The Price is Right (Life after High School Edition) - What it costs to have an education and

what it costs to not have an education.

Sean Sandag
Wake Forest University
July 1, 2013












Lesson Unit: The Price is Right (Life after High School Edition) - What it costs to have an
education and what it costs to not have an education.
Number of Lessons in Unit: 2
Grade Level: 9
Length of Each Lesson: 50 minutes
Best time of year to implement this unit: Beginning of the academic year
Options: Classroom Visits
Small Groups
Individual Curriculum
Freshman Orientation
Lesson Titles:
The Price is Right (Part One) - Your Future Starts Now!
The Price is Right (Part Two) Paying for Your Future

North Carolina Essential Standards:
EEE.CR.1 Understand the meaning and importance of career self-awareness and career goals.
EEE.CR.2: Understand the relationship among career goals and interests, personal interests,
aptitudes, and abilities.
EEE.CR.3: Understand the relationship among personal and academic decisions, career
expectations, and future life decisions.
EEE.CR.4: Understand the connection among attendance, collaboration, course selection, grades,
grade point average, undergraduate admission, career expectations, and life goals.

American School Counselor Association Student Standards:
Career Development
C. Acquire Knowledge to Achieve Career Goals



North Carolina Essential Standards
EEE.CR.1.1: Explain the importance of planning in career success.
Goal 1: The student will know how to explain what career planning is and what is
included in a career plan.
X Goal 2: The student will know how to summarize how planning can affect an outcome and
relate career planning to possible career success.
Goal 3: The student will be able to give examples of the components of a career plan.
X Goal 4: The student will be able to summarize how planning may affect an outcome.
X Goal 5: The student will be able to discuss the relationship of planning to career success.

EEE. CR.2.1: Identify personal preferences and interests that influence career
choice and success
X Goal 1: The student will know how to discover his/her personal preferences and interests
X Goal 2: The student will know how to match personal preferences and interests to careers
in which people with similar preferences and interests succeed.
X Goal 3: The student will be able to explain his/her personal preferences and interests
Goal 4: The student will be able to compare his/her personal preferences and interests to
careers.

EEE.CR.2.2: Exemplify (give examples of) how personal preferences and interests influence
career choice and success
X Goal 1: The student will know how to predict how personal preferences and interests
influence career choices and success
X Goal 2: The student will be able to discover potential top career choices based upon
personal preferences and interest.
X Goal 3: The student will be able to infer how personal preferences and interests relate to
career choices.

EEE. CR.3.1: Understand the relationship between educational achievement and career success
X Goal 1: The student will know how to understand the different levels of educational
achievement and the influence on possible career success.
X Goal 2: The student will be able to explain the different levels of educational achievement.
X Goal 3: The student will be able to examine how educational achievement situations affect
career opportunities.

EEE.CR.3.2: Exemplify (give examples of) how educational achievement influences career
success.
X Goal 1: The student will know how to compare how educational achievement may
influence career success.
X Goal 2: The student will be able to give examples of how the different levels of
educational achievement may impact possible career opportunities and affect future
success.

EEE.CR.4.2: Explain how attendance, school grades, and GPA are possible indicators of future
academic and career success.
X Goal 1: The student will know how to explain the relationship between attendance, school
grades, GPA, and career success.
X Goal 2: The student will be able to predict how attendance, school grades and GPA
influence future career choices and success in those career choices.
X Goal 3: The student will be able to infer the different messages that future college
admission teams and employers receive by reviewing his/her school attendance, grades
and GPA.

This lesson supports the development of skills in the following academic content areas.
Academic Content Area(s) Essential Standards Clarifying Objective
Information and Technology HS.TT.1 Use technology and
other resources for assigned
tasks.
Goal 1: HS.TT.1.1 Use
appropriate technology tools
and other resources to access
information (multi-database
search engines, online primary
resources, virtual interviews
with content experts).

Materials:
Pens/Pencils
6 different colors of construction paper (cut into scrap paper for students to write answers on).
Must have enough scrap of each color for every student each round.
Computer with ability to project images to audience
Small rewards (at least 6) (i.e. small pieces of candy)
Larger rewards (at least 6) (i.e. apples, oranges)
Calculator
Dry-erase markers or chalk
Printed handouts



Lesson Preparation

Essential Questions:
How many of you have considered what you want to do after high school? What do you need to
achieve in high school to get to where you want to be?

Its ok if you have not previously considered this question. The first step is to become more self-
aware and understand your interests. Can a few people tell me about some interests? How could
those interests apply to a goal after high school?

Interests alone will not determine success after high school. How does academic achievement
relate to our goals after high school?

Has anyone taken any steps to prepare for life after high school? Examples?

Engagement (Hook):
Instructor will explain that the class or group will be playing The Price is Right, Life After
High School Edition (feel free to make hokey Bob Barker references).

Procedures
Instructor Procedures Student Involvement

1. Instructor will provide students with a scrap
piece of paper of a particular color.

2. Instructor will ask a question provided in the
handout. The student with the closest answer
without going over proceeds to a game and is
given a small prize (i.e. small piece of candy). A
tie is broken by a one-time rock, paper, scissors
match. The instructor enthusiastically asks the
student to come on down. Price is Right
theme song optional:
http://www.youtube.com/watch?v=pIotIGFN2oc

3. Instructor will explain game to the student
and describe the prize (i.e. apple).


4. Discuss the information presented in each
game. Any surprises? How does what was
presented apply to plans after high school?


1. A student volunteer will hand out the scrap
paper.

2. Each student makes a bid by writing an
answer on the scrap piece of paper (i.e. the
average person with a bachelors degree
makes $____ more than the average person
with a GED). Students hold up their answers
to compare with others and determine who
has the winning bid.



3. Student participates in game. Other
students in the audience can help by saying
answers out loud (just like the game show).

4. Students will participate in discussion and
ask questions. Students examine handouts and
charts displayed for discussion

5. Distribute new paper of a different color for
each new round. Repeat process until all games
are complete.
5. A new student will volunteer to distribute
paper each time.

Teacher Follow-up Activities
Teachers can identify students who want more information about relating interests to careers and
refer them to the counselor.
Teachers can identify students who are struggling academically and refer them to the counselor.
Teacher can assign Strong Interest Inventory (similar inventory can be found on CFNC.org), to
students and refer students to the counselor if they need help interpreting results.
Teachers can identify students who want to make a plan and refer them to the counselor.


Lesson One: The Price is Right (Part One) - Your Future Starts Now!

Question #1:

Based on median weekly earnings in the U.S., how much more does a person with a bachelors
degree make in a week compared to a person with less than a high school diploma?

Answer: $595

*information is based on full-time and salary workers 25 and older
http://www.bls.gov/emp/ep_chart_001.htm

Winning Bid Activity #1: Range Game

Draw a line on the board representing 0 to 100

___|____|____|_____|____|____|____|____|____|_____|
10 20 30 40 50 60 70 80 90 100

The contestant must guess the correct answer within the range of 20 to the following question:

In North Carolina, for every 100 ninth-grade students, how many students will graduate with
either an Associates degree within three years or a Bachelors degree within six years after high
school?

Have the contestant mark a range of 20 on the line that he or she thinks is the correct answer.

Answer: 19 students

Source: www.achieve.org

Follow-up Questions and Demonstrations:

Explain that the most important indicator of high school dropout is attendance.

Why is attendance important? How does it contribute to success at school?

What are some reasons people do not come to school?

What can a student do in response to these reasons? (e.g. class material is too difficult; get
tutoring).

What are some other options available besides college?

Explain that the higher degree one earns, the higher the income received.

Show the students the Bureau of Labor Statistics website and the 2 subsequent graphics.




















Data Table














Question #2

What was the average high school GPA to the nearest hundredth accepted for admittance at the
University of North Carolina at Chapel Hill for the 2010 academic year?

Answer: 4.72

Winning Bid Activity #2: Crunching the Numbers

This activity is a basic demonstration on how to calculate a GPA.

List the following grade points earned in a traditional class:

A-4
B-3
C-2
D-1

List the following grade points earned in a honors class:

A-5
B-4
C-3
D-2

List the following grade points earned in an AP class:

A-6
B-5
C-4
D-3

List the following scenario and provide the student with a calculator:

You have just finished your first semester of high school. You received the following grades:

English I Honors- A
Algebra I- C
Physical Science- B
World History- B

What is your Grade Point Average? (Allow the class to help as needed).

Answer: 3.25

Follow-up Questions and Demonstrations:

Would the GPA we just calculated make you a Tar Heel?

What is the importance of a good GPA and getting in to the college you want?

How can taking Honors or AP classes help your GPA?

Demonstrate how to research colleges on CFNC.org in the plan for college tab.

Show the students how they can find GPAs and test scores needed to be a competitive applicant.

What kind of assumptions might a college admission team make based on attendance and GPA?



Question # 3

How much did the average lawyer make last year in Winston-Salem?

Answer: $117,200

Source: U.S. Department of Labor

Winning Bid Activity #3: Easy as 1, 2, 3

One great feature of the CFNC.org website is that it shows skills and interests related to a
particular career. Rank from least to greatest, these three important areas of educational
achievement if one wants to become a lawyer. (The following are ranked in order. Write these on
the board as ask the student to rank the skills with a marker.)

1.) Reading comprehension
2.) Writing
3.) Mathematics

Follow up Questions and Demonstrations:

Ask the class if they got the rankings correct.
Were there any surprises?
What is important about educational achievement and career plans?
How might we misinterpret what a person in a particular career actually does day-to-day?
How can we find out what it is really like to work in a particular field?

Demonstrate how the students can access information about interests and skills with careers on
CFNC.org.
Show them where they can take interest inventories on the website.
Distribute Handout on Interests. (Provided on next page).
Explain the idea behind Hollands Interest Inventory and the Strong Interest Inventory.



























Lesson Two: The Price is Right (Part Two) Paying for Your Future

Question #1

According to the National Center for Education Statistics, for the 201011 academic year, what
was the estimated annual current dollar price for undergraduate tuition, room, and board?

Answer: $13,600

Winning Bid Activity #1: Flip-Flop

This application is the standard form required for federal and state need-based aid and for
consideration for many other scholarships and grant opportunities. What is the correct acronym?

The answer is FAFSA (free application for federal student aid). However you will write the
acronym on the board as AFFSA. The contestant can decide to Flip the first two letters AFFSA
(making it FAFSA), flop the last two letters AFFSA (making it AFFAS), or flip-flop the first two
and last two latters AFFSA (making it FAFAS). The correct response will be to flip the first two
letters AFFSA to make it FAFSA.

Follow-up questions and demonstrations:

Ask if anyone knows what FAFSA stands for and to explain what it is. If no one can, briefly
explain what it is.

Explain how this is an alternative to free money like grants and scholarships.

Briefly explain interest rates.

What are some pros and cons of receiving money you will have to pay back for college?

What are some other ways that you could pay for college?

Show students the tab on CFNC.org that has information about paying for college.

Emphasize the importance of the financial literacy tab to help create awareness about finances.


Question #2

How much did unemployment benefits cost the U.S. government in the past five years?

Answer: $520 billion, according to a Congressional Budget Office report published November
29, 2012.

http://money.cnn.com/2012/11/29/news/economy/unemployment-benefits-cost/index.html

Winning Bid Activity #2: Three Strikes

The contestant must correctly match each planning activity to the corresponding grade level
appropriate to the activity. For example, one might match grade 12 to the activity take the
SATs. The contestant has three chances to match activities and grade levels together correctly.
Three strikes and youre out!

The following activities should be prewritten on pieces of construction paper. Use tape to display
them on a dry-erase or chalk board so the contestant can mark a grade level next to the activity.
Mix the activities up when displaying so they are not in the correct order.

Create a file of the following documents and notes: report cards, lists of awards and
honors, school and community activities, and volunteer work. Answer: 9
th
Grade
Make a list of reasons why you like different colleges and universities programs,
location, cost and so on. Answer: 10
th
Grade
Register for the PSAT exam offered in October. Answer: 11
th
Grade
Complete and submit your college financial aid application and the Free Application for
Federal Student Aid (FAFSA) between January 1 and February 15. Answer: 12
th
Grade
Arrange informational interviews with people in careers that interest you. Answer: First
year of college

Follow-up Questions and Demonstrations:

Explain how recent years have made it more challenging for people to get a job without a plan.

Ask the class if anyone has a plan. If they do, ask them if they would share it with the class.
How does planning help achieve career goals?

How can you plan career goals that do not require traditional 4-year college experience?

Why is it important to plan in high school, college, and after school?

Show the students the high school planning timeline section on CFNC.org.

Demonstrate how the website can help one plan for high school, choosing a college, and
choosing a career.

Refer to the interest inventories that help students understand how their interests correlate with
careers.


Question #3

About how much money is awarded to needy students in federal, state, and institutional aid every
year through grants and scholarships?

Answer: $75 billion

Source: Decision Partners, Inc.

Winning Bid Activity #3: More or Less

Explain that grants and scholarships are free money you do not have to pay back. You will show
three different scholarships or grants. The contestant must say whether he or she believes the
maximum annual amount awarded from the grant or scholarship is higher or lower than the
number presented. The contestant must get all three correct in a row to win the prize.

1.) North Carolina Education Lottery Scholarship- maximum annual grant is $3,400. Present the
contestant with the amount of $2,500.

Answer: Higher

2.) Federal Pell Grant Program- maximum annual amount awarded for 2010-2011 was $5,550.
Present the contestant with the amount of $4,250.

Answer: Higher

3.) Federal Supplemental Educational Opportunity Grant Program- maximum annual amount
awarded about $4,000. Present the contestant with the amount of $3,000

Answer: Higher

Follow-up Questions and Demonstrations:

Ask the class their thoughts about affording college. Did they know about the free money?

Show them how to find out information about grants and scholarships on the CFNC.org website.

Wrap-Up (for student completion)
Answer the following questions. You will not be graded on this. We would just like to see where
more help is needed.
1.) Why is planning for high school, college, or a career important?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2.) How can knowing your interests help you pick a career?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3.) How does achieving in school affect your potential career?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4.) How can attendance affect your grades? How can attendance affect your future career?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
5.) Is there anything you would like to discuss further with the counselor?
______________________________________________________________________________
______________________________________________________________________________
Select one of the three options from the worksheet. Go to the Plan for a Career tab on CFNC.org
or Google to answer as many of the questions as possible for your selected option.
Option 1
Im fairly certain that I would like to become a(n)
_______________________________________________________.
List the education/training certification requirements for this career:





What is the employment outlook for this career?
_______________________________________________________
What salary could I expect if I choose this career?
______________________________________________________
What is the name of a professional currently enjoying this career?
_________________________________________
What advice does he/she offer?
Option 2
If I could dream without concern for any other factors, I might like to become a(n)
_____________________________.
List the education/training certification requirements for this career:





What is the employment outlook for this career?
_______________________________________________________
What salary could I expect if I choose this career?
______________________________________________________
What is the name of a professional currently enjoying this career?
_________________________________________
What advice does he/she offer?
Option 3
Although Ive heard of a(n) _____________________________, I have no idea what one does.
List the education/training certification requirements for this career:





What is the employment outlook for this career?
_______________________________________________________
What salary could I expect if I choose this career?
______________________________________________________
What is the name of a professional currently enjoying this career?
_________________________________________
What advice does he/she offer?