This unit plan outlines a four-lesson unit for 11th grade students focused on helping them plan for life after high school. Lesson one involves a "Walk the Line" activity to help students identify career interests based on their skills and interests. Lesson two includes an online career exploration game to research careers of interest. Lesson three uses an online tool to help students identify college majors related to their career interests. The final lesson has students research colleges that offer programs for their chosen careers. Each lesson involves instruction, activities, assessment, and closure to help students develop a plan for their post-secondary goals.

1. Unit Plan
Rachel J. Slocum
CNS 673
November 15, 2014

2. I. Unit Title: Life After High School
II. Target Population: This unit will be presented to all 11th grade students in a regular
classroom setting.
III. Unit Plan Structure:
A. Instructor: This unit will be taught solely by the school counselor.
B. Timing: This unit is made up of four 50 minute lessons that will be taught on a
weekly basis over the course of four weeks.
C. Group Setup: This unit is designed to be taught in a standard classroom setting.
D. Setting: The first lesson should be taught in a larger classroom or a gym setting
while the last three can be taught in a computer lab.
IV. Overall Summary of Unit: This unit will help students begin the planning process
for life after high school by making them aware of their interests, how those interests
pertain to different career options, and what they can do to prepare for those careers.
V. LessonPlans for Four Lessons:
Lesson One
A. Title: Me, Myself, and I
B. Objective:
After participating in the walk the line activity 11th grade students will be able to
list five interests they have that pertain to specific careers.
C. ASCA Student Standards:
C:B1.2 Standard B: Students will employ strategies to achieve future career
goals with success and satisfaction. Acquire Career Information: Identify
personal skills, interests and abilities and relate them to current career choice.

3. C:C1.3 Standard C: Students will understand the relationship between per-
sonal qualities, education, training and the world of work. Acquire Knowledge to
Achieve Career Goals: Identify personal preferences and interests influencing
career choice and success
D. Materials:
- Icebreaker Bingo cards for each student
- Masking Tape
- Unit Worksheet
E. Anticipatory Set (5 min):
Icebreaker Bingo: Students will each get a bingo card. Teacher will instruct
students to move around the room and find one person whom each bingo square
describes and have that person initial that square. Each square must have a
different person’s initials. The first one to get a row or column full of initials wins
the game.
Introduction (2 min):
Pre Test: Before beginning lesson teacher will administer pretest.
“As we just saw with our icebreaker we all have different skills and interests that
make up who we are. During the next few weeks we are going to use those skills
and interest to help you all start to plan for what you want to do after graduation.
Pretty soon you will all be applying to colleges and choosing careers. This can
seem overwhelming but hopefully during our time together you gain some
valuable skills that will help you plan for life after high school. Today we are

4. going to help you get to know yourself a little better so you that you can
eventually choose the best career path or you.”
F. Instruction:
Walk the Line (25 min):
- Use the masking take to make a line on the floor. Have the students line up
facing the teacher. The teacher then read off the following instructions:
“If you like to write take one step forward.”
“If you enjoy playing a musical instrument take one step forward.”
“If you do not enjoy performing for an audience take one step back.”
“If you enjoy spending hours on the computer take one step forward.”
- The teacher should now inform the students that the items just listed typically
describe people who work in such jobs as advertising, the arts, interior
designers, etc. So those students who are towards the front might consider
these types of careers.
- The teacher should direct the students to go back to the line and read off the
next set of instructions:
“If you like working with numbers take one step forward.”
“If you are competitive take one step forward.”
“If you are not very organized take one step back.”
“If you are very competitive take one step forward”
- The teacher should now inform the students that the items just listed typically
describe people who work in such jobs as accountant, salesperson, manager,

5. real estate agent. So those students who are towards the front might consider
these types of careers.
- The teacher should direct the students to go back to the line and read off the
next set of instructions:
“If you like being physically active take one step forward.”
“If you are interested in cars take one step forward.”
“If you like to build things take one step forward.”
“If you do not like math or science take one step back”
- The teacher should now inform the students that the items just listed typically
describe people who work in such jobs as welder, mechanic, engineer, and
architect. So those students who are towards the front might consider these
types of careers.
- The teacher should direct the students to go back to the line and read off the
next set of instructions:
“If you like to take care of animals take one step forward.”
“If you are interested in how the human body works take one step forward.”
“If you enjoy taking care of your family when their sick take a step forward.”
“Take a step back if you do not enjoy science.”
- The teacher should now inform the students that the items just listed typically
describe people who work in such jobs as nurse, veterinarian, doctor, and
dentist. So those students who are towards the front might consider these
types of careers.

6. - The teacher should direct the students to go back to the line and read off the
next set of instructions:
“If you enjoy helping people take one step forward.”
“Take a step forward if you are a good listener.”
“If you think rues are important take a step forward.”
“Take a step back if you are not outgoing.”
- The teacher should now inform the students that the items just listed typically
describe people who work in such jobs as social worker, lawyer, military, and
teacher.
Discussion (10 min):
- Have the student get into groups of three and discuss the following questions:
What did you learn about yourself through this activity?
Which of the careers listed did you identify with and why?
How might this information help you in the future?
- Have each group share what they discovered with the class.
G. Assessment:
Each Student will be assessed based on their completion of the “My Interests”
portion of the Unit Worksheet. Teacher will collect worksheets when completed.
H. Closure:
“Each of you have discovered interests that you have that fit well with different
career opportunities. Next week we are going explore those careers a little bit
more to see if the careers you identified with today are ones that you may be
interested in pursuing further.”

7. Lesson Two
A. Title: So Many Careers So Little Time
B. Objectives:
- After participating in the “Drive of Your Life” activity students will be able to
list at least three careers they are interested in.
- After participating in the “Drive of Your Life” activity students will have
completed the Career Scavenger Hunt Worksheet.
C. ASCA Student Standards:
C:A1.1 Standard A: Students will acquire the skills to investigate the world of
work in relation to knowledge of self and to make informed career decisions.
DevelopCareer Awareness: Develop skills to locate, evaluate and interpret
career information.
C:B1.5 Standard B: Students will employ strategies to achieve future career
goals with success and satisfaction. Acquire Career Information: Use research
and information resources to obtain career information.
C:B1.6 Learn to use the Internet to access career-planning information.
D. Materials:
- One computer for each student with internet access.
- Teacher computer with internet access and a projector.
- Enough Career Scavenger Hunt Worksheets for each student
- Unit Worksheet

8. E. Anticipatory Set (2 min):
The teacher will have the students list all of the careers they can think of in 30
seconds. When the students are finished the teacher will call out different
numbers and have the students raise their hand if they have that number of careers
written down. The teacher will then ask the students if they know where to get
more information about these careers. The teacher will write their ideas on the
whiteboard.
F. Introduction (1 min):
“You have all written down a bunch of careers that you know of. It is great that
you are all aware of different career options but sometimes that can make
choosing a career even more overwhelming. Last week we talked about out skills
and interests and today you are going to use those skills and interests to help you
pick a few careers that may be a good fit for you. We are also going to do an
activity that will help you learn more about those careers.”
G. Instruction (35 min):
- The teacher will have the students pass around the Career Scavenger Hunt
Worksheet and as they are doing so will give the following instructions:
“Today we are going to do a scavenger hunt. The sheet that is being passed
around asks you for several pieces of information regarding the careers you
choose to explore. We are going to play a game online and in the game is
going to be the information you need for your scavenger hunt so pay attention
so you can complete your scavenger hunt.”

9. - As soon as worksheet has been passed around the teacher will use the teacher
computer to direct the students to
https://www.driveofyourlife.org/main/index.html on their own computers. The
teacher will show them how to set up an account and then prompt them to
follow the website’s instructions from there to complete the activity,
reminding them to keep an eye out for the information they need to complete
the scavenger hunt activity.
- As the students are working the teacher will walk around the room and offer
assistance when needed.
- Allow the students 10 minutes at the end to help each other find the
information they have not found yet.
- Have the students that get done early pair up and talk about what they found.
H. Assessment:
Students will be assessed based on their completion of the Career Scavenger Hunt
Worksheet as well as their completion of the “My Careers” portion of the Unit
Worksheet. Teacher will collect Unit Worksheet when completed.
I. Closure (1 min):
“The career information you discovered today is essential information to consider
when choosing a career. While your interest play a crucial role in this decision
process, the other factors we looked at today are also important. Some of you may
have discovered things about a career you were interested in that made you
reconsider that career. That is why doing research before making such a big
decision is so important.”

10. Lesson Three
A. Title: Major Pain
B. Objective:
At the end of this lesson 11th grade students will be able to identify the at least
three different majors that pertain to their careers of interest.
C. ASCA Student Standards:
C:B1.3 Standard B: Students will employ strategies to achieve future
career goals with success and satisfaction. Acquire Career Information:
Demonstrate knowledge of the career-planning process
C:B2.1 Identify Career Goals: Demonstrate awareness of the education and
training needed to achieve career goals
D. Materials:
- One computer for each student with internet access
- Teacher computer with internet access and a projector
- Unit Worksheet
E. Anticipatory Set (4 min):
Kahoot: The teacher will have the students participate in the Kahoot “Major
Match” game using their computers before beginning the lesson.
F. Introduction (1 min):
“Last week talked about what careers we might want to go into based on our
interests. However, your career is just your destination. To arrive at a destination
you need a plan for getting there. Part of that plan is choosing a major that will
prepare you for your chosen career. In the activity you just did you saw some of

11. the majors you might look into for you careers of interest. Today we are going to
spend some time exploring different majors based those interests and by the end
of class you will have a list of several majors that will prepare you for your
current career interests.”
G. Instruction :
World-of-Work (15 min):
- Using the teacher computer direct students to the “World-of-Work Map”
located here: http://www.act.org/world/world.html.
- Show students how to use the map to explore majors within their chosen
career interests.
- Teacher will instruct students to explore majors on their own and write down
three majors pertaining to their career interests on their unit worksheet.
- Teacher will instruct students to prepare to briefly present on one major of
their choosing including information regarding topics of study and related
occupations.
- Teacher will allow students to explore the map on their own walk around
offering help when needed.
Presentations (25 min):
Each student will present the information they obtained regarding one of the
majors they chose to explore.
H. Assessment:
Each student will be assessed based on their completion of the “My Majors”
portion of the Unit Worksheet. Teacher will collect worksheets when completed.

12. I. Closure (1 min):
“Choosing a major is often one of the hardest tasks for a college student, and
often times it is because they do not plan or do their research. What you did today
has just given you a jump start on that process. Next week we will look at how this
information will help you when choosing a college.”
Lesson Four
A. Title: Eeny Meeny Miny Moe: Choosing a College
B. Objective:
After conducting online research 11th grade students will be able to identify at
least three colleges that provide programs related to the students’ career interests.
C. ASCA Student Standards:
C:A1.5 Standard A: Students will acquire the skills to investigate the world of
work in relation to knowledge of self and to make informed career decisions.
DevelopCareer Awareness: Learn to make decisions
C:A1.7 Understand the importance of planning
C:B1.1 Standard B: Students will employ strategies to achieve future
career goals with success and satisfaction. Acquire Career Information: Apply
decision-making skills to career planning, course selection and career transition
C:B1.3 Demonstrate knowledge of the career-planning process
C:B2.1 Identify Career Goals: Demonstrate awareness of the education and
training needed to achieve career goals
D. Materials:
- One computer for each student with internet access

13. - Teacher computer with internet access and a projector
- Unit Worksheet
E. Anticipatory Set (5 min):
Think-Pair-Share: The teacher will ask students to think of and write down at
least three things they will look for or are looking for in a college. The teacher
will then ask the students to pair up and talk about what three items they chose
and why. Finally, the teacher will ask some of the students to share one of their
choices and will write what they chose on the board.
F. Introduction (1 min):
“The last few times we have met we have talked about your interests and skills as
well as the careers that might go well with those interests and skills. We have also
talked about what kind of education or training may be required to enter those
careers. Today we are going to apply what we have learned to choosing which
colleges may be right for you and by the end of our time together you will have a
list of possible colleges you can apply to. You have already started this process
with the list we just created. You all have different criteria for your college of
choice. One of the most important factors for choosing a college though is
whether or not the college has a program that will prepare you well for your
chosen field.”
G. Instruction (30 min):
“The best way to determine what colleges fit your career interests is to do some
research, so that is what we are going to spend most of our time doing today. As
you do your research please write down at least three colleges that interest you.”

14. - Using the teacher’s computer, direct students to go to
http://www.petersons.com/college-search/search-by-major.aspx on their own
computers. Show them how to set up an account and navigate the site
including how to save colleges they are interested in.
- After providing instruction allow the students to navigate the site on their
own.
- Walk around the class as the students work and offer help when needed.
- Before closing the lesson the teacher will have the students get into groups of
three and discuss the colleges they chose to put on their list and why. The
teacher will then have a few of them share their choices with the class.
H. Assessment:
Each student will be assessed based on their completion of the “My Colleges”
portion of the Unit Worksheet. Student will take worksheet home.
I. Closure (10 min) :
“You are all now well on your way to planning for a future after high school. Not
only do you have an idea of what careers may fit you, you also have a list of
colleges that will prepare you for those careers as well as knowledge of where to
go to get more college information. Please keep this in mind as you plan to take
the next step after graduation. Also feel free to go back to this site as often as you
want as you begin applying for colleges.”
Before dismissing the students the teacher will have them complete the post test.

15. Name:
Unit Worksheet
My Interests My Careers
1. 1.
2. 2.
3. 3.
4.
5.
My Majors My Colleges
1. 1.
2. 2.
3. 3.
Career Scavenger Hunt

16. Career Average Salary Job Description Level of Education

17. B I N G OI enjoy
drawing.
I like taking
care of
animals.
I like to talk in
front of
people.
I like to fix
things.
Science is my
favorite
subject.
I like to design
clothes.
I spend a lot
of time on the
computer.
I like to take
pictures.
I enjoy helping
people.
I am really
good at giving
advice.
I spend most
of my free
time outside.
Math is my
best subject.
Wild
I love to write. I am really
organized.
I like to be in
charge.
I enjoy being
physically
active.
I play a
musical
instrument.
I am very
competitive.
I like to build
things.
History is my
best subject.
I like to cook. I work on cars
for fun.
I love doing
experiments.
I love children.