> PROM !bjbj== "<WWlD<2&
&
&
&
&
&
&
&
;;;;;;;$A= a?x;&
&
&
&
&
;X&
&
;XXX&
&
&
;X&
;X X,^5z;&
pdŃ0
F:~z;;0<:?v
?z;XROOTS AND WINGS
FIFTH GRADE
LESSON FIVE
Rev 9/03
Review (1 min.)
Ask students to take out their R&W folders and put their nametags on.
Remind the students that the last time you were together, they talked about teamwork and created a set of guidelines they will follow this year in Roots and Wings. Hand out the copies of these guidelines you made from Lesson #4 and ask students to put it in their folders.
Overview (1 min.)
Tell students that in order to be resilient, a person must know how to solve problems and make decisions. They will be reviewing a method for making decisions that they learned in 4th grade, and will be getting a chance to use this tool when they break out in groups today. This decision making model will help them to solve some of the problems in their daily life.
Program (15 min.)
Tell the students that we all have to face problems and make decisions in our lives. Sometimes they are easy to figure out, and sometimes they are not. Ask students to think about a problem or decision that they had to make recently. Ask for examples, and give an example of your own.
Ask students what they did to help them make their decisions (I thought about what was more important, I thought about what I really wanted to do, I thought about what the right thing to do was). Praise students responses.
Tell students that when a person has a difficult decision to make or problem to solve, often times it helps to follow a model or process for resolving it.
Hand out Steps for Solving a Problem.
Ask the class if they ever saw a good friend do something wrong, but didnt know what to do about it? How did it feel while they were trying to decide what to do? If possible, share with the students a time when you had to make a tough decision about telling on a friend. Emphasize the difficulty of deciding rather than the outcome.
Review each step with the class.
Step 1: Decide if the problem or decision to make is really yours. Could it be someone elses?
Ask students:
Do you think that people should solve their own problems? What can happen if people try to solve other peoples problems? (It doesnt always work because the other person might not agree with the solution).
If a problem is truly yours, it doesnt help to blame someone else for causing it either. Why? (It doesnt solve the problem)
Step 2: Know exactly what the problem is .
Tell the students that knowing exactly what the problem is helps a lot. It can save a lot of time. Writing down a description of the problem can help you understand it.
Step 3: Do you need to get help?
Tell the students that people who care about you are usually happy to help you if you ask them. But dont ask them to solve your problem, only to listen and possibly make some suggestions.
Ask students who are some of the people they can go to for help.
Step 4: Think of all the ways you could solve the problem .
Tell the students that they should think about different ways to solve the problem.
Writing down all their ideas for solving a problem is a good way to remember them.
Step 5: Consider the possible consequences of each idea for solving the problem
Tell the students that they should go through each of their ideas and ask themselves what would happen to myself and to the other people involved if I try this idea?
Step 6: Make a decision d .
Tell the class that it is time to make the decision. They have done all the steps, so their decision will probably be a good one. It might not be easiest thing to do, but it stands a good chance of working.
Point out that not everyone will come up with the same decision for a given problem. This is because people may have different priorities, values and/or goals.
What is important is that each person be able to make a decision that feels right to them after theyve looked at their options and consequences.
Step 7: Follow through on the decision .
Tell the students that once they decide what to do, they need to give their decision a chance. They should go with it for a while and see if it really is the best solution.
Remind them that if it doesnt work, or if it causes more problems, thats okay. They did the best they could. Just start over again using the same steps, and using the insight gained from the prior experience.
Ask the students what a person who learns from their mistakes and makes appropriate changes to correct them is called. (Resilient!)
Evaluation (25 min.)
Tell students that sometimes we have to make tough decisions. When this happens, we might think that the easiest thing to do would be to ignore it and hope it goes away. Unfortunately, this almost never happens. Tell them that they are going to read about a decision that a boy named Tom has to make, and they are going to help him make it.
Give each student a copy of Group Decision: Can Life Get Any Better Than This? Read the situation to the class and ask for any questions.
Split the classroom up into 5 groups of 6-7 students. Ask each team to do the following:
Use the steps for solving a problem to come up with a decision.
Pick a spokesperson to explain the decision of the group and how they came up with it.
Tell students that working in a group can be a challenge. Remind them that if there are disagreements, they should try to compromise. If this is not possible, then they will have to take a vote and the majority wins.
Give the groups time to work on the problem (~10 min.) and then ask each group spokesperson to tell the class what their decision is. Ask them to explain how they came up with it (give or toss the squeeze ball to each group spokesperson as you pick the group that is to speak next).
Ask the students if they thought Toms problem was a difficult one. Ask them if they felt like they made the right decision and if the steps to solving a problem model helped.
Summary (3 min.)
Thank the students for doing such a great job working as a team and practicing the steps for solving a problem. Tell them that you know they learned how to use the model because they were able to explain their decisions so clearly. Tell them that you hope they will find it useful for making tough decisions in the future.
Ask the students to put Steps for Solving A Problem and Group Decision: Can Life Get Any Better Than This? in their folders in the order of their page numbers.
Lesson Purpose
To teach students a method for making decisions that can be used to help solve problems in their every day life.
Objectives
Students will learn a method for making decisions.
Students will gain a greater sense of control and ownership over the decisions they make.
Students will practice using the decision-making method in real-life situations.
PF Lesson Prep
Make student copies of the Steps for Solving a Problem and Group Decision: Can Life Get Any Better Than This? (2 pages). Three-hole punch the copies.
Check out the poster Steps for Solving a Problem from the Roots and Wings office.
Pick up the happy face squeeze ball from the Roots and Wings office.
Lesson Materials Required
Student copies of the Steps for Solving a Problem and Group Decision: Can Life Get Any Better Than This? (2 pages).
Poster: Steps for Solving a Problem.
Happy face squeeze ball.
(02Ajl'(9:;N
#1-`89@Q
FGHW D b c !!!!
5>*CJCJ5B*CJhphCJehr5CJehr5CJehr
5CJH*
5>*CJ5CJ5H*5CJE(12BC'(:;\]h^h
&Fh`h
^ <^`<
`
&F
&F$a$!]F G
cdeL
&F^ p`^p``
&F^`
&F^*$*$d%d&d'dNOPQ^*a$h^h
&F
&FL
M
N
[\]^_O
&F%
&^
^
&F#'$d%d&d'dNOPQ^
X ^
&F!^`^OP
$%
&F<
^
&F(
@`^``
&F&
@
@/
@$d%d&d'dNOPQ^`^
&F%^/01AB9:
&F
&F7
&F
^^
&F* ^`^
&F<:no?@ARSCDEFGH
^
&F^
&F9
&F5
88^8
&FHW cc
&F2
^`
h^h$
h^ha$
&Fh`hh^h.$h$d)%d &d.'d$N)O P.Q$^h`a$c d !!!!!!!!!h^h
&F
8vv^v`$
h^ha$
&F2
^`
^`!!!!!!!5CJ &P+ =!"#$%
i0@0Normal_HmH sH tH <A@<Default Paragraph Font,>@,Title$a$5CJ<(12BC'(:;\]FGcdeL M N [
\
]
^_OP
$%/01AB9:no?@ARSCDEFGHW ccd00000 00 00 000 0000 00 00 00 00 00 000 0000 0 00 00000! 00000# 00# 00000% 00% 00000& 000000( 00< 00< 00000* 00* 00* 00 007 007 007 00 00 005 009 009 000 0000000000000000 0 0 00000002 002 002 00000
0
0
00!!]L
O:Hc !! T
^
#j3333313NP-
P
`gk@BBC
megan m haleyUC:\My Documents\Roots and Wings Fifth Grade\Fifth Grade Lesson #3 Rev.1 Sept 2001.doc
megan m haleyUC:\My Documents\Roots and Wings Fifth Grade\Fifth Grade Lesson #3 Rev.1 Sept 2001.doc
megan m haleywC:\My Documents\Roots and Wings Fifth Grade\New Fifth Grade Lessons 2001-2002\Fifth Grade Lesson #4 Rev.2 Sept 2002.doc
megan m haleywC:\My Documents\Roots and Wings Fifth Grade\New Fifth Grade Lessons 2001-2002\Fifth Grade Lesson #4 Rev.2 Sept 2002.doc
megan m haleywC:\My Documents\Roots and Wings Fifth Grade\New Fifth Grade Lessons 2001-2002\Fifth Grade Lesson #5 Rev.2 Sept 2002.doc
megan m haleywC:\My Documents\Roots and Wings Fifth Grade\New Fifth Grade Lessons 2001-2002\Fifth Grade Lesson #5 Rev.2 Sept 2002.doc
megan m haleyoC:\My Documents\Roots and Wings Fifth Grade\New Fifth Grade 2002-2003\Fifth Grade Lesson #5 Rev.2 Sept 2002.doc
megan m haleynC:\My Documents\Roots and Wings Fifth Grade\New Fifth Grade 2002-2003\Fifth Grade Lesson #5 Rev.3 Oct 2002.dock haleyqC:\Documents and Settings\All Users\Documents\shared documents\Roots and Wings\Fifth Grade Lesson #5 Rev 9-03.docKaren HaleyC:\Documents and Settings\Karen Haley\My Documents\ROOTS AND WINGS\Fifth Grade Lesson Revs 2003-04\Fifth Grade Lesson #5 Rev 9-03.doc<
~&ffO<$i#C>MXLꋢ$(kxGRꋢ#vQCA0b!5Mb.6lX+ v2s"<$if$<$i~$VkN,%T<t%VkN.6,6?W/A0bc2N,?F3d@wR4v2O26sJ]lk:xP4<8Di5=6lX*><fBf@>6L@d@w?@6SGBf]CB<$ijEYDE6oFi!G8DT6IvcQ?Pc
Q6MXwCWcWVkN-YR!s^b.l)cb.FcN*Pg>MX[l6lX{Ecmꋢ``^``CJOJQJo(``^``CJOJQJo(^`CJOJQJo(x(^x`(OJQJo(^`OJQJo(pp^p`OJQJo(o@@^@`OJQJo(^`OJQJo(^`OJQJo(o^`OJQJo(^`OJQJo(PP^P`OJQJo(o ^ `OJQJo(x(^x`(OJQJo(^`CJ.88^8`CJOJQJo(88^8`CJOJQJo(88^8`CJOJQJo(^`OJQJo(pp^p`OJQJo(o@@^@`OJQJo(^`OJQJo(^`OJQJo(o^`OJQJo(^`OJQJo(PP^P`OJQJo(o ^ `OJQJo(``^``CJOJQJo(``^``CJOJQJo(88^8`CJOJQJo(^`CJOJQJo(88^8`CJOJQJo(
88^8`56CJ.88^8`CJOJQJo(88^8`CJOJQJo(88^8`CJOJQJo(88^8`OJQJo(pp^p`OJQJo(o@@^@`OJQJo(^`OJQJo(^`OJQJo(o^`OJQJo(^`OJQJo(PP^P`OJQJo(o ^ `OJQJo(^`56>*CJOJQJo(. ^`56>*CJOJQJo(. 88^8`CJOJQJo(88^8`CJOJQJo(88^8`CJOJQJo(
h^h`56>*CJ.88^8`CJOJQJo(^`o(.^`CJ.``^``CJOJQJo(88^8`CJOJQJo(
88^8`56CJ.88^8`CJ.88^8`CJOJQJo(^`CJOJQJo(88^8`CJOJQJo(^`o(.^`CJOJQJo(88^8`CJOJQJo(88^8`CJOJQJo(h^h`>*.88^8`CJOJQJo(88^8`CJOJQJo(88^8`CJOJQJo(^`CJOJQJo(88^8`CJOJQJo(x(^x`(OJQJo(^`56>*CJOJQJo(. 88^8`CJOJQJo(``^``CJOJQJo(^`CJOJQJo(88^8`CJOJQJo(^`CJ.88^8`o(.88^8`CJOJQJo(^`56>*CJOJQJo(.
h^h`56>*CJ.hh^h`.^`CJ.<7G?@neAz*Pg!s^-Y
QHuz
~0t,%lk:mvT6I@@ABCDEFHIJKLMNQRoot Entry FPeŃS1Table?WordDocument"<SummaryInformation(?DocumentSummaryInformation8GCompObjjObjectPoolPeŃPeŃ
FMicrosoft Word Document
MSWordDocWord.Document.89q