
Baccalaureate Placement

Career &
College or Community
Military Technical Bachelors
University College
Schools

Professional
Doctorate Masters Diploma Minor
Degree

Admission
Associate Bachelors Dual Credit Major
Requirements

Professional FREE BINGO Extracurricular

Apprenticeship Masters
Degree SPACE! Activities

Page 145
Name: Date: Grade/Class:

College Bingo

International Advanced
Doctorate Diploma Study Habits
Baccalaureate Placement

Career &
College or Community
Military Technical Bachelors
University College
Schools

Professional
Doctorate Masters Diploma Minor
Degree

Admission
Associate Bachelors Dual Credit Major
Requirements

Professional FREE BINGO Extracurricular

Apprenticeship Masters
Degree SPACE! Activities

Page 146
Name: Date: Grade/Class:

College Bingo

Professional Admission
Diploma Major Doctorate
Degree Requirements

International FREE BINGO

Bachelors Doctorate Associate
Baccalaureate SPACE!

Community
Bachelors Masters Diploma Minor
College

College or Advanced
Masters Associate Military
University Placement

Career &
Extracurricular
Study Habits Dual Credit Technical Apprenticeship
Activities
Schools

Page 147
Name: Date: Grade/Class:

College Bingo

Advanced Extracurricular
Bachelors Study Habits Associate
Placement Activities

FREE BINGO International

Dual Credit Bachelors Diploma
SPACE! Baccalaureate

Career &
College or
Technical Apprenticeship Associate Military
University
Schools

Admission
Doctorate Masters Minor Major
Requirements

Professional Professional Community

Diploma Masters
Degree Degree College

Page 148
Name: Date: Grade/Class:

College Bingo

International
Diploma Apprenticeship Dual Credit Doctorate
Baccalaureate

Advanced Professional
Military Diploma Minor
Placement Degree

Career &
Study Habits Masters Major Bachelors Technical
Schools

Community College or Admission

Associate Masters
College University Requirements

FREE BINGO Extracurricular Professional

Associate Bachelors
SPACE! Activities Degree

Page 149
Page 150
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