Lesson MINI

LESSON MINI

Planning for Career Success

Grade:

9-12

Topic:

Jobs and Careers

Unit:

Preparing for the Future

Overview

In this lesson mini, students will connect their strengths and skills to potential careers, exploring both traditional and emerging fields. They will assess industry trends, job requirements, and the education or training needed. Through interactive activities such as career exploration, decision-making scenarios, and discussions, students will develop strategies for navigating a changing job market. By the end, they will define career interests, identify key skills, and create a plan to achieve their goals.

Ideas for Implementation

Career and technical education

Advisory and homeroom

School counseling curriculum

Life skills and personal development courses

College and career readiness courses

After-school programs

Key Vocabulary & Definitions

adaptability (noun): the ability to adjust to new conditions or challenges effectively

apprenticeship (noun): a system of learning a trade or profession through hands-on training and experience under the guidance of a skilled worker

certificate (noun): an official document proving that someone has completed a particular education or training

internship (noun): a temporary position that provides practical experience in a certain field or profession

mentorship (noun): guidance or advice provided by a more experienced person in a particular field

pathway (noun): a course of action or a series of steps leading to a particular goal

refinement (noun): the process of improving or perfecting something, typically through careful and deliberate effort

strategic (adjective): related to or involving the planning and execution of strategies to achieve goals

Authentic Learning Extensions

Authentic learning opportunities for studying career planning and skill development involve real-world experiences and practical applications that help students understand how to navigate career pathways, set goals, and make informed decisions. Here are some examples:

Career Fair Visit: Organize a trip to a local career fair or set up a virtual career expo where students can explore job opportunities, internships, and training programs.

Goal-Setting Workshop: Guide students through setting SMART career goals (specific, measurable, achievable, relevant, and time based), identifying action steps, and tracking progress toward skill development.

Guest Speaker Series: Invite professionals from different industries to share their career journeys, discuss required skills, and offer advice on breaking into their fields.

Job Orientation and Interest Surveys: Have students take career assessments to better understand their strengths, interests, and potential career matches.

Project-Based Learning: Assign students to research a career of interest, create a presentation on the education and skills required, and map out a potential career path.

Workplace Exploration: Arrange job shadowing opportunities or virtual workplace tours to give students firsthand exposure to different professions.

Choose Activity

LESSON MINI

Planning for Career Success

Activity

1:

Creating a Future Road Map

By the end of the activity, students will identify key skills, explore education paths such as degrees, certifications, or apprenticeships, and connect their strengths to potential careers.

30-40

Minutes

Materials and Resources

Materials

Devices such as Chromebooks or tablets (one per student)

Whiteboard and display

Resources

Implementation

Tell students that during today’s activity they will begin thinking about their future careers. Start with a class discussion on what influences job choices, such as interests, skills, and salary. Display the “Conceptions of the Worker” subsection of the Industrial Relations article, and discuss how careers have changed over the years.

Give each student a Career Exploration handout, and have them use it to record their top five skills and jobs that interest them. Model this by sharing an example such as the following: “If I were completing this, I might list ‘communication’ as a skill and ‘marketing specialist’ as an interesting job.” Ask students to choose one career to focus on, using the handout to match their skills with the role. Allow time for students to complete this task, and then facilitate a brief sharing session with prompts such as “Who would like to share one skill that matches well with your chosen career?”

Transition to partner work by having students pair up and briefly summarize their chosen careers and key skills. They should highlight where their strengths match the job’s requirements and then identify any missing skills or qualifications. Provide a structured format for this conversation: “First, spend 2 minutes each explaining your career choice and matching skills. Then, take 3 minutes each to identify skill gaps and brainstorm development strategies.” Encourage them to discuss ways to build those skills, such as through courses, extracurricular activities, or work experience. Finally, partners should share strategies to help each other plan for success.

Guide students to the research phase by having them research the education or training needed for their chosen careers using search terms such as “[Career] education requirements” or “How to become a [career].” Demonstrate a quick search example on the board for a profession such as “physical therapist” to show what kind of information they should look for. They should note key qualifications, certifications, and training options, and then refine their career choices based on the best path for their goals.

Display and briefly introduce the Career Pathway Visual, highlighting that it shows a variety of education and training options for different careers—for example, technical certificates, associate’s degrees, and bachelor’s degrees in fields such as health care. Let students know this is just a quick overview, and they’ll explore specific pathways related to their chosen careers in more detail during a future activity.

Wrap up by having volunteers share a few key skills from their handouts without naming their chosen careers, allowing the class to guess the jobs based on the skills. For example: “This person shared ‘problem-solving, coding, and creativity’—what career might they be considering?” After each guess, the student reveals their choice and explains the connection.

Differentiation and Variations

Flexible Entry Points: Allow students to begin the activity from different starting places based on their strengths. Some may start by identifying skills they feel confident in, while others might prefer exploring job titles that sound interesting first. This flexibility accommodates diverse thinking styles and keeps engagement high.

Think-Pair-Connect: Use a think-pair-connect routine in which students first reflect independently, then discuss their career ideas with a partner, and finally connect their insights to real-world career information. This gradual progression supports comprehension and encourages deeper reflection.

Visual Brainstorming: Invite students to create a quick mind map or sketch to represent their skills and potential careers before writing. Visual mapping helps students organize their thoughts and can be especially helpful for visual learners and students who benefit from less text-heavy approaches.

Extension for Deeper Inquiry: Challenge students to investigate how emerging technologies or trends might affect their chosen careers in the next 10–15 years. Encourage them to consider adaptability, future skills, or evolving education requirements. This extends learning for advanced students and fosters future-ready thinking.

Collaborative Teaching

One Teaching, One Observing: For collaborative teaching and learning environments, this learning activity is well suited to a One Teaching, One Observing strategy. In this model, one teacher provides direct instruction to the entire class while the other observes student behavior and engagement to gather evidence of learning. This approach allows for detailed observation and assessment, helping identify students who need additional support or intervention. By focusing on student responses and participation, the observing teacher can ensure that the learning needs of all students are addressed and met in the activity. Research shows that targeted observation can lead to more effective intervention strategies, improving student performance.

Activity Introduction: Teacher A welcomes the class and outlines the objectives of the career exploration activity. Teacher B observes initial student responses and engagement, noting interest levels and participation for later check-ins.

Career Exploration Introduction: Teacher A leads a discussion on career influences, writing key ideas on the board. Teacher B circulates, asking guiding questions as students brainstorm and complete their handouts.

Skills and Career Matching: Teacher A guides students in matching their skills with a career and supports the research process. Teacher B checks in, helping them identify strengths and gaps while encouraging deeper reflection.

Career Pathway Discussion: Teacher A walks students through the Career Pathway Visual and different education routes. Teacher B listens to discussions and guides students in considering multiple pathways.

Career Guessing Game: Teacher A leads the game, having students share skills while classmates guess their careers. Teacher B prompts connections between careers and shared skills.

Planning for Career Success

Activity

2:

Education Research Project

By the end of the activity, students will be able to compare education and training paths, choose the best fit for their goals, and identify next steps in their career journeys.

>40

Minutes

Materials and Resources

Materials

Devices such as Chromebooks or tablets (one per student)

Whiteboard and display

Resources

Implementation

Tell students that during today’s activity they will begin with a class discussion about future careers and education paths. If the class completed Activity 1, ask students to refer to the Career Exploration handout they completed to help guide their thinking. Encourage students to share thoughts and experiences and build on each other’s ideas—for example, “Jasmine mentioned an interest in health care—can anyone share what educational paths might lead there?” or “Let’s hear from someone who knows about apprenticeships.” This discussion will help students make personal connections before beginning their research.

Transition to the research phase. Give students the Pathways Comparison handout, which they will use to organize their research on college, trade schools, and apprenticeships. Display the handout on the board and walk through each section, pointing out: “Notice how the chart is organized to compare key aspects like cost and time commitment across all three pathways.” Review the handout together, and ask students to answer the initial question.

Provide clear research guidance. Consider saying, “For the next 20 minutes, you’ll be conducting focused research on these three educational pathways.” Have students use credible online sources to research college, trade schools, and apprenticeships. Before they begin, demonstrate a sample search and evaluation of a source: “Watch how I search for ‘trade school vs. college costs’ and check that the information comes from an educational institution or government site rather than a commercial site with potential bias.” Instruct students to find information related to cost, time commitment, career opportunities, and required skills or training. As they research, they should record key details in step 2 of the Pathways Comparison handout to organize their findings.

Facilitate the partner discussion with clear instructions. Have students pair up and share their research findings. Structure this exchange by saying, “Each person will have 3 minutes to share. Listen carefully to your partner—their research might fill gaps in your own understanding.” Encourage them to discuss any surprising discoveries, clarify details, and fill in gaps in their handouts. This helps students refine their understanding before evaluating which option fits them best.

Read aloud different career goals, and have students quickly decide whether college, trade school, or an apprenticeship is the best fit. Begin with clear examples: “For instance, if I say ‘software engineer at a major tech company,’ consider which pathway might be most appropriate.” Students can show their choices by holding up fingers (1 for college, 2 for trade school, 3 for apprenticeship) or by moving to different sides of the room. After each scenario, prompt discussion: “I see most of you chose college for this one. Aiden, can you explain your reasoning? Did anyone choose differently? Why?” Call on a few students to explain their reasoning.

Guide students to personal reflection. Ask students to choose the education or training path that best fits their career goals based on their research. Provide a structured prompt on the board: “Based on my career interest in _____, the most suitable pathway appears to be _____ because _____. This aligns with my personal strengths of _____ and addresses my concerns about _____.” Have students write a brief reflection on their handout (step 3), explaining their choice and why it aligns with their interests, skills, and future plans.

Once students have selected a potential career path, show them how to dive deeper by researching what it takes to enter that field. Demonstrate how to use targeted search terms, such as “[Career] education requirements” or “[Career] certification vs. degree,” and model how to evaluate reliable sources—such as government websites or professional organizations.

To wrap up, bring the class together by saying, “Let’s take a moment to reflect on what we’ve learned about educational pathways and how they connect to your future goals.” Have students share one key insight from today’s exploration that might influence their thinking. Then encourage them to continue their research by connecting with professionals in their fields of interest.

Differentiation and Variations

Language Support: Provide a sample completed Pathways Comparison handout as a reference. Offer sentence frames such as “One advantage of this pathway is…” or “This option fits my goals because…” to help students articulate their ideas. Allow students to discuss their reflections before writing to build confidence. This helps students structure their thoughts, develop clearer comparisons, and gain confidence in expressing their reasoning.

Peer Collaboration: Pair students for research to support comprehension and idea development. Encourage them to compare findings, discuss any misconceptions, and refine their reflections before completing their handouts. This fosters deeper understanding, clarifies misconceptions, and helps students refine their ideas through discussion.

Hands-On Learning: Instead of writing immediately, have students verbally explain their chosen education path and reasoning to a partner or small group. This helps them clarify their thoughts before committing them to paper. This supports verbal learners, enhances clarity, and allows students to refine their reasoning through discussion.

Advanced Challenge: Have students take their research a step further by finding an actual application for a program, course, or certification that aligns with their chosen path. They should note important details such as eligibility requirements, deadlines, and next steps they could take to apply in the future. This encourages real-world application, reinforces research skills, and helps students make tangible connections to their career goals.

Collaborative Teaching

Team Teaching: For collaborative teaching and learning environments, this learning activity is well suited to a Team Teaching strategy. In this model, sometimes referred to as “tag team teaching,” both teachers deliver instruction together, often alternating or integrating their teaching styles seamlessly. This collaborative approach provides students with multiple perspectives and teaching styles, enriching their learning experience. By modeling effective teamwork and communication, this approach demonstrates how different viewpoints can enhance understanding and create a dynamic and interactive classroom environment. Evidence indicates that team teaching can enhance student engagement and provide a richer, more diverse educational experience.

Warm-Up Discussion: Teacher A facilitates the class discussion on career interests, while Teacher B records key student responses on the board and prompts further discussion with guiding questions.

Introducing the Handout: Teacher A explains the Pathways Comparison handout, highlighting the key categories and how students will use it. Teacher B distributes the handout and ensures students are ready to begin.

Pair and Compare: As students complete their Pathways Comparison handouts, Teacher A circulates to support research and prompt critical thinking, while Teacher B checks for understanding and encourages use of multiple sources. During peer discussions, Teacher A facilitates conversation and Teacher B asks follow-up questions to deepen understanding.

Pathway Match Game: Teacher A leads the activity by reading career scenarios, while Teacher B engages students in discussion, prompting them to justify their choices and connect their research to real-world applications.

Activity Wrap-Up: Teacher A guides students through the reflection process, helping them articulate their reasoning for choosing a particular path. Teacher B supports students in identifying an educational next step and ensuring they record it on their handout.

Planning for Career Success

Activity

3:

Building a Professional Plan

By the end of the activity, students will be able to identify a key skill for their future career, explore creative ways to develop it, collaborate with peers to refine their strategies, and commit to a specific action step for growth.

30-40

Minutes

Materials and Resources

Materials

Whiteboard and display

Resources

Implementation

Tell students that during today’s activity they will create a plan to build the skills they need for their future careers. Ask them to imagine themselves at work—what they are doing, where they are, and what skills they are using. Provide specific prompts to guide their thinking: “Picture yourself five years from now on a typical workday. What tasks are you performing? What environment are you in? What skills are you using to succeed?” Examples of skills could include problem-solving, teamwork, communication, technical expertise, creativity, or leadership.

Direct students to partner with someone in class and share their imagined future job, describing what they’re doing and the key skills they’re using. Students can use the career handout from Activity 1 to guide their discussion. Structure the exchange by saying, “Person A will share first while Person B listens actively, and then you’ll switch roles. Focus especially on describing two to three key skills you’ll need to succeed in this role.” Ask students to discuss and respond.

Transition to the Skill Builder handout by distributing a copy to each student. Explain that the handout will help them identify key skills and how they can build them. Model how to complete the first section by saying, “If I were pursuing a career in marketing, I might identify ‘data analysis’ as a key skill to develop. Watch how I fill out this section…” Walk through the sections of the handout, clarifying how students will use it to create a plan. Ask students to start by listing one skill they want to improve.

Guide students through brainstorming with examples. Consider saying, “Let’s think creatively about how to build skills outside traditional classrooms.” Ask students to think of real-world ways to improve the skill they listed, considering both structured and informal opportunities. Offer concrete examples: “If you’re developing public speaking skills, you might join debate club, create tutorial videos, or volunteer to lead tours at a local museum.” Encourage creativity—how might they develop this skill outside the classroom? Suggest options such as joining a club, taking an online course, starting a personal project, volunteering, or using hobbies to practice. Have students reflect on what resources, time, or support they might need to take action.

Facilitate a small-group discussion by dividing the class into groups of three or four students. Explain that each person will have 2 minutes to share their skill and strategies, followed by 2 minutes of feedback from the group. Students will do this by taking turns sharing the skill they want to develop along with the three strategies they brainstormed. Provide guiding questions on the board to focus their feedback:

How could this skill be developed in everyday life, beyond formal training?

Are there any real-world experiences, such as internships, mentorships, or side projects, that could help?

What obstacles might come up, and how could they overcome them?

Encourage students to offer new ideas or refine each other’s strategies by suggesting creative or unexpected ways to build that skill.

Come back together as a class and have each group share one creative skill-building idea they received. Capture these ideas visually by saying, “I’ll create a class idea bank on the board as you share.” Write a few ideas on the board, then have the class vote on the most interesting or effective strategy. Structure the voting: “We’ll use a quick thumbs-up vote to identify our top three strategies.” Wrap up with a brief discussion on why certain strategies stand out and how students can apply them to their own growth.

Ask students to review their Skill Builder handout and invite them to make a concrete commitment. “Let’s finish by making this plan real with a specific commitment.” Have students review their handouts and reflect on their strategies. Provide guidance on creating effective commitments: “Make your action specific, measurable, and time-bound—for example, ‘I will practice coding for 30 minutes three times per week’ rather than just ‘I will learn coding.’” Ask them to choose one action they will commit to doing now and have them write it at the bottom of their worksheets, phrasing it as a clear, specific step.

Differentiation and Variations

Scaffolded Planning: Offer a partially completed Skill Builder handout to demonstrate how to break down a goal into manageable steps. Include guiding prompts on the board to help students frame their responses, such as “To build this skill, I could…” or “I’ll start by…” This support helps students who need more structure to feel confident in taking the first step.

Collaborative Idea Swaps: Organize students into rotating pairs or triads for quick idea-sharing rounds. Each student presents one skill and a possible strategy, then listens to suggestions from peers. This exchange builds creativity, promotes peer-to-peer learning, and helps students see new ways to grow their skills.

Verbal Warm-Up: Allow students to speak their ideas before writing them down. Prompt them to describe their chosen skill and one way they might develop it in real life. This benefits students who process best through conversation and supports clearer, more thoughtful written responses.

Real-World Extensions: Invite students to explore local or online opportunities related to their chosen skill—like community events, teen programs, or online workshops. Encourage them to identify one opportunity they could realistically try and add it to their plan. This helps students link their goals to actionable next steps and strengthens their initiative.

Collaborative Teaching

Parallel Teaching: For collaborative teaching and learning environments, this learning activity is well suited to a Parallel Teaching strategy. In this model, the class is divided into two groups, and each teacher delivers the same activity simultaneously to their group. This reduces the student-teacher ratio, allowing for more interaction and individualized attention. With smaller groups, students are more likely to participate actively and receive immediate feedback, which fosters a deeper understanding of the content and promotes a more engaging learning experience. Evidence suggests that small-group instruction leads to increased student engagement and improved academic outcomes.

Planning for Career Success

Activity

4:

Career Strategy Game

By the end of the activity, students will be able to analyze career pathways, compare education and job options based on long-term growth, and apply strategic decision-making to adapt to industry changes.

30-40

Minutes

Materials and Resources

Materials

Whiteboard or display

Resources

Implementation

Tell students that during today’s activity they will embark on a career quest, where their choices will shape their future path. Divide the class into small career teams of three or four students and assign each team a career focus (e.g., STEM, health care, arts, business, skilled trades). Provide a visual or handout that includes example careers under each focus—such as nursing, medical technology, and therapy for health care, or engineering, data science, and robotics for STEM. Explain that teams will work together to navigate real-world career scenarios and make strategic decisions to build their skills and opportunities.

Distribute a Career Strategy Tracker to each team, explaining that they will use it to log their decisions, track progress, and reflect on their career journey. Display a tracker on the board and explain how students should use it: “When your team makes a decision, record it here along with your reasoning.” Emphasize that every decision they make as a team will affect their career path, so they must work together to think strategically.

Frame Scenario 1 by saying, “Your first major decision will have an impact on the foundation of your career journey.” Teams will decide how to prepare for their career:

A four-year college degree

Trade school

An entry-level job or apprenticeship

Briefly explain: “College can offer broad opportunities but often takes more time and money. Trade school is faster and career-focused, leading to specific skilled jobs. Apprenticeships or entry-level jobs provide hands-on experience and income right away, usually with lower or no tuition.”

Give students 5 minutes to discuss and record their decision and reasoning on the handout. With 1 minute remaining, say, “It’s time to finalize your choice and be ready to share.” Invite a few teams to explain their thinking and then wrap up with a brief class discussion on how these paths affect cost, time, and job options.

Present Scenario 2 as a clear choice with consequences: “Now that you’ve completed your education, you have received two different job offers—each with its own advantages.” Teams must decide between two job offers:

Job A: High salary but little growth

Job B: Lower salary but strong mentorship and skill-building

Elaborate on the implications: “With job A, you will earn more immediately but might plateau quickly. With job B, you’ll start with less money but gain valuable skills that could increase your earning potential long-term.” Give teams 5 minutes to discuss and record their decision and reasoning on the handout. After all teams have chosen, ask a few to share their decisions. Wrap up with a brief discussion on how different job opportunities affect career growth, skill development, and long-term success.

Introduce Scenario 3 with dramatic effect; for example: “Breaking news! A major industry disruption has just affected your career field!” A major change in the industry affects their job, and teams must decide their next move:

Go back to school for more training

Start networking to find a new opportunity

Pivot to a different career field

Provide specific examples to guide discussion: “Business teams might face automation, health care teams may need new certifications for emerging technologies, STEM teams must keep up with rapid tech changes, arts teams might navigate a competitive freelance market, and skilled trades teams could deal with material shortages.” Give teams 5 minutes to discuss and record their decision and reasoning on the handout. Ask a few teams to share, then lead a brief discussion on how adaptability and problem-solving support career success.

Structure a debate-style showdown. Explain that each team will have exactly 1 minute to convince the rest of the class why their choices will lead to success. After each team has presented, the class will challenge them with one tough question, and the team must respond within 30 seconds.

Class Challenges the Team: A student or the teacher asks a critical question about the team’s career plan.

Quick Team Discussion (optional, 10 seconds): Team members briefly confer before answering.

Final Response (30 seconds): The team defends its strategy with a clear, logical answer.

Class Reaction: Peers assess how well the team handled the challenge.

Use a debate-style showdown as an alternative to the standard share-out. Each team has 1 minute to present their career plan, followed by one challenging question from the class and a 30-second response. Consider using time signals: “I’ll hold up my hand with 10 seconds left and ring a bell when time is up.” After all teams have gone, the class votes on the most compelling plan, awarding points for creativity, reasoning, and how well teams respond under pressure.

To wrap up, guide a whole-class reflection by sharing, “Let’s capture what we’ve learned in our final reflection.” Invite teams to complete the final section of the Career Strategy Tracker. Provide focused prompts: “Record your team’s most valuable insight and one strategy you might apply to your real-life career planning.” After 5 minutes, call on two or three teams to share their key takeaways. Conclude by reminding students of the real-world application of the work they did in class: “The decision-making skills you practiced today will serve you throughout your actual career journeys.”

Differentiation and Variations

Guided Reflection Prompts: Provide optional reflection starters such as “What was the hardest decision your team faced?” or “How did your team handle disagreement?” to support deeper thinking during the final wrap-up. These prompts help students process their learning and connect it to personal growth.

Flexible Output Formats: Allow students to capture their ideas in different ways—bullet points, short paragraphs, or visuals such as flowcharts—when completing the Career Strategy Tracker. This supports varied communication styles and helps all learners document their thinking clearly.

Movement-Based Engagement: Incorporate physical movement by having teams stand in different corners of the room to represent their decisions in a scenario (e.g., college, trade school, apprenticeship). This adds energy to the activity and helps kinesthetic learners engage with abstract concepts.

Mini Role-Play Challenge: Invite teams to act out a 30-second scene that represents a consequence of one of their decisions (e.g., accepting a high-paying job with little growth). This supports creative expression, builds empathy, and helps students visualize the impact of career choices.

Collaborative Teaching

One Teaching, One Assisting: For collaborative teaching and learning environments, this learning activity is well suited to a One Teaching, One Assisting strategy. In this model, one teacher leads the activity while the other circulates, assisting individual students as needed. This ensures that when students encounter difficulties, they receive immediate help in the form of personalized support and answers to their questions. By addressing students’ unique needs and keeping them on track, this approach enhances individual learning experiences and fosters a supportive classroom environment. Studies indicate that immediate feedback and individualized attention can significantly enhance student understanding and retention of material.

Activity Launch and Team Setup: The lead teacher introduces the career quest and assigns teams their career focus areas. The assisting teacher helps with grouping, distributes materials, and helps clarify the purpose of the Career Strategy Tracker.

Scenario 1: Education Decision: The lead teacher presents the scenario and provides context for each education path. The assisting teacher circulates to help teams think through pros and cons and record their reasoning. After 5 minutes, the lead teacher invites a few teams to share. The assisting teacher helps teams prepare to present and supports students who need help articulating their decisions.

Scenario 2: Job Offer Decision: The lead teacher introduces the second scenario and explains the tradeoffs between job A and job B. While teams discuss, the assisting teacher checks for understanding, asks follow-up questions, and supports teams in documenting their choices. After discussion, the lead teacher facilitates a few team share-outs. The assisting teacher encourages participation from quieter students or those who need additional prompting.

Scenario 3: Industry Disruption: The lead teacher reveals the “breaking news” scenario and walks through possible team responses. The assisting teacher helps students connect the disruption to their career focus area and supports reasoning development. After 5 minutes, the lead teacher leads a brief share-out. The assisting teacher continues circulating to clarify ideas and offer encouragement.

Debate-Style Showdown (optional): The lead teacher facilitates the debate round, explaining timing and expectations. The assisting teacher helps teams prepare responses and offers feedback as students plan their presentations.

Final Reflection and Wrap-Up: The lead teacher leads the closing reflection and prompts students to complete the final section of their Career Strategy Tracker. The assisting teacher offers individualized support, helping students summarize insights and guiding students who may need help committing to next steps.

Planning for Career Success

Activity

5:

Minutes

Materials and Resources

Materials

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Resources

Implementation

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Differentiation and Variations

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Collaborative Teaching

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Lesson MINI

LESSON MINI

Planning for Career Success

Overview

Choose Activity

LESSON MINI

Activity

1:

Creating a Future Road Map

By the end of the activity, students will identify key skills, explore education paths such as degrees, certifications, or apprenticeships, and connect their strengths to potential careers.

30-40

Materials

Resources

Activity

2:

Education Research Project

By the end of the activity, students will be able to compare education and training paths, choose the best fit for their goals, and identify next steps in their career journeys.

>40

Materials

Resources

Activity

3:

Building a Professional Plan

By the end of the activity, students will be able to identify a key skill for their future career, explore creative ways to develop it, collaborate with peers to refine their strategies, and commit to a specific action step for growth.

30-40

Materials

Resources

Activity

4:

Career Strategy Game

By the end of the activity, students will be able to analyze career pathways, compare education and job options based on long-term growth, and apply strategic decision-making to adapt to industry changes.

30-40

Materials

Resources

Activity

5:

Materials

Resources

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