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Amy Gaumer Erickson, Ph.D. University of Kansas
Center for Research on Learning [email protected]
June 2014
Connecting Career and Life Skills to the Iowa Core Standards
“The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy” (http://www.corestandards.org/)
PURPOSE OF THE COMMON CORE
What are the most important skills for success in today’s
workforce?
What are the most important skills for success in today’s
workforce?
TOP 10 SKILLS EMPLOYERS SEEK
Ability to work in a team structure Ability to make decisions and solve problems Ability to plan, organize, and prioritize work Ability to verbally communicate with persons inside
and outside the organization Ability to obtain and process information Ability to analyze quantitative data Technical knowledge related to the job Proficiency with computer software programs Ability to create and/or edit written reports Ability to sell or influence others
National Association of Colleges & Employers, 2014
Transition Domains Working Career Choice & Planning Employment Knowledge
& Skills
Learning Further Education/ Training Functional Communication Self-Determination
Living Independent Living Personal Money
Management Community Involvement Leisure Activities Health Interpersonal
Relationships
COLLEGE & CAREER READINESS CONSTRUCTS
Transition Planning Inventory – 2, 2013
8 Gaumer Erickson, Noonan, Soukup, & Wetta, 2013
Student Competencies
Student Competencies Cognitive Academic Knowledge Academic Mindset Problem-Solving Critical Thinking Creativity & Innovation
Interpersonal Effective use of Social Network Teamwork Leadership Conflict resolution Self-Advocacy
Intrapersonal Self-Awareness Self-Regulation Goal-Setting Grit Appreciating Diversity Risk-Taking Self-Efficacy Flexibility/Adaptability
COLLEGE & CAREER READINESS CONSTRUCTS
Gaumer Erickson, Noonan, & Soukup, 2013
Think about the standards.
How can you address each standard and career/life skills at the same time?
ACTIVITY
THANK YOU
Amy Gaumer Erickson, Ph.D. University of Kansas
Center for Research on Learning [email protected]
Gaumer Erickson, A., Cox, N., & Purifoy, E. (2013). Transferable activities for Common Core State
Standards. Center for Research on Learning, University of Kansas: Lawrence, KS.
The Common Core State Standards identify the knowledge and skills students need to possess to
become college and career ready. The designer of the standards, the Council of Chief State School
Officers, states that, “The Common Core State Standards provide a consistent, clear understanding of
what students are expected to learn, so teachers and parents know what they need to do to help them.
The standards are designed to be robust and relevant to the real world, reflecting the knowledge and
skills that our young people need for success in college and careers.” English language arts and
mathematics standards for all grade levels are available online and as a downloadable PDF at
corestandards.org.
While the standards provide the science of education in the form of expectations for learning, the art is
in the instructional strategies and learning activities that teachers utilize to engage all students in the
content. In other words, the Common Core State Standards provide expectations for learning at each
grade level, but teachers prepare students to attain these levels of understanding through excellence in
teaching. This includes relating content to students’ experiences and the community context, as well as
supporting the development of transferable skills in the cognitive, intrapersonal, and interpersonal
competencies. It is these transferable skills that support students in achieving their postsecondary goals
in employment, education or training, and independent and community living.
This resource of transferable activities for the Common Core State Standards provides an array of
instructional activities and lessons that address English language arts and mathematics standards
organized by each postsecondary transition domain. The activities are denoted as addressing cognitive,
intrapersonal, and/or interpersonal competencies.
If you use any of the instructional activities, please send an email to Amy Gaumer Erickson at
[email protected] sharing which activity you implemented, how the lesson went, feedback/products
from students, adaptations you’d make next time, and anything else that you’d like to share. Your
feedback with help us continually improve this resource.
We hope you find the transferable activities for the Common Core State Standards to be beneficial. Feel
free to share the resource, and we hope to hear from you with feedback on the activities.
Transferable Activities for Common Core State Standards
Transition Domain
Cog Intra Inter Mathematics Instructional Activities Common Core Standard(s)
x x Conduct a survey in your school to determine what career students want to pursue when the become adults. Extend this to the entire population (the whole school). Break down the data by gender and age, etc.
HSS‐IC.B.3, HSS‐IC.B.4
x x
Look through a local newspaper or website that shows local jobs. Divide each job into predetermined categories (food service, manual labor, etc.). What job category has the most jobs available in your area? Which has the least? How evenly distributed are the job categories? When you name occupations that you are most interested in, would you need to move away from your area to get a job that you are interested in?
HSS‐ID.B.5
x x Calculate whether or not it would be advantageous to pursue a higher degree to earn more money at your job, based on the amount of time you think you'll continue working and earning the higher paycheck.
HSF‐BF.A.2
x x Choose 3 skills that you think are your best assets. Create a Venn Diagram showing what jobs fit each skill the best, with some jobs fitting more than one skill or all three skills.
1.MD.C.4
x x
For those interested in a sports career. What percent of those who are interested in playing a sport professionally actually make a career out of it? Are there other options for those looking to find a career in sports? Consider sports journalism, broadcast, managing, physical therapy, etc. Are there other careers that fit your interests?
6.RP.A.3c
x x
Practice filling out a W‐4 form and have a discussion about what the deductions mean to a persons income. Include some examples. What are some scenarios in which it would be advantageous to have more deductions? When should you put less?
HSF‐BF.A.1
x x
Research wages of different jobs. Should include jobs that can be acquired with a high school education, a Bachelor's degree, and graduate degree. Find multiple jobs for each level. Analyze the spread and center of the data at each level and compare the three levels to each other.
HSS‐ID.A.1, HSS‐ID.A.2, HSS‐ID.A.3
x x
Find the average cost of a speeding ticket. Does it depend on how fast you were going? Create an equation to model the relationship between mph over the speed limit and cost of a speeding ticket. Have a police officer come in to tell the students more about it if possible.
HSA‐CED.A.2
x x
Have students create directions to somewhere in the school. They must write these directions down and have other students follow them. The directions cannot include the destination room number, only how far to walk and which direction. Try your directions with several different people. What is your success rate? Given your success rate, and the number of successful people, calculate how many people total tried your directions.
6.RP.A.3
x
Use a website such as gasbuddy.com to locate the cheapest price of gas in your neighborhood. How much cheaperis it? How much money will it save you per year to go there? Is it close to your home? Is it cost effective to drive to the cheaper gas station?
HSA‐CED.A.2
Commun
ity Involvem
ent &
Usage
Career Cho
ice & Plann
ing
Draft October 2013 | Developed by Amy Gaumer Erickson, Ph.D., [email protected] | University of Kansas Center for Research on Learning
Transferable Activities for Common Core State Standards
Transition Domain
Cog Intra Inter Mathematics Instructional Activities Common Core Standard(s)
x Compare two stores' loyalty card promotions. What is the better deal? Does it depend on how much money you spend? Where will you choose to spend your money?
HSA‐REI.C.6,HSA‐CED.A.1
x x Create a grocery list to prepare tonight's dinner. Then look at different stores to decide which will allow you to have the dinner at the lowest price. The location of the grocery store should be within 5 miles of your home.
HSG‐GMD.A.1
x x
Research the carbon footprint made from a single person who drives x amount of miles to work each day in a car. Find out how many carbon emissions are eliminated by one person taking public transportation. How many are reduced if 50 people take public transportation?
6.EE.B.7
x x
When taking a bus to work/school, calculate how long the commute takes. What is the mean amount of time it takes? Now drive the same route for a week and calculate the mean duration of the trips. Which takes less time? Have students assign a value to their time (hourly rate), and also estimate the costs associated with the commute (e.g., fare or gas used when driving). Accounting for all costs, which is more cost effective?
6.SP.B.5
x x
For public transportation systems that offer a frequent user plan (like a metro card, etc.) create two equations that represent the two options of either paying for each fare, or paying for a frequent user plan. When does it make sense to buy the metro card?
HSA‐REI.C.6
x x
Students can analyze a bus route or a city map to make decisions based on questions such as: (1) What is the shortest (distance) from your home to the grocery store? (2) What is the shortest (duration) way from your home to the grocery store? (3) If there is construction on one road, what the best alternative route? Why?
HSG‐GMD.A.1, HSG‐GPE.B.7
x x
Use your iPhone to determine your latitude and longitude coordinates. Then ask your friend what his or her coordinates are. Determine the exact middle between your two locations and get there independently of each other. See how well you do.
HSG‐GPE.B.6
x x
Have students keep track of the number of times they are absent or late during a school year. Find out whatpercent of the total number of school days they miss. Determine if they need to make adjustments to their schedule to improve their record, or if they feel like their future job would be satisfied with their attendance record.
6.RP.A.3c
x x
Have students make a schedule for what they will do over the weekend. Then create a pie chart detailing how their time was spent doing different categories, such as sleeping, studying, leisure time, etc. Combine the results for several students and create bar graphs showing the differences in how they will spend their time.
6.SP.B.5
Commun
ity Involvem
ent &
Usage
Employmen
t Kn
owledge & Skills
Draft October 2013 | Developed by Amy Gaumer Erickson, Ph.D., [email protected] | University of Kansas Center for Research on Learning
Transferable Activities for Common Core State Standards
Transition Domain
Cog Intra Inter Mathematics Instructional Activities Common Core Standard(s)
x
Show students the data from their class and show how many missing assignments there are from each student (without using names). Have them find the mean number of missing assignments in their class. Have the classes compete between each other (if in a high school) to see who can get the lowest average. Pay attention to how the new data affects the mean.
6.SP.B.5
x x
Ask your class/peers in school how many hours a day they spend watching TV, playing games, or on the computer. Then ask several adults that have careers/full time jobs the same question. Compare the two sets of data. Did onegroup spend more or less time playing with electronics? Draw conclusions from this, i.e. what are good habits that people with successful careers have?
HSS‐ID.A.2
x x
Students keep a log of how much time they spend doing various activities throughout the day. They should track when they are at school, when they are watching TV, doing homework, eating dinner etc. After a week of logging, students should analyze how much time they've spent doing various activities (finding measures of central tendency and spread, e.g. mean time spent watching TV). Write a summary describing what they've found and if they think their habits reflect a good balance of work and play (or, describe the potential implications of their habits), and if they've had an adequate amount of time to accomplish their short term daily goals.
HSS‐ID.A.2
x x
Intrinsic Motivation‐ Ask students to rank themselves on a scale from 1‐10 on how much effort they put forth each day. Honesty is important. Compare your effort scores with your daily homework scores. What trend appears, if any? Create a graphical representation.
HSS‐ID.B.6
x x
Metacognition‐ after each test, guess what grade you will receive. Keep a record of your guesses and actual grades and create a residual plot with the data. Keep adding to this plot. Do you get better at guessing as time goes on? Is there a trend to usually over guess or under guess your score?
HSS‐ID.B.6b
x x
Market Researcher: have students design a product and conduct surveys to determine how well it is received bythe customer. They should be able to answer questions, such as what is your target audience? How much do you think you'll be able to sell? What will the product cost to make? How much profit do you want to make per item? What does that mean for pricing? How much would customers be willing to pay?
HSS‐IC.B.3, HSS‐IC.B.4, HSS‐IC.B.5
x x
Each student in class asks ten adults how many times they have changed jobs. Discuss what "kind" of adult they should ask. Would you expect the answer from a 25‐year old to be different than one from a 60‐year old? Come to a consensus on the profile of the person you are going to survey. Once you've completed the survey, determine what is the "normal" # of times to change jobs in life. Should you expect to work the same job or at the same company for your whole life? What was the average number of changes? What was the maximum, minimum?
6.SP.B.5(all)
Employmen
t Kno
wledge & Skills
Draft October 2013 | Developed by Amy Gaumer Erickson, Ph.D., [email protected] | University of Kansas Center for Research on Learning
Transferable Activities for Common Core State Standards
Transition Domain
Cog Intra Inter Mathematics Instructional Activities Common Core Standard(s)
x
Research attrition rates in various jobs. Compare the relationships of their salaries to their attrition rate to see if there exists a relationship and correlation. Decide if there are other factors involved, and analyze the statistics therein.
HSS‐ID.A.1, HSS‐ID.B.6
x Compare the tuition rates of two or more career training programs. Create an equation to model how much you would end up paying each year and how much you would end up paying total.
HSA‐CED.A.1
x x Sign up for a community work/volunteer program that relates to a field of careers that you are interested in. Keep track of the total number of hours you spend volunteering. Graph the data.
HSS‐ID.B.6, HSS‐ID.B.6(all), HSS‐ID.C.7
x x In a speech class, or similar, keep a recording of your speeches and count how many times you pause to say "um" "uh" or other filler words. Keep track of this over the semester to see if you improve.
HSS‐ID.B.6
x x
Two partners sit with their backs to each other. Listen to your partner describe a linear graph. What information was important? What did you rely on to communicate what the graph looks like? Could be used as an intro to graphing lines.
HSA‐CED.A.1, HSA‐REI.D.11, HSA‐REI.D.12
x x
Keep a journal detailing how well you understand the material from each day's class on a scale from 1‐10. Then the day before a test, find the average of the scores you've given yourself. Compare this to the actual score you earn on the test.
6.SP.B.5c
x x
Choose 3‐5 universities/colleges that you are interested in attending. Based on how far away from home they are, what would the associated costs be with traveling to and from your college of choice? Would you have to drive or fly there? Write an equation that relates the cost of travel to the number of times you choose to drive home. Graph this equation for each university to see how much it could potentially cost you to come home for Thanksgiving and Christmas.
HSA‐CED.A.1
x x
Go to collegeboard.com and perform two searches for two different criteria that you are looking for in a college. (They have a search tool to use.) Find the probability that a university selected at random has the first criteria that you're looking for? What is the probability that a randomly selected university has the second criteria that you're looking for? What is the probability that it has both? What is the probability that it has the second criteria, given that it has the first?
HSS‐CP.A.2, HSS‐CP.B.6,HSS‐CP.B.7
x Study the distribution of ACT scores. Then find the percent of people who do not meet a standard requirement score to gain entry into a college of the student's choice.
HSS‐ID.A.4
x x
Students may prepare for any amount of time for the upcoming test, but 10% of the preparation should be with a friend, 15% of the time should be spent memorizing vocabulary, and 65% should be spent reworking homework problems, and 10% should be spent reading the material. Come up with a plan for studying based on these criteria.
6.RP.A.3c
Functio
nal Com
mun
ication
Employmen
t Kn
owledge & Skills
Furthe
r Edu
catio
n & Training
Draft October 2013 | Developed by Amy Gaumer Erickson, Ph.D., [email protected] | University of Kansas Center for Research on Learning
Transferable Activities for Common Core State Standards
Transition Domain
Cog Intra Inter Mathematics Instructional Activities Common Core Standard(s)
x x Have students choose between two styles of note taking, or come up with their own for a particular topic. They should justify why they think their choice is most beneficial to use for the specific unit.
Any
x x Compare scores on tests that each student studied for and did not study for. Which has a higher mean score? How does the amount of time studying affect the score?
HSS‐ID.A.1
x x x
Provide students with a list of regulations for wheelchair ramps, such as their required incline, length, etc. Have them inspect all the ramps in the school to determine whether they are to code. Research who the appropriate person is to contact about the ramps and either thank them for providing working legal ramps, or write them a letter stating what is wrong with the ramps using mathematical reasoning.
HSS‐ID.C.7
x x
Compare the difference in academic performance between working on school work alone, and working with a classmate or between two students, where one works independently and one gets help from tutoring. Compare the two treatments over an appropriate period of time, and choose two students who have roughly the same intellectual starting point and background. What academic improvement can be found, if any from getting help from classmates and parents?
HSS‐IC.B.5
x x
Have students create a log of when they have studied individually, when they have studied with their peers, and when they have received help from parents or another adult. For each unit that they take a test over, have them compare their numerical score with the type of studying that they did. Analyze the data to decide if there is a correlation between studying alone or studying with others. Could also create data from the whole class to compare scores and type of studying done.
HSS‐ID.B.5
x x
Compare the protein content of eggs, soy and different choices of meat. What percent of your daily value does each source give you? What kind of options do vegetarians have? What are the consequences of not getting enough protein? Are there alternative choices for those who choose not to eat meat? Would you choose to give up meat, just based on the levels of protein that you need?
6.RP.A.3
x x Create a graphical representation of fat content in various candy bars, fast food items, etc. HSN‐Q.A.1
x x
Students create a log of what they eat in a program that tracks calories and nutritional information, etc. This could be done for a week or a month or longer. They should display their results and analyze them. Student can make predictions about their future health and wellness and address any changes they feel they should make in their diet.
HSS‐ID.A.1, HSS‐ID.B.6(all), HSS‐ID.C.7, HSS‐ID.C.8, HSS‐ID.C.9
x x How much regular (non‐diet) soda do you drink a day? A week? If you cut out drinking soda and replaced it with water, how many calories would you cut out of your diet a month? A year?
6.EE.B.7
x x
Have students calculate the amount of germs that are in a sneeze. Calculate how many they can kill with hand sanitizer. Calculate how many are killed when washing hands properly. What is the best way to combat germs? What can you do to avoid the flu or cold season?
6.RP.A.3c
Furthe
r Edu
catio
n & Training
Health
Draft October 2013 | Developed by Amy Gaumer Erickson, Ph.D., [email protected] | University of Kansas Center for Research on Learning
Transferable Activities for Common Core State Standards
Transition Domain
Cog Intra Inter Mathematics Instructional Activities Common Core Standard(s)
x x Design an experiment to see how long it takes different fruits and vegetables to rot. Which vegetable lasts the longest? When is it no longer safe to eat your chosen produce? Summarize your data in a matrix.
HSN‐VM.C.6
x x xEach student picks a physical disease to research, and finds statistics and data from reputable sources to describe mathematically the frequency of the disease. Each student will prepare a short presentation over the chosen disease to educate their peers. Projects should include 5 or more numerical pieces of data, and should give an explanation of how to deal with (cure, treat or otherwise) the malady.
HSS‐IC.B.6
x x Conduct an experiment to see what the relationship is between seconds washing hands and germs left on hands. HSS‐ID.B.6, HSS‐ID.C.7, HSS‐ID.C.8
x x
Conduct a study or survey to decide the happiness levels of those who work out. Students should design the studyso there could be more than one way of measuring happiness. Students should choose appropriate units, instruments, etc. Try to design the study so that the results are applicable to the general population, and then calculate the appropriate sample statistics and population parameters.
HSS‐IC.A.1, HSS‐IC.B.3
x x Compare within one apartment complex what the price per square foot is on multiple floor plans. Is the price per square foot cheaper for larger apartments? Is it worth upgrading? What other costs might you consider?
6.RP.A.2
x x
For an apartment with the number of bedrooms you need, compare the price per square foot across multiple apartment complexes. Which is the best deal? What other factors do you need to consider when moving to one of these apartments?
6.RP.A.2
x x Find out the total cost when buying a house. Also calculate the monthly cost. Factor in the down payment, mortgage payments, property tax, and other fees associated with closing costs, etc.
7.NS.A.3
x x What is the longest amount of hose you will need for a backyard measuring 15x15ft? Generalize this to give your answer in terms of any dimensions.
HSG‐SRT.C.8
x x Find data on the different kinds of light bulbs. Evaluate them on their initial cost, savings over a year, and environmental impact.
HSS‐ID.B.6a&c, HSS‐ID.C.7
x x
If your faucet is dripping at a rate of 6 oz per hour, how much water will you lose in a day? How much will thatcost you? How much more will your bill be if you don't fix it for x amount of days? Write an equation to represent the situation. If the drain is clogged as well, how long will it take before the tub overflows?
HSA‐CED.A.1, HSA.REI.A.1
x
Students are told they have a pest problem in their house. They have two pests (doesn't matter what‐ could beants or rabbits in the backyard, etc.) right now. The population of the pests grows exponentially and quadruples each week it is left untreated. By the time you notice the pests, 3 weeks have gone by. How many pests are there in the house now? You decide to eliminate the pests. The pesticide you purchased will decrease the population of the pests at a rate of 1/5. How long will it take to get rid of the pests? How long would it take to get rid of them, if you had 1,000 pests?
HSF‐LE.A.1, HSF‐LE.A.2, HSF‐IF.C.8b, HSF‐IF.C.7e
Inde
pend
ent Living
Health
Draft October 2013 | Developed by Amy Gaumer Erickson, Ph.D., [email protected] | University of Kansas Center for Research on Learning
Transferable Activities for Common Core State Standards
Transition Domain
Cog Intra Inter Mathematics Instructional Activities Common Core Standard(s)
x x
Have a contest to see what students think the most expensive home repair is and have them call local companies or look on the Internet to find what certain repairs cost. Create a histogram of the data to show how many repairs they found that fall under different ranges of cost.
HSS‐ID.A.1
x x Keep track of the number of times they mow the lawn each month. Graph the data points and see if there is a relationship or pattern that emerges. Use the information to make future plans and predictions.
HSS‐ID.A.1, HSS‐ID.A.2, HSN.Q.A.1
x x
When making a decision about whether or not to study: calculate the theoretical probability that you answer allthe questions right (for example on a multiple choice test that has 50 questions and 4 answer options on each question). How likely is it that you'll do well if you are just guessing?
HSS‐MD.A.3
x x Compare common fears and their "dangerousness." What is their mortality rate? What is the probability that you will die from a snake bite? What is the probability that you will die in a car crash?
7.SP.C.5
x x
Create either a security camera or security light that you want to install on a house. You will decide where you want to install it using tangent lines and circles. First, looking at a floor plan of your lot, find a circular area that you feel needs a camera or security light. Now find a tangent line from that circle to a point on the house where it will be easy to install a security light. Find the other tangent line that would be on the other side of the circle.
HSG‐C.A.4, HSG‐GPE.B.4
x x If you attend a concert or school musical, etc. how could you estimate how many people attended without actually counting each person? How could you know if you are in the legal limit of people in the room?
HSG‐MG.A.2
x x x
Have student calculate probability of losing money in a game of Deal or No Deal. Have students calculate each time the probability of getting a case with a higher dollar amount than the bank's offer, and have them make a decision based on the probability, while weighing the risk involved.
HSS‐CP.A.1, HSS‐MD.A.1
x x
Identity theft (and other forms of theft): Have students calculate how difficult it would be to randomly guess their iPhone 4 digit pass‐code. What is the probability that someone guesses your social security number? How long should you make your email password so it is "uncrackable"?
HSS‐CP.B.9
x x Find statistics on how speed affects the survivability of car crashes. What kind of relationship exists, if any? HSS‐ID.B.6, HSS‐ID.C.7
x x Student calculates the probability of rare life events happening to them, such as dying in a plane crash or being struck by lightning.
HSS‐MD.B.5
x x Keep track of how many hours a day you are using technology. Compare your percent of the day using technology to others in your class.
6.RP.A.3
Inde
pend
ent Living
Draft October 2013 | Developed by Amy Gaumer Erickson, Ph.D., [email protected] | University of Kansas Center for Research on Learning
Transferable Activities for Common Core State Standards
Transition Domain
Cog Intra Inter Mathematics Instructional Activities Common Core Standard(s)
x x Conduct your own calculations to determine the accuracy of cell phone provider claims. For example, test the battery life, screen dimensions, overall size, etc.
6.SP.A.2, 6.G.A.2, 6.G.A.4
x x
Find data on iPhone sales after the new models release and create a scatter plot of the data. Graph the points for sales of the iPhone 3, 3G, 4, 5, etc. on the same graph. How often do they come out with a new one? How much do the sell at first and then how much do they sell a year later? When should you buy an iPhone if at all?
HSF‐LE.A.1, HSF‐LE.A.2, HSS‐ID.B.6, HSN‐Q.A.1
x x Analyze a scatter plot of Facebook users or Twitter users. What is the relationship between years and members? How many members would you predict there to be in 2 years? Will it taper off at a certain point?
HSS‐ID.B.6, HSF‐IF.A.1, HSF‐IF.B.4, HSF‐IF.B.5
x x
Choose a lesson from the week to teach a family member. This can be a parent or a sibling, or other family member. Student should develop a short quiz for their "student" to take to show that they have learned the material.
Any
x x x
Have students list characteristics of successful and unsuccessful interactions with either a peer or an adult. Have them keep tallies of every successful interaction with a peer or adult, and every unsuccessful or negative interaction. Create a scatter plot of these interactions, or a stacked bar graph. Have the student decide their success over time, or if there are any patterns to their behavior. (Could work well for students who are at risk behaviorally)
HSS‐ID.A.1, HSS‐ID.C.9
x x x
Make a goal to compliment 5 people each day for a week. Keep a count of the actual number you end up doing, and create a graph of this raw data. What does the shape of the graph tell you about your interactions with others? Did you stick to it all week, or did you start or end strong?
HSS‐ID.A.3
x x Choose a relative or friend who lives in another town, state or country. Plan a trip to visit them. How far is it? How much would it cost to drive there? How much is a plane ticket?
HSG‐GPE.B.7, HSF‐BF.A.1
x x
Each student in a class performs this task. Make a list of all people that you consider your friend. How long have you been friends with that person? Choose an appropriate unit to be able to describe all your friendship durations. What is the average length for all your friendships? Now break your friendships into categories of where you met/hangout with this friend. For example, school, church, clubs, sports, family events, etc. Which area has the longest friendships? The shortest? Compare to others in your class.
HSS‐ID.A.2, HSS‐ID.A.3
Inde
pend
ent Living
Interpersonal Relationships
Draft October 2013 | Developed by Amy Gaumer Erickson, Ph.D., [email protected] | University of Kansas Center for Research on Learning
Transferable Activities for Common Core State Standards
Transition Domain
Cog Intra Inter Mathematics Instructional Activities Common Core Standard(s)
x x x
Baking: Activity using right triangle crescent rolls that you have to roll up. You have company coming over (12 people) but the package only has 4 crescent rolls in it. Knowing that crescent rolls are the best part of any meal, you don't want to leave anyone out. How could you split up the right triangles into smaller similar right triangles that make enough for each person? How can you prove that these triangles are all congruent and similar to the original?
HSG‐SRT.C.8, HSG‐SRT.C.6, HSG‐SRT.B.4, HSG‐SRT.B.5
x x x
Have students create a scoring sheet with five components of introduction quality. Then have the students shake hands with 10 people and have those 10 people rate the students' handshake and introduction using the scoring sheet. Student should then calculate their scores and see what they were best at and what needs improvement.
6.SP.B.5a,b
x x x
Students will interview several people who have children to determine the cost of raising a child. Questions will include, but not be limited to: How much does it cost to send them to school? How much does it cost to feed them for an average month? How much do you spend on clothing for your child? They will organize the data they collect into an appropriate table and/or graph. They will analyze this data and determine a number summary for it.
HSS‐ID.A.1, HSS‐ID.A.2
x x x Create a report on the effects of second hand smoking on infant and child development. Your report should include numerical facts and data.
HSS‐ID.C.9, 8.SP.A.1
x x x Create a Venn Diagram showing what your family likes to do in its free time, showing what each member likes to do in his/her free time and what you have in common that you like doing.
1.MD.C.4
x x x
Poll each student to see what his/her hobbies are. As a class, combine all your data and make a bar graph to represent the results, then discuss. What is the most common hobby in our class? What is the least common? Why do you think this happened? If we asked a class in the same grade in a different area of the country do you think the results would be the same?
3.MD.B.3
x Students play around in Geometer's Sketchpad with a pool table to determine different angles which exist and how to calculate the angle at which they need to hit the ball to ensure that the ball goes in a certain pocket.
HSG‐CO.A.1, HSG‐CO.A.2, HSG‐CO.C.9
x
Adapt a recipe by using two different amounts of a chosen ingredient. For example, bake chocolate chip cookies using 1 cup of chocolate chips, and bake another batch using 2 cups. Decide how you will evaluate the relative success of the cookies. Organize your data, whether qualitative or quantitative.
HSS‐IC.B.5
x x Compare the prices of local movie theatres. Compare their regular films, IMAX, 3D, etc. Which one is the best bargain? Does any theatre have the cheapest prices overall? Or do they vary by type of movie?
4.NF.C.7
Leisure Activ
ities
Interpersonal Relationships
Draft October 2013 | Developed by Amy Gaumer Erickson, Ph.D., [email protected] | University of Kansas Center for Research on Learning
Transferable Activities for Common Core State Standards
Transition Domain
Cog Intra Inter Mathematics Instructional Activities Common Core Standard(s)
Leisure
Activ
ities
x xKeep a tally of all the different places that you go in one week. Include the grocery store, friends houses, gas stations, school, work, errands, etc. Create a bar graph to display your data. Where do you go most often? How does your bar graph compare to others in the class?
HSS‐ID.A.1
x x x
Student brings in or is given a grocery store newspaper ad, and then each student (or could be done in partners) is given an equal dollar amount. They should then buy enough food to last them a given amount of time, and a certain percent of their purchases should be considered healthy.
4.NF.B.3, 7.NS.A.3
x
Explore how TV sizes are advertised. Is the diagonal length really the best indicator of size? Are there any TV's that have the same diagonal length, but different areas? Do you really want the largest area for the best TV? How do areas and price relate?
6.G.A.1, 7.G.B.6, HSG‐SRT.C.8
x x
Calculate the probability of winning various lotteries with different number ranges to choose from and different total numbers to choose. Then decide if its a good idea to play the lottery. Project how many tickets one might buy over a lifetime. Also work out probabilities for the situation of pooling money with coworkers.
HSS‐MD.B.5a
x x Determine how much you would really end up paying for a big purchase (such as a car) with all the included interest and tax.
HSF‐BF.A.2
x x
Compare bills between different cell phone service providers (or Internet providers, cable TV, electricity, and energy providers, etc.) Model the two situations with functions. Graph the functions and see when one is advantageous over the other, and if it consistently so, or if their advantages change at a certain point.
HSF‐IF.C.7, HSA‐REI.C.6, HSN‐Q.A.1
x x
Do an activity to decide if it is cheaper to let your gas tank go low and then fill up, or fill up at the halfway point? What does this situation look like if gas prices are falling? Rising? Create an equation or graphical representation to answer the questions.
HSF‐LE.A.2
x x x
Keep a log of how many minutes you spend talking on the phone for 3‐4 months. Use this information to determine how many minutes you need on a cell phone plan. Will you need more during certain months? Or do you use the same amount each month?
HSS‐ID.A.1
x x x Compare checking accounts and their related fees. Is there a monthly fee? Is there an overdraft fee? Is there a fee if you make too many transfers or withdrawals?
6.NS.C.7
x x
Suppose you have a credit card that gives you 5% off your groceries. Then, you have a coupon for .50 cents off anitem. In addition, the item is on clearance for 30% off. What will you end up paying for the item? Write an equation for the general case.
7.RP.A.3
Person
al M
oney M
anagem
ent
Draft October 2013 | Developed by Amy Gaumer Erickson, Ph.D., [email protected] | University of Kansas Center for Research on Learning
Transferable Activities for Common Core State Standards
Transition Domain
Cog Intra Inter Mathematics Instructional Activities Common Core Standard(s)
x xHave students use a website such as Mint.com to see how much money they can budget for their given income. There is also a tool on the website where students can make a goal to determine how much money they need to put away to take a trip or to buy a car.
7.EE.B.3
x x
Plan a trip to a country with a foreign currency. What is the exchange rate? Are there any fees associated with exchanging the currency? If you want to spend no more than 100 dollars while shopping in this country, what is themaximum amount of their currency that you can spend?
7.RP.A.1
x x
Choose a car that you want to buy and research how much it costs. Suppose the value of your car decreases byabout half each year. Graph the relationship between the car's value and years after you buy the car, and note anyparameters for the function. Solve the function to see when your car will be worth half of what it originally cost. Solve to see how much it will be worth in 10 years.
HSF‐LE.A.1,1c, HSF‐LE.A.4, HSF.LE.B.5, HSF‐BF.B.5
x x x
Student constructs an argument to discuss why their disability requires them to receive modification to assignments. They should provide mathematical support for their argument. For example, student can show that the mean score for their last few homework assignments has been x whereas when they were given extra time on the assignment their mean score was y.
HSS‐ID.A.2
x x x After introducing a normal curve to the students, ask them to advocate for or against using normal curves when grading/curving a test. Their argument should be written.
HSS‐ID.A.4
x x
When deciding between two career paths/colleges, make a list of the pros and cons in terms of the mathematical aspects of the choices. For example, compare the salaries, compare the potential relocating costs, compare the tuition needed, the amount of studying necessary.
1.NBT.B.3, 2.NBT.A.4, 4.NBT.A.2, 5.NBT.A.3
x x x
Choose elective classes for next year's schedule. How many can you choose? How many different combinations could there be? If you and your friend both choose Baking Essentials, and there are 4 sections, what is the probability that you both end up in the same class? What is the probability that you have the class period 1 or 2?
HSS‐CP.B.7, HSS‐CP.B.9, 7.SP.C.8a,b
x x Find the probability that a natural disaster occurs in your area within the next ten years. Use this information to make a decision about whether or not to buy (flood, hurricane, fire, other natural disaster) insurance.
HSS‐MD.B.5, HSS‐MD.B.5b
x x x
At the end of the semester have students set goals for what they want to get on all their finals to reach a certain grade in each class. Ask their teachers how many questions/points there will be on the tests and determine how many questions they need to get right to reach their goal.
HSA‐CED.A.1, HSA‐CED.A.4, HSA‐REI.B.3, 6.RP.A.3c
Person
al M
oney M
anagem
ent
Self‐De
term
ination
Draft October 2013 | Developed by Amy Gaumer Erickson, Ph.D., [email protected] | University of Kansas Center for Research on Learning
Transferable Activities for Common Core State Standards
Transition Domain
Cog Intra Inter Mathematics Instructional Activities Common Core Standard(s)
x x x
Have students choose a purchase that they want to make in the future. They must decide how much money they can put away each month, and how much they already have, as well as any contribution that might be made from their parents or others. Students should plan out a detailed report of how long it will take to save up and how long it will take.
HSA‐REI.B.3, HSA‐REI.C.8
x x
Make a goal to save money. Write out specific ways that you will accomplish this, such as walking instead of driving, or carpooling, or couponing, etc. Collect spending data for two months. Compare the data between the two months by spending category and overall. What was the % improvement? Did you meet your goal?
7.RP.A.3
x x
Research voting rights. How old will you be when you get to vote in your first presidential election? How many elections do you think you'll be able to vote in in your lifetime? What year would you have to be born in to be able to vote when you are exactly 18?
7.NS.A.3
x x x
Discuss the impact of plagiarizing in high school and in college. Have students calculate (by hand) what impact receiving a zero will have on their grade. Or have them calculate what their GPA will be if they fail a class because of plagiarizing.
7.EE.B.3, 6.NS.B.2, 6.NS.B.3
Self‐De
term
ination
Draft October 2013 | Developed by Amy Gaumer Erickson, Ph.D., [email protected] | University of Kansas Center for Research on Learning
Transferable Activities for Common Core State Standards
Post‐Secondary Domain
Cog Intra Inter English/Language Arts Instructional Activities Common Core Standard(s)
x x Students will interview a family member or neighbor who is employed and will complete a similar graphic organizer outline on the specific job title in which they are engaged.
W.11‐12.2ax x Develop a picture collage of interest activities, school subjects, and possible careers comparing a period when
students were younger with the present time.W.7.2b
x x Students will develop a picture collage with assistance from their parents or teachers of present or previous jobs held by three (3) family members or neighbors.
W.7.2b
x x
Students should explore the internet and find a story about someone who was able to go into the career that they desire. They should present information about the steps the person took in order to get to that career and why they chose that career.
W/11‐12/7/ SL/11‐12/4//
x x x
Students will present information to the class about their career selection, provide information about the career, and argue why they feel this is the best career choice for them. They may use online presentation media (PowerPoint, prezi, Google documents)
W/9‐10/1/a/ SL/9‐10/4/
x x
Bring a job recruiter as a guest speaker and have them discuss special skills and characteristics that various fields are looking for when hiring. Have student write questions beforehand asking about how to get a job, and have them writea reflection on what they learned from the experience.
SL/11‐12/1/c/
x x
Students will work in teams to create their own 3 minute episode of a television show about what they should or should not wear to a job interview. They will need to create a script, have example costumes, and act out their show. This could include items such as how to tie a tie.
W/9‐10/4/ SL/9‐10/4/
x x Students will choose one specific law such as abiding by the speed limit, and they will write a pros and cons essay to explain why this is a law that should be followed.
W/9‐10/1/
x x x Have students work in groups to create how to speeches that explain what they need to do to get services from various government organizations.
SL/11‐12/1/
x x Bring in local train, bus, and taxi schedules. Have students practice reading schedules. Give students a particular location and have them find which type of transportation will get them there by the time that they want to be there.
RI/11‐12/7/
x x
Take students on a field trip to try a variety of different local transportation. During the trip they can practice reading the schedules, getting off at the proper locations, and paying for their tickets/fare. After the trip have students write astory about a character who goes on an adventure using one of the forms of transportation that you used on your trip.
RI/11‐12/7/W/11‐12/3/
Career Cho
ice & Plann
ing
Commun
ity Involvem
ent &
Usage
Draft October 2013 | Developed by Amy Gaumer Erickson, Ph.D., [email protected] | University of Kansas Center for Research on Learning
Transferable Activities for Common Core State Standards
Post‐Secondary Domain
Cog Intra Inter English/Language Arts Instructional Activities Common Core Standard(s)
x x x
Show students articles, video clips, and news stories about hygiene in the work place for safety. Have a guest speaker discuss proper hand washing and care in the work place. Have students give "how to" speeches about different types of hygiene‐ washing hair, brushing teeth, sneezing properly. They can evaluate the speeches and their content with peer evaluations.
SL/9‐10/2/
x x
Keep forms for "leave" in a place accessible for students. If they are going to be gone for an excused absence like an appointment, field trip or school activity they should fill out the form and turn it in to teach them about informing their future boss of absences.
W/11‐12/10/
x x After checking grades, students should email their teachers about things they can do to improve their grades so that they can practice email etiquette.
W/11‐12/10/
x x x Have students write a story about an employee who is trustworthy and can be depended on by their employer. W/11‐12/3/
x x
Students should each get out a piece of paper or at the top of a word document write their name. Then havestudents either pass the paper or go from one computer to the next and write something good about each of the individuals in the class. Talk with them about the importance of letting their coworkers and classmates know that they see their good qualities.
W/11‐12/10/
x x x
Have students take a personality test and an attitudes survey. When they have finished both have the students discuss in small groups what they thought about their results. After their discussion have students write about whether they felt their results represented them the way they see themselves and if not, why.
W/9‐10/7/
x x x
Put students into a panel and have them research and discuss a topic related to careers. Have students fill out information about how much each member contributed to the panel and what their experience was like. Have the audience give peer evaluations of the material that was discussed.
SL/11‐12/1/ SL/11‐12/3/
x x x Have students read excerpts from "The Devil Wears Prada" or "The Nanny Diaries" and watch clips from the movie. Have students blog about when they thought that Andrea should have left her position.
RL/11‐12/10/ W/11‐12/10/
x x x
Often when transitioning between jobs there may be a gap between pay periods. For this have students practice this idea by figuring out a sample budget. After they have practiced this have them present money saving ideas that they had to make it through the transition.
SL/11‐12/4/
x x
Going to a new job means that a student will be meeting lots of new co‐workers. Have students create a list of possible questions to ask their fellow co‐workers. Then, have students write a narrative about a person trying to get to know their new co‐workers.
W/11‐12/3/
x x x Give examples of proper resignation letter. Explain that when a person changes jobs that they must give at least 2 weeks written notice before making a change. Have students write a letter to their boss expressing their resignation.
W/9‐10/2/
Employmen
t Kno
wledge & Skills
Draft October 2013 | Developed by Amy Gaumer Erickson, Ph.D., [email protected] | University of Kansas Center for Research on Learning
Transferable Activities for Common Core State Standards
Post‐Secondary Domain
Cog Intra Inter English/Language Arts Instructional Activities Common Core Standard(s)
Employmen
t Kn
owledge &
Skills
x x x
Put students into groups based on one of the following areas‐ Job Corps, AmeriCorps, Peace Corp, Learn and Serve America. Each group needs to research their area and create a presentation that is interactive giving information about the history, how to join, the mission of each group, and the elements that make each organization beneficial.
SL/11‐12/4/ W/11‐12/7/
x x Scholarships and Financial Aid‐ Have students do a scavenger hunt on the FAFSA website and on college websites to find cost and options to help them pay for school.
L/11‐12/6/
x x x
Distraction Elimination‐ Have students brainstorm all of the things that keep them from concentrating while they do their homework. As a class have a Socratic seminar and discuss what types of things can be done to eliminate these distractions. Ask students to try one of the ideas at home and report back in their blog in 1 week.
SL/11‐12/1/ W/11‐12/6/
x x
Show students how to organize a notebook for all of their classes. Have them practice keeping their work with them at all times. Periodically have students blog about challenges in staying organized and if having their work with them has helped them to get things done when they have the time.
W/11‐12/6/
x x Give students articles on communicating with teachers or professors. After students have read the articles have themwrite a blog reflecting what they learned.
RI/11‐12/10/ W/11‐12/10/
x x Create study groups so that students can practice working with others to prepare for an exam. Discuss the importanceof working with others to study at college.
SL/11‐12/1/
x x x Give students a diagram of a dorm room. Have them design their room and create a place to sleep, entertain, and study. Have them present their ideas and discuss how and why they set things up the way that they did.
SL/11‐12/4/
x x Use the creative writing prompt, "When I have a problem with school I talk to ______________, because..." W/11‐12/10/
x x x In class debate‐ Have students debate controversial health issues. For example, should they drink regular (non‐diet) soda? Are chicken nuggets as bad as everyone says? Should we eat organic?
SL/11‐12/3/ W/11‐12/1/
x Creative writing prompt‐ "7 signs it's time to take a bath..." Make a list of at least 5 things. W/11‐12/10/
x x x Students should watch "Super Size Me" and create a healthier diet for the main character with items from fast food restaurants. Have a discussion about choosing healthier options.
W/11-12/8/ SL/11-12/1/
x x
Stress Relievers‐ Everyone (teacher included) brings in their 2 favorite stress relievers and lets the class try them out. After trying the different types of stress management skills have students blog about the experience and if they plan to use any of the new techniques.
W/11‐12/10/
x x x
Give students a list of general household tasks and have each one pick a task or come up with one that is not on thelist. Once they have selected a task they are responsible for creating a presentation on how to do this task well. Encourage students to use visual aids and allow other students to practice the skill.
SL/11‐12/5/
Health
Furthe
r Edu
catio
n & Training
Draft October 2013 | Developed by Amy Gaumer Erickson, Ph.D., [email protected] | University of Kansas Center for Research on Learning
Transferable Activities for Common Core State Standards
Post‐Secondary Domain
Cog Intra Inter English/Language Arts Instructional Activities Common Core Standard(s)
x x
Throughout the year have students shadow various employees in the district from kitchen workers to custodians so that they learn basic skills like food preparation and vacuuming. After each experience they should write a short reflection of the experience.
W/11‐12/10/
x x
Encourage students to volunteer in the community whether at a local dog pound or nursing home. When theyvolunteer have them fill out a form indicating the number of hours, the types of activities that they did and how they will help them when they are on their own, and explaining the best part of the process
W/11‐12/10/
x x x
Over the course of a week have students keep track of chores and tasks they do around their homes‐ vacuuming, cooking, dusting, making bed. On the final day of the week have students write a journal article about their experience. Why did they do these tasks? What would have happened if they didn't? Were any of the tasks more difficult than others?
W/9‐10/10/
x x x Give students an instruction manual for a basic home improvement task (unclogging toilet, painting). Have the students read the manual and then in small groups teach their group mates about how to do the basic skill.
RI/11‐12/10/
x x x Get several home maintenance and repair articles and manuals. Have students read over one basic idea such as how to fix a leaky faucet, and then have them teach a small group about that repair.
RI/11‐12/2/
x x x
Worst Case Scenario‐ Give each student a worse case scenario situation such as‐ your electricity has gone out. Then, have students research what to do in this situation. After they have researched tape scenarios on half of the students backs and fixes on the other half of the students. Have them find the fix for their scenario and then share their information.
RI/9‐10/7/
x x x
Start each class period with a short problem they might experience in real life. Give students a couple of minutes while you take roll to come up with and write down a solution and then have them share their ideas with the class if they fell they have a good idea. Examples‐ you have a flat tire, the sink is clogged, the air conditioner breaks.
SL/11‐12/1/
x x x
Have students read articles about at home chemicals that are not safe to mix together (bleach and ammonia). Have students share information about the articles that they read in an informative presentation. Make sure they include information about the hazards of using these products together.
RI/11-12/1/ SL/11-12/1/
x x x
Have the school resource officer come in and teach basic safety and self‐defense skills. After the presentation have students write a news cast for the school television station or newspaper helping to inform other students about how to stay safe.
SL/9‐10/5/
Inde
pend
ent Living
Draft October 2013 | Developed by Amy Gaumer Erickson, Ph.D., [email protected] | University of Kansas Center for Research on Learning
Transferable Activities for Common Core State Standards
Post‐Secondary Domain
Cog Intra Inter English/Language Arts Instructional Activities Common Core Standard(s)
x x x
Use photographs or video clips that show someone about to do something unsafe‐ cross the street without looking, not using a turn signal, walking alone at night. Then have students write a short prediction of what they think will happen if the person continues on the path they are on. When this activity is complete discuss what would keep these people safe.
W/11‐12/10/
x x Students should create a school wide campaign advertising ways to prevent dating violence and create dating safety. W/11‐12/6/ SL/11‐12/6/
x x Have students research over the counter medications and how to safely take them. Have them write a paper explaining why certain medications should or should not be taken together.
W/11‐12/7/
x x
Have students put on a technology fair for senior citizens. Have students teach seniors how to use their computers, televisions, or other devices commonly found in the home. To make sure that the seniors are understanding the use after the fair have students email them to make sure that they don't need to provide more instruction.
SL/11‐12/4/
x x
Set up the challenge of not using any digital technology (cell phone, TV, car) for 1 full weekend. Give them a month todo this assignment so that they can incorporate it into their schedules. After the experience have students write about the impact that technology has on their daily lives.
W/11‐12/10/
x x Have students each find 1 everyday technology and create a brochure of why it's important and how to use it. W/11‐12/8/
x x
Learning table manners‐ on a day you cook as a class or as a special occasion have students learn about proper tablemanners and how important they are for making new friends. Use a video to demonstrate and have students practicesetting the table, using proper silverware, and eating. After the assignment is complete have students make a commercial advertising good table manners.
SL/11‐12/5/
x x x
As homework have each student go home and ask about different elements of their cultural traditions‐ for example wedding traditions, meal traditions, holidays. When they come back to school have the students research one of the traditions and then present information about it to the class. They may supplement their presentations with music, photographs, food, art, or videos.
RI/11‐12/7/
x x x Before a school dance have students learn the etiquette of how to ask for a dance, how to behave, and teach them basic dance steps. Have them create a Top 10 list of what not to do at a school dance to put in the school newspaper.
SL/11-12/6/ W/11-12/10/
x x Have students create a comic strip of different social situations and how to behave. For example, going to a movie, eating out, or meeting someone's parents.
W/11‐12/10/
Inde
pend
ent Living
Interpersonal Relationships
Draft October 2013 | Developed by Amy Gaumer Erickson, Ph.D., [email protected] | University of Kansas Center for Research on Learning
Transferable Activities for Common Core State Standards
Post‐Secondary Domain
Cog Intra Inter English/Language Arts Instructional Activities Common Core Standard(s)
x x x
Have students learn to write a proper complaint letter. Explain that the letters need to be polite in tone and give example scenarios when they would be appropriate. Use 4 basic steps: (1) Have students select a scenario, (2) explain how they would resolve the problem, (3) include a closing, and (4) sk students to peer edit before turning the letters in
W/11-12/4/
x x
Give students a journal or magazine article about using cellular phones politely. For example, Psychology Today. When they have completed the article have them give 1 minute speeches on whether they agree or disagree with thisidea and why.
RI/11‐12/10/ SL/11‐12/1/
x x x Have students watch "The Pursuit of Happiness". Have a Socratic seminar discussing what the main character did in order to be a good example and provide for his son.
SL/11‐12/1/
x x x
Give students an exploratory survey about their interests. Then help them select a hobby to try. Give them two weeks to try out their hobby and have them report back to the class with a presentation on their experience. (To alter this assignment you can have them take pictures, do research)
SL/11‐12/4/ SL/11‐12/5/
x x
Have students teach you something that you don't know how to do. For example, how to ice a cake so that it looksprofessionally done or how to play chords on the guitar. After they have taught you about the activity have them write a one page paper to persuade you to do this activity as a hobby
W/9‐10/1/ SL/9‐10/6/
x x Have students read Aaron Copeland's "What to Listen For in Music," and then write an essay about their tastes in music and how it effects their lives.
RI/11‐12/10/ W/11‐12/10/
x Have students write and deliver a "call to action" speech where they try to persuade their classmates to try a new outdoor hobby.
W/11-12/9/b/ SL/11-12/4/
x x
Allow students to pick out a type of career and home they would like to live in. Then give them an "income" and havethem figure out what they can spend on bills and other goods. Have the class discuss in Socratic seminar what they found and what it was like to balance their checkbook/ finances.
SL/11‐12/1/
x x
Using debit cards and checking accounts‐ Explain that debit cards are immediately taken out of your bank account andso it's important to keep track of all of your spending. Have students practice balancing a "Check book", and blog about what kinds of things they plan to do to help make sure they use it responsibly.
W/11‐12/6/
x x x
Students will write a television screenplay about a character who is learning to budget. The character can be successful or unsuccessful, but students need to show the effects of the character's actions. After finishing the screenplay all students will watch a film production of the play "A Raisin in the Sun". Discuss how the actions of the character impact one another.
RL/11‐12/3/ RL/11‐12/10/ W/11‐12/9/a/
x x
As students prepare for prom have them create a budget for all of the expenses that the event entails. After prom have students write a reflection about what they actually ended up spending and if it was worth spending that much money.
W/11-12/1/
Leisure Activ
ities
Person
al M
oney M
anagem
ent
Interpersonal
Relatio
nships
Draft October 2013 | Developed by Amy Gaumer Erickson, Ph.D., [email protected] | University of Kansas Center for Research on Learning
Transferable Activities for Common Core State Standards
Post‐Secondary Domain
Cog Intra Inter English/Language Arts Instructional Activities Common Core Standard(s)
Self‐
Determ
ination
x xGive students some X‐Men graphic novels. Have them pick a character and list their strengths and weaknesses. After they have completed the list have them write a compare and contrast essay about how these strengths and weaknesses make them successful or unsuccessful.
RL/11‐12/10/
x x
Journal‐ Have students discuss a weakness they possess and if it can be turned into a strength. Have students discuss a strength they possess and how they can use it to their advantage. These can be done multiple times with a variety of strength and weakness types‐ communication, academics, social, emotional
W/11‐12/10/
x x
Students should find out what type of learning style that they have through an assessment‐ auditory, visual,kinesthetic, etc. Once students know what their learning strengths are have them brainstorm ideas for how to use them to their benefit in the classroom. After trying these new techniques for a week or so have students write a blog about their findings.
W/11‐12/10/
x x x Students should read a chapter from "Look Me In the Eye: My Life with Asperger's" or from "The Way I See It" by Temple Grandin. Have students write a review of the stories.
RI/11‐12/2/
x x
Partner students up and give them scenarios of times they may need to speak up for themselves (When an employer won't let them have a break to take medication, when a parent thinks they should be doing a different career, if they need to talk to a teacher about a missing assignment.) Have students take turns being the person needing to speak up and the person they are discussing with. After the activity have a classroom discussion about things that were difficult, things they would do differently, and things they felt went well.
SL/9‐10/1/
x x There are a lot of songs that tell other people how they should treat or view a person. For example, "R‐E‐S‐P‐E‐C‐T", "Independent Woman". Have students write a song about how they think people should view them.
W/11‐12/10/
x x
Keep a box for students to put in a card with any concerns they have about things that will happen in their future‐ making friends, living alone, getting a job. Once a month pull several of the topics out and assign each student one topic. Then, have them write an advice column in response to the person who wrote the concern.
W/9‐10/4/
x x
Once students have created short term goals, check back in with them every couple of days to see if they are still ontask. At the end of the two weeks have the students write a reflection about whether or not they were able to reach their goals and if they would have done anything differently.
W/11‐12/1/
x x Once a month have students blog about their progress toward reaching their long term goals. W/11‐12/1/
x
Students as a start to class should make a to do list for the day. Have them do this for several weeks. At the end of the activity have a Socratic seminar about how this helped them to reach their goals and if it improved their ability to stay on track.
W/11-12/10/ SL/11-12/1/
Self‐De
term
ination
Draft October 2013 | Developed by Amy Gaumer Erickson, Ph.D., [email protected] | University of Kansas Center for Research on Learning
Transferable Activities for Common Core State Standards
Post‐Secondary Domain
Cog Intra Inter English/Language Arts Instructional Activities Common Core Standard(s)
x x Create a trivial pursuit or jeopardy style game where students get a situation and compete to find the right person to talk to about a legal issue.
SL/11‐12/1/b/
Draft October 2013 | Developed by Amy Gaumer Erickson, Ph.D., [email protected] | University of Kansas Center for Research on Learning
