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Life Map

D I S C O V E R Y & P A S S A G E
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SUMMARY
OBJECTIVES
PREPARATION
MATERIALS
COMPUTER USE
SUBJECT AREAS
TIME REQUIRED
GROUP SIZE
Life Map
Life Map
How can reviewing the past help determine the future?
Students gain knowledge of their personality and identify qualities they would like to
develop.
Students will . . .
• Identify some of the characteristics of their current personality.
• Identify personal qualities they would like to develop in the future.
Complete a Significant Life Events worksheet for yourself and make this into an overhead
(or use sample).
Convert Sample Life Map (Pages 1 and 2) into overheads.
Photocopy Significant Life Events and How I Want to Be worksheets.
Significant Life Events worksheets
How I Want to Be worksheets
Significant Life Events overhead
Chart paper, pens, crayons or computer
Sample Life Map (Pages 1 and 2) overhead
CIS Occupations, Industries, Programs of Study and Training
Any
60 minutes plus homework
Class, pairs, individual
STEPS
1. Explain to students that taking an inventory of one’s past can often increase insights into present
attitudes and future goals. By reminiscing or reviewing past events, one can evaluate those events,
understand patterns, and begin to determine future directions.
2. Show students the overhead of your completed Significant Life Events or sample worksheet. Discuss.
3. Give students the Significant Life Events worksheets. Ask each student to complete the worksheet as a
homework exercise, depicting the events through pictures, symbols, or words.
Life Map
D I S C O V E R Y & P A S S A G E
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ALLIED ACTIVITIES
ASSESSMENT STRATEGIES
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4. Ask students to form pairs and discuss their worksheets and ask each other’s permission to share some
of their events. Ask students to listen carefully to their partner.
5. Ask students to share with the class something special they learned about their partner during this
activity. Remind students that the information shared should be respected and treated as confidential.
6. Explain to the class that what they learned about themselves could be a key to future career planning.
Instead of thinking about “what” they want to be, their significant life events teach them more about
“how” they might want to be. Discuss.
7. Give students the How I Want to Be worksheets and ask them to complete them, drawing on what they
learned from their Significant Life Events worksheets.
8. Ask students to share their responses to the worksheet with their partner from the first activity. Remind
students to listen carefully.
9. Ask students to identify the differences between their partner’s first list and their second and help them
identify what needs to happen to make the changes. (For example, if someone wants to become more
out-going, they might join a club or become active in sports.)
10. Give students each a piece of chart paper and several coloring tools.
11. Ask students to spend a minute dreaming about where they will be ten years from now based on the
personal goals they set in the How I Want to Be worksheet.
Show students the overheads of the Sample Life Map (1) and (2) and ask them to complete their own
Life Maps. The CIS Occupations, Industries, and Programs of Study and Training files are useful
resources.
12. Ask students to share their Life Maps with class.
13. Display Life Maps around the classroom and leave on display for the remainder of the term as a
reminder to students of the importance of their dreams and plans.
I’m a Special Person
Follow My Heart
Work, Study, and Leisure
Where Do I Want to Be?
What Happens after High School?
Where Am I Going?
Observe students’ listening skills
Students will:
• Complete the Significant Life Events and How I Want to Be worksheets and their Life Maps.
Life Map
D I S C O V E R Y & P A S S A G E
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STUDENT WORKSHEETS
OVERHEADS
PORTFOLIO
SORTING
STANDARDS
EDUCATIONAL GOALS
Significant Life Events
How I Want to Be
Significant Life Events (sample)
Sample Life Map (Pages 1 and 2)
Significant Life Events and How I Want to Be worksheets, and Life Maps
Subject: Any
Grade Levels: 6, 7, 8, 9
CIS Components: Occupations, Programs of Study and Training, Industries
Career-Related Learning Standards:
Communication, Career Development
SCANS:
Information, Interpersonal, Basic Skills, Personal Qualities
NCDG:
Knowledge of the influence of a positive self-concept, Skills to interact positively with others,
Understanding the importance of growth and change, Understanding the process of career planning
ASCA:
Academic Development, Career Development, Personal and Social Development
Bloom’s Taxonomy: Knowledge
Intellectual Operation: Summarization, Illustration
Life Map
D I S C O V E R Y & P A S S A G E
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Time
Period
By age 3
Age 5
Age 9
Age 10
Age 11
Significant Life Events (sample)
Event/
Accomplishment
Learned to
ride tricycle
Started school
Traveled alone
to vist
grandparents
Broke my arm
Elected captain
of basketball
team
Key Person
Mom/Dad
Mom/Teacher
Airline
attendant/
Grandparents
Nurse/
Doctor
Parents
Teammates/
coach/friends
Learning
I can do it!
I can make
new friends
Self-reliance;
trust
Got over my fear
of hospitals;
Understand what
a disability
is like
It pays to practice,
be reliable,
give my best
Life Map
D I S C O V E R Y & P A S S A G E
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Significant Life Events
Name ____________________ Date _____________
Time
Period
Event/
Accomplishment Learning
Key
Person
Life Map
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In the spaces below write eight statements that describe the kind of person you are now.
Write about who you are and what you are like, not what you enjoy doing. Examples are: I love to
laugh, I worry about things too much, I’m a good listener.
1. _________________________________________________________________________________
2. _________________________________________________________________________________
3. _________________________________________________________________________________
4. _________________________________________________________________________________
5. _________________________________________________________________________________
6. _________________________________________________________________________________
7. _________________________________________________________________________________
8. _________________________________________________________________________________
Now think about the kind of person you would like to be in ten years’ time.
Do you want to reduce your shyness and be more outgoing? Do you want to worry less about what
other people think of you? Go ahead and dream. Write eight qualities you would like to have ten years
from now:
1. _________________________________________________________________________________
2. _________________________________________________________________________________
3. _________________________________________________________________________________
4. _________________________________________________________________________________
5. _________________________________________________________________________________
6. _________________________________________________________________________________
7. _________________________________________________________________________________
8. _________________________________________________________________________________
How I Want to Be
Name ____________________ Date _____________
Life Map
D I S C O V E R Y & P A S S A G E
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Sample Life Map (1)
Play
basketball
in high
school
Become a sports
announcer
for a radio station
Play basketball in college
and graduate with a degree
in journalism
Play professional
basketball
Life Map
D I S C O V E R Y & P A S S A G E
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Sample Life Map (2)
Graduate with a
degree in business
Live
independently
and travel


Do well
in school


Become a
manager for
a bank or
credit union