Year 3, Lesson 3.4: Your “Good Work” Job

Unit Learning Goal

Students will reflect on how individuals and organizations express values through work, activism, and mission, and explore how role models, responsibility, and dilemmas influence their own path toward meaningful contribution and good citizenship.

Lesson Goal

Students will be able to identify a future job or profession of interest and reflect on how that role could align with their values, responsibilities to self and others, and their desire to do good work and contribute positively to society.

Assessment

  • Monitor student participation in group discussions and creative activities.

  • Analyze student responses for clarity of thought about values, responsibilities, and good work in the context of their selected profession.

CASEL Alignment

Self-Awareness, Self-Management, Responsible Decision-Making

Portfolio Documentation

Resources

Prerequisites

Previous lessons on values, responsibility, and good work, as well as familiarity with the three Es (Excellence, Ethics, Engagement).

Total Time

45 minutes


Instructions

  • If possible, consider asking students to do a short pre-class brainstorm or journal entry the day before this lesson about potential jobs or roles they’re curious about. This can reduce pressure during the lesson and help students feel more prepared.

  • Remind students:

    • We’ve talked about our values, our responsibilities, and the idea of good work — work that is excellent, ethical, and engaging.

    • Today, we’re going to start thinking about how those ideas connect to your future work or roles.

1. Opener: Time Travel Career Fair [10 minutes]

  • Tell students: “Imagine it's 15 years from now. You’ve been invited to speak at a school’s career day. In 1–2 sentences, write what you would say to a group of students about the work you do and why it matters.”

  • Give students 2 minutes to silently write. Then, ask 2–3 volunteers to “present” their future selves to the class — as if they’re speaking at a real career day.

2. Core Activity: Good Work on the Job [30 minutes]

Part A: Choosing and Reflecting [10 minutes]

  • Ask students to silently choose a job or role they might like to do someday. Prompt them to reflect on:

    • Why does this job interest you?

    • How does it connect to what you value, what you enjoy, or how you like to spend time?

      • Optional: Students can re-do the Value Sort before this reflection to clarify what values matter most to them.

    • What kind of impact might this job have — on you, on others, or on the world?

  • Note for Teachers

    Some students may feel overwhelmed by these questions, especially when thinking about the future. If students express concern about pressure or expectations, reassure them that:

    • There’s no “right” answer — this lesson is about imagining, not deciding.

    • Everyone’s path is different, and thinking about values now can help them make thoughtful choices later.

    • Encourage self-reflection over perfection.

Part B: Create a Visual or Written Artifact [15 minutes]

  • Students complete one of the following about their ideal future job or role:

    • A mini-poster

    • A mind map

    • An artistic rendition

    • A short write-up

    • Another expressive mode of their choosing

  • In their artifact, students answer the following questions: 

    • What is the name of the job you would like to have?

    • What type of daily tasks does someone in this job do?

    • What would it look like to do good work in this role — to be excellent, ethical, and engaged?

    • How would this job reflect your responsibilities to yourself, to others, and to the world?

  • Students can complete this individually or in pairs. 

  • Use the Good Work on the Job Handout to help guide this activity if needed. 

Part C: Group Share and Reflection [5 minutes]

  • Invite 2–3 students to share their job and how it connects to their values.

  • Ask the class:

    • What patterns are we noticing?

    • What does it mean for work to reflect our values or sense of responsibility?

    • Can two people have the same job, but do it in totally different ways depending on their values?

4. Closing and Exit Ticket [5 minutes]

  • Ask students to answer the following on their Exit Ticket:

  1. What is one value you hope to carry into any job you have in the future? Why is that value important to you?

  2. What would it mean to be a good citizen through your future work?

  3. How did reflecting on your future job help you better understand your responsibilities to yourself and others?

  • Collect the Exit Tickets for assessment and portfolio documentation.

  • Optional Extensions

    • Students research someone who currently holds the job they’re interested in and reflect on how that person demonstrates good work.

    • Do a “Career Values Interview” with a parent, family friend, or community member.

    • Connect this to the Four Buckets of Changemaking — what type of changemaker might their future job represent?