Future Quest Island - Future Forecasting Activity

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Basics

  • Project TitleFuture Quest Island - Future Forecasting Activity
  • ThemeCareer Development: College and Career Readiness
  • Submitted ByLori Cooney, Nancy Hurley, Jennifer Leonard, Courtney Brackenbury, Kate Carroll
  • OrganizationFuture Quest Island
  • Brief DescriptionStudents use the "Future Forecaster" game in Future Quest Island as a starting point for discussion, writing and research about careers and life after high school
  • Materials / ResourcesFuture Quest Island

    Plus additional resouces/websites:

  • Team membersFQI Team
  • Pre-requisite knowledgeComplete survey‘s on Future Quest Island and go to college and career cove
  • Technical support neededAccess to Future Quest Island
  • Any modifications or extensions for particular student populations?Students who have visual impairments can use the attached Future Forecasting Accessible document to be used with screen readers.
  •  

    View/Download File: Future Forecasting Accessible Version [Word]

    View/Download File: Future Forecasting Accessible Version [PDF]

Key Questions

  • Key QuestionsHow do your interests and strengths lead to life and career choices?


    What`s the role of chance in your future?


    What steps do you take to get to your vision of the future?
  • Connections: How or why was this topic identified? Why is it meaningful?Career Exploration, College and Career Readiness


  • Background Research: What resources were used to find background information for this project?Skills Library - www.skillslibrary.com


    Mass Career Information System (CIS) - https://masscis.intocareers.org/materials/portal/home.html
  • Outcomes: What was the outcome? How was it shared or applied in the community?Presentations could be shared with other students, teachers, school counselors and families.
  • Family: Any opportunities to involve parent/guardians and other family members in this project?Discussions of careers and future with family members. Sharing of materials with family members.


    Take home questions for students to use with family member (favorite subjects, best jobs in 20 years, most interesting jobs, etc.). Video interviews with family members.

Units / Activities

  • Future Forecast Activity
    1 class period    1. Teacher Demo (10 minutes): Teacher will login and play the Future Forecasting Game in front of all of the students in the class.


    2. Discussion (10 minutes): Teacher will open the class with a discussion about the forecast in the demo.


    3. Student login/Future Forecast Activity (30 minutes): Students create accounts on FQI and click on the north star for Future Forecasting Activity.


    Student saves Future Forecast in the portfolio.    www.futurequestisland.org login and click on the north star
  • Pre-story writing activity
    1 class period    1. Students work in pairs to develop a story around how they "arrived" at the Future Forecast. Students will fill in template for both forecasts to come up with a creative story on how they were forecasted their future (30-50 minutes).

    Template or Graphic Organizer
  •  

    View/Download File: Future Forecast Story Pre-Writing Template [PDF]

  • Story writing and Illustrating Activity
    (1 in-class period or a homework assignment)    Students write and illustrate a story about their future using the contents of the pre-story writing activity.


    Students review story writing rubric and edit appropriately.

    www.storybird.com, word processing software
    www.readwritethink.org
  • Students Share and Post Stories (1 class period)1. Students share their stories with class

    2. Students post their stories to their portfolio and/or blog. They can also print their stories to be displayed in the classroom.

    www.edublogs.com
  • Reflection/ Discussion Questions (20-30 minutes)1. Open-ended questions about Future Forecasting Activities:

    - What did you think of this activity?

    - What do you want to know more about?

    - Do you think your forecast could really happen? Why or why not?

    - How do you think this would be different from real life planning?

    - What would you change or keep in your forecast?

Instructional Techniques

  • Interviewing Students and Family MembersStudents interview family members about his/her careers and the path they took since childhood to get where they are today.
  • Story TellingStudents develop a story about the "Future Forecast."
  •  

    View/Download File: Future Forecast Story Pre-Writing Template [Word]

  • Drawing and Graphic DesignStudents can create a drawing of their forecast.
  • Class DiscussionStudents discuss some of the forecasts they were given and what they like/dislike about their forecast. What would they change? What seems silly? Etc.
  • CarouselFuture Forecast stories can be printed and displayed around the room

Assessment Techniques

  • Illustration RubricTBD
  • Student portfolioMake sure student saves forecast in Future Quest Islands Portfolio

    Student uploads story and illustration into FQI

Activity Sheets

  • Pre-Writing Template

    Cloud Callout: Imagine that your Future Forecaster forecast came true. And imagine that it is now 20 years later. A writer is interviewing you in order to write a story about your life and your career. Pre-Writing Exercise

    A writer (your classmate) is interviewing you about your life and career.  Use this pre-writing template to make notes from the interview.  Have fun – your answers can be partly serious and partly funny.  Use your imagination to think about what your life would be like if your forecast came true.

     

     

    Q:  How did you feel when you first heard your Future Forecast? (circle your answers or write in an answer…)

     

    Surprised ….. Delighted  …. Doubtful ….  Disappointed ….. Worried …..

    Excited ….. Eager ….. Confused …. 

    OR __________________________________

    Q:  Now that your forecast has come true, we’d like to know how you got started in your career as a _______.   Did you go to school or get any special training to get into this career?

     

     

     

     

     

     

    Q:  What is this career like?  Is it fun?  Is it hard work?  Is it fun AND hard work?  Tell us all about it.

     

    Q: You live in an interesting house and you have some interesting pets.  Tell us about this.

     

     

     

     

     

     

     

     

     

     

    Q:  What type of transportation do you use to get to work and to get around the place you live?  Why don’t you just drive a car or take a bus?

    Q:  Wow! you seem like a really interesting person!  Can you tell me more about how your life turned out to be so great and interesting?

     

     

     

     

Frameworks / Skills

  • CDE Benchmarks
    A4-1    Knowledge of the benefits of education for career and life management
    (CDE Benchmarks)
  • CDE Benchmarks
    W1-1    Skills in the planning process (focusing on the importance of preparation and future orientation)
    (CDE Benchmarks)
  • ELA Frameworks (5-8)
    2.3    Gather relevant information for a research project or composition through interviews.For example, students generate questions about their family history, interview family members, and present their information to the class.
    (ELA Frameworks (5-8))
  • ELA Frameworks (5-8)
    2.4    Integrate relevant information gathered from group discussions and interviews for reports.For example, as part of a unit on Irish immigration to this country in the 19th century, students generate questions to ask neighbors, family members, or local experts about the topic. They also develop discussion questions to guide their reading of chapters from books treating the topic. Finally they integrate the information into a group report that first details the immigrants
    (ELA Frameworks (5-8))
  • CDE Benchmarks
    W2-1    Skills and attitudes for developing and maintaining the identity of a learner for life
    (CDE Benchmarks)
  • ELA Frameworks (5-8)
    3.8    Give oral presentations for various purposes, showing appropriate changes in delivery (gestures, vocabulary, pace, visuals) and using language for dramatic effect.
    (ELA Frameworks (5-8))
  • ELA Frameworks (5-8)
    3.9    Use teacher-developed assessment criteria to prepare their presentations.
    (ELA Frameworks (5-8))
  • ELA Frameworks (5-8)
    6.4    Demonstrate through role-playing appropriate use of formal and informal language.
    (ELA Frameworks (5-8))
  • ELA Frameworks (5-8)
    6.5    Write stories using a mix of formal and informal language.
    (ELA Frameworks (5-8))
  • ELA Frameworks (5-8)
    26.4    Analyze the effect on the reader
    (ELA Frameworks (5-8))
  • ELA Frameworks (5-8)
    27.3    Create a media production using effective images, text, music, sound effects, or graphics.For example, students create a storyboard for an animated or live filmed version of Shiloh, by Phyllis Reynolds Naylor. As they work, they consider places in the script in which close-up and distance shots, voice-over narrations, or captions would enhance viewers
    (ELA Frameworks (5-8))
  • ELA Frameworks (5-8)
    27.4    Create media presentations and written reports on the same subject and compare the differences in effects of each medium.For example, two groups of students create reports on the United States Supreme Court: one a written report and the other a multimedia presentation. When both groups have presented their reports to the class, classmates evaluate the information they learned from each presentation.
    (ELA Frameworks (5-8))
  • ELA Frameworks (5-8)
    27.5    Use criteria to assess the effectiveness of media presentations.
    (ELA Frameworks (5-8))
  • English Language Arts
    CCSS.ELA-Literacy.CCRA.R.1    Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
    (English Language Arts)
  • English Language Arts
    CCSS.ELA-Literacy.L.1.1    Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    (English Language Arts)
  • English Language Arts
    CCSS.ELA-Literacy.L.2.3    Use knowledge of language and its conventions when writing, speaking, reading, or listening.
    (English Language Arts)
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