Transitions and Careers

Mrs. Sweigart

• Syllabus • Rules and Expectations • Parent Letter and Pinnacle • Supply List • Get to Know Each Other

Transitions and Careers Syllabus

Mission of Course:

Students will learn how to successfully prepare for future transitions, such as going to high school. They will also begin investigating different career opportunities.

Important Concepts:

Note Taking and Test Taking Tips Reaching Ones’ Potential Growing and Changing Building Character Taking Responsible Action Respecting Others Communication Skills Conflict Resolution Dealing with Peer Pressure Quality Friendships Going Out with Friends Building Strong Families Family Changes and Challenges Pathways to Careers Workplace Skills Entering the World of Work Balancing Work and Family Living with Technology Conserving the Environment Getting the Most Out of High School

Daily Structure:

5 minute writing assignment Objectives for the day Reading or Activity Quiz

TC Syllabus Cont.

Project:

Students will be required to complete and present a project. This project will be assigned 2 weeks before the end of the quarter, but students should start to consider this project right away. The concept for the project will be to research 2 career opportunities, how to accomplish these careers, and what skills they need to have these careers.

Community Service:

Students will be required to complete 5 hours of community service by the end of the quarter. A handout will be given to them and they will be asked to record their community service experiences and have the supervising adult sign off as evidence of completion. Community service should be completed for an accredited organization, such as a church or non-profit agency. Please email with questions or clarification.

Class Rules and Expectations:

• • •

Students should…

have respect for themselves, others, and the teacher at all times.

not talk when others are talking.

be prepared for class each day- the teacher will NOT supply materials.

• • • • • • • be engaged in class discussions, note taking, activities, etc.

keep track of their own grades by recording assignments on a grade sheet, and checking their Pinnacle account.

•

Consequences:

Verbal warning Name on smart board- Writing assignment may be given Check mark 1- Phone call home Check mark 2- Lunch detention Check mark 3- Office referral If behavior continues and alternative assignment will be given and student will not be allowed to participate in class s/he proves that they will cooperate.

Parent Letter and Pinnacle

August 24, 2011 Dear Parents/Guardians, I wanted to take some time to introduce myself and welcome your child to Transitions and Careers. My name is Kimberly Sweigart, and this is my third year at Sheffield Middle School, but my 8 th year of teaching. I am very excited about this quarter and am looking forward to teaching your child. Transitions and Careers falls under the Family and Consumer Science Standards. In case you are unaware, Family and Consumer Science is the new Home Economics. Instead of the traditional cooking and sewing, the emphasis is on building stronger families, teaching students how to eat healthy, learning how to make wise decisions, and how to be productive, independent adults. Unfortunately, there will not be a cooking component to this class, as that is now part of the 7 their upcoming transition to high school. th grade curriculum. Instead, your students will learn about themselves and how to transition into successful adults. Some lessons that we will cover will be about character, responsibility, respect, communication, conflict resolutions, peer pressure, friendships, and many more. Students will be investigating future careers and the paths that they will need to take to achieve their goals. We will also spend some time on As a course requirement students will also be expected to complete and document 5 hours of community service. Students will be provided with a list of local agencies in which they may wish to volunteer. While I discourage students completing this service in your home, it will be permitted for students to do work for a grandparent or other relative. In lieu of a final exam, students will be asked to complete a final project. Though more information is to come, I would like to make you aware that this project may require your assistance, though not too much. Students will be asked to research 2 careers and present their findings to the class. It would be much appreciated if you could help direct them to family members or friends with various careers so that they may interview them as part of this project.

I hope to keep the lines of communication open, and encourage you to contact me with any questions or concerns. Working at both Brookside and Sheffield Middle School makes it difficult to get in touch with me via phone, but please contact me through email at [email protected]

I try to keep my website up-to-date. You can access it by going to www.sheffield.k12.oh.us

 Brookside (yes, Brookside)  teachers  Family and Consumer Science  Mrs. Sweigart. Announcements will be posted, important links are available, and most importantly all of my lesson plans and student activities are available under the course name. This means that your son/daughter will have complete access of all missing assignments 24/7. I expect that before asking me about missing work, they go to the website and find what they need. Pinnacle is also kept up-to-date. If you do not already have your Pinnacle user name and password please contact guidance to get it so that you can stay aware of your child’s grade. If you feel that grades are inaccurate please let me know right away so that we can work together for the success of your child.

Sincerely, Kimberly K. Sweigart Family and Consumer Science Teacher Brookside High School Sheffield Middle School MUST BE RETURNED WITH SIGNATURE!!!

http://www.sheffieldscho

ols.org/default.aspx

http://gradebook.sheffiel

d.k12.oh.us/Pinnacle/P IV/Logon.aspx?Return

Url=/pinnacle/PIV/Def ault.aspx

TC Supplies

• 3 Subject Spiral Notebook • Pens/pencils • Loose Leaf Paper • 2 Pocket Folder • Highlighters

Getting to Know Each Other

Kimberly Sweigart

K- Kind I- Interesting M- Mother B- Brilliant E- Exceptional R- Reliable L- Logical Y- Yeastly S- Sensitive W- Worrisome E- Eager I- Inquisitive G- Generous A- Acute R- Rational T- Trustworthy

• Outline Format I. Main Idea A.Subtopic

1. Detail 2. Detail 3. Detail B.Subtopic

1. Detail 2. Detail 3. Detail

Note Taking

• Cornell Format Main Idea Details/Notes Main Idea Details/Notes

Note Taking Cont.

• Window Notes

FACTS FEELINGS

QUESTIONS IDEAS

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Note Taking Cont.

• Be an active listener.

• Only write down important information.

• Use only a few words- so it makes sense to you.

• Abbreviate words- texting words are great!

• Be neat so the notes are easy to read.

• Double space to leave room to add details later.

• Use different colors to emphasize main ideas and details.

• If you are absent, get copies of the notes you missed. • Go back and highlight important information.

Chapter 1- Reaching Your Potential

• How to identify strategies to reach your potential and make the most of your resources.

• Why goals are important.

• The relationship between short- and long term goals.

• Guidelines to help you achieve goals.

Imagine

Pg. 21 Imagine that you’re a mountain climber going toward a summit. In your mind, you know exactly how it will look. Even though a mountain is a challenge to climb, you know it can be done. You start by choosing the mountain and then develop a climbing plan. Hand over hand and foot your goal slowly becomes a reality.

– What are some of your dreams or goals?

– What progress have you made in achieving some of them? What obstacles must you overcome to reach your dreams?

Critical Thinking

Divide your paper into 3 columns. In the first column list short-term goals. In the second, long-term goals. And in the third write down resources needed to achieve those goals. Minimum of 5 of each type of goal.

Quiz

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3.

MAKING GENERALIZATIONS Which distractions do you think are the most challenging for teens to overcome before they can reach their potential? Explain your answer.

COMPATE AND CONTRAST Compare the community resources available to you with those your parents or guardians had when they were your age. How are the resources different? How are they the same?

DEVELOP A PLAN Choose one of your long-term goals. Explain how you will use priorities now to help you move closer to that goal. How will your interests, activities, self-care, and choice of friends impact your success?

Chapter 2- Growing and Changing

• The physical, social, emotional, intellectual, and moral changes that take place during adolescence.

• The difference between self-concept and self esteem.

• How heredity and environment influence personality.

• How you can help others succeed.

• Signs of maturity.

Imagine

Pg. 35 Imagine that you could stop the clock and everything about you would never change. You’d stay the same age, height, and weight. You’d have the same friends and social life forever.

– Would you want to stay exactly as you are right now? Why or why not?

– What personal changes if any would you make before the clock stopped?

– What types of future experiences would you miss if your life remained frozen in time?

Friendships

Think about 3 of your friendships. For each complete the following sentences: I know _____ is a good friend because he/she _____. A real friend would never _____.

Give specific examples!

Quiz

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3.

PREDICT CONSEQUENCES Think of someone who needs encouragement to succeed at some goal or task. What might you do to help the person feel values and important? What evidence would show that your efforts were helpful? What do you think might happen if you did nothing?

MAKE GENERALIZATIONS Which of the physical changes during adolescence do you think is the most difficult for most teens to handle? Why?

RECOGNIZE POINTS OF VIEW Think about the set of moral standards held by someone you admire. In what ways are they similar to yours? In what ways are they different?

Chapter 3 Building Character

• Why character is important.

• How to recognize character.

• What values are and how they are put into action.

• What it means to be a responsible citizen.

Imagine

Pg. 47 Imagine that you are a role model for several younger children. They see you as someone they’d want to be like when they get older. They watch you closely and follow your example. They imitate your behavior, your language, and even the way you dress. – Do you think the children’s choice of you as a role model is a positive one? Why or why not?

– What aspects of your behavior, language, and dress are you most proud of? Which aspects are you least proud of?

– Who were your role models when you were younger? Who are your role models now? In what ways have you been influenced by their examples?

Creative Thinking

Think about how members of your family show responsibility. Brainstorm as many examples as possible. How do responsibilities change as the age of the family member increases? Why do you think these changes occur?

Quiz

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COMPATE AND CONTRAST Compare your values with those reflected in the actions of your friends. How are they different and how are they alike?

MAKE GENERALIZATIONS Describe someone whom you consider a person of character. How has the person’s character influenced your values and actions?

CAUSE AND EFFECT Think about a time when you or someone you know failed to act according to a positive set of values. Why was the action taken? What effect did it have on you or others?

Chapter 4- Taking Responsible Action

• Different types of decisions.

• How various factors influence your decisions.

• Steps in the decision-making process.

• How your decisions can affect others.

• How to use the decision-making process to solve problems.

• Qualities of responsible leaders.

Imagine

Pg. 59 Imagine you need to make a choice that could change your future. Your school coach wants you to join the varsity basketball team. He thinks you have a shot at a college basketball scholarship. But your family thinks it’s wiser to get an after-school job to save money for your college education. You can’t do both, and you’re torn.

– What would you do in this situation?

– What difficult decision have you had to make in your life?

– What do you think would happen if you didn’t make any decisions at all about your future?

Decision Making

Think of a decision you have had to make recently. Use the following decision making steps to explain how you made that decision.

1. Identify the decision to be made.

2. List your resources and options 3. Analyze and study your options 4. Make your decisions 5. Act on your decision 6. Evaluate your decision

Quiz

1. COMPARE AND CONTRAST Think of two leaders in your community, state, or federal government. Compare and contrast the qualities of each. What are the similarities and differences of the two leaders? Which of the two do you think is more effective? Why?

Test Taking Tips

• Find a good place to study.

• Organize your study time.

• Focus on one thing at a time.

• Review your notes.

• Quiz yourself or have someone else quiz you. • Ask the teacher for clarification before the test begins.

Test Taking Tips Cont.

• Have everything you need for the test (pencils, pens, calculator, etc.) • Before you start look over the entire test and develop a plan of action.

• Mark questions you want to return to.

• Check your answers and use all of the time allowed.

• Guess if you are unsure- a blank answer is a wrong answer!

TEST TODAY!

ARE YOU PREPARED?

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Chapter 8- Respecting Others

• What it means to respect yourself and others.

• Why respect is important in daily life.

• What can happen when respect is lacking in your life. • How to develop self-respect.

• Ways to show respect at home, at school, in your community, and for the environment.

http://www.bing.com/videos/watch/ video/aretha-franklin-respect 1990/b933d7787217955e0ca6b933

Imagine

Pg. 119 Imagine that you live in the exact same world you do now, with one exception: You can do anything you want, whatever you like, and no one can punish you for it. This magical quality applies only to you.

– Would you obey your parents and teachers? Why or why not?

– How would you treat a possession someone loaned you and you wanted to keep?

– How would you deal with your parents or friends if you were angry at them?

Helping Out

Write a radio commercial in which you are giving a public service announcement about protecting the environment. Identify actions that people your age can take to protect the environment, and predict how thee actions will affect future generations.

Quiz

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COMPARE AND CONTRAST Compare ways you and y our friends show respect for one another with how you show respect for family members. How are the ways different and how are they the same? What other actions show respect for friends and family members?

PREDICT CONSEQUENCES Why are tact and empathy important in developing a respectful relationship with another person? What might be the consequences of a relationship in which one of the individuals does not show tact and empathy?

Chapter 9 Communication Skills

• The difference between verbal and nonverbal messages.

• How your body language sends messages to others.

• The importance of written messages in communication.

• How to recognize roadblocks to communication.

• Ways to be an active listener.

• Ideas for improving your communication skills.

Imagine

Pg. 131 Imagine you’ve been upset with a friend for weeks. You’ve heard your friend has gossiped about you to others, and you don’t know how to express your anger without a fight. You care about your friend, but every time you’re together now, you act cold.

– How does your manner express how you feel?

– How could you express your feelings without a fight?

– What would happen if you said nothing?

Which is most effective? Least? Why?

Let’s Play Telephone!

Critical Thinking

Consider how tone of voice and emotions help to convey attitude toward what is being said, and the impact on the listener, in the following situations: – Telling a sibling you lost his favorite CD.

– Asking to go to a one-week camp away from home.

– Explaining that you are hurt at being stood up by a friend.

1.

2.

3.

Quiz

PREDICT CONSEQUENCES what consequences occur when people send mixed verbal and nonverbal messages? What suggestions would you give a friend who sometimes sends mixed messages to others?

MAKE GENERALIZATIONS What is the relationship between rapport and good communication? What actions do you think are most helpful in establishing rapport with a peer?

CLARIFY FACT OR FICTION Some people feel that being aggressive helps communicate their messages in the most effective way. How do you respond when someone communicates aggressively with you? Give an example of an assertive response to aggressive communication.

Chapter 10- Conflict Resolution

• What causes conflict.

• How to recognize conflict.

• Strategies to resolve conflicts.

• Ways to control anger constructively.

• Steps to negotiate.

• How to use mediation to resolve conflicts.

Imagine

Pg. 143 Imagine that you share a room with your younger brother or sister. Deep down, you love each other, but you often fight about personal space and privacy. Sometimes your sibling looks through your drawers when you’re not around and borrows things. Once you caught him or her reading a personal note written to you. You don’t want to continue sharing a room, but there isn’t any extra space in the house.

– If you were a parent, what suggestions would you have for each of your children?

– If you were a younger sibling, how would you feel having to share a room with an older one?

– What types of conflicts have you experienced with siblings or other family members? Were the conflicts resolved? If so, how?

Effective Communication

Take the following “you” messages and change them into “I” messages: Remember: “I feel ____ because ____” You’re wrong.

You make me mad.

You shouldn't call me names.

You shouldn’t embarrass me.

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2.

3.

Quiz

DRAW CONCLUSIONS How could conflict strengthen a relationship? How could it weaken or destroy a friendship?

COMPARE AND CONTRAST Compare ways you dealt with conflict two or three years ago with how you deal with conflict situations now. How are they different and how are they the same? How would you rate your current conflict resolution skills? Explain the reasons for your rating.

DRAW CONCLUSIONS Imagine that you are in charge of selecting a peer mediator for your school. What qualities would you look for in a person for that position? What qualities would you not consider suitable for a peer mediator? Explain your answers.

Chapter 11- Dealing With Peer Pressure

• The difference between positive and negative peer pressure.

• How to avid manipulative behavior.

• How to respond effectively to negative peer pressure.

• The difference between passive, aggressive and assertive responses to peer pressure.

• How to use refusal skills.

Imagine

Pg. 157 Imagine that you’re shopping with your best friend. You both have your eye on the same jacket, but it’s too expensive for you. Your friend turns to you and whispers, “Come on, no one’s looking. Let’s just take it. “ You know that stealing the jacket is wrong, but you don’t want your friend to think you’re afraid.

– How would you respond to your friend’s pressure? Why?

– Why do you think friends sometimes pressure others to do things that are illegal or harmful?

Critical Thinking

Explain how each of the following situations involve harmful peer pressure. What consequences might result from each situation?

– Classmates start a rumor that someone has an STD.

– Kids gang up on another student and make him or her the brunt of all the jokes.

– A classroom of students get a teacher off track so learning can’t take place.

Quiz

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COMPARE AND CONTRAST Compare several responses to peer pressure that you have observed in friends and acquaintances. How were the responses different and how were they similar? Which responses were the most effective/ Which were the least effective?

FACT OR FIRCTION “Peer pressure isn’t much of a problem after people finish high school.” Does peer pressure apply only to teens? Are adults immune to pressure from others? Explain.

ANALYZE BEHAVIOR What is the relationship between negative peer pressure and manipulation? What advice would you give a friend to identify and deal with manipulative behavior?

UNIT TEST TOMORROW!

Chapters 8-11

TEST TODAY!

ARE YOU PREPARED?

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Chapter 12 Quality Friendships

• The importance of friendship.

• To identify the qualities of a true friend.

• Ways to make and keep friends.

• Reasons why friendships end.

• Ways to end a friendship when necessary.

Imagine

Pg. 171 Imagine you could find an ideal person who had all the qualities you want in a good friend. Whatever you value in a friend, that person would have it. You would spend time together, have fun, and be there for each other in times of need.

– What qualities would you seek in an ideal friendship?

– In reality, does any one person you know have all those qualities

Friendships

Write about friendships that you would like to change and how you want to change them. List things that you might do to improve each friendship.

Quiz

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DRAW CONCLUSIONS How might your experiences as a friend differ from the experiences your parents had as teens? How might these differences influence their attitudes and actions as parents?

ANALYZE BEHAVIOR How would you rate yourself as a friend? Is it true that friendships always change as you grow and develop. Explain your answers.

MAKE GENERALIZATIONS Think about friends you’ve had in your lifetime. Which of these friendships are still ongoing? What factors have made your friendships last?

Chapter 13- Going Out With Friends

• Interest in the other gender is part of adolescence.

• Responsibilities you have when going out with others.

• Ways to deal with infatuation and rejection.

Imagine

Pg. 187 Imagine that there’s someone of the opposite sex in class whom you’d like to meet. You’re not quite sure if the person is interested in meeting you, or if the person might want to go to a movie with you sometime.

– How would you start a conversation with that person?

– Can you imagine having someone of the opposite sex as a good friend? Why or why not?

Quiz

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COMPARE AND CONTRAST Think about friendships you have with people of the opposite sex. In what ways are these friendships similar to same-sex friendships? How are they different? Explain.

DRAW CONCLUSIONS Imagine you’re out with a group of male and female friends. Draw some conclusions about what you can do if you are being pressured to pair off with someone.

RECOGNIZE ALTERNATIES What advice would you give a younger sibling or friends about saying “no” to someone who asks him or her to behave in an inappropriate way?

Chapter 14- Building Strong Families

• The functions families fill in your life.

• The roles and responsibilities of family members.

• How families change.

• What strong families are like.

• How you can get along better with your family.

• Ideas for strengthening family ties.

Imagine

Pg. 197 Imagine that your family is like a quilt. Each square in the quilt represents a person in the family. There’s an overall pattern to the quilt, but no two squares are exactly alike. Maybe your quilt consists of jus the people living at home right now. Maybe it’s big enough to include your grandparents, aunts, uncles, and cousins. Thousands of stitches keep the quilt together. The boarder of the quilt holds the squares together, much like family traditions and values hold a family together.

– What colors would you use in your quilt- bright or soft?

– How do all the “squares” in your family’s quilt fit together?

– What binds your family together like the border of the quilt?

Technology

What do impact do you think technology has on the modern family. How has technology reduced the amount of physical labor required to run a home? How has it affected the ability of family members to juggle multiple roles and responsibilities? How has it affected communication?

Quiz

1. DRAW CONCLUSIONS How might your experiences as a teen differ from the experiences your parents had as teens? How might this influence their attitudes and actions as parents?

2. COMPARE AND CONTRAST Compare the roles you currently fill in the family with those of your other family members. How are they different and how are they the same? Which roles do you think are most important?

3. MAKE GENERALIZATIONS Which stage of the family life cycle do you think would be the most difficult for parents to go through? Why?

Chapter 15- Family Changes and Challenges

• Examples of changes and challenges that families face.

• Ways that families can deal with changes and challenges.

• Resources available to families who need help.

Imagine

Pg. 213 Imagine that you and your family have driven through country you’ve never seen before on a weekend getaway. As you turn back and start to head home, you notice the route seems unfamiliar. After several miles and a few uncertain turns, you realize your family is undeniable lost.

– What are some likely reactions of family members in this situation?

– What resources can you use to find your way home?

How can each family member contribute to a solution?

Creative Thinking

Imagine the challenges a family might face if they were having financial problems. Brainstorm a list of skills teens have that could be used to earn extra money. List things that teens could sacrifice to help lessen the financial burden.

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Quiz

FACT OR FICTION Some people think homelessness is always caused by substance abuse, people’s unwillingness to work, or other faults of their own. How would you respond to this position?

MAKE GENERALIZATIONS Which two changes and challenges do you think would be the most difficult for families to get through? Why?

PREDICT CONSEQUENCES Describe possible consequences of neglect in a family with young children or disabled or elderly family members. What suggestions would you give those people who witness the neglect?

UNIT TEST TOMORROW Chapters 12, 13, 14, 15

TEST TODAY!

ARE YOU PREPARED?

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Chapter 5 Pathways to Careers

• Why people work.

• How school and work connect.

• Information you need to know to make career decisions.

• The best ways to explore careers.

• How people and resources can help you explore careers.

Imagine

Pg. 75 Imagine that you’ve won a 60-second shopping spree in your favorite store. Anything you can grab in one minute will be yours free. The catch is that the aisles in the store zigzag from department to department. The direction to take around the store is not easy to choose. Maybe you should load your arms with everything that is within reach even if everything you get isn’t quite right. This is a great opportunity. You want to make the most of it.

– How do you decide which items to take?

– What should you learn before your spree in order to get the most merchandise?

– How does having a plan help you make choices/ In a similar way, how can having a career plan help you?

Critical Thinking

Explain why employers check on attendance records and grades for young people they hire. What do these records show about a person that carries over to the working world?

Quiz

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COMPARE AND CONTRAST Compare and contrast school and paid employment by describing things they have in common and ways they’re different. Which one do you think is harder?

DRAW CONCLUSIONS If more and more jobs are requiring some type of post high school education and only one-third of all jobs require a college degree, where will most people receive their additional education?

ASSESS OUTCOMES New jobs result from new inventions. List three jobs created as a result of new technology in the home or workplace. In what ways has technology affected jobs and careers in your community?

Chapter 6 Workplace Skills

• New requirements to enter and advance in the changing workplace.

• Basic skills that are needed.

• Thinking skills that are needed.

• Employability traits that are needed.

• The importance of workplace competencies.

Imagine

Pg. 89 Imagine that you are a volunteer at the local animal shelter. Your job is matching animals that are available for adoption with families that want to adopt a pet.

– How do you learn what qualities the family wants in a pet, and whether a particular animal has these traits?

– How do you help a family decide between two promising pets?

– How do you determine whether you’ve been successful in helping the family?

– What skills would be the most important in your work at the shelter?

Comprehension Check

• What are five essential employability traits?

• Why is a responsible person a valued employee?

Questions to Ask

Who?

What?

Where?

When?

Why?

How?

Quiz

1. DRAW CONCLUSIONS In an age of rapidly explaining information, why do some people complain that they don’t have enough information to make decisions?

2. MAKE A GENERALIZATION The rapidly changing workplace requires works who can work effectively in teams. Do you think that schools do a better job of teaching competition or cooperation? Why?

Chapter 7- Entering the World of Work

• How to apply for a job.

• How to write a resume.

• How to prepare for a job interview.

• How to balance work and family.

Imagine

Pg. 103 Imagine that a job you want very much has become available. You’ve applied and been asked to interview for the position. A friend of yours helped you practice your interview skills. Now you’re waiting in the interviewer’s office, ready to make your case.

– How will practice benefit you during the interview.

– What will you do to control the impression you make on the interviewer?

– Is getting the job your ultimate goal? Explain.

Think About It

List ideas about how you can show an employer that you are a good worker and right for the job. What specific statements could you make? What specific actions should you take?

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Quiz

MAKE A GENERALIZATION What does the phrase “You never have a second chance to make a first impression” mean? Does it apply to other areas of your life besides work? What opportunities will you have in the near future to make a positive first impression?

CAUSE AND EFFECT In this chapter you learned that a little stress can improve performance, but too much stress can actually decrease performance. Why do the effects change? Can you give reasons for different responses to stress?

UNIT TEST TOMORROW Chapters 5, 6, 7

TEST TODAY!

ARE YOU PREPARED?

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Chapter 19 The Balancing Act

• The importance of balance in your life. • How balance is affected by your values and goals.

• Ways to achieve and maintain balance.

• Ways to manage time effectively.

• How to use work simplification techniques to save time and energy.

Imagine

Pg. 271 Imagine you’re walking a balance beam five feet above the ground. In order not to fall, you have to maintain perfect balance. Not only do you need to keep every part of your body in balance, but you also need to keep your mind completely focused.

– What exercises might you do to develop your body’s sense of balance?

– How would you go about keeping your mind focused?

– Can you think of ways in which a sense of balance applies to other areas in your life?

Creative Thinking

Write a short story or make a comic strip in which the main character is a procrastinator or daydreamer. Show difficulties that these habits can cause a person.

Quiz

1. DRAW CONCLUSIONS Think about teens and adults you know who have various daily obligations. Which of them seem to balance their lives well- making time for school, work, family, friendships and community service? What suggestions do you think they might offer to help others balance similar obligations in their lives?

2. RECOGNIZE ASSUMPTIONS How might unrealistic expectations affect a person’s sense of balance? Think of one or two examples.

Chapter 21- Living With Technology

• How changing technology affects communication, health care, entertainment, and other areas of life. • Examples of technology at home, at school, and in the workplace.

• Ways you may use technology in the near future.

Imagine

Pg. 297 Imagine you live in a world in which phones, TVs, and computers don’t exist. There are no cameras, and no movies. It’s not unlike the world a little more than a century ago.

– If you wanted to communicate with a friend who lived miles away, how would you do it? Would having no phone or computer change your relationship?

– What would you do for entertainment?

– What product of technology would you miss the most? Why?

Creative Thinking

Think about what the next advance in technology will be. How will it be used and for what purpose. How will this invention change our lives?

Quiz

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COMPARE AND CONTRAST Think about two occupations that interest you. Compare and contrast the amount of technological knowledge required for each of them. How are they different and how are they the same? How might those requirements affect your choice of an occupation?

DRAW CONCLUSIONS Does technology always make life more convenient or safe? Does it always improve communication between people? Explain your answer.

CLARIY FACT OR FICTION People sometimes think older adults are unable or unwilling to take advantage of new technology. How would you respond to this position?

Chapter 23- Conserving the Environment

• Examples of renewable and nonrenewable resources.

• The importance of resource management.

• Ways to conserve resources.

• The importance of precycling, reusing, and recycling.

Imagine

Pg. 321 Imagine you have to give a speech to your community on the state of the local environment. You have to explain some problems and progress about the environment in your community.

– How much do you know about the environment in your community? What could you do to find out more?

– What problems would you focus on?

– What good news might you present?

Critical Thinking

Think about all of the places you and your family members drive in a typical day. List ways that you can reduce your drive time. How will these reductions help our environment?

Quiz

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DRAW CONCLUSIONS Why do you tank recycling has more supporters today than it had in previous years? In what ways has our community changed its recycling efforts?

MAKE GENERALIZATIONS How would keeping a vehicle a few extra years be a good example of precycling/ In what ways do you precycle, reducing the amount or trash discarded?

CLARIFY FACT OR FICTION Some household trash may contain hazardous materials. What are some of these products/ Why should they not be mixed with nonhazardous waste in landfills not designed for such materials.

Getting the Most Out of High School

• What should I expect in High School?

• Steps to Success: – Academic Record – Your School – Attendance – Good Grades – Goals – Involvement – Good Choices and Decisions – Handling Stress – Available Services – Planning for your future

Getting the Most Out of High School Continued

• Information for Student Athletes • College Timetable • Tips for Students • Tips for Parents

Presentations!

(No Excuses)