Lesson Plan
What are SMART Goals?
Created: 02/2015 by the National FFA Organization
STUDENT LEARNING OBJECTIVES
After completing these activities students will…
1. Understand the difference between a goal and a SMART goal.
2. Evaluate goals to see if they meet the SMART criteria.
3. Develop SMART goals specific to his/her needs.
TIME REQUIRED: 45 minutes
RESOURCES:
1.
2.
FFA.org – My Journey
Personal Growth Plan Template
EQUIPMENT AND SUPPLIES NEEDED:
1.
2.
3.
A copy of the worksheets and activities for each student.
Smarties candy (2 rolls per student)
Timer
THESE ACTIVITIES ARE ALIGNED TO THE FOLLOWING STANDARDS:
AFNR Performance Element

CS.01 Premier Leadership: Acquire the skills necessary to positively influence others.
NASDCTEc

AGC02.01 Use oral and written communication skills in creating, expressing and interpreting information and ideas
including technical terminology to communicate technical information within AFNR.
Common Core- Speaking and Listening

CCSS.ELA-Literacy.SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically
such that listeners can follow the line of reasoning and the organization, development, substance, and style are
appropriate to purpose, audience, and task.
Common Core- Literacy in Science & Technical Subjects: Writing

WHST.9.10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach, focusing on addressing what is most significant for a specific purpose and audience.
Common Core- Math Practices

CCSS.MP3: Construct viable arguments and critique the reasoning of others.


Critical Thinking and Problem Solving
Initiative and Self-direction
Partnership for 21st Century Skills
LESSON PLAN:
1.
Interest Approach: Smarties (adapted from an activity by North Carolina REAL Enterprises)
a.
b.
c.
d.
e.
f.
g.
Explain the task to students: They will try to stack as many Smarties candies as possible in one vertical
column, using only one hand, in one minute.
The exercise is about goal setting, so they need to set a goal before they stack.
Distribute the handout and tell them only the FIRST rule.
i. Candy stacks must be standing 5 seconds after the buzzer to count.
After everyone has set a goal for Round 1, distribute the Smarties (2 rolls per person) and ask everyone to get
ready. Remember—one column, one hand, one minute.
Say “go” and start the timer. As they stack, remind them of the rules if necessary.
After the buzzer sounds, count 5 additional seconds out loud (scoring rule #1).
NOW, tell everyone the rest of the rules.
NAME:
i.
ii.
2.
If the goal is NOT reached, count 5 points for each candy stacked.
If the goal IS reached, count 10 points for each candy stacked, up to the goal. Add 5 bonus points for
each additional candy stacked over the goal.
h. With these scoring rules in mind, have students calculate their scores and record them on the record sheet.
i. Determine who stacked the most and who had the highest score (not always the same person). Discuss any
unusual approaches you or others observed.
j. Ask participants to set and record a new goal for the second round, using what they learned in Round 1 to
make a better estimate.
k. Proceed with Round 2, repeating the process explained above.
l. When it is time for Round 3 have students record their goal. After they have recorded their goals, and just
before you start the time, announce that in Round 3, they must stack with their non-dominant hand.
i. Proceed with Round 3, repeating the process explained above.
Discuss the activity:
i. How did your goals and accuracy change between rounds? Why?
ii. What environmental influences came into play? How did you respond to these?
iii. Which was your best round?
iv. What motivated you?
v. What lessons about goal setting can we draw from this exercise?
3.
Instruction: Introduce and discuss the goal-setting acronym, SMART.
a. Specific: Decide exactly what it is you want to accomplish, learn, or do, and express it in specific terms.
b. Measurable: How will you know when you’ve accomplished your goal? Figure out a way to measure your
success.
c. Attainable: Set yourself up for success; reach high, but not impossibly high.
d. Realistic: State what results can be achieved realistically given available skills, knowledge, and resources.
e. Time-Bound: Set a target completion date. Milestone dates along the way can also be useful.
f. After explaining the acronym show the following video. NOTE: The video says the A is for “agreed upon.”
Explain to students that “agreed upon” works more in a business world where many groups are working
together but for individual or small groups the R is for realistic.
i. http://youtu.be/0Mi9_XEXQqc
4.
Practice: Give each student a copy of the handout “Making it a Smart Goal.” Have students work through the two
examples given, and then review answers as a class to make sure everyone is clear on what exactly it means to be
specific, measureable, attainable, realistic, and time-bound.
5.
Apply: At this point students are ready to start writing their own SMART goals using the “Personal Growth Template.”
This is available on the Student Build page of My Journey under “personal growth.”
NAME:
SMARTIES Activity: Rules and Scoring
 Candy stacks must be standing 5 seconds after the
buzzer to count.
 If the goal is NOT reached, count 5 points for each
candy stacked.
 If the goal IS reached, count 10 points for each candy
stacked, up to the goal. Add 5 bonus points for each
additional candy stacked, over the goal.
adapted from an activity by North Carolina REAL Enterprises
NAME:
SMARTIES Record Sheet
ROUND 1
Goal
Actual
Score
ROUND 2
Goal
Actual
Score
ROUND 3
Goal
Actual
Score
CS.01; AGC02.01;
CCSS.ELA-Litearcy.SL.9-10.4; WHST.9.10.5; MP3
Aligned to the following standards:
adapted from an activity by North Carolina REAL Enterprises
NAME:
Making it a Smart Goal
DIRECTIONS:
Read each of the following sample goals and evaluate them based on SMART goal standards. If the goal does not match the
standards than rewrite them so they are SMART goals.
1.
Scenario: Jill has a D in her math class. She has not done any homework for the past two weeks and doesn’t like to
ask questions in class when she gets behind.
a. Goal: To do well on the next math test.
b. Evaluate the goal and complete the following chart.
SMART Standard
Yes
No
Needs More
Specific?
Measureable?
Attainable?
Realistic?
Time-bound?
c.
2.
Rewrite the goal so it meets all the SMART standards.
Scenario: This is David’s second year in FFA. He wasn’t very active in FFA his first year, but he enjoyed all the
activities in which he participated. He likes when the FFA does anything relating to animals.
a. Goal: To become more involved in FFA this year.
b. Evaluate the goal and complete the following chart.
SMART Standard
Yes
No
Needs More
Specific?
Measureable?
Attainable?
Realistic?
Time-bound?
c.
Rewrite the goal so it meets all the SMART standards.
CS.01; AGC02.01;
CCSS.ELA-Litearcy.SL.9-10.4; WHST.9.10.5; MP3
Aligned to the following standards: