Purpose.

Goal: Students separate pressure from evidence, compare two roles by real daily tasks, and plan a safe two-week exploration plus a verified course question.

1. 5 min · Warm-up. Read the pressure wall aloud. Ask: which messages come from other people, and which from your own experience?
2. 5 min · Teach. Purpose vs profession vs goal. A graduation requirement, a prerequisite and a college preference are different things; verify local requirements with the school.
3. 8 min · Build. Each student fills in a Direction Card: curiosity, one real experience, people/problem, practical conditions. Then two roles with daily tasks from an official source.
4. 7 min · Case. An elective needs a prerequisite the student hasn’t taken. Model checking with the counselor and naming an alternative elective.
5. 5 min · Check. Each student states: one required course, one prerequisite to verify, one open question, one exploration task and a review date.

Output: Direction Card and course-and-career map. Success: All four elements present, with sources or a named school contact; nothing unverified presented as fact.

Use fictional profiles for students who prefer privacy. No paid activities required. Watch the lesson together first; pause at each learning moment and ask “What would you do?”

Goal: Students connect interests to one fitting course challenge and one competition or supervised inquiry, with prerequisites, workload and permission checked.

1. 5 min · Warm-up. Show Kai’s impressive list. Ask: what would you need to know before copying any of it?
2. 5 min · Teach. Challenge by fit, readiness and support. Research begins with a question, prior information, a method and ethical supervision; some human-participant work needs approval first.
3. 10 min · Build. Direction Brief: interests and evidence, two roles, one course challenge with a capacity check, one competition or supervised inquiry compared for fit, eligibility, timing, cost and permission.
4. 5 min · Case. A team wants to survey classmates before checking rules. Stop, consult the supervisor about approval before recruitment.
5. 5 min · Check. Each student names a research or exploration question, one limitation, one approval question and one task they would do personally.

Output: Direction Brief. Success: Feasible scope, honest role, verified eligibility, no unapproved data collection.

Offer school-based and free alternatives to paid programs and travel. Watch the lesson together first; pause at each learning moment and ask “What would you do?”

Goal: Students compare two routes (major, college, training or early work) by real requirements, tasks and costs, keep an alternative, and set a review point.

1. 5 min · Warm-up. “Intended major?” Ask: what does this box actually decide, and what can change later?
2. 5 min · Teach. A major is a set of courses and requirements. Credit applicability, prerequisites and transfer must be verified with institutions.
3. 10 min · Build. Pathway Comparison: two routes, requirements to verify, costs to check, a school-arranged conversation question, and what evidence would change the decision.
4. 5 min · Case. A student assumes every incoming credit counts toward the major. List the advising questions before registration.
5. 5 min · Check. Each student explains where to verify, one requirement question, their alternative route and their review point.

Output: Pathway Comparison. Success: Two real routes, verification questions, an alternative and a review point.

Students without access to visits use official pages and virtual sessions. Watch the lesson together first; pause at each learning moment and ask “What would you do?”