Needs, Wants, Values, and Goals: Making the Right Decisions

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  • Lesson Identification and TEKS Addressed

    Cluster : Human Services

    Course : Principles of Human Services

  • TEKS Student Expectations

    • (1)The student demonstrates personal characteristics for success in high-skill, high-wage or high demand careers. The student is expected to:
      • (A) explain and practice responsible decision making consistent with personal needs, wants, values and priorities
      • (B) establish measurable short and long term goals for personal and professional life
      • (C) describe personal management skills needed for productivity such as time and energy
  • Basic Direct Teach Lesson

    Instructional Objectives

    Students will:

    • identify the differences between needs, wants, values, and goals
    • understand the differences between short-and long-term goals for personal and professional life
    • determine individual short-and long-term goals for personal and professional life
    • identify and practice skills needed for productivity for personal and professional life
    • develop a personal plan to assist them in achieving their goals
  • Rationale

    Do you want to graduate from high school? College? Do you want a nice car? Designer clothes?
    Setting goals for yourself and making decisions to achieve them is one way to get what you want. This lesson will help you make a personal plan to get started.

  • Duration of Lesson

    Six 45 minutes class periods

  • Word Wall

    Alternatives: The choices you have when developing a plan to achieve a goal

    Consequences: The possible roadblocks, or outcomes that could develop when following the steps in the decision making process

    Decision making: The act of making a choice

    Goals: The things we want to achieve or obtain which reflect our values

    Higher Value: Values that are considered moral, deal with human needs or are aesthetic

    Human Resources: Resources that come from within yourself or from others

    Instrumental Value: The methods or means by which you achieve your higher values

    Needs: Things essential to survival, such as food, clothing, and shelter

    Non-human Resources: Resources that come from exterior sources

    Personal Management Goals: Skills or resources we possess that will help a person be successful in the workplace and in the future

    Personal Priorities: Another term for value

    Resources: The ways and means by which we achieve our goals

    Standards: Acceptable measures for behavior in society or a means of measuring performance for goals

    Values: Values are the things most important to you

    Wants: Things desired even though they are not essential

  • Materials/Specialized Equipment Needed

    Equipment:

    • computer with projector for PowerPoint™ presentation
    • computer lab (be sure to follow district guidelines)
    • light projector (Elmo)

    Materials

    Photos of:

    • blouse or shirt
      • plain
      • name brand
    • cars
      • minivan
      • sports car
    • house
      • mansion
      • modest
    • jeans
      • plain
      • name brand
    • purse
      • plain
      • name brand
    • tennis shoes
      • plain
      • name brand

    Supplies:

    • butcher paper
    • colored paper
    • glue
    • markers
    • scissors

    • copies of all handouts (see All Lesson Attachments tab)
  • Anticipatory Set

    Before class begins:

    Display as many items from the Materials or Specialized Equipment Needed section as you have available on a table in the front of the room. Divide the table in half with labels of NEEDS on one side and WANTS on the other.

    Lead students into a discussion on Needs versus Wants.
    Divide the board in two columns and label one side with NEEDS and the other with WANTS. Assign a scribe to write student answers to the following questions on the board:

    • What things do we need?
    • What things do we want?
    • Do we really have to have the name brand purse, jeans, shoes?
    • Are the name brands different from the no name brands?
    • Is the quality different between the name brands and no name brands?
    • Is the price different between the name brands and no name brands?
    • How much different?
    • What do we value?
    • How do we achieve things we want?
  • Direct Instruction with Special Education Modifications/Accommodations

    Introduce lesson objectives, terms, and definitions.

    Distribute handout The FCCLA Planning Process (see All Lesson Attachments tab) and review the decision making process.

    Distribute graphic organizers Goals and Values and Time and Energy Management (see All Lesson Attachments tab) and allow students to answer the worksheet as you review the slide presentation.

    Introduce PowerPoint™ Needs, Wants, Values, and Goals: Making the Right Decisions (see All Lesson Attachments tab). Discuss with students the differences between Needs and Wants as well as the importance of making short-term and long-term goals.

    View YouTube™ video:

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • provide notes and assistance with note-taking
    • allow partner reading
    • shorten writing assigments

  • Guided Practice with Special Education Modifications/Accommodations

    Students will be able to make a personal plan using the steps in:

    Allow the students to read the introduction and then click on the interactive tool for their personal plan.

    This tool will allow them to:

    • write a specific goal
    • list reasons why they want this goal
    • list simple things to do to reach their goal
    • list obstacles
    • list people who can help
    • decide on a start date
    • find ways to stay on track

    Students will be able to print the plan to remind them of the goal they have set.

    If a computer lab is not available, students may write their answers on a sheet of paper as you display the interactive tool on a large screen.

    If time permits, allow students to read the following article on goals.

    Encourage students to “visualize” as they read. Many students are visual learners and will benefit from making sketches or diagrams on scrap paper as they read. Providing students with graphic organizers to help them organize their thoughts is also helpful.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples include, but are not limited to:

    • allow students peer tutoring
    • allow extra time to complete task
    • teach time management skills

  • Independent Practice/Laboratory Experience with Special Education Modifications/Accommodations

    Divide the class into subgroups of three or four students.

    Distribute the handout Values and Goals Tree Project (see All Lesson Attachments tab) and assign the project. Students will create a forest of trees with goals and values.

    Students may use the tree template or search for a different one at:

    Leaves and more instructions on how to construct a fall tree are at:

    Note to Teacher:

    This assignment can be done in several ways:

    • Use the template handout
    • Draw a tree trunk by tracing hands
    • Enlarge template and use butcher paper
    • Add more leaves and fruit

    Another way to use this assignment would be to use your school mascot as the template for the goals and values and draw a “home” for the mascot; for example: nest, doghouse, den, cave, and so forth.
    Display the project on a wall outside of your classroom so that students will always be reminded of their goals as they enter your classroom. This is a great visual to show parents at open house.

    Distribute Rubric for Values and Goals Tree Project (see All Lesson Attachments tab) so that students will understand what is expected.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • allow visual representation of task
    • use visuals

  • Lesson Closure

    Review lesson objectives, terms, and definitions.

    Distribute handout Values and Goals Crossword (see All Lesson Attachments tab).

    Allow students to work individually or in groups to complete crossword and review lesson terms and definitions.

  • Summative/End of Lesson Assessment with Special Education Modifications/Accommodations

    Groups will present their Values and Goals Tree Project.

    Student projects will be assessed with appropriate rubric.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • allow students to summarize key points
    • use visual imagery

  • References/Resources

    Textbooks:

    • Jackson, L., (2003). Careers In Focus. Tinley Park, IL: Goodheart-Wilcox Company.
    • Kelly-Plate, J., & Eubanks, E., (2004). Today’s Teen. New York, NY: Glencoe/McGraw-Hill.
    • Ryder/ Harder. (2004). Contemporary Living. Tinley Park, IL: Goodheart- Wilcox Company.
    • Wehlage/Larson-Kennedy. (2001). Goals for Living. Tinley Park, IL: Goodheart-Wilcox Company.

    Websites:

    YouTube™

  • Recommended Strategies

    Reading Strategies

    Allow students to read the following article on goals.

    Encourage students to “visualize” as they read. Many students are visual learners and will benefit from making sketches or diagrams on scrap paper as they read. Providing students with graphic organizers to help them organize their thoughts is also helpful.

  • Quotes

    I can’t change the direction of the wind, but I can adjust my sails to reach my destination.
    -Jimmy Dean

    A goal without a plan is just a wish.
    -Antoine de Saint

    Money has never made man happy, nor will it, there is nothing in its nature to produce happiness. The more of it one has the more one wants.
    -Benjamin Franklin

    What you get by achieving your goals is not as important as what you become by achieving your goals.
    -Henry David Thoreau

    We are the creative force of our life, and through our own decisions rather than our conditions, if we carefully learn to do certain things, we can accomplish those goals.
    -Stephen Covey

    You know, everybody has setbacks in their life, and everybody falls short of whatever goals they might set for themselves. That’s part of living and coming to terms with who you are as a person.
    -Hillary Clinton

  • Multimedia/Visual Strategies

    PowerPoint™:

    • Needs, Wants, Values, and Goals: Making the Right Decisions
    • Presentation Notes – Needs, Wants, Values, and Goals: Making the Right Decisions

    Free iPad App:

    Files for downloading:

  • Graphic Organizers/Handout

    Graphic Organizers:

    • Goals and Values
    • Time and Energy Management

    Handouts:

    • FCCLA Planning Process
    • Rubric for Values and Goals Tree Project
    • Values and Goals Crossword
    • Values and Goals Crossword (Key)
    • Values and Goals Project

    Files for downloading:

  • Writing Strategies

    Journal Entries:

    • I value my best friend because …….
    • I value my parents because ……
    • I need to have a name brand purse/jeans/shoes because ..
    • I want to have money to buy …….
    • My goal is to have this type of car to drive ________ and the reasons for it are ……….
    • It is easy/difficult for me to make the right decisions because …….

    Writing Strategy:

    • RAFT Writing strategy
      • Role – child
      • Audience – parents
      • Format – letter
      • Topic – positive values you have given me
  • Communication 90 Second Speech Topics

    • My top three WANTS after I graduate from high school are …..
    • The reasons I NEED to have name brand clothes are …….
  • Other Essential Lesson Components

    Enrichment activity

    Students may create a bulletin board that depicts Needs and Wants and display photos of name brand clothing vs. no name clothing.

    The board may show the difference in cost, quality, and value.

  • Family/Community Connection

    Have students discuss with their family the short-and long-term goals their family would like to achieve. Determine what resources are currently available and which resources would they need to obtain in order to achieve these goals.

    Invite a guest speaker to come speak to students about establishing sound professional and personal values, in order to achieve their long-term personal and professional goals.

  • CTSO connection

    Family, Career and Community Leaders of America (FCCLA)

    http://texasfccla.org

    • Interpersonal Communications – An individual or team event – recognizes participants who use Family and Consumer Sciences and/or related occupational skills and apply communication techniques to develop a project designed to strengthen communication.
    • National Programs in Action – An individual or team event – recognizes participants who explain how the FCCLA Planning Process was used to implement a national program project.
  • Service Learning Projects

    Successful service learning project ideas originate from student concerns and needs. Allow students to brainstorm about service projects pertaining to lesson. For additional information on service learning see http://www.servicelearning.org.

    Possible ideas:
    Students may develop a plan using the decision making process in order to assist community groups in achieving their goals of:

    • collecting donations for a food drive
    • providing for needy families in the community
    • assisting with a Library Fund raiser.