LOG - Ffa Leadership

Listen. Lead. Learn! Listen. Lead. Learn!
A library oI activities
Ior inside and outside
the classroom.
Listen. Lead. Learn! Listen. Lead. Learn!
A library oI activities
Ior inside and outside
the classroom.
29 NntonnI FFA Orgnnznton
It s IIegnI to reroduce coes o] ths
mnternI wthout wrtten ermsson ]rom
the NntonnI FFA Orgnnznton or the
Unted 5tntes Denrtment o] AgrcuIture.
icodcrship on thc un!. inrcwnrd
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Lsten. Lead. Learn!
lcoJcrsli on flc CO'
Do you ever have 15 mInutes IeIt In cIass and
don`t have tIme to start a new Iesson! Or, do you
want to gIve your students a chance to Iead durIng
FFA events or whIIe practIcIng Ior CDE events!
Lendersh on the CO Is a great grabandgo
resource to have at your IIngertIps.
Our braIns are wIred to be stImuIated In three
ways: AudItorIIy, vIsuaIIy and kInesthetIcaIIy.
These actIvItIes emphasIze one or more oI these
areas as weII as IdentIIy and buIId on students`
naturaI InteIIIgences. The actIvItIes wIthIn aIIow
your students to Lsten. Lend. Lenrn. LIsten to the
dIrectIons, Iead by doIng the actIvIty and Iearn
about themseIves and one another whIIe honIng
theIr IeadershIp skIII sets. ActIvItIes Iocus around
Icebreakers, team buIIdIng, communIcatIon,
reIatIonshIps and probIem soIvIng.
As a vaIuabIe way to provIde IeadershIp experIences In thIs Iastpaced worId, thIs actIvIty
book was created by the LIIeKnowIedge Center Ior AgrIcuIturaI EducatIon as a specIaI project
oI the NatIonaI FFA FoundatIon wIth the support oI our FoundIng Partners ]ohn Deere,
Monsanto, the NatIonaI Pork 8oard, ChevroIet, CargIII and our SupportIng Partner MerIaI.
Are you IookIng Ior a great actIvIty to Incorporate communIcatIon or team buIIdIng! Look
no Iurther. Each actIvIty Is broken out Into the IoIIowIng sectIons:
TtIe: Name oI actIvIty.
Descrpton: A brIeI summary oI the actIvIty.
Drectons: Stepbystep dIrectIons about how to perIorm the actIvIty.
The Connecton uestons: To heIp the partIcIpants debrIeI the experIence.
Wrnp-up: A scrIpted concIusIon to end the actIvIty.
uck Ke]erence: ProvIdes the amount oI tIme needed, the number oI students to be
InvoIved, Ideas about where and when to use the actIvIty and any suppIIes needed.
Kesenrch MethodoIoges: LIsts the correIatIons between the LIIeKnowIedge Precept and
SIgn oI Success actIvItIes as weII as the modaIItIes and muItIpIe InteIIIgences InvoIved.
L]eKnowIedge Ke]erence: ProvIdes a LIIeKnowIedge Iesson number to suppIement the
Lendersh on the CO actIvIty.
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Lsten. Lead. Learn!
confcnfs
inrcwnrd
LeadershIp on the CO! ..................
icc 8rcokcrs
AssessIng Others` Assets ............ 3
A8C`s oI ME .................................. 5
Cot Your Number ......................... 7
Match & Meet ............................... 9
!com 8uilding
AttItude Cheer ............................ 13
Cat Cot Your Tongue! ................ 15
Create Your Own
Team 8uIIdIng ActIvIty .......... 17
Trust TraII .................................. 19
Human Checkers ........................ 21
Leader vs. FoIIower .................... 23
LeadershIp sIand ....................... 25
Team 8uIIdIng: AS.1 ................ 27
Star Power .................................. 29
Team 8uIIdIng: AS.2 ................ 31
tnmmunicotinn
MakIng P8&] ............................... 35
ModeIIng CommunIcatIon .......... 37
CommunIcatIon TrIaI .................. 39
CommunIcatIon: AS.1 .............. 41
Crazy CommunIcatIon ................ 51
PIcture PerIect CommunIcatIon ... 55
QuestIonIng SkIts ...................... 57
TeIephone and the Rumor MIII .... 59
ThInk on Your Feet ..................... 61
Rclotinnships
8arrIer 8aIIoon 8ash ................... 67
Lean on Me ................................ 69
ReIatIonshIps: AS.1 ................. 71
8arterIng 8asIcs .......................... 73
What Is CIvIc LeadershIp! ........... 77
rrnblcm Snlving
TaIk It out! ................................. 81
TennIs 8aII CoIIaboratIon ............ 85
8oggIIng 8raInstormIng ............. 87
DetermInIng your DestInatIon .... 89
HIdden PIrate Map ...................... 91
PyramId oI Teamwork ................ 93
LIIe Is a Road TrIp ...................... 95
ulnssory
..................................... 97100
icodcrship on thc un!. !oblc n tnntcnts
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Lsten. Lead. Learn!
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Lsten. Lead. Learn!
lcc lrcokcrs
^sscsing Oflcrs ^sscfs
^lcs of \c
Cof Your Numbcr
\ofcl onJ \ccf
incus Arco. icc 8rcokcrs
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Lsten. Lead. Learn!
^sscssing Oflcrs
^sscfs
ucscrifion
Throughout IIIe It Is crItIcaI to be abIe to assess the
personaI assets oI those around us, whether we need
to IInd the rIght person to hIre or take advantage
oI a skIII or trade someone around us possesses.
We can buIId teams based on others` skIIIsets. ThIs
actIvIty Is goIng to Iocus on IIndIng, brIngIng out and
understandIng strengths oI others and theIr human
potentIaI. DurIng thIs actIvIty, students dIscover how
dIIIIcuIt It can be to IdentIIy the strengths oI the
peopIe around them.
uirccfions
1. Pass out one Index card to each student.
2. nstruct each student to thInk about hIsJher
personaI assets, strengths, human potentIaI and
to IdentIIy theIr best assets.
3. Now narrow It down to one and, usIng capItaI
Ietters, Instruct them to wrIte the asset on theIr
Index card.
4. To sIgnIIy compIetIon, ask them to pIace a pencII
behInd theIr ear when they are done.
5. CoIIect each person`s card.
b. Now we nre gong to see how good we nre nt
dent]yng humnn otentnI.
7. ShuIIIe the deck oI strengths.
8. CIve each student back a dIIIerent card. (Ask the
students to raIse theIr hand II they receIved theIr
own card back, and swap It wIth another)
9. You wII hnve 3 seconds to trnck down the owner
o] the cnrd n your hnnd nskng onIy yes or no
questons. (You mny not nsk onted questons
such ns Is ths your cnrd? Try to nsk questons
nbout the strength.)
10. At the end oI 30 seconds, ask Ior a show oI hands to see how many were abIe to
compIete the task. (UsuaIIy Iess than 50 percent wIII IInd theIr owner. n a smaIIer group,
more wIII IInd theIr owner.)
ouick Rccrcncc
TIme ................................10 mIn
Number oI Students ............. 10+
UseIuIness
8eIore a group actIvIty
requIrIng cooperatIon
Retreat
SuppIIes
ndex cards one per
partIcIpant
WrItIng utensII
incus Arco. icc 8rcokcrs. Asscssing othcrs Asscts
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1lc connccfion uucsfions
1. How many thInk we wouId have been abIe to match them II we dId thIs wIth aII oI the
students In your grade or aII oI the agrIcuIturaI educatIon students!
2. Why was It dIIIIcuIt to match the personaI asset!
3. How wouId matchIng a physIcaI asset be easIer!
4. Are physIcaI assets usuaIIy vaIuabIe when It comes to gettIng a project or task done!
5. What are some ways we may deveIop a better understandIng oI one another`s human
potentIaI!
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We aII have great personaI assets to share wIth thIs group, the chapter and our communIty.
We usuaIIy do not spend tIme IookIng Ior the strengths oI others. Let`s Iearn to observe and
take note oI personaI assets In the IndIvIduaIs around us. UtIIIzIng each others` personaI
strengths Is the most eIIIcIent way to compIete a task.
Rcscorch Mcthndnlngics
Precept
H. SocIaI Crowth
H1. AcknowIedge that dIIIerences exIst among peopIe
]. MentaI Crowth
]1. ThInk CrItIcaIIy
ModaIItIes
KInesthetIc
MuItIpIe nteIIIgences
nterpersonaI
ll lxfcnsion
HS.101 LearnIng to Assess Others` Strengths. It wouId nIso be vnIunbIe to re]er the
students to Iesson H5.1-Humnn FotentnI to remnd them o] ther own ersonnI
strengths.
incus Arco. icc 8rcokcrs. Asscssing othcrs Asscts
Lsten. Lead. Learn!
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^lcs of \l
ucscrifion
PersonaI expressIon Is contInuaIIy reIevant In
deveIopIng IndIvIduaIIty and conIIdence. n thIs
actIvIty students wIII use the Ietters In theIr name
to descrIbe themseIves, theIr goaIs, hobbIes or
Interests.
uirccfions
1. CIve the students a pIece oI paper.
2. nstruct them to creatIveIy dIspIay theIr name and
wrIte words or sentences descrIbIng themseIves.
3. Each word or phase shouId speII out the Ietters oI
theIr name. (I.e., IIke an acrostIc poem)
4. Encourage the students to be artIstIc and
InIormatIve In theIr A8C`s oI ME.
5. AIIow each student to share what they have
wrItten.
6. Post the drawIngs around the room.
xnmIe:
Keceve my 5tnte FFA Degree ths yenr
Young
AthIetc
Never ]nIed n cInss n schooI
1. What dId you Iearn about yourseIves!
2. Was It hard to come wIth goaIs whIch InvoIved the
Ietters oI your name!
3. What dId you Iearn about someone eIse!
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WeII done and thanks Ior sharIng! know just
Iearned a Iew thIngs dIdn`t know beIore. As we Iearned today everyone has a unIqueness
that makes each oI us specIaI In a dIIIerent way. We Iearned new thIngs about our peers and
perhaps were remInded oI theIr traIts or quaIItIes we had Iorgotten about. As we Iook at
everyone`s names around the room Iet us remember each personaIIty pIays a vItaI roIe to the
dynamIcs oI the group.
ouick Rccrcncc
TIme .................................10mIn
Number oI Students ................ 5+
UseIuIness
CIassroom: FIrst day oI cIass
FFA: Make them onIy wrIte
goaIs Ior themseIves or the
chapter, at a commIttee or
oIIIcer meetIng
SuppIIes
Paper
Markers
incus Arco. icc 8rcokcrs. !hc A8ts n Mi
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Precept
D. Character
D4. Respect others
8. ReIatIonshIps
81. PractIce human reIatIons skIIIs IncIudIng compassIon, empathy, unseIIIshness,
trustworthIness, reIIabIIIty and IIstenIng.
ModaIItIes
VIsuaI,
KInesthetIc
nterpersonaI
ntrapersonaI
ll lxfcnsion
HS.10 DeIInIng Core VaIues
incus Arco. icc 8rcokcrs. !hc A8ts n Mi
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Lsten. Lead. Learn!
Cof Your Numbcr
ucscrifion
Try thIs InteractIve Icebreaker and heIp your
teammates or group get to know one another
In a more memorabIe and Iun way than sImpIe
IntroductIons.
uirccfions
Ahend o] tme, renre nstructons on sIs o]
ner nnd Ince them n n box.
For exampIe:
Fnd out the mddIe nnme o] 4
xchnnge shoe szes wth 2
Fnd out ] 5 hns nny ets
1. As partIcIpants arrIve, each gets a number that he
or she wears In an easy to see pIace.
2. Pass out one sIIp oI InstructIon to each
partIcIpant.
3. AIIow them to begIn mIngIIng, encourage them to
wrIte down the answers they dIscover so they can
be shared.
4. When they`ve Iound out the answer to theIr IIrst
sIIp oI InstructIon they shouId return It and get
another Irom the box.
5. AIIow them to contInue dIscoverIng new Iacts
about each other untII everyone has met IIve or sIx
peopIe.
1. What dId you dIscover about someone In the group
that you dIdn`t know beIore!
2. Why Is It Important to get to know these smaII
Iacts when buIIdIng reIatIonshIps!
3. What wouId be the advantages or dIsadvantages
II aII group members` answers were exactIy the
same!
ouick Rccrcncc
TIme ................................15 mIn
UseIuIness
WorkIng wIth other chapters
CettIng to know PALS students
n a Iarge group retreat settIng
SuppIIes
SIIps oI paper wIth many
dIIIerent InstructIons on them
- the more partIcIpants the
more InstructIons you wIII need
incus Arco. icc 8rcokcrs. unt Ynur Mumbcr
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Thanks Ior sharIng personaI Iacts wIth one another. Let`s remember as we contInue to
work together that It Is Important to get to know one another and respect and be thankIuI
Ior our dIIIerences.
Precept
8. ReIatIonshIps
82. nteract and work wIth others
H. SocIaI Crowth
ModaIItIes
KInesthetIc
AudItory
VIsuaI
nterpersonaI
ll lxfcnsion
MS.32 The need Ior posItIve reIatIonshIps
MS.36 UnderstandIng ways peopIe are dIIIerent
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\ofcl 8 \ccf
ucscrifion
ThIs actIvIty Is great Ior sItuatIons when peopIe
are not IamIIIar wIth one another or use as a Iun way
to estabIIsh partners. t Is a matchIng game, whIch
can be done a varIety oI ways, achIevIng the same
resuIts.
uirccfions
1. WrIte the names oI character coupIes on pIeces oI
paper.
2. Tape one character name to the back oI each
person.
3. PartIcIpants can onIy ask yes or no questIons to
other partIcIpants to IInd out the name oI the
character taped to theIr back.
4. Once they dIscover who they are they need to IInd
theIr character mate.
5. I the sItuatIon aIIows, have the coupIes Introduce
each other to the group. I you are deaIIng wIth a
very IamIIIar group have them teII a story about
one another or an InterestIng Iact.
clorocfcr lxomlcs
MIckey and MInnIe Mouse
Fred and WIIma FIIntstone
8ert and ErnIe
LIIo and StItch
8arbIe and Ken
Mary Kate and AshIey OIson
Pocahontas and ]ohn SmIth
Hannah Montana and MIIey Cyrus
LoIs and CIark
1. Was It hard to IIgure out who you were!
2. DId anyone ask you a questIon that was not a yes or no questIon! How dId you respond!
3. Were there any characters In whIch you were unIamIIIar!
4. What wouId have made thIs actIvIty easIer!
5. Who had the hardest tIme IIndIng theIr match! Why!
ouick Rccrcncc
TIme ................................. 5 mIn
Number oI Students .............. 10+
UseIuIness
Retreat
CIassroom
SuppIIes
ndex cards
Tape
WrItIng utensII
incus Arco. icc 8rcokcrs. Motch 8 Mcct
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Creat job at IIndIng your match. Let`s consIder eIIectIve communIcatIon. AskIng onIy "yes"
or "no" questIons may not be the best way to IInd a comprehensIve answer to your questIon.
sn`t It InterestIng that each character set evokes a dIIIerent reactIon Irom us and may spark
a memory, Image or song!
Precept
A. ActIon
A5. CommunIcate eIIectIveIy wIth others.
H. SocIaI Crowth
H2. Present seII approprIateIy In varIous settIngs.
ModaIItIes
KInesthetIc
8odIIyKInesthetIc
nterpersonaI
ll lxfcnsion
HS.2 DeIInIng PersonaI Crowth
incus Arco. icc 8rcokcrs. Motch 8 Mcct
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1com luilJing
^ffifuJc clccr
cof Cof Your 1onguc
crcofc Your Ovn 1com luilJing ^cfivify
1rusf 1roil
lumon clcckcrs
lcoJcr vs lollovcr
lcoJcrsli lslonJ
Sfor lovcr
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^ffifuJc clccr
ucscrifion
How many tImes have we heard attItude Is
everythIng! HeIp keep attItude In the Iront oI
everyone`s mInd by creatIng an attItude cheer. ThIs
actIvIty wIII stImuIate creatIve kInesthetIc actIons to
get the group`s energy IIowIng.
uirccfions
Frenrnton: Cet the grou movng nnd shnkng
by snyng common cheerIender hrnses such ns
Rendy, Okny!, Let`s Co, L. . T.5 -C. O. Let`s Co!
Let`s Co! nnd Co Tenm! ngnge nrtcnnts n
your enthusnsm.
1. DIvIde Into groups oI Iour.
2. nstruct each group to deveIop a cheer to boost
team attItudes.
3. Encourage cheers to IncIude movements,
resembIIng somethIng the cheerIeadIng squad
wouId create.
4. CIve each group IIve mInutes to create theIr
cheers.
5. AIIow each group tIme to share theIr cheers wIth
the group.
6. CongratuIate each group as they perIorm.
7. I tIme aIIows, have each group teach theIr cheer to
everyone eIse.
1. What was the most dIIIIcuIt part oI creatIng the
cheer!
2. How dId you memorIze It! How dId the motIons
heIp!
3. StartIng wIth the IIrst group, what was the key
message about attItude In each cheer!
4. How do the attItudes you just cheered about dIctate your daytoday IIIe!
ouick Rccrcncc
TIme ............................... 20 mIn
UseIuIness
CIassroom
OIIIcer Retreat
Team ConIIIct ResoIutIon
SuppIIes
Open space to perIorm cheers
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t has been excItIng watchIng and IearnIng each groups` cheer. Many peopIe In the worId
seem to use the word "attItude" InsIgnIIIcantIy In conversatIon, usuaIIy IocusIng on Its
negatIve aspects. As we have Iearned, attItude carrIes extraordInary power to boost a team`s
abIIIty to work eIIectIveIy and eIIIcIentIy. As we IIve each day, Iet`s contInue to observe our
behavIors and ensure they wIII have a posItIve eIIect on the attItudes oI others.
Precept
D. Character
D1. LIve wIth IntegrIty
D4. Respect Others
ModaIItIes
KInesthetIc
VIsuaI
AudItory
8odIIyKInesthetIc
LInguIstIc
SpatIaI
nterpersonaI
ll lxfcnsion
HS.74 The mportance oI AttItude
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cof Cof Your 1onguc
ucscrifion
ThIs actIvIty Is a serIes oI tasks to be compIeted
wIthout taIkIng. PartIcIpants must use nonverbaI
communIcatIon to compIete each task In a tImeIy
manor.
uirccfions
1. DIvIde the group In two (II the group Is smaII do
aII actIvItIes as a whoIe).
2. WIthout any taIkIng, compIete the IoIIowIng tasks.
The IIrst team to compIete each task gets one
poInt. The team wIth the most poInts at the end
Is the wInnIng team!
3. nstruct the partIcIpants to do each task decIarIng
a wInnIng group beIore announcIng the next
task`s crIterIa.
Lne u by heght.
Orgnnze yourseIves by eye coIor.
Lne u by the Iength o] your hnr.
Orgnnze yourseIves nccordng to the number
o] sbIngs n your ]nmIy.
Lne u by shoe sze.
Lne u by the month you were born.
Lne u by the dny you were born.
Lne u nIhnbetcnIIy by the street on whch
you Ive.
1. What was chaIIengIng about each task!
2. SInce you couIdn`t taIk, what types oI thIngs dId
you have to do to communIcate!
3. Was the IIrst task easIer than the Iast! I so, why!
4. What dId you Iearn about your cIassmates durIng
thIs actIvIty that you dId not know beIore!
ouick Rccrcncc
TIme ...............................10 mIn
Number oI Students ............... 6+
UseIuIness
DIscussIng the Importance
oI buIIdIng communIty
reIatIonshIps
8eIore a sponsorshIp drIve
FIndIng communIty members
to heIp wIth SAEs
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DurIng thIs actIvIty we Iearned a Iot about each other and honed our abIIIty to
communIcate eIIectIveIy wIthout sayIng a word. ThIs actIvIty aIso heIped us understand the
Importance oI nonverbaI communIcatIon and workIng together as a team. Creat job!
Precept
A. ActIon
A5. CommunIcate eIIectIveIy wIth others
8. ReIatIonshIps
85. PartIcIpate eIIectIveIy as a team member
H. SocIaI Crowth
ModaIItIes
VIsuaI
KInesthetIc
SpatIaI
nterpersonaI
ll lxfcnsion
HS.77 CommunIcatIon methods on teams
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crcofc Your Ovn 1com
luilJing ^cfivify
ucscrifion
Are you tIred oI the same IeadershIp actIvItIes tIme
aIter tIme! AIIow thIs actIvIty to heIp your IeadershIp
gurus perIorm at the top oI theIr game. PartIcIpants
wIII demonstrate the uItImate IeadershIp abIIItIes by
craItIng theIr own actIvItIes.
uirccfions
Ths cnn be n chnIIengng exercse nnd mny be
best used n]ter other Iendersh nctvtes nnd
nstructon.
1. DIvIde a Iarger group Into smaIIer groups oI IIve.
2. CIve groups 1520 mInutes to come up wIth a
chaIIengIng smaII group actIvIty.
3. The catch: The actIvIty shouId be one that the
group beIIeves It can do better than any other
group!
4. AIter each group has deveIoped theIr actIvIty
brIng aII groups together and take turns
presentIng theIr actIvItyJchaIIenge.
5. Croups earn poInts II:
n. No other grou cnn bent them nt ther nctvty (+2)
b. Cnn do nnother grou`s nctvty better thnn the
crentors (+1)
6. To heIp groups succeed, the IacIIItator shouId
check In wIth the progress durIng pIannIng. HeIp
wIth Ideas or probIemsoIvIng strategIes II the
group Is struggIIng.
7. Encourage creatIve outoIthebox thInkIng, e.g.
sIngIng, dancIng, joketeIIIng, nonverbaI, as weII
as physIcaI or mentaItype chaIIenges.
1. How was thIs actIvIty dIIIerent Irom other IeadershIp chaIIenges In whIch you have been
InvoIved!
2. How dId you decIde what your group`s chaIIengeJactIvIty was goIng to be!
3. What was the hardest part about creatIng an actIvIty!
4. How does thIs reIIect reaIIIIe IeadershIp roIes!
ouick Rccrcncc
TIme ......................... 60 mInutes
UseIuIness
FInaI actIvIty on a LeadershIp
Retreat
LeadershIp TraInIng
SuppIIes
None In partIcuIar, but II you
throw In a Iew random Items It
may make Ior more InterestIng
chaIIenges.
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ThIs was harder than It sounded - thIs type oI creatIve IeadershIp requIres aII eIements
oI team work IncIudIng creatIvIty, communIcatIon, trust, probIemsoIvIng and tIme
management. To be a successIuI Ieader you must Iead by exampIe and capItaIIze on others`
and your own strengths.
Precept
O. FIexIbIIItyJAdaptabIIIty
O4. ExperIments and takes rIsks
8. ReIatIonshIps
ModaIItIes
VIsuaI
AudItory
KInesthetIc
AII
ll lxfcnsion
AHS.37 TeachIng Others
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1rusf 1roil
ucscrifion
Earn trust wIthIn the group. n thIs actIvIty the
group gaIns the trust oI one voIunteer as they
Iead them through the Trust TraII by theIr audItory
rhythmIc abIIItIes.
uirccfions
1. Ask Ior one voIunteer Irom the group.
2. AIter a voIunteer has been estabIIshed, gIve the
entIre group InsIght to what Is goIng to happen.
3. As a group, we wIII Iead our voIunteer through an
obstacIe course, Iocated rIght here In the room.
4. Ask the voIunteer to waIt outsIde the room whIIe
the group constructs the course.
5. 8e sure the voIunteer Is out oI the room beIore
you reveaI the next step to the rest oI the cIass.
6. The goaI Is to buIId an obstacIe course Ior the
voIunteer-Irom the door to the other sIde oI the
room. Use desks, book bags, or other moveabIe
Items In thIs room. (The voIuteer cannot step up
on anythIng; however, he or she can step over
Items. At thIs tIme, Iet the students know whIch
thIngs are oII IImIts.)
7. CIve the group three mInutes to arrange the room
Into an obstacIe course. nstruct them to be very
quIet so the voIunteer won`t hear what Is goIng on.
8. AIter the course Is buIIt, make sure everyone Is
cIear on the route to be taken by the voIunteer,
have someone Irom the group waIk the path once
or twIce so everyone knows the way.
9. Step out and bIIndIoId the voIunteer wIthout
IettIng hIm or her see the obstacIe course.
10. 8rIng the bIIndIoIded voIunteer In the room.
11. ExpIaIn to the entIre group how they wIII Iead the
voIunteer through the course
n. CInng hnnds contnuousIy menns to contnue
n the snme drecton.
b. 5nnng ]ngers menns to roceed wth cnuton, there s nn obstncIe nhend.
c. 5tomng ]eet menns to ste over somethng.
d. 5hhhh, menns you nre not gong n the rght drecton, nnd you need to try
nnother drecton untI you henr the grou reIy.
ouick Rccrcncc
TIme ......................... 15 mInutes
UseIuIness
CIassroom
OIIIcer Retreat
SuppIIes
Desks, chaIrs, book bags, ( I.e.
objects to buIId the obstacIe
traII)
8IIndIoId
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12. RevIew the methods oI communIcatIon wIth everyone.
13. ContInue the actIvIty untII the group successIuIIy Ieads the voIunteer through the
obstacIe course.
14. When the voIunteer has compIeted the course, Iead the group In a bIg round oI appIause.
15. Take the bIIndIoId oII and Iet the voIunteer see the course.
16. CIve the group one mInute to put the room back In order.
For the voIunteer:
1. DId you IeeI IIke you trusted the cIass durIng the actIvIty! Why or why not!
2. Were there any specIIIc tImes your trust Ior the group was not quIte as strong as It couId
have been! Why or why not!
For everyone:
1. How does thIs actIvIty reIate to trust!
2. What was the hardest part about communIcatIng the path to the voIunteer!
3. How couId the group gaIn the voIunteer`s trust!
4. How couId the group Iose the voIunteer`s trust!
5. WhIch Is easIer: To gaIn trust or to Iose It!
wro U
Today we conducted a rIsky actIvIty and measured our trustworthIness. ThIs actIvIty
heIped us to see how to trust others, gaIn others trust and to dIscover the Importance oI
trustIng reIatIonshIps.
Precept
8. ReIatIonshIps
81. PractIce human reIatIons skIIIs IncIudIng compassIon, empathy, unseIIIshness,
trustworthIness, reIIabIIIty and IIstenIng
ModaIItIes
AudItory
KInesthetIc
SpatIaI
MusIcaI
8odIIyKInesthetIc
ll lxfcnsion
HS.61 EarnIng Trust
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lumon clcckcrs
ucscrifion
n thIs game oI checkers, two peopIe are the
pIayers and the others are the game pIeces. PIayers
and game pIeces probIem soIve together to conquer
the other team. Human checkers demonstrates the
strategIc process oI accompIIshIng goaIs and brIngs
to reaIIzatIon the acceptance oI IaIIure.
uirccfions
Frenrnton: Crente n bonrd wth mnskng tne
on the ]Ioor squnres by squnres; mnrkng every
other one d]]erentIy, dstngushng on whch bIocks
ench tenm mny trnveI. AIso, dstngush tenms vsbIy
wth stckers, nnmetngs, hnts etc.
1. SeIect 24 peopIe to be game pIeces.
2. The remaInIng peopIe wIII be the pIayers, takIng
turns movIng "checker pIeces."
3. The pIayers wIII teII theIr "pIeces" where to move.
4. n the event oI a jump, the pIeces wIII pIay Ieap
Irog wIth one another to move Irom pIace to
pIace.
5. When a pIece reaches the opponent`s back row
(the KIng Row), It becomes a kIng, a pIece that
was just "kInged" cannot contInue jumpIng pIeces,
untII the next move.
6. To dIstInguIsh kIngs, a royaI crown couId be made
out oI paper or another person couId be added to
the spot and move together.
7. ContInue pIayIng checkers untII one team Is
eIImInated.
1. How was strategy InvoIved In checker "pIece"
movement!
2. Why was workIng together Important!
3. How dId the other team`s movements dIstract you
Irom your goaIs!
4. What barrIers In our IIves dIstract or aIter our goaIs!
5. How doJcan we deaI wIth these obstacIes In our personaI IIves!
ouick Rccrcncc
TIme ................................30 MIn
UseIuIness
CIassroom
FIrst FFA MeetIng oI the year
SuppIIes
A way to dIstInguIsh teams.
MaskIng tape to make a board
on the IIoor (Ior an 8 by 8
grId).
OptIonaI - paper crowns
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]ust as thIs game oI checkers has shown us how to strategIze and conquer obstacIes on
the way to the other sIde oI the board, Iet`s take thIs Iesson wIth us as we set goaIs and
evaIuate our journey across the checkerboard oI IIIe.
Precept
N. DecIsIon MakIng
N1. Demonstrate the decIsIon makIng process
N2. Demonstrate probIem soIvIng skIIIs
8. ReIatIonshIps
ModaIItIes
VIsuaI
KInesthetIc
SpatIaI
nterpersonaI
LogIcaIMathematIcaI
ll lxfcnsion
HS.81 DecIsIon MakIng In Croups
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lcoJcr vs lollovcr
ucscrifion
SometImes we must be Ieaders and other tImes
we must take on the roIe oI IoIIower. To be a good
Ieader you need to know how to IoIIow. n thIs
actIvIty partIcIpants wIII demonstrate team buIIdIng
skIIIs and better understand how to be both an
eIIectIve Ieader and IoIIower.
uirccfions
1. DIvIde the group Into paIrs.
2. PaIrs shouId sIt IacetoIace to one another.
3. Now Iorm a mIrror oI each other wIth your hands
heId out horIzontaIIy In Iront oI you.
4. There shouId be one to two Inches between you
and your partner`s hands.
5. WIthout any taIkIng, begIn movIng your hands
whIIe stIII remaInIng a mIrror oI your partner.
6. CIve partIcIpants one mInute to act as a mIrror.
renk ]or Connecton uestons.
7. Try It agaIn but thIs tIme, swItch roIes, II you Ied,
IoIIow. I you IoIIowed, now It Is your turn to Iead.
8. CIve the partIcIpants another mInute.
1. ThInk oI the sImpIIcIty oI a IeaderJIoIIower
reIatIonshIp. How does It Iorm!
2. Who Ied!
3. How dId you decIde who wouId be the Ieader!
4. FoIIowers, why dId you decIde to IoIIow!
Do the nctvty ngnn swtchng roIes, then nsk the
whoIe grou:
5. TeII me about how It was to swItch your roIe!
6. Do we aII have the abIIIty to Iead and the abIIIty to IoIIow!
ouick Rccrcncc
TIme ..................................5 mIn
UseIuIness
Retreat
CIassroom
8eIore communIty servIce
pIannIng or actIvIty
SuppIIes
None
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ThIs exercIse showed us that we aII have the abIIIty to be Ieaders and IoIIowers. We must
Iearn and understand when each roIe Is approprIate In IIIe. Even II the roIe we must assume
Is awkward or unnaturaI we must adjust and perIorm to the best oI our abIIItIes.
Precept
. ProIessIonaI Crowth
3. Demonstrate exempIary empIoyabIIIty skIIIs
O2. Manages change
O3. Reacts wIth openness to Ieedback and proIessIonaI growth opportunItIes
ModaIItIes
KInesthetIc
nterpersonaI
8odIIyKInesthetIc
ll lxfcnsion
HS.64 LeaderFoIIower ReIatIonshIps
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lcoJcrsli lslonJ
ucscrifion
n thIs probIem soIvIng actIvIty students wIII
work together to decIde the IIve most Important
characterIstIcs oI beIng a Ieader. They must express
theIr decIsIon through verbaI justIIIcatIon In an
attempt to come back to cIvIIIzatIon Irom LeadershIp
sIand.
uirccfions
Frenrnton: Frnt coes o] Tenm uIdng: A5.1
]or ench student
1. Handout "LeadershIp Trees" to each student.
2. DIvIde Into smaII groups oI three to IIve students.
3. Each group Is to ImagIne they are stranded on
LeadershIp sIand. The onIy way to get back
to cIvIIIzatIon Is to choose IIve IeadershIp
characterIstIcs that you thInk are Important to
becomIng successIuI.
4. Each group must pIck IIve dIIIerent characterIstIcs
Irom the trees and deveIop a convIncIng case
as to why these characterIstIcs wIII heIp them
become successIuI In IIIe.
5. Encourage each group to come up wIth posItIve
reasons why theIr IeadershIp characterIstIcs wIII
heIp them be successIuI. (There s no set rght or
wrong nnswer.)
6. Each group wIII pIck one member to present theIr
case to the Supreme Leader (the nstructor).
7. How convIncIng they need to be Is up to the
Supreme Leader, who has power over whether the
group stays stranded or returns to cIvIIIzatIon.
8. I the Supreme Leader determInes the group has
not deveIoped a convIncIng case then they must
return to LeadershIp sIand and strengthen theIr
argument.
9. CIve each group sIx mInutes to prepare theIr
presentatIon to the Supreme Leader.
xnmIe:
1. Trustworthy - Needed n order to buId both ersonnI nnd busness reIntonshs.
2. Honesty - A key comonent to buIdng trust.
3. Cood Istener - Necessnry ]or deveIong nn understnndng o] others needs.
4. Humor- FeoIe wII en]oy beng nround you.
ouick Rccrcncc
TIme .................................15 mIn
UseIuIness
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FFA
SuppIIes
Team 8uIIdIng: AS.1 one per
partIcIpant
OptIonaI treat Ior returnIng to
cIvIIIzatIon
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5. Tenm deveIoer- The nbIty to ut n tenm together cnn heI nccomIsh more thnn
someone workng nIone.
1. What dId you IInd most dIIIIcuIt about thIs exercIse!
2. How dId your team seIect the top IIve!
3. How dId you eIImInate other good characterIstIcs!
4. Was there some negotIatIon InvoIved among group members!
wro U
As we know, there are many skIIIs and attrIbutes to beIng successIuI In IIIe and as a
Ieader. n thIs actIvIty there reaIIy was no rIght or wrong answer It was aII about how you
communIcated your choIces to the Supreme Leader. You have aII demonstrated great
eIImInatIon, probIem soIvIng and communIcatIon skIIIs. want to weIcome you aII back to
cIvIIIzatIon!
Precept
F. ContInuous mprovement
F3. Use InnovatIve probIem soIvIng strategIes
]. MentaI Crowth
]6. Persuade others
ModaIItIes
AudItory
LInguIstIc
nterpersonaI
ll lxfcnsion
HS.1 DeIInIng LeadershIp
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1com luilJing ^Si
lcoJcrsli clorocfcrisfic 1rccs
The IoIIowIng Is a IIst oI trees and theIr characterIstIcs. They are much IIke IruIt trees onIy they
produce characterIstIcs that you can pIck IIke you wouId appIes or oranges. You can pIck your
characterIstIcs Irom one tree or severaI.
2?
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Sfor lovcr
ucscrifion
n thIs actIvIty each group wIII be asked to set a
goaI oI the number oI stars they are abIe to cut out
In a specIIIc tIme. AIter they compIete the actIvIty,
they wIII be asked to reassess theIr goaI as a team
and set a new goaI wIth the new InIormatIon they
have dIscovered.
uirccfions
In ths nctvty, students wII er]orm the tnsk once
nnd then nnswer evnIunton questons be]ore they
er]orm the tnsk ngnn. Coy one Tenm uIdng:
A5.2 er grou nnd be sure to hnve enough stnr
ntterns, scrntch ner nnd scssors ]or ench grou.
1. DIvIde Into groups oI three to Iour.
2. CIve each group a star pattern, scratch paper and
scIssors.
3. The goaI Is to cut as many stars as possIbIe.
4. FIrst, aIIow each group to set a S.M.A.R.T. goaI Ior
the number oI stars they can cut out.
5. CIve them three mInutes to try to meet theIr goaI.
6. AIter tIme Is up, gIve each group IIve mInutes to
answer the evaIuatIon questIons on the ActIvIty
Sheet.
7. Then they shouId set another S.M.A.R.T. goaI Ior
the number they want to cut In three mInutes and
go through the process agaIn.
8. When groups IInIsh the second tIme IoIIow the
actIvIty wIth ConnectIon QuestIons.
1. What was the dIIIerence between the IIrst tIme and
second tIme!
2. How dId answerIng the questIons between the IIrst
and second tIme heIp your group!
3. How couId you reIate the process oI evaIuatIon to
your personaI goaIs!
ouick Rccrcncc
TIme ................................20 mIn
UseIuIness
CIassroom
CoaI settIng
SuppIIes
ScIssors
Scrap paper
Star patterns
Team 8uIIdIng: AS.1 one per
group
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ThIs sImpIe exampIe showed us how much easIer It was to reach our goaI once we took
a moment to evaIuate where we were and where we wouId IIke to be. We dIscovered the
vaIue oI assessIng a sItuatIon and then movIng Iorward wIth the end goaI In mInd. ThIs Is
somethIng we shouId do Ior each goaI we set at schooI and In our personaI IIves.
Precept
A. ActIon
A1. Work IndependentIy and In groups to get thIngs done
A2. Focus on resuIts
ModaIItIes
KInesthetIc
LogIcaIMathematIcaI
8odIIyKInesthetIc
ll lxfcnsion
HS.47 EvaIuatIng PIans and CoaIs
MS.15 SettIng CoaIs
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1com luilJing ^Sz
^cfivify Slccf Sfor loffcrn
uucsfions
Answer the IoIIowIng questIons wIthIn your group. These questIons wIII heIp you as you
set a new goaI to achIeve.
1. What dId we Iearn about the goaI we set!
2. s there anythIng that dId not work the way we thought It wouId!
3. s there anythIng we wouId have changed about the way we worked toward our goaI!
4. DId we do enough work to accompIIsh our goaI!
5. s there somethIng we can show or teII as a resuIt oI our work!
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communicofion
\oking lconuf luffcr onJ 'clly
\oJcling communicofion
communicofion 1riol
crozy communicofion
licfurc lcrfccf communicofion
uucsfion Skifs
1clclonc 8 flc kumor \ill
1link on your lccf
incus Arco. tnmmunicotinn
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t
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\oking ll8'
ucscrifion
ThIs actIvIty gIves partIcIpants a reaI sense oI the
Importance oI communIcatIon, aIIowIng them to reIy
on words aIone. ThIs Is a great handson actIvIty to
heIp partIcIpants hone theIr communIcatIons skIIIs.
uirccfions
1. CIve each partIcIpant the task oI wrItIng down the
steps to make a peanut butter and jeIIy sandwIch.
2. Have the partIcIpants swItch descrIptIons and
pretend as though they do not know what
Is beIng descrIbed and physIcaIIy do what Is
Instructed on the pIece oI paper.
^lfcrnofivc Ofion
1. PartIcIpants work In groups to come wIth
dIrectIons on how to make P8&].
2. FacIIItator reads each set oI dIrectIons aIoud and
perIorms each task as It Is descrIbed.
3. AIIow partIcIpants a chance to edIt theIr
InstructIons.
4. FacIIItator trIes agaIn to make a successIuI
peanut butter and jeIIy sandwIch Irom the revIsed
dIrectIons.
1. Why dIdn`t the sandwIch turn out IIke expected!
2. What assumptIons dId you make!
3. How does thIs exampIe show us how we shouId
work wIth and communIcate wIth others, especIaIIy
wIth those who we are unIamIIIar!
4. Why Is It Important to have both good verbaI and
wrItten communIcatIon skIIIs!
5. What dId wrItIng a set oI InstructIons show you
about detaII!
ouick Rccrcncc
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CoachIng PubIIc SpeakIng
SuppIIes
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]eIIy
8read
(nonedIbIe aIternatIves)
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wrou
Who knew makIng a peanut butter and jeIIy sandwIch couId be so dIIIIcuIt! We dIdn`t
reaIIze some oI the eIIects that wouId come Irom a Iack oI communIcatIon such as
IrustratIon and compIIcatIon. Through thIs exercIse we Iearned the Importance oI patIence
and expIaInIng exactIy what we mean In wrItIng. What great practIce thIs was Ior cIear
communIcatIon In any career path!
Precept
A. ActIon
ModaIItIes
VIsuaI
KInesthetIc
SpatIaI
nterpersonaI
ll lxfcnsion
HS.19 VIsIonIng SkIIIs
t
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Lsten. Lead. Learn!
\oJcling
communicofion
ucscrifion
ThIs actIvIty heIps students understand
the dIIIerence between oneway and twoway
communIcatIon and aIIows each person to come to a
concIusIon on whIch way Is more eIIIcIent In a hands
on actIvIty.
uirccfions
1. DIvIde Into groups oI two.
2. One person needs to be IacIng the Iont oI the
room whIIe the other Is IacIng the back or the
rear oI the room.
3. CIve one mInute to arrange Into theIr groups and
Iace the approprIate dIrectIons.
4. The person IacIng the back oI the room needs a
paper and a pencII or pen.
5. The IacIIItator shouId draw a pIcture on a wrItIng
surIace onIy those peopIe IacIng the Iront oI the
room wIII be abIe to see.
6. The person IacIng the Iront oI the room Is to
expIaIn the drawIng to theIr partner, who Is
Iocated besIde them, but IacIng the opposIte
dIrectIon.
7. The person IacIng the back oI the room wIII draw
the pIcture.
8. Those IacIng the back oI the room may not taIk or
turn around durIng the actIvIty!
Note: The ensest thng to drnw s n seres o]
connected geometrc shnes, but you mny drnw
nnythng you wnnt. It nIso mnkes t enser ] you
drnw the cture one ste nt n tme. Lettng the
nrtcnnts gve drectons between ench shne.
9. ContInue In thIs IashIon Ior about two mInutes untII you can see conIusIon about the
InstructIons beIng gIven and varIatIon In the drawIngs. RemInd the students IacIng the
back not to turn around, taIk or ask questIons.
10. Compare pIctures Irom the board.
11. Turn the paper over and reverse roIes. (The partner who was IacIng the board shouId
Iace the back oI the room now. The partner who was IacIng the back shouId be IacIng the
board now.)
ouick Rccrcncc
TIme ............................... 15 mIn
UseIuIness
CIassroom
SuppIIes
PubIIc drawIng surIace
Paper
WrItIng utensIIs
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12. ThIs tIme, the IacIIItator wIII draw a pIcture on the board, and the partner IacIng the
board wIII gIve InstructIons. The onIy dIIIerence Is that the person doIng the drawIng gets
to ask questIons.
13. Draw the same type oI pIcture as beIore.
14. AIter a coupIe oI mInutes, when you see that cIass members have drawn theIr sketches
and have trIed a Iew cIarIIyIng questIons, stop the actIvIty and IoIIow up wIth dIscussIon.
1. Compare the IIrst attempted pIcture to the pIcture on the board.
2. How accurate were the verbaI descrIptIons gIven to the IIrst student to draw!
3. What was most Important Ior the one gIvIng dIrectIons!
4. What was most Important Ior the one receIvIng dIrectIons!
5. What wouId have made the actIvIty easIer!
Second portIon:
6. DId thIs actIvIty work better! Why!
7. What do we need to do as IIsteners when we are tryIng to understand Important
InIormatIon!
wrou
The second attempt to draw the pIcture Irom the board was sIgnIIIcantIy more accurate
than the IIrst goaround. Through our debrIeI we reaIIze the essentIaI need Ior twoway
communIcatIon.
Precept
A. ActIon
A8. EvaIuate and reIIect on actIons taken and make approprIate modIIIcatIons
M. CommunIcatIon
M4. CommunIcates approprIateIy wIth coworkers and supervIsors
ModaIItIes
VIsuaI
AudItory
KInesthetIc
nterpersonaI
SpatIaI
ll lxfcnsion
MS.38 The mportance oI LIstenIng
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communicofion 1riol
ucscrifion
ThIs actIvIty aIIows each student to dIscover the
pros and cons oI dIIIerent types oI communIcatIon
and whIch components are needed Ior successIuI
communIcatIon.
uirccfions
Hnve ]ve d]]erent ctures nvnInbIe, one ]or ench
o] the ]ve voIunteers.
1. Ask Ior IIve voIunteers.
2. CIve each voIunteer a dIIIerent pIcture and teII
them they are to communIcate what the pIcture Is
to the rest oI the group.
3. TeII the rest oI the group that each voIunteer Is
goIng to communIcate to you what theIr pIcture Is
In a dIIIerent way.
4. Encouraged the partIcIpants to take notes, make
a IIst and draw what they see or hear - whatever
It takes Ior them to remember what each pIcture
Is about. Ask the partIcIpants to be as thorough
as possIbIe.
5. VoIunteers, each usIng a dIIIerent pIcture, wIII
use the IoIIowIng types oI communIcatIon:
VoIunteer one: 5how the cture ]or 15 seconds
nround the room nnd then hde t.
VoIunteer two: VerbnIIy descrbe the cture.
VoIunteer three: On n wrtng sur]nce, wrte
words descrbe the cture.
VoIunteer ]our: Re-drnw the cture on n
wrtng sur]nce.
VoIunteer ]ve: Act out whnt s hnenng n the
cture wthout snyng nny words.
6. CIve a specIIIc tIme IImIt such as, each voIunteer,
except voIunteer one, gets 60 seconds to
communIcate theIr pIcture.
1. DIscuss what each pIcture Iooked IIke.
2. What dIIIerent Ideas or Images dId dIIIerent peopIe draw or wrIte down Ior each pIcture!
3. WhIch Iorm oI communIcatIon were you abIe to understand best!
ouick Rccrcncc
TIme ................................20 mIn
Number oI Students ............ 525
UseIuIness
FFA
CIassroom
PreparIng Ior a presentatIon
SuppIIes
FIve dIIIerent pIctures oI
your choIce (or you can use
CommunIcatIon: AS.15)
WrItIng surIace
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4. What Is Important In good communIcatIon!
5. How dId thIs actIvIty show you how a bIInd or deaI person mIght Interpret
communIcatIon!
6. Draw concIusIons as to whIch part oI the cIass was more accurate In theIr descrIptIons,
such as Iront versus the back. Why mIght thIs be true!
wrou
Thank you to our great voIunteers Ior demonstratIng the muItIpIe ways oI communIcatIon.
n each trIaI we Iearned somethIng dIIIerent about our perceptIons and how we communIcate
wIth one another. Today we have Iearned that the most eIIectIve communIcatIon comes Irom
combInIng aII IearnIng styIes: audItory, vIsuaI and kInesthetIc.
Precept
ActIon
A4. dentIIy and use resources
ModaIItIes
VIsuaI
AudItory
nterpersonaI
8odIIyKInesthetIc
ll lxfcnsion
MS.40 Types oI CommunIcatIon
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crozy communicofion
ucscrifion
Take a mInute to aIIow your students to experIence
thIs Iun versIon oI mangIed communIcatIon and then
taIk about how Important cIear communIcatIon Is In
our daIIy InteractIons.
In ths nctvty grous wII be gven cnrds
contnnng words thnt seem to hnve no connecton.
ut when you sny the words together, they sound
out n hrnse (.e., Ien] menI own = Ienve me nIone).
uirccfions
e]ore the nctvty begns, renre the
Crnzy Communcnton Cnrds. Mnke coes o]
Communcnton:A5.b nnd cut out the cnrds. Wrte
the nnswers on the bnck o] the cnrds.
1. DIvIde Into groups oI Iour.
2. Have each group decIde who wIII be the oIIIcIaI
card hoIder.
3. Pass out the prepared Crazy CommunIcatIon
Cards.
4. Each card hoIder wIII hoId up the cards one at a tIme.
5. As a team, read aIoud the words exactIy as they
appear on the card and IIgure out the phrase on
the card.
6. When the members oI the team say the correct answer
the card hoIder Is to put the card down.
7. CIve each team seven mInutes to compIete as
many cards as they can.
8. Announce when the tIme Is up and see who
guessed the most crazy phrases correctIy.
1. How dId you IIgure out the crazy phrase!
2. Was It easIer to understand the phrase when you
were sayIng the words or IIstenIng! Why!
3. What can we Iearn about communIcatIon Irom thIs actIvIty!
4. These Crazy CommunIcatIon Cards were IIke a dIIIerent Ianguage we had to master. Do
you ever IeeI IIke you are speakIng a dIIIerent Ianguage when you try to communIcate!
DescrIbe the resuIt.
5. How does verbaI and nonverbaI communIcatIon heIp get a message across successIuIIy!
ouick Rccrcncc
TIme ............................... 15 mIn
UseIuIness
Retreat
ntro at a commIttee meetIng
SuppIIes
Crazy CommunIcatIon Cards
CommunIcatIon: AS.6
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Now we know that sometImes the most Important thIng you can do whIIe communIcatIng
wIth one another Is careIuIIy IIsten to what Is beIng saId. We must practIce becomIng
master communIcators so that conversatIons don`t turn Into the type oI phrases we have
just unIocked. AIIow ourseIves to wIn the communIcatIon game every day, so that our
conversatIons do not end up beIng jIbberjabber!
Precept
M. CommunIcatIon
M4. CommunIcatIons approprIateIy wIth coworks
]. MentaI Crowth
]1. ThInk creatIveIy
ModaIItIes
AudItory
VIsuaI
LInguIstIc
ll lxfcnsion
HS.55 Components oI the CommunIcatIon Process
On Communcnton: A5-b ]or the crnzy communcnton nctvty. You wII cut them out
nnd nste one er ndex cnrd. The nnswer to the cnrd s beIow the hrnse n tnIcs. Do
not ut the nnswer on the ]ront o] the cnrd. FIense wrte ths nnswer on the bnck o] the
corresondng cnrd n the to rght corner n encI. The cnrdhoIder wII be nbIe to see the
nnswer ns he,she hoIds the cnrd u ]or the grou, but the grou wII not be nbIe to see the
nnswer.
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communicofion ^S6
Haste
Rake
Hat
A stray cat
Why
Sky
Wise guy
Us He
Crick
Owed
A secret code
Oppose
Guard
A post card
What
Hearse
Up Lie
Water Supply
Oak
Abe
Abe
Okay Babe
May Cuss
Suck Jest
Chin
Make a
suggestion
Arraigned
He Lay
A Rain Delay
Fus lI
Hick
Host
FaciIc Coast
Haul Weigh
Sewen
Mime Hind
Always on my
mind
Call Feet
He Worm
Elk
CoIIee, tea or
milk
Ask Leer
Essay
Bail
As clear as a Bell
Amen
Ask
Hurt
A mini skirt
Hush
Heavy
Fan
A Chevy van
Laugh
Tan
Did
LeIt handed
Sport
lt
Skier
Sports gear
Has
Skinny
Won
Ask any one
LeaI
Meal
Own
Leave me alone
Foe
Waste
Hop
Four way stop
Fepper
Alley
Fep rally
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communicofion
ucscrifion
n thIs actIvIty, students wIII Iearn the Importance
oI gIvIng stepbystep dIrectIons whIIe beIng
abIe to use theIr IIstenIng and creatIve skIIIs.
HeIpIng students to understand the Importance oI
coIIaboratIon and twoway communIcatIon.
uirccfions
e]ore the nctvty begns, the nstructor must drnw
n cture thnt contnns the ]oIIowng: Mountnns n
the dstnnce, rnnbow connectng two mountnns,
n tree, two brds, wnter]nII ]Iowng between the
mountnns nnd the sun.
1. Have a voIunteer come Iorward and show them
the pIcture you have created Ior about 30
seconds.
2. Pass out markers and bIank pIeces oI paper to
each student.
3. nstruct the voIunteer to gIve dIrectIons to
the cIass on how to draw the pIcture so theIr
drawIngs match the IacIIItator`s pIcture.
4. On a separate sheet oI paper, IIst the IoIIowIng
words and teII the voIunteer that the IoIIowIng
words cannot be used:
RaInbow
MountaIns
Sun
Tree
WaterIaII
5. PartIcIpants are to draw onIy what the voIunteer
gIves dIrectIons to draw, nothIng more, nothIng Iess.
6. CIve the voIunteer two mInutes to descrIbe the pIcture to the rest oI the group.
7. Thank the voIunteer and reveaI the orIgInaI pIcture to the group to compare the
drawIngs.
ouick Rccrcncc
TIme ............................ 510 mIn
Number oI Students ...............Any
UseIuIness
CIassroom
Retreat
SuppIIes
8Iank paper
Markers
incus Arco. tnmmunicotinn. ricturc rcrcct tnmmunicotinn
SS
Lsten. Lead. Learn!
1. DId your pIcture Iook IIke the pIcture beIng descrIbed! Why or why not!
2. What dIrectIons dId (Insert name) gIve that worked Ior you!
3. What dIrectIons may have been uncIear!
4. What does It take to gIve cIear dIrectIons!
5. Can you thInk oI a tIme when you were gIven dIrectIons that were uncIear! What was the
resuIt!
6. Why does mIscommunIcatIon usuaIIy occur!
wrou
As we can see, the need Ior cIear verbaI dIrectIons was Important In thIs actIvIty. We can
cIearIy understand how much easIer It wouId have been II the drawers couId have seen
the pIcture Ior themseIves, but In thIs actIvIty we had to reIy on some eIse`s dIrectIon and
guIdance. ThIs symboIIzes dIIIerent skIIIs and taIents among a group. We need to reIy on
others as a team to be successIuI. ThIs was a Iorm oI onewaycommunIcatIon. Let`s Iocus
on twowaycommunIcatIon to heIp our messages come across Ioud and cIear.
Precept
A. ActIon
A8. EvaIuate and reIIect on actIon taken and make approprIate modIIIcatIons
ModaIItIes
VIsuaI
AudItory
LInguIstIc
SpatIaI
ll lxfcnsion
HS.91 PresentatIon TIps: SkIIIs and StrategIes
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uucsfioning Skifs
ucscrifion
ThIs actIvIty requIres students to communIcate
onIy by askIng questIons. The rest oI the group must
guess the scenarIo each group Is enactIng.
uirccfions
1. DIvIde Into groups oI IIve.
2. Each group wIII work together to perIorm an
Impromptu skIt.
3. Have each group come to the Iront oI the room
and choose one oI the IoIIowIng scenarIos:
You nre ]ve bnsketbnII Inyers be]ore n bg
gnme.
You nre ]ve hgh schooI students nt rom
wthout n dnte.
You nre ]ve students sent to the rncnI`s
o]]ce ]or beng Inte to schooI.
You nre ]ve students renrng ]or n cnnned
]ood drve.
You nre ]ve students nbout to comete n the
stnte seIIng bee.
You nre ]ve students skng schooI to go to
the moves.
You nre ]ve students Iost on the wny to n
]ootbnII gnme.
4. The task Is to act out what these scenarIos mIght
sound IIke.
5. Use onIy questIons to communIcate, and
communIcate wIth each other Ior at Ieast one
mInute.
6. When askIng a questIon, each person must Iook
at some one eIse In theIr group, sIgnIIyIng who Is
next to ask a questIon.
7. When one mInute Is up the rest oI group must decIde the scenarIo beIng acted out.
8. AIIow each group tIme to perIorm the Impromptu skIt.
ouick Rccrcncc
TIme ............................... 20 mIn
UseIuIness
FFA Retreat
CIassroom
WhIIe workIng wIth students
Ior theIr Impromptu speech
SuppIIes
ScenarIos typed or wrItten on
pIeces oI paper
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1. What types oI questIons dId they ask!
2. Were most oI the questIons abIe to be answered wIth a sImpIe "yes" or "no"!
3. How dId you IIgure out the scenarIo!
4. Was It hard to contInue a conversatIon Ior one mInute wIth onIy questIons! Why!
5. WouId you have been abIe to guess sooner or more accurateIy what the scenarIo was II
they were abIe to answer each questIon beIore askIng another!
6. What can we Iearn about communIcatIon Irom these skIts!
wrou
ThIs actIvIty heIped us understand the need Ior twoway communIcatIon, practIce
perIormIng In Iront oI peopIe and practIce "goIngwIththeIIow" In an Impromptu sItuatIon.
t Is Important to present yourseII In the rIght manner no matter what sItuatIon you are In or
what changes occur In a sItuatIon.
Precept
H. SocIaI Crowth
H2. Present seII approprIateIy In varIous settIngs
O. FIexIbIIItyJ AdaptabIIIty
O2. Manages change
ModaIItIes
AudItory
KInesthetIc
VIsuaI
LInguIstIc
nterpersonaI
ll lxfcnsion
HS.91 PresentatIon TIps: SkIIIs and StrategIes
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1clclonc onJ flc
kumor \ill
ucscrifion
The tImeIess cIassIc oI pIayIng teIephone Is one
oI the best ways to understand the reIatIonshIp
between quaIIty verses quantIty In communIcatIon.
ThIs actIvIty brIngs to IIIe the reaIIty oI how quIckIy a
message can become dIstorted.
uirccfions
1. AssembIe the group In a sIngIe IIIe IIne.
2. Two ruIes to IoIIow: FIrst, It needs to be quIet In
the room. Second, the goaI Is to get the message
on the IIrst try, so IIsten careIuIIy do not ask any
questIons and do not repeat the phrase.
3. WhIsper a sentence to someone, then that person
wIII whIsper It to the next person.
4. Send thIs message around the room quIetIy and
see what message comes out at the other end.
5. Each person`s job Is to IIsten careIuIIy and pass
the message on as accurateIy as possIbIe.
6. WhIsper the sentence, "Sam and ]anet wIshed Ior
a mIIIIon ducks to IIII the pond."
7. Each student whIspers the same phrase to the
next, untII everyone has heard the message.
8. The Iast student to hear the message says It aIoud
Ior the cIass to hear.
9. The phrase wIII become garbIed or swItched
around to varyIng degrees as It moves throughout
the room.
FossbIe resonse: 5ome enchnnted wtch got n
mIIon bucks to buId n wnnd.
AIIow the nrtcnnts to tnke turns comng u wth
ther own hrnses nnd beng nt the end to nnnounce
the teIehone messnge.
1. DId everyone hear the same message!
2. What Is the dIIIerence between hearIng and comprehendIng!
3. Do you thInk the message wouId have been transIerred better II the sender wouId have
been abIe to repeat the message!
ouick Rccrcncc
TIme ................................15 mIn
UseIuIness
Retreat
CIassroom
FFA
When conIIIcts arIse
SuppIIes
None
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4. What Impact wouId beIng abIe to ask questIons have on thIs actIvIty!
5. Why Is IIstenIng Important!
6. What skIIIs were used to IIsten durIng thIs actIvIty!
7. What does thIs teach us about how rumors get started!
8. As a personaI mIssIon what can we do to eIImInate rumors!
wrou
We`ve had some great conversatIon about how to IacIIItate quaIIty communIcatIon. As
we can see communIcatIng In Iarge quantItIes means nothIng II we do not have a quaIIty
understandIng oI the message. Let`s aII make a poInt to IuIIy understand one another and
onIy pass around IactuaI InIormatIon that wIII beneIIt the whoIe group.
Precept
A. ActIon
8. ReIatIonshIps
ModaIItIes
AudItory
nterpersonaI
LInguIstIc
ll lxfcnsion
MS.38 The mportance oI LIstenIng
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1link on Your lccf
ucscrifion
n thIs actIvIty each partIcIpant wIII have a chance
to expIaIn as much as they know about a random
topIc or to teII a story. ThIs wIII aIIow students to
thInk on theIr Ieet In a comIortabIe sItuatIon.
uirccfions
1. Copy CommunIcatIon: AS.7 and cut Impromptu
topIcs Into strIps.
2. PIace Ideas Into a contaIner.
3. Have each person come to the Iront oI the room
and draw a random topIc.
4. They wIII read theIr topIc and have 15 seconds to
braInstorm.
5. Once the 15 seconds Is up they must gIve a two
mInute speech.
6. AIter each person has had a turn, dIscuss posItIve
and negatIve areas oI the students` speeches
1. How dId you IeeI about pubIIc speakIng beIore
thIs actIvIty!
2. What emotIon dId you have as you stood In Iront
oI everyone!
3. When wouId you have to gIve a speech IIke thIs!
4. I you were to do It agaIn how wouId you approach
the sItuatIon dIIIerentIy!
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"HIndsIght I aIways 20J20" but to be eIIectIve
communIcators we must thInk on our Ieet and be
abIe to InteIIIgentIy speak at any occasIon. ThIs
skIII wIII not onIy heIp you whIIe you are In schooI
and throughout FFA It wIII aIso heIp you naII a job
IntervIew or a IamIIy ceIebratory toast.
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TIme ...................approx. 30 mIn
Depends on number oI students
Number oI Students ...............Any
UseIuIness
FFA
CIassroom
Retreat
PreparIng Ior mpromptu
pubIIc speakIng contests
SuppIIes
mpromptu topIcs
ContaIner to mIx topIcs up
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Precept
M. CommunIcatIon
M3. Makes eIIectIve busIness presentatIons
O. FIexIbIIIty and AdaptabIIIty
ModaIItIes
AudItory
LInguIstIc
ll lxfcnsion
MS.45 PIannIng a PubIIc PresentatIon
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lmromfu 1oics
Describe a time in your liIe when you were aIraid.
Describe a time in your liIe when you were proud oI an accomplishment
Describe a time in your liIe when you had to plan an event. What were the steps?
Tell the group everything you know about changing a tire.
Tell the group about your Iavorite movie by describing the plot.
Tell the group about a time when you couldn't stop laughing.
Tell the group about your Iamily.
Describe a teacher or an event Irom elementary school.
Describe a time when you helped someone. What did you do? How did it make you
Ieel?
Tell the group about your Iavorite season and all the reasons it is your Iavorite.
Describe a sport or hobby you enjoy.
Tell the group everything you know about making cheese.
Describe how to make your Iavorite recipe. Why is it your Iavorite?
Describe how your day has gone up to this point.
Describe your dream vacation: where would you go, who would be with you, etc.
Describe your dream job: what steps do you need to take to achieve this job?
Tell the group everything you know about a character Irom history.
lI you were going to be any Disney character which one would you be and why?
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lorricr lolloon losl
lmorfoncc of kclofionslis
lorfcring losics
civic lcoJcrsli
incus Arco. Rclotinnships
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lorricr lolloon losl
ucscrifion
ServIce sounds IIke a great Idea. Why Is It that our
IntentIons and the Impact can be so very dIIIerent!
HeIp students reaIIze common barrIers to servIce
wIth thIs outoItheIr seats baIIoon bash.
uirccfions
Note: nIIoons cnn be renred ror OR nIIow
nrtcnnts to bIow them u. Wrte one o] ench o]
the ]our bnrrers to servng on smnII sIs o] ner.
RoII u the sIs nnd stu]] ench nsde n bnIIoon.
Iow u bnIIoons ]or ench nrtcnnt.
lorricrs fo scrving
Lack oI TIme
Lack oI Money
Lack oI AbIIIty
NegatIve AttItude
1. Pass out the baIIoons, one to each student
around the room.
2. Students stand and have one mInute to bat the
baIIoons around the room, tryIng not to Iet any
touch the ground.
3. nstruct partIcIpants at a specIIIc command to
throw aII baIIoons In the aIr.
4. The chaIIenge Is to keep aII the baIIoons In the aIr Ior
one mInute - none shouId touch the ground. (Any
that touch the ground must stay on the ground.)
5. AIter one mInute stop the game and Instruct
partIcIpants to grab a baIIoon that Is cIose to them
and hoId It.
6. See how weII they dId. Count the number oI
baIIoons on the IIoor.
7. Ask those not hoIdIng a baIIoon to retrIeve one
Irom the IIoor.
8. Once everyone has a baIIoon agaIn, ask partIcIpants to raIse theIr hand II It has a sIIp oI
paper InsIde.
9. Ask those wIth somethIng InsIde to come Iorward.
10. nstruct the rest oI the partIcIpants wIthout somethIng In theIr baIIoons to pop theIr
baIIoons aII together.
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TIme ..............................10 mIn
UseIuIness
Retreat
WhIIe creatIng Program oI
ActIvItIes
SuppIIes
8aIIoons
SmaII pIeces oI paper wIth
barrIers wrItten on them
incus Arco. Rclotinnships. 8orricr 8ollnnn 8osh
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11. dentIIy barrIers to servIng, ask Iour peopIe one at a tIme, In the Iront, to pop the
baIIoon, read the sIIp oI paper and then tear It In haII.
12. Have students return to theIr seats.
1. What do you thInk these sIIps oI paper represent!
2. How are they dIIIerent or sImIIar to what we aIready know about servIng!
3. ThInk back to the baIIoons. magIne those baIIoons represent aII oI the actIvItIes you are
InvoIved In, the thIngs you spend your money on, or ways you use your abIIItIes. What dId
we do!
** xected resonse: ket bnIIoons n the nr.
4. When aII oI these thIngs were IIyIng around, how easy was It to IdentIIy and capture the
baIIoons that contaIned barrIers!
5. What dId we have to do to IInd those barrIers!
6. What kInd oI actIon dId It take!
** xected resonses: Hnd to sto ]uggIng so mnny bnIIoons; hnd to get rd o] ones
we ddn`t need; hnd to tnke hyscnI ncton to dent]y bnrrers.
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ThIs actIvIty symboIIzed the need to take actIon agaInst those IoomIng barrIers. We
must get to the root oI the barrIer, as we dId by poppIng the baIIoons, IdentIIyIng the
barrIer and destroyIng It. Why strIve dIIIgentIy to keep aII oI the baIIoons In the aIr that are
representatIve oI our dIIIerent actIvItIes and day to day happenIngs! dentIIyIng barrIers and
destroyIng them Is our goaI. Let`s take potentIaI barrIers Into consIderatIon whIIe pIannIng
our next actIvIty or servIce.
Precept
8. ReIatIonshIps
84 EIImInate barrIers In buIIdIng reIatIonshIps
C. VIsIon
C4 Adapt to opportunItIes and obstacIes Irom muItIpIe perspectIves
ModaIItIes
VIsuaI
KInesthetIc
8odIIyKInesthetIc
SpatIaI
nterpersonaI
ll lxfcnsion
HS.104 OpportunItIes to Serve Others
incus Arco. Rclotinnships. 8orricr 8ollnnn 8osh
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incus Arco. Rclotinnships. icon on Mc
lcon on \c
ucscrifion
n thIs actIvIty partIcIpants wIII see the vaIue oI
buIIdIng trustIng and honest reIatIonshIps wIth
others. ThIs shouId heIp us to reaIIze that buIIdIng
the rIght type oI reIatIonshIps Is the IoundatIon oI
success.
uirccfions
1. TeII the group: To prepare Ior today`s actIvIty,
you need to compIete the IoIIowIng quIz.
2. QuIz RuIes:
a. You may utIIIze any resource In the cIassroom.
b. You have two mInutes to compIete the quIz.
c. OnIy those IndIvIduaIs scorIng 100 percent
wIII earn an "A" on the quIz; the rest oI you
wIII IaII.
3. Take no questIons.
4. Pass out the quIz to each partIcIpant.
5. AIIow them to begIn workIng wIth up to three
other peopIe.
6. When the two mInutes are up, coIIect the quIzzes
and revIew the answers.
1. DId you attaIn the desIred resuIts!
2. How dId you attaIn the desIred resuIts!
**Answers shouId ncIude: y workng wth other
eoIe.
3. DId anyone work on the quIz aIone! Why or why
not!
4. What was the beneIIt to havIng three braIns
workIng together!
5. n what other sItuatIons In our IIves must we reIy
on someone eIse!
ouick Rccrcncc
TIme ...............................10 mIn
UseIuIness:
DIscussIng the Importance
oI buIIdIng communIty
reIatIonshIps
8eIore a sponsorshIp drIve
FIndIng communIty members
to heIp wIth SAEs
SuppIIes
ReIatIonshIps: AS.1 one copy
per partIcIpant
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SuccessIuIIy accompIIshIng thIs task requIred a reIatIonshIp wIth your partners, just IIke
many actIvItIes In IIIe we reIy on reIatIonshIps Ior sustenance and growth. ReIatIonshIps are
buIIt on honesty, trust and respect. Cood Ieaders surround themseIves wIth good peopIe.
Any one person does not have the corner on the market oI good Ideas. When peopIe grow
and Improve, the organIzatIon grows and Improves. SometImes, It Is not what you know that
counts, but whom you know.
Precept
8. ReIatIonshIps
H. SocIaI Crowth
H3. DeveIop, maIntaIn and grow heaIthy reIatIonshIps
ModaIItIes
VIsuaI
nterpersonaI
ll lxfcnsion
AHS.30 ResuIts wIthout ]eopardIzIng ReIatIonshIps
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kclofionslis ^Si

Name:
1. Who was the 1th Fresident oI the United States?
2. Name the (a) land grant institution in your state.
3. What is the maiden name oI the mother oI one oI your classmates?
4. What is a career in the Ield oI Iood science?
5. What is the Iavorite musician or band oI a person next to you?
. What is the name oI one oI the national FFA oIIcers?
7. How many pounds are contained in a normal bushel oI corn?
8. What is the FFA jacket made oI?
. What is one major agricultural advancement in the 20th century?
10. Outside oI the U.S., where has your partner traveled?
11. What does USDA stand Ior?
12. Get the signature oI your partner(s).
Bonus:
Name a movie that has an agricultural theme.
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ucscrifion
nItIatIng and sustaInIng reIatIonshIps can heIp us
In aII parts oI our IIves. n thIs actIvIty each student
needs a product or servIce and must IInd someone In
the cIass who can heIp negotIatIng.
uirccfions
Frenrnton: Crente ndex cnrds wth scennro
stntements. You wII ]nd stntements on
ReIntonshs: A5.2, rnt t, cut out stntements nnd
tne or gIue one stntement to ench cnrd.
1. Try dIvIdIng the group by bIrthdays. Ask the
partIcIpants wIth bIrthdays In the months oI
]anuary to ]une to raIse theIr rIght hand and
partIcIpants wIth bIrthdays In ]uIy through
December, raIse theIr IeIt hand; Make sure It Is
cIose to even.
2. Ask those wIth theIr IeIt hand In the aIr to move
to the IeIt sIde oI the room and those wIth theIr
rIght hand In the aIr to move to the rIght sIde oI
the room.
3. CIve each partIcIpant one scenarIo statement; try
to have a partIcIpant on the rIght sIde matched
wIth one on the IeIt.
4. TeII the partIcIpants to IInd the person that has
what they "need" to be compIete based upon
the InIormatIon on the card. (For exnmIe, the
stunton on cnrd A s n erson who s beng
reIocnted to nnother stnte nnd cnrd s someone
wth n movng comnny. The ob]ect s ]or ench
student to ]nd n mntch so thnt ench sde cnn
ncheve whnt they needed.)
5. DurIng thIs actIvIty, the partIcIpants are never to
dIrectIy say what Is on theIr card but rather aIIude
to It In dIIIerent terms to IInd theIr match.
6. CIve the partIcIpants three mInutes to IInd theIr
partner.
7. AIter three mInutes, have the partners IInd a seat
and dIscuss the beneIIts oI buIIdIng the reIatIonshIp we just dIscovered.
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TIme ................................10 mIn
UseIuIness
MarketIng CDE Team
CIassroom
CommunIty PartnershIps
SuppIIes
ndex cards wIth needs
scenarIos
incus Arco. Rclotinnships. 8ortcring 8osics
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1. TeII us the sItuatIon on your card and whom you seIected to soIve the probIem.
2. Why dId you seIect that person!
3. How eIse couId your "need" be met other than wIth the partner you Iound!
n. rnnstorm nnd dscuss dens
4. What other sItuatIons can you thInk oI where you have needed someone to heIp! TeII us
about your sItuatIon.
5. How does the abIIIty to buIId reIatIonshIps aIIect our daytoday IIves!
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From thIs quIck actIvIty we see beneIIts oI barterIng our abIIItIes or resources to
meet a goaI. MakIng and sustaInIng reIatIonshIps Is key to success In our personaI and
proIessIonaI IIves. AIso, through thIs actIvIty, we Iound one soIutIon but aIso Iound through
braInstormIng there can be many paths or soIutIons to reach one need.
Precept
8. ReIatIonshIps
84. EIImInate barrIers In buIIdIng reIatIonshIps
C. VIsIon
C4. Adapt to opportunItIes and obstacIes
ModaIItIes
KInesthetIc
nterpersonaI
ntrapersonaI
ll lxfcnsion
HS.51 The mportance oI 8uIIdIng ReIatIonshIps
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kclofionslis ^Sz
lorfcring Sccnorios
You own a moving truck.
You are moving to a new state and need someone to help with the move.
You love vacationing in Aspen, Colorado, where there are ski resorts everywhere.
Froblem is, you don't know how to ski!
You are a ski instructor who is just starting a business. You need clients!
You are a high school janitor who has the key to the pop machine.
You are at a late basketball practice and need some pop, but the machine is locked.
You have some wonderIul desserts to share, but no meal to go with them.
You Ixed a huge meal, but have no dessert.
You have an awesome car. Only one problemyou have no license!
You have a driver's license, but you need a car.
You lost your dog.
You Iound a dog.
You are traveling to France, but you do not know the language.
You are a high school French teacher.
Your car is broken down.
You received an "A" in Auto Technology.
You Iorgot your sweatshirt Ior gym class.
You have a 'closet' in your locker. You are known to have extra T-shirts and sweatshirts.
You are a new student in school.
You are a high school guidance counselor who helps transIer students.
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wlof is civic
lcoJcrsli
ucscrifion
AIIow the students to IeeI ownershIp oI theIr
deIInItIon oI cIvIc Ieader through thIs handson
researchIng actIvIty.
ThIs thought provokIng exercIse wIII heIp students
to contempIate the deIInItIon and need Ior cIvIc
IeadershIp.
uirccfions
nch student wII need n ece o] bInnk ner nnd
coIor]uI wrtng utensIs.
1. Pass out a bIank pIece oI paper to each student.
2. TeII each student to dIvIde the pIece oI paper Into
Iour quadrants by drawIng a IIne down the center
horIzontaIIy and vertIcaIIy.
3. nstruct the students to IabeI each quadrant wIth
the words:
undrnnt 1: Cvc
undrnnt 2: Lendersh
undrnnt 3: Cvc Lendersh
undrnnt 4: xnmIes
4. DIvIde Into paIrs.
5. UsIng a dIctIonary or the nternet Instruct each
paIr to IInd the deIInItIons Ior both "cIvIc" and
"IeadershIp."
6. Capture these deIInItIons In the approprIate
quadrant.
7. CombIne the two deIInItIons to create a new
deIInItIon Ior cIvIc IeadershIp.
8. LastIy, wIth the remaInIng quadrant, ask students
to IIst the names oI peopIe who IIt the deIInItIon
oI cIvIc Ieader and expIaIn how or why that person
was chosen.
9. AIter about 10 mInutes, or when students are IInIshed, brIng the group back together
and share deIInItIons and exampIes coIIectIveIy.
5ome exnmIes mght ncIude trustworthy, hnrd workng, servng, donntng money,
good mornIs nnd vnIues, etc.
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TIme ................................ 20 mIn
UseIuIness
CIassroom
8eIore a servIce IearnIng
actIvIty
8eIore a project wIth
communIty InvoIvement
SuppIIes
DIctIonary or nternet access
CoIorIuI wrItIng utensIIs
incus Arco. Rclotinnships. uhot is tivic icodcrship'
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1. We IIsted some peopIe we consIdered to be cIvIc Ieaders. What characterIstIcs do they
have!
2. Who are the peopIe we have IIsted and why or how do they IIt the deIInItIon!
3. How can each oI us personaIIy become a cIvIc Ieader!
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When we use the word "cIvIc," we are taIkIng about our communIty. ThIs IncIudes anywhere
Irom our IocaI town to our state and our country. LeadershIp reIers to InIIuencIng and the
abIIIty to obtaIn IoIIowers. ThereIore, cIvIc IeadershIp InvoIves peopIe who make a posItIve
InIIuence In our communItIes. How many oI you wIII take on the chaIIenge oI becomIng a
cIvIc Ieader today!
Precept
E. Awareness
E1. Address Issues Important to the communIty
F5. AcquIre new knowIedge
ModaIItIes
VIsuaI
LInguIstIc
nterpersonaI
ntrapersonaI
ll lxfcnsion
HS.106 nvoIvement In PubIIc ServIce
incus Arco. Rclotinnships. uhot is tivic icodcrship
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lroblcm Solving Sfrofcgics
1cnnis loll
loggling lroinsforming
uriving uirccfions
liJJcn lirofc \o
lyromiJ of 1comvork
1ri llonning
incus Arco. rrnblcm Snlving
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1olk if ouf'
ucscrifion
ThIs actIvIty wIII traIn partIcIpants to verbaIIze
theIr probIem soIvIng strategIes. Many tImes when
there Is a probIem In IIIe we may IIgure out a great
soIutIon, but It Is Important not onIy to IIgure It out
Ior ourseIves through dIIIerent strategIes, but aIso to
expIaIn ourseIves verbaIIy.
uirccfions
1. Have students partner up. LIne them up Irom
youngest to oIdest, and paIr them oII whIIe
they`re standIng In a IIne.
2. Ask one person Irom each partner group to raIse
hIs or her hand.
3. I your hand Is raIsed you wIII be the probIem
soIver.
4. As you approach the probIem, expIaIn everythIng
goIng on In your head. t mIght sound somethIng
IIke, "OK, have read the probIem and am
thInkIng that the Issue Is...and there couId be
Iour ways to soIve thIs probIem. 8ased on my
experIence wIth... thInk ...Is the best optIon. `m
goIng to try that IIrst, though, beIore makIng a
IInaI decIsIon."
5. The partner who dId not raIse hIs or her hand wIII
be the notetaker. The notetaker wIII report on the
approach used to soIve the probIem.
6. FIve mInutes to soIve the probIem.
7. What questIons do you have!
Cve ench student n coy o] the robIem on
ReIntonshs: A5.3. One student wII need t ns n
re]erence to soIve, nnd the other nrtner wII need
t ns n sheet to scrbe on how hs or her nrtner
soIved t. Cve them ]ve mnutes to work through
the robIem.
8. CaII on each group to gIve us a brIeI summary oI
how hIs or her partner soIved the probIem.
9. Look Ior dIIIerent approaches among the partners
and wrIte them on a pubIIc wrItIng surIace.
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TIme ............................... 15 mIn
UseIuIness
To begIn a probIem soIvIng or
group pIannIng actIvIty
Retreat
Croup work
SuppIIes
ReIatIonshIps: AS.3 one per
group
incus Arco. rrnblcm Snlving. !olk it out!
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1. For those oI you who were a probIem soIver: What made It dIIIIcuIt to express yourseII
and Iet your partner know exactIy what you were thInkIng!
2. For the note takers: CouId you IoIIow what your partner was expIaInIng!
3. WouId you have gone about probIem soIvIng In the same way or dIIIerent! ExpIaIn.
4. What were the dIIIerent ways partIcIpants went about IIndIng the same answer!
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As we have aII seen, everyone took a IIttIe bIt oI a dIIIerent approach to soIvIng thIs
probIem. Most ended wIth the correct answer, but aII were good attempts. t Is Important to
be abIe to verbaIIze our soIutIons and be respectIuI oI the many dIIIerent ways one can IInd
an answer. 8e creatIve!
Precept
]. MentaI Crowth
]1. ThInk CrItIcaIIy
]4. SoIve ProbIems
ModaIItIes
VIsuaI
AudItory
LInguIstIc
LogIcaIMathematIcaI
ll lxfcnsion
HS.99 SeIectIng a Strategy
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kclofionslis ^S+
1olk lf Ouf ^cfivify slccf
An earthworm Is 40 Ieet beIow the surIace oI the earth. Each evenIng, the earthworm
moves Iour Ieet toward the surIace oI the ground. Each aIternoon, the earthworm retreats
three Ieet Into the burrow It just dug. How many days wIII It take Ior the earthworm to reach
the surIace oI the earth!
A n s w e r : 3 7 d a y s
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1cnnis loll
colloborofion
ucscrifion
DurIng thIs actIvIty the partIcIpants wIII have an
opportunIty to soIve a sImpIe probIem. Everyone
must put theIr heads together. As the chaIIenge
Increases theIr creatIvIty and IntuItIveness must
Increase. See how quIckIy they can get the entIre
group to compIete the task.
uirccfions
1. AssembIe the group In a cIrcIe.
2. The objectIves oI thIs actIvIty are threeIoId:
to move the tennIs baII(s) around the cIrcIe
as quIckIy as possIbIe, to make sure everyone
touches the tennIs baII(s), and to caII each
person`s name as they are passed the baII.
3. The Iast person passes the baII(s) back to the
orIgInator.
4. The same order must be maIntaIned throughout
the actIvIty.
5. Pass one tennIs baII around the cIrcIe and tIme
the group.
6. ChaIIenge the team to a Iaster goaI.
7. AIIow the team to generate Ideas on Improvement.
8. Add the other two baIIs to the cIrcIe, Ior a totaI oI
three tennIs baIIs.
9. Pass the baIIs and tIme the event.
10. ContInuaIIy chaIIenge the group to Iaster tImes
and braInstorm untII the Iastest possIbIe Is
attaIned.
5oIuton: The ]nstest menns s ]or every one to crowd
n together nnd hoId ther hnnds out. One erson
moves to the mddIe o] the crcIe, hoIdng the bnIIs.
As he,she sns nround, everyone touches the bnIIs nnd cnIIs the nnme o] the erson
next to them. Ths shouId tnke nbout three to ]our seconds.
ouick Rccrcncc
TIme ........................... 1020 mIn
Number oI Student ................ 5+
UseIuIness
CIassroom
Retreat
ProbIem SoIvIng
When a group IIrst Iorms
SuppIIes
Three tennIs baIIs
incus Arco. rrnblcm Snlving. !cnnis 8oll tnllobnrotinn
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1. How dId you orIgInaIIy get everyone to touch the IIrst baII! Why dId It take so Iong to
compIete the task!
2. How dId you decrease the tIme needed!
3. What wouId happen II just one person dId not partIcIpate In the eIIort to become quIcker
at the task!
4. n what other sItuatIons In your own IIIe Is totaI partIcIpatIon Important to compIete a
task!
wrou
Creat job In assessIng the group`s perIormance and adjustIng our tactIcs to create
Improvement. ThIs process oI tryIng somethIng out and then evaIuatIng the pros and cons
wIII aIways heIp us to be more eIIectIve. We aIso Iearned an Important Iesson In group work:
II we are not aII wIIIIng to make the best better, one negatIve partIcIpant couId potentIaIIy
stop everyone Irom succeedIng.
Precept
N. DecIsIon MakIng
N2. Demonstrate probIemsoIvIng skIIIs
ModaIItIes
VIsuaI
KInesthetIc
nterpersonaI
8odIIyKInesthetIc
ll lxfcnsion
HS.82 SkIIIs Ior Consensus 8uIIdIng
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loggling
lroinsforming
ucscrifion
8raInstormIng Is a crucIaI part oI pIannIng, comIng
up wIth creatIve and new Ideas. Try thIs actIvIty to
heIp your students get the wheeIs turnIng on the
basIcs oI braInstormIng.
uirccfions
Frenrnton: Fut smnII ob]ects n ]ve bInck ]Im
cnnsters or contnners we nre unnbIe to see
through. Ob]ects cnn be nnythng smnII Ike n
mnrker cn, chnIk, n ner cI or the snme smnII
ob]ect n nII ]ve contnners.
1. DIvIde Into IIve groups.
2. There are IIve bIack 35mm IIIm canIsters here,
each wIth a smaII object InsIde. The object may
be the same In aII IIve canIsters, or It may be IIve
dIIIerent objects.
3. DIstrIbute one canIster to each group.
4. nstruct the students to examIne the IIIm canIster.
5. The chaIIenge Is to guess what Is InsIde oI each
canIster wIthout openIng It.
6. CIve each group Iour mInutes to guess what Is In
the canIster.
7. AIter Iour mInutes aIIow each group to descrIbe
theIr guessIng process and gIve a IInaI answer to
what they beIIeve Is In the canIster.
1. What dId your group concIude was In the canIster!
2. Why dId you choose that object!
3. At the begInnIng oI thIs actIvIty, you were gIven
a specIIIc probIem oI guessIng what was InsIde
the bIack IIIm canIster. What cIues dId you use to
make your decIsIon!
4. One oI our best assets Is ImagInatIon, why Is thIs Important to use whIIe braInstormIng!
5. WhIIe braInstormIng what other modes oI reasonIng shouId be consIdered!
ouick Rccrcncc
TIme .................................10 mIn
UseIuIness
8eIore a braInstormIng sessIon
To start a Iesson InvoIvIng
probIem soIvIng.
SuppIIes
FIve canIstersJcontaIners you
can not see Into
FIve Items that IIt Into the
canIsters
incus Arco. rrnblcm Snlving. 8nggling 8roinstnrming
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wrou
Your groups used dIIIerent reasonIng tactIcs, such as sound, weIght and smeII, to make
assumptIons about what was InsIde the canIster. Your group came up wIth severaI Ideas, and
aIter Iurther testIng, you narrowed It down to one guess. ThIs Is caIIed deductIve reasonIng.
Thanks Ior beIng super sIeuths today.
Precept
]. MentaI Crowth
]2. ThInk CreatIveIy
ModaIItIes
VIsuaI
AudItory
KInesthetIc
LogIcaIMathematIcaI
ll lxfcnsion
HS.98 8raInstormIng SoIutIons
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ucfcrmining your
ucsfinofion
ucscrifion
The quIckest way Irom one poInt to another Is a
straIght IIne. ThIs probIem soIvIng actIvIty shows the
students the Importance oI pIannIng theIr own road
to traveI so they can create the most dIrect path to
theIr goaIs.
uirccfions
1. DIvIde the cIass Into groups oI three or Iour
students.
2. Your group has been asked to wrIte dIrectIons Ior
another group to go to an unknown destInatIon In
your state.
3. Your group wIII determIne the destInatIon but
cannot IncIude It In any oI the dIrectIons.
4. The dIrectIons must IncIude a mInImum oI 10
turns, must be at Ieast 50 mIIes away, and cannot
use Interstate hIghways.
5. You have 10 mInutes to prepare the dIrectIons.
6. TeII each group when they have one mInute IeIt.
7. CoIIect aII groups` dIrectIons.
8. The Instructor redIstrIbutes these randomIy to
other groups.
9. Each group wIII have a set amount oI tIme to
determIne where the dIrectIons are takIng you.
Start now!
1. Was that IrustratIng!
2. DId you IIke IettIng someone determIne where you had to go!
3. How wouId you IIke to begIn a trIp wIthout knowIng where you are goIng!
4. How wouId you IIke IettIng someone eIse determIne your dIrectIon and your destInatIon!
5. WouId you have Iound an easIer way to get to your destInatIon!
ouick Rccrcncc
TIme .................................20 mIn
UseIuIness
Retreat
CoaI settIng exercIse
SuppIIes
Maps or Computer access
incus Arco. rrnblcm Snlving. bctcrmining Ynur bcstinotinn
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AII oI those turns, wIth some unIamIIIar turns reaIIy made the dIrectIons hard to IoIIow.
s It possIbIe to IeeI that way as we trudge our path In IIIe! ThIs actIvIty showed us the
Importance oI creatIng our own pIan In our personaI and proIessIonaI IIves so our IIkeIIhood
oI hIttIng dead ends dImInIshes and our success rate IIourIshes.
Precept
VIsIon
ModaIItIes
VIsuaI
SpatIaI
LogIcaIMathematIcaI
ll lxfcnsion
HS.126 TakIng My TrIp (understandIng SAEs)
incus Arco. rrnblcm Snlving. bctcrmining Ynur bcstinotinn
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liJJcn lirofc \o
ucscrifion
The HIdden PIrate Map actIvIty Is desIgned to have
students work together as they try to dIscover the
correct path In the maze. AIong the way, the team
wIII be rewarded wIth "CO" as they dIscover the
correct sequence Ior the path whIIe other tImes they
wIII be "8EEPED" and have to start over as they hIt a
road bIock. ThIs actIvIty Is an exceIIent tooI to get
students workIng together as a team. Once the path
Is dIscovered, every team member must compIete
the path by workIng together.
uirccfions
ConI: Cet nII members o] your tenm success]uIIy
through the mnze by dscoverng the nth.
1. Everyone on the team wIII partIcIpate by rotatIng
turns to navIgate through the maze.
2. OnIy one person Is aIIowed on the maze at a tIme.
3. No one Is aIIowed to touch the maze surIace
unIess traveIIng the path oI the maze.
4. The path Is created by steppIng on adjacent
squares.
5. A choIce Is sIgnaIed by both Ieet beIng pIaced In
the square.
6. A Maze Master wIII monItor the path as you waIk
through the maze. There are two sIgnaIs you wIII
hear Irom the Maze Master:
n. CO menns you mny contnue trnveIng
through the mnze becnuse you ]ound the
correct nth.
b. F menns you must ext the mnze by
retrncng your stes becnuse you steed on nn
ncorrect box.
7. No markIng oI the path or recordIng the
successIon oI squares Is aIIowed.
8. Once you`ve dIscovered the path, traveI In trIos
aIong the path.
9. ThIs Is a tImed event.
10. You have three mInutes to strategIze wIth your
team.
11. The game begIns wIth the sIgnaI, "You may begIn."
ouick Rccrcncc
TIme ................................15 mIn
UseIuIness
CIassroom
Retreat
OIIIcer Retreat
SuppIIes
A grId that Is 6 boxes wIde
and 8 boxes Iong Ior every 8
students.
SuggestIons Ior creatIng grIds:
* Create a grId on a tarp wIth
duct tape.
* Create a grId on the IIoor wIth
maskIng or paInter`s tape.
* Create a grId on concrete usIng
chaIk.
incus Arco. rrnblcm Snlving. Hiddcn rirotc Mop
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1. What type oI probIem soIvIng dId thIs actIvIty represent!
2. DId It take Ionger Ior the IIrst voIunteer to make It across the map! Why!
3. What couId those who IoIIowed do to get across the map easIer!
4. Why does thIs actIvIty reIIect IIIe`s choIces!
5. What happened! What dId you experIence!
n. Whnt wns t Ike to henr CO?
b. Whnt wns t Ike to henr F?
6. What dId you Iearn!
Resonse: FnIure s onIy ]eedbnck, nterdeendence
7. How can you appIy thIs to.!
n. FInyng ns n tenm
b. The nctvty we nre workng on.
wrou
Creat job dIscoverIng the path aIong the hIdden pIrate map. DurIng thIs actIvIty we Iearned
to work as a team and how Important Ieedback Is In accompIIshIng a team goaI. Teamwork
IncIudes payIng attentIon to others` successes and IaIIures so that we may Iearn and grow
Irom others` experIences.
Precept
A. ActIon
A5. CommunIcatIon eIIectIveIy wIth others
N. DecIsIon MakIng
ModaIItIes
VIsuaI
KInesthetIc
SpatIaI
LogIcaIMathematIcaI
ll lxfcnsion
AHS.20 EstabIIshIng Team VIsIon
incus Arco. rrnblcm Snlving. Hiddcn rirotc Mop
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PPEMIEP LEADEP5HIP
DeIInItIon: LeadershIp Is InIIuence.
A ~ Action
A1. Work IndependentIy and In groups to
get thIngs done
A3. PIan eIIectIveIy
A4. dentIIy and use resources
A. Take rIsks to get the job done
A7. nvest In others by enabIIng and
empowerIng them
A8. EvaIuate and reIIect on actIons taken
and make approprIate modIIIcatIons
~ PeIationsbips
1. PractIce human reIatIons skIIIs
IncIudIng compassIon, empathy,
unseIIIshness, trustworthIness,
reIIabIIIty and IIstenIng
3. DeveIop others
4. EIImInate barrIers In buIIdIng
reIatIonshIps
5. PartIcIpate eIIectIveIy as a team
member
C ~ Vision
C1. ContempIate the Iuture
C2. ConceptuaIIze Ideas
C3. Demonstrate courage to take rIsks
C4. Adapt to opportunItIes and obstacIes
C5. Persuade others to commIt
D ~ Cbaracter
D1. LIve wIth IntegrIty
D2. AccurateIy assess my vaIues
D3. Accept responsIbIIIty Ior personaI
actIons
D4. Respect others
D5. PractIce seIIdIscIpIIne
D. VaIue servIce to others
E ~ Awareness
E1. Address Issues Important to the
communIty
E2. PerIorm IeadershIp tasks assocIated
wIth cItIzenshIp
E3. PartIcIpate In actIvItIes that promote
apprecIatIon oI dIversIty
F - Continuous Improvement
F1. mpIement a IeadershIp and personaI
growth pIan
F2. Seek mentorIng Irom others
F3. Use InnovatIve probIem soIvIng
strategIes
F4. Adapt to emergIng technoIogIes
F5. AcquIre new knowIedge
PEP5ONAL GPOWTH
DeIInItIon: PersonaI growth Is the posItIve
evoIutIon oI the whoIe person.
G - PbysicaI Growtb
G1. PractIce heaIthy eatIng habIts
G2. Respect one`s body
G3. PartIcIpate In a IItness program
G4. Set goaIs Ior Iong term heaIth
H - 5ociaI Growtb
H1. AcknowIedge that dIIIerences exIst
among peopIe
H2. Present seII approprIateIy In varIous
settIngs
H3. DeveIop, maIntaIn and grow heaIthy
reIatIonshIps
I - ProfessionaI Growtb
I1. PIan and ImpIement proIessIonaI
goaIs and prIorItIes
I2. Make cIear decIsIons In my
proIessIonaI IIIe
I3. Demonstrate proIessIonaI ethIcs
I4. 8aIance personaI and proIessIonaI
responsIbIIItIes
I5. Demonstrate exempIary
empIoyabIIIty skIIIs
ulnssory. bcnnitinns/rrcccpts. Ai
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J - MentaI Growtb
J1. ThInk crItIcaIIy
J2. ThInk creatIveIy
J3. PractIce sound decIsIonmakIng
J4. SoIve probIems
J5. CommIt to IIIe Iong IearnIng
J. Persuade others
J7. PractIce sound study skIIIs
K - EmotionaI Growtb
K1. Cope wIth IIIe`s trIaIs
K2. LIve a compassIonate and seIIIess IIIe
K3. DeveIop seIIassurance and
conIIdence
K4. Embrace the emotIonaI deveIopment
process
K5. EstabIIsh emotIonaI weIIbeIng
K. Seek approprIate counseI
K7. PractIce heaIthy expressIons oI Iove
L - 5pirituaI Growtb
L1. Nurture a spIrItuaI beIIeI system
L2. Respect and be sensItIve to others`
beIIeIs
CAPEEP 5UCCE55
DeIInItIon: Career success Is contInuousIy
demonstratIng those quaIItIes, attrIbutes
and skIIIs necessary to succeed In or Iurther
prepare Ior a chosen proIessIon whIIe
eIIectIveIy contrIbutIng to socIety.
M ~ Communications
M1. Demonstrate technIcaI and busIness
wrItIng skIIIs
M2. Demonstrate proIessIonaI job
seekIng skIIIs
M3. Makes eIIectIve busIness
presentatIons
M4. CommunIcates approprIateIy wIth co
workers and supervIsors
M5. Operates eIIectIveIy In the workpIace
N - Decision Making
N1. Demonstrate the decIsIon makIng
process
N2. Demonstrate probIemsoIvIng skIIIs
N3. Make ethIcaI decIsIons
N4. Choose a career based on passIon,
abIIItIes, and aptItudes
O - FIexibiIity and AdaptabiIity
O1. Embraces emergIng technoIogy In
the workpIace
O2. Manages change
O3. Reacts wIth openness to Ieedback
and proIessIonaI growth
opportunItIes
P - TecbnicaI and FunctionaI
DetermIned by IocaI program andJor state
IeadershIp
ulnssory. bcnnitinns/rrcccpts .3r
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lyromiJ of 1comvork
ucscrifion
We aII take advantage oI the every day Iuxury
oI usIng our hands. n thIs actIvIty we wIII put our
mInds together Instead oI our hands. Each group
wIII work together to buIId a pyramId oI cups. TheIr
hands wIII not be permItted to touch the cups,
IeavIng teamwork crucIaI to compIetIng a pyramId.
uirccfions
1. DIvIde the partIcIpants Into groups oI two or
three.
2. CIve each group a stack oI nIne cups and as many
pIeces oI strIng as there are group members.
3. The object oI thIs actIvIty Is to be the IIrst group
to buIId a pyramId usIng aII oI the cups. The
catch Is that you many onIy use the strIng to
handIe the cups.
4. AIIow each group an opportunIty to buIId theIr
pyramId.
5. Ask the IIrst group IInIshed wIth the task to
compIete a pyramId to show the rest oI groups
how they dId It.
1. DId you compIete the task! Why or why not!
2. What made the task dIIIIcuIt!
3. DId one person take the Iead! Was that heIpIuI or
unheIpIuI!
4. s It easIer to controI the cup wIth a Iong strIng or
a short strIng!
5. I you were to do It agaIn what wouId you do
dIIIerentIy!
6. WouId thIs task be easIer or harder wIth more
peopIe!
wrou
As we dIscovered, probIem soIvIng and patIence are crucIaI In thIs actIvIty. We saw there
Is more than one way to buIId the pyramId but throughout our probIem soIvIng process we
trIed to IInd the most eIIIcIent and eIIectIve method. Creat job!
ouick Rccrcncc
TIme ................................20 mIn
UseIuIness
DIscussIng strategIes
AII retreat Iormats
SuppIIes
PIastIc or Ioam cups
8aII oI strIngJyarn
incus Arco. rrnblcm Snlving. ryromid n !comwnrk
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Precept
N. DecIsIon MakIng
N2. Demonstrate probIem soIvIng skIIIs
ModaIItIes
VIsuaI
KInesthetIc
SpatIaI
LogIcaIMathematIcaI
ll lxfcnsion
HS.99 SeIectIng a Strategy
incus Arco. rrnblcm Snlving. ryromid n !comwnrk
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lifc is o kooJ 1ri
ucscrifion
There are many roads IeadIng to the same
destInatIon. HeIp your students understand the
possIbIIItIes are endIess when It comes to pIannIng
Ior a shortterm project or IIIeIong goaIs. Use thIs
map exercIse to heIp them understand
uirccfions
1. You wIII have the group choose a destInatIon
It wants to traveI to. However, there are some
requIrements Ior the trIp.
n) We wII wnIk or hke to the destnnton.
b) The tr destnnton must be n mnmum o]
1,5 mIes ]rom your schooI nnd not more
thnn 3, mIes.
c) The tr destnnton must be n the Unted
5tntes.
d) The tr must concIude wthn sx months.
e) They cnnnot use hoteIs,moteIs ]or Iodgng.
]) They must tnke nII o] ther ]ood nnd other
suIes wth them.
g) They hnve no money to tnke wth them on the
tr.
h) AII members o] the cInss must mnke the tr.
) Mnke restrctons vsbIe to nII nrtcnnts.
2. Each person shouId wrIte a state on a pIece oI
paper and pass It to the Iront. The state gettIng
the most votes wIns. wIII pIck a town In that state.
3. Once the destInatIon has been seIected, dIvIde the
cIass Into groups oI two to IIve.
4. CIve each group a map oI the UnIted States.
5. CIve each group 20 mInutes to work on thIs
actIvIty.
6. Each group must answer the IoIIowIng questIons:
n. Whnt tme o] yenr wII they trnveI?
b. Whnt route wII they tnke to ther destnnton?
c. Is ther gonI to get to the destnnton the ]nstest or to en]oy the scenery?
d. Whnt suIes wII they need?
Rcsnurccs
TIme ................................30 mIn
UseIuIness
DIversIty
PersonaI goaI settIng
Retreat
SAE pIannIng
SuppIIes
Map oI the UnIted States
incus Arco. rrnblcm Snlving. iic is o Rnod !rip
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7. Each group shouId draw on the map wIth a marker the route they wIII take.
8. AIter the 20 mInutes have each group pIace Its map on the waII.
9. A representatIve Irom each group share the pIans and answers to the questIons.
1. DId dIIIerent groups have dIIIerent Ideas!
2. What does thIs exercIse teII us about dIIIerent peopIe!
3. We see that there Is cIearIy more than one way to get to our destInatIon. n what other
areas oI our IIves Is there more than one way to accompIIsh the goaI!
4. As you Iook at the maps and the varIous routes taken by the dIIIerent groups, are they
dIIIerent! Why!
5. Are some more dIrect than others!
6. Was there any IrustratIon between members oI your group! What was the Issue(s)!
7. What does thIs decIsIon makIng scenarIo teII us about group work!
wrou
As we dIscovered, everyone Is dIIIerent and can take dIIIerent routes to the same
destInatIon, and that Is OK. We must be toIerant oI others` Ideas and beIIeIs even II we don`t
share those same Ideas. WorkIng as a team can be dIIIIcuIt at tImes wIth each person`s
perspectIves and opInIons but we must Iearn to compromIse and IIsten to others vIewpoInts.
Precept
8. ReIatIonshIps
N. DecIsIon MakIng
O. FIexIbIIIty and AdaptabIIIty
ModaIItIes
VIsuaI
AudItory
KInesthetIc
SpatIaI
nterpersonaI
LogIcaIMathematIc
ll lxfcnsion
HS.125 PreparIng Ior the TrIp (SAE)
incus Arco. rrnblcm Snlving. iic is o Rnod !rip
r
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n
b
l
c
m

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n
l
v
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g
96
Lsten. Lead. Learn!
Clossory
ucfnifions
lrcccfs
ulnssory. bcnnitinns/rrcccpts
98
Lsten. Lead. Learn!
The FFA Mission
FFA naxc: a po:tvc d||crcncc n tnc !vc: o| :tudcnt: oy dcvc!opnq tncr potcnta! |or
prcncr !cadcr:np, pcr:ona! qrovtn and carccr :uccc:: tnrouqn aqrcu!tura! cducaton.

The Agricultural Education Mission
Aqrcu!tura! cducaton prcparc: :tudcnt: |or :uccc::|u! carccr: and a !|ctnc o| n|orncd
cnocc: n tnc q!ooa! aqrcu!turc, |ood, |ocr and natura! rc:ourcc: :y:tcn:.
Tnc Natona! FFA Crqanzaton : a rc:ourcc and :upport orqanzaton tnat doc: not :c!cct,
a::ocaton, !oca! cnaptcr or ndvdua! ncnocr actvtc: cxccpt a: cxprc::!y provdcd
Crqanzaton Con:ttuton and y!av:. Tnc Natona! FFA Crqanzaton a||rn: t: oc!c| n tnc
va!uc o| a!! nunan ocnq: and :ccx: !cadcr:np and :ta|| a: an cqua! opportunty cnp!oycr.
L|cKnov!cdqc, a :pcca! projcct o| tnc Natona! FFA Foundaton : nadc
po::o!c tnrouqn tnc qcncrou: :upport o| our Foundnq and 5upportnq lartncr:.
Foundnq lartncr:
5upportnq lartncr
29 NntonnI FFA Orgnnznton
It s IIegnI to reroduce coes o] ths mnternI wthout
wrtten ermsson ]rom the NntonnI FFA Orgnnznton or
the Unted 5tntes Denrtment o] AgrcuIture.

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