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Game of Life™

Grade 7, Interdisciplinary

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Description of Unit

In this project, students will begin to explore their career options. As a class, students will explore the educational paths they will need for the career of their choice in order to gain a realistic idea of the knowledge and coursework required. Then independently, students will further their college research to develop a three to five year life plan that includes completion of higher learning, a family, career, community involvement, and a residence of choice.

This guide links the Game of Life™ unit to the Texas Essential Knowledge and Skills (TEKS) for seventh graders. Game of Life™ is a mathematics unit that allows students to research career paths of their interest and develop an education plan, as well as a designing a suitable home based on their research findings and a projected budget. This unit also has interdisciplinary connections to social studies and English language arts. For example, students will use geometry to model and describe the physical world, as addressed in the Mathematics TEKS. Students will also apply critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology, as addressed in the Social Studies TEKS; and students will analyze, make inferences, and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding, as addressed in the English Language Arts and Reading TEKS. The following document includes the applicable TEKS and the details of the Game of Life™ unit. The asterisks indicate the TEKS that are testable on the State of Texas Assessments of Academic Readiness (STAAR™). The final section of this document presents the applicable Texas College and Career Readiness Standards adopted by the Texas Higher Education Coordinating Board (THECB) on January 24, 2008.

Phase I. Learning Experiences

  1. Introduce students to the idea of pursuing higher learning and career readiness. Conduct a whole class discussion on colleges, technical schools, and career choices. You can use the following discussion questions with students:
    • How many of you have thought about the career you would like to pursue?
    • What types of careers interest you?
    • Do you know what type of training is required for the career of your choice?
    • How long will your training take?
    • What are the advantages or disadvantages of the career that you choose?
    • What will your salary be like?
    • How much would your college or technical school cost?
    • What kind of lifestyle would you be able to afford with the salary you would make?
  2. Group students with similar career paths in small groups. Groups will determine the best institutions for their career. Next, they will determine the advantages and disadvantages of each institution. Students will calculate the cost of their chosen institution in addition to living arrangements and food. Students will develop a plan of study, so that they graduate in a timely manner.

    3. Students may use these internet resources:

  3. Within their small groups, students will create a chart for their career; the chart will list their institutions, the advantages and disadvantages, certificates/degrees offered, and cost to complete the institution. They will present their findings to the class.

Phase II. Independent Research

A. Research process

  1. Selecting a topic. Student will then continue to research their individual career choice. Students will develop a three to five year plan for their lifestyle options and Life Card.
  2. Asking guiding questions. Once students have selected their career choice and Life Card, each student is encouraged to think of three to five guiding questions, such as:
    • Which employer is the most prestigious or highest ranking in the field of your choice?
    • What are the entry level skills required for that career?
    • What is furthest level that you can go within your career?
    • What type of lifestyle will you be able to have with this salary range?
    • What kind of home will you be able to afford with your salary?
  3. Creating a research proposal. The student should include these components in their research proposal:
    • The career he or she will study
    • Three to five guiding questions he or she will investigate
    • The primary and secondary sources used to conduct research
  4. Conducting research. After the teacher has approved the student proposals, each student will begin using the resources he or she has identified and others he or she may encounter. During this stage, the student will develop an entry-level resume, maintain a budget, develop a career goal plan to include key employers, and submit a sketch of their home.

B. The product

The student will build a portfolio that includes his or her resume, career goal plan, personal budget, My Life at a Glance, and a sketch of their home. The student will create a five-minute presentation marketing himself/herself for the next position or level at the company pertaining to their career.

C. Communication

In a five-minute presentation, students will present their self-marketing presentation and portfolio. Audience members will ask unscripted questions for the student to answer.

D. A completed project consists of:

  1. The research proposal, including guiding questions
  2. Research notes and/or resource process sheets
  3. The product, including references or works cited

This unit may address the following TEKS.

111.27, Mathematics, Grade 7

111.27(b)(1)
Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding.
111.27(b)(3)
Number and operations. The student applies mathematical process standards to add, subtract, multiply, and divide while solving problems and justifying solutions.
111.27(b)(4)
Proportionality. The student applies mathematical process standards to represent and solve problems involving proportional relationships.
111.27(b)(6)
Proportionality. The student applies mathematical process standards to use probability and statistics to describe or solve problems involving proportional relationships.
111.27(b)(10)
Expressions, equations, and relationships. The student applies mathematical process standards to use one-variable equations and inequalities to represent situations.
111.27(b)(11)
Expressions, equations, and relationships. The student applies mathematical process standards to solve one-variable equations and inequalities.
111.27(b)(12)
Measurement and data. The student applies mathematical process standards to use statistical representations to analyze data.
111.27(b)(13)
Personal financial literacy. The student applies mathematical process standards to develop an economic way of thinking and problem solving useful in one's life as a knowledgeable consumer and investor.

113.19, Social Studies, Grade 7

113.19(b)(9)
Geography. The student understands the location and characteristics of places and regions of Texas.
113.19(b)(21)
Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology.
113.19(b)(22)
Social studies skills. The student communicates in written, oral, and visual forms.
113.19(b)(23)
Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.

110.23., English Language Arts and Reading, Grade 7, Adopted 2017

110.23(b)(3)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to adjust fluency when reading grade-level text based on the reading purpose.
110.23(b)(5)(C)
make, correct, or confirm predictions using text features, characteristics of genre, and structures;
110.23(b)(6)(E)
interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
110.23(b)(6)(G)
discuss and write about the explicit or implicit meanings of text;
110.23(b)(6)(I)
reflect on and adjust responses as new evidence is presented.
110.23(b)(6)(F)
respond using newly acquired vocabulary as appropriate;
110.23(b)(8)(D)(i)
the controlling idea or thesis with supporting evidence;
110.23(b)(8)(D)(ii)
features such as references or acknowledgements
110.23(b)(8)(F)
analyze characteristics of multimodal and digital texts.
110.23(b)(12)(E)
differentiate between primary and secondary sources;
110.23(b)(7)
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
110.23(b)(2)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.
110.23(b)(8)
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.
110.23(b)(10)
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.

This unit may address the following Texas College and Career Readiness Standards.

Science:

S.I.D.1
Demonstrate literacy in computer use.
S.I.D.2
Use computer models, applications, and simulations.
S.I.D.3
Demonstrate appropriate use of a wide variety of apparatuses, equipment, techniques, and procedures for collecting quantitative and qualitative data.
S.III.D.1
Use search engines, databases, and other digital electronic tools effectively to locate information.
S.III.D.2
Evaluate quality, accuracy, completeness, reliability, and currency of information from any source.

Social Studies:

SS.I.A.1
 Use the tools and concepts of geography appropriately and accurately.
SS.I.A.2
 Analyze the interaction between human communities and the environment.
SS.I.A.3
 Analyze how physical and cultural processes have shaped human communities over time.
SS.I.A.4
 Evaluate the causes and effects of human migration patterns over time.
SS.I.A.5
 Analyze how various cultural regions have changed over time.
SS.I.D.1
 Identify and evaluate the strengths and weaknesses of different economic systems.
SS.I.D.2
 Analyze the basic functions and structures of international economics.
SS.I.E.1
 Identify different social groups (e.g., clubs, religious organizations) and examine how they form and how and why they sustain themselves.
SS.I.E.2
 Define the concept of socialization and analyze the role socialization plays in human development and behavior.
SS.I.E.3
 Analyze how social institutions (e.g., marriage, family, churches, schools) function and meet the needs of society.
SS.II.B.4
 Evaluate how major philosophical and intellectual concepts influence human behavior or identity.
SS.II.B.5
 Explain the concepts of socioeconomic status and stratification.
SS.II.B.6
 Analyze how individual and group identities are established and change over time.
SS.III.B.1
 Apply social studies methodologies to compare societies and cultures.
SS.IV.A.1
 Identify and analyze the main idea(s) and point(s)-of-view in sources.
SS.IV.A.2
 Situate an informational source in its appropriate contexts (contemporary, historical, cultural).
SS.IV.A.3
 Evaluate sources from multiple perspectives.
SS.IV.A.4
 Understand the differences between a primary and secondary source and use each appropriately to conduct research and construct arguments.
SS.IV.A.5
 Read narrative texts critically.
SS.IV.A.6
 Read research data critically.
SS.IV.B.1
 Use established research methodologies.
SS.IV.B.2
 Explain how historians and other social scientists develop new and competing views of past phenomena.
SS.IV.B.3
 Gather, organize, and display the results of data and research.
SS.IV.B.4
 Identify and collect sources.
SS.IV.C.1
 Understand and interpret presentations (e.g., speeches, lectures, informal presentations) critically.
SS.IV.D.1
 Construct a thesis that is supported by evidence.
SS.V.A.1
 Use appropriate oral communication techniques depending on the context or nature of the interaction.
SS.V.A.2
 Use conventions of standard written English.

Cross-Disciplinary Standards:

CDS.I.A.1
 Engage in scholarly inquiry and dialogue.
CDS.I.B.2
 Construct well-reasoned arguments to explain phenomena, validate conjectures, or support positions.
CDS.I.B.3
 Gather evidence to support arguments, findings, or lines of reasoning.
CDS.I.B.4
 Support or modify claims based on the results of an inquiry.
CDS.I.C.3
 Collect evidence and data systematically and directly relate to solving a problem.
CDS.I.D.1
 Self-monitor learning needs and seek assistance when needed.
CDS.I.D.2
 Use study habits necessary to manage academic pursuits and requirements.
CDS.I.D.3
 Strive for accuracy and precision.
CDS.I.D.4
 Persevere to complete and master tasks.
CDS.I.E.1
 Work independently.
CDS.I.E.2
 Work collaboratively.
CDS.I.F.1
 Attribute ideas and information to source materials and people.
CDS.I.F.2
 Evaluate sources for quality of content, validity, credibility, and relevance.
CDS.I.F.3
 Include the ideas of others and the complexities of the debate, issue, or problem.
CDS.I.F.4
 Understand and adhere to ethical codes of conduct.
CDS.II.A.1
 Use effective prereading strategies.
CDS.II.A.2
 Use a variety of strategies to understand the meanings of new words.
CDS.II.A.3
 Identify the intended purpose and audience of the text.
CDS.II.A.4
 Identify the key information and supporting details.
CDS.II.A.5
 Analyze textual information critically.
CDS.II.A.6
 Annotate, summarize, paraphrase, and outline texts when appropriate.
CDS.II.A.8
 Connect reading to historical and current events and personal interest.
CDS.II.B.1
 Write clearly and coherently using standard writing conventions.
CDS.II.B.2
 Write in a variety of forms for various audiences and purposes.
CDS.II.C.2
 Explore a research topic.
CDS.II.C.3
 Refine research topic based on preliminary research and devise a timeline for completing work.
CDS.II.C.4
 Evaluate the validity and reliability of sources.
CDS.II.C.5
 Synthesize and organize information effectively.
CDS.II.C.6
 Design and present an effective product.
CDS.II.C.7
 Integrate source material.
CDS.II.C.8
 Present final product.
CDS.II.D.3
 Present analyzed data and communicate findings in a variety of formats.
CDS.II.E.1
 Use technology to gather information.
CDS.II.E.2
 Use technology to organize, manage, and analyze information.
CDS.II.E.3
 Use technology to communicate and display findings in a clear and coherent manner.
CDS.II.E.4
 Use technology appropriately.

English Language Arts:

ELA.I.A.2
Generate ideas, gather information, and manage evidence relevant to the topic and purpose.
ELA.I.A.1
Determine effective approaches, genres, rhetorical techniques, and media that demonstrate understanding of the writer’s purpose and audience.
ELA.I.A.3
Evaluate relevance, quality, sufficiency, and depth of preliminary ideas and information; organize material generated; and formulate a thesis or purpose statement.
ELA.II.B.4
Make inferences about the denotative and connotative meanings of unfamiliar words using context clues.
ELA.II.B.3
Use reference guides to confirm the meanings of new words or concepts.
ELA.II.B.1
Identify new words and concepts acquired through study of their relationships to other words and concepts.
ELA.II.A.3
Identify explicit and implicit textual information including main ideas and author’s purpose.
ELA.II.A.2
Use text features to form an overview of content and to locate information.
ELA.II.A.4
Make evidence-based inferences about a text’s meaning, intent, and values.
ELA.II.B.2
Apply knowledge of roots and affixes to infer the meanings of new words.
ELA.II.D.1
Make text-to-self, text-to-text, and text-to-world connections.
ELA.III.A.5
Plan and deliver focused, coherent presentations that convey clear and distinct perspectives and demonstrate sound reasoning.
ELA.III.A.4
Adjust delivery, vocabulary, and length of message for particular audiences, purposes, and contexts.
ELA.III.A.2
Engage in reasoned dialogue, including with people who have different perspectives.
ELA.III.A.3
Understand how style, register, and content of spoken language vary in different contexts and influence the listener’s understanding.
ELA.V.C.1
Integrate and organize material effectively.
ELA.V.C.3
Follow relevant rules governing attribution.
ELA.V.C.2
Use and attribute source material ethically.
ELA.V.B.3
Assess the relevance and credibility of sources.
ELA.V.B.1
Explore and collect a range of potential sources.
ELA.V.A.1
Articulate and investigate research questions.
ELA.V.A.2
Explore and refine a research topic.
ELA.V.A.3
Devise a plan for completing work on time.
ELA.V.B.2
Distinguish between and among primary and secondary sources.

Mathematics:

M.III.A.2
Form and validate conjectures about one-, two-, and three-dimensional figures and their properties.
M.VIII.C.2
ate and use representations to organize, record, and communicate mathematical ideas.
M.VIII.C.1
Communicate mathematical ideas, reasoning, and their implications using symbols, diagrams, models, graphs, and words.
M.VIII.B.1
Model and interpret mathematical ideas and concepts using multiple representations.
M.VIII.A.2
Use mathematical language to represent and communicate the mathematical concepts in a problem.
M.VIII.A.3
Use mathematical language for reasoning, problem solving, making connections, and generalizing.
M.VIII.B.2
Summarize and interpret mathematical information provided orally, visually, or in written form within the given context.
M.V.B.3
Compute and describe the study data with measures of center and basic notions of spread.
M.V.A.1
Formulate a statistical question, plan an investigation, and collect data.
M.V.B.1
Classify types of data.
M.V.B.2
Construct appropriate visual representations of data.
M.VII.C.2
Understand attributes and relationships with inductive and deductive reasoning.
M.VII.A.1
Analyze given information.
M.VII.A.2
Formulate a plan or strategy.
M.VII.A.5
Evaluate the problem-solving process.
M.VII.A.3
Determine a solution.
M.VII.A.4
Justify the solution.
M.IX.B.3
Know and understand the use of mathematics in a variety of careers and professions.
M.IX.B.2
Understand and use appropriate mathematical models in the natural, physical, and social sciences.
M.IX.B.1
Use multiple representations to demonstrate links between mathematical and real-world situations.
M.IX.A.2
Connect mathematics to the study of other disciplines.
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