W 543 GOALS, GOALS, GOALS - extension.tennessee.edu · Goals, Goals, Goals 3 Life Skill(s) from TIPPs for 4-H 5th Grade Select at least one project area in which to focus future 4-H

W 543

GOALS, GOALS, GOALSSelecting a 4-H project and setting a goal

James Swart, Graduate Assistant, Tennessee 4-H Youth DevelopmentJennifer Richards, Curriculum Specialist, Tennessee 4-H Youth Development

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Goals, Goals, Goals Selecting a 4-H Project and Setting a Goal

Skill Level Beginner, 5th Grade Learner Outcomes The learner will be able to: Identify a project to focus future 4-H

work Choose an appropriate goal in their

project area to accomplish in the next year

Educational Standard(s) Supported 5.SL.CC.1 5.SL.PKI.4 Success Indicator Learners will be successful if they: Select a project area in which to focus

future project work Identify an appropriate goal for their

project work Define the steps to follow to achieve their

goal Time Needed 30 Minutes Materials List Student Handout-Achieving a goal

Introduction to Content

Author Swart, James, Graduate Assistant, Tennessee 4-H Youth Development.

Tennessee 4-H Youth Development

This lesson introduces students to the importance of goal setting, and determining the intermediate steps that need to be followed to reach a goal. The goals that students make will be related to their chosen project area.

If taught in sequence, this is the 3rd lesson in the 5th Grade TIPPS Curriculum.

Introduction to Methodology

This lesson begins with a review of SMART goals (SMART Goals, W 431). After reviewing, students brainstorm reasonable goals in project area groups for their project work, and then work to define the goal and create a timeline for its completion. The lesson concludes with students identifying the benefits of making and following through on a goal.

Prepared using research based practices in youth development and experiential learning.

This lesson plan has been developed as part of the TIPPs for 4-H curriculum.

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Setting the Stage and Opening Questions Before the lesson, hang one sign in each corner of the classroom that says either ALWAYS, SOMETIMES, RARELY, or NEVER. Say to students, “Today, we are going to work on goal setting and identifying the steps necessary to meet goals. Before we get started today, I want to see what you already know about goal setting. You’ll notice in each corner of the room there are signs that say always, sometimes, rarely, or never. In just a minute, I’m going to read a statement, and you will move to the corner with the sign that you think has the correct response.” Questions to ask:

1. Goals don’t have to be met in a specific amount of time. 2. Goals should address a specific topic. 3. A goal is a goal regardless of how large or small. 4. A goal should be realistic given the time and resources you have.

After each question, ask students from each answer group why they chose that specific answer. Say to the students, “By the end of class today, you should identify a goal for your project work in 4-H, and choose an appropriate goal to be met in the next year related to that focused project.”

Tips for Engagement

As students are brainstorming and completing their handouts, rotate around the classroom to ensure all students are engaged and on topic. If you find that students are disengaged or off topic, ask them questions to get them back on topic.

Terms and Concepts Introduction SMART goals- Goals with criteria that correspond to each of the following categories: Specific- clearly defined or outlined. Measurable- large enough to be noticed and definite Attainable- possible, able to be achieved Realistic- a practical idea of what can be achieved. Time-bound- set to a specific due date.

Experience Begin the experience by showing students this clip: https://tiny.utk.edu/goals 

After the video, say to the students, “We are going to work on goal setting related to your project area. We will work through each of the steps outlined in the video we just watched during class today. In just a moment, everyone will group themselves related to what type of project they are in: Animal Science, Family and Consumer Science, STEM projects, and Skill-Development projects. In your groups, you will brainstorm different ideas for goals, and then decide on a specific goal for your project work.” Break students into groups based on their project area type. A list of the projects in each category has been included in the supplemental information of this lesson plan. Pass out the student handout and allow students to share ideas in their group and then decide on a goal that is specific to their project area.

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Life Skill(s) from TIPPs for 4-H

5th Grade

Select at least one project area in which to focus future 4-H participation. (Head) Identify at least 1 goal as an individual and the tasks to steps necessary to meet that goal. (Head) Participate in 4-H club meetings by saying pledges, completing activities, and being engaged. (Head) Use good manners. (Heart)

Share After students have brainstormed for a project related goal, have students from each group share their goal. Use this as an opportunity to make sure that the goals are specific and attainable. Redirect and help students focus their goals as necessary.

Apply Say to the students, “Today, we learned about the importance of goal setting and creating a roadmap to meeting our goals. As a final activity, everyone will need to write a haiku about the importance of meeting a goal. Remember, a haiku has five syllables in the first line, seven in the next, and then five again in the last.” Allow students to write their haiku’s and then select students to share them with the class.

Process Once students have shared their goals, say to them “Now, you’ll complete the road map to meeting your goal. Remember the pyramid from the video? You will use that to complete this roadmap.” Allow students to complete the backwards design pyramid on their handout.

Generalize After students complete the roadmap, select students to share what they included in each section of the pyramid for meeting their goal. Ask students probing questions as to why they chose the intermediate steps.

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 Supplemental Information Educational Standards Met

5.SL.CC.1 Prepare for collaborative discussions on 5th grade level topics and texts; engage effectively with varied partners, building on others’ ideas and expressing their own ideas clearly.

5.SL.PKI.4 Report on a topic or text, or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas.

Animal Science Projects Beef, Companion Animals, Dairy, Goat, Horse, Poultry, Sheep, Swine, Veterinary Science Family and Consumer Science Projects Clothing and Textiles; Consumer Education/Economics; Personal Development; Line and Design; Nutrition, Health and Fitness; Performing Arts and Recreation; Photography STEM Projects Electric; Engineering/Safety Science; Entomology; Forestry, Wildlife and Fisheries; Food Science; Horticulture/Garden; Plant Science Skill-Based Projects Citizenship, Communications/Public Speaking, Leadership

Programs in agriculture and natural resources, 4-H youth development, family and consumer sciences, and resource development. University of Tennessee Institute of Agriculture, U.S. Department of Agriculture and county governments cooperating. UT Extension provides equal

opportunities in programs and employment.

Tennessee 4-H Youth Development

My Goal:

GOAL

SPECIFIC TO THE GOAL

FOUNDATION

INTERMEDIATE STEPS