This lesson introduces to students, at this early age, the concept with which many people have lifelong difficulty….setting and reaching goals. By using simple illustrations, as well as a story about overcoming enormous obstacles, we can start the students on the path to successful goal setting.

"Setting the Stage" - Before starting the program, ask the students: Do you know what 'setting a goal' means? Do you have something you would really like to learn to do? Have you ever learned to do something that you thought was really difficult? How did it make you feel when you did?

"What is a Goal?"
This lesson starts with two cartoon children constructing a tall building out of toy blocks. Carlos has set a goal for himself to make it taller than the last one he built. This introduces the word 'goal' in a simple playtime setting in which students can identify. Questions asked by the dialog encourage students to think about a simple goal they may have.

"Building Game"
Touch-screen activity - Using the Learning Station, students assemble a puzzle of the Eiffel Tower by moving the pieces in place in the correct order. This simple puzzle uses eye-hand coordination and introduces an interesting piece of architecture to the students. Talk about reaching a GOAL as they complete the puzzle. A reset button is provided to activate if you wish to repeat the puzzle.

"Goals Can Change"
As Amy and Carlos reach their goal of building a taller structure, the building is then knocked over. They then discuss how reaching the goal was the important thing, not the actual building. Next presented is how goals can change. Talk about a goal the students may or may not have met, and how it makes them feel. Dialog questions encourage the students to consider different angles of a goal, such as how to keep new crayons and yet also share them with a friend.

"The Basketball Story"
This short scenario is one with which many children can identify - wanting to be like a famous idol. Talk about how one step at a time will make a goal seem less difficult.

"The Paper Ball Experiment"
Hands-on activity - This simple exercise is to illustrate how a goal can be started small, and then expanded upon as it is reached. Students make a simple ball out of wadded paper. Follow the instructions given by the dialog. Students count how many times they toss and catch their ball, and then set a goal for a greater number of times. Talk about how quickly their goals changed as they performed the experiment with less and less of a challenge.

"Reaching Your Goals"
This segment encourages the students to talk about goals that people set in different professions or hobbies. Talk about how difficult some goals may be.
Hands-on activity - a simple physical activity is another illustration of the concentration involved to accomplish a goal. Listening to the dialog on the Learning Station, students must first tap their heads, then add another activity - rubbing their bellies - to make the goal more difficult to reach. The next simple activity is to reach the other side of the room. Can it be done in one step? Because this is impossible, the students must take more then one step. Talk about how some goals may seem large, but can be accomplished one step at a time.

"Guess the Goal"
Touch-screen activity - Students are presented with different scenarios of children on the Learning Station as they present their goals. As each one is chosen, questions are asked about how their goals might be met. Encourage the students to talk about different ways to 'help' these children reach their goals. Talk about how some goals are long-term, such as learning to play an instrument or becoming a firefighter, while others can be on-going, such as helping keep the house clean and toys picked up.

"Teamwork"
Hands-on activity - This activity is designed to show the students how teamwork can be an important aspect of reaching a goal. The goal is to make chocolate peanut butter treats for the entire class. Divide the class into three teams. One team will be responsible for the cookies, one team responsible for the chocolate and one team responsible for the peanut butter. Encourage the students to talk about the best way to accomplish their goal of making these snacks. In which order should they apply their ingredients? Talk about teamwork and why it is important. The ingredients suggested are peanut butter, chocolate wafers or squares, and cookies or graham crackers to assemble simple sandwich style snacks.
Videotaping activity - Once the students establish their 'assembly line' teamwork, videotape their activity, encouraging them to explain what they are doing and how their individual roles are important for the team effort.
Note: Teachers can determine what ingredients are most convenient or desired for each individual class. The goal is to encourage teamwork as they need require each other's assistance to create a wonderful product. If snacking is not convenient or desired, use paper art supplies to assemble 'special sandwiches' or cakes.

"The Story of Helen Keller"
The story about Helen Keller and the obstacles she and her teacher needed to overcome is one that illustrates how difficult goals can be. Encourage the students to listen carefully to the story, as it may seem difficult for many to imagine Helen Keller's multiple challenges. Talk about these challenges as the dialog directs. Students have an opportunity to learn how to say "I LOVE YOU" using sign language, as directed on the Learning Station. A hand-out is also provided on your disk. Encourage your students to accomplish a goal of learning how to say "I love you" in sign language. Suggest they then teach their family members what they have learned.

Before Students Go Home - Review
Why is it important to set goals for ourselves?
What would you like to learn to do?
What difficulties did Helen Keller and her teacher overcome?
Do goals have to be big and important? Or can they be simple goals?
Practice the sign language phrase learned.

Supply List for Activities
"Today I Learned" - parents handout
paper to make simple balls to toss (wadded paper)
snacks - peanut butter, chocolate wafers or squares, cookies or graham crackers (napkins, etc.)
sign language handout ("I love you")
Videotape