Intro – 6th – Paco

Intro to Positive Change


In lesson 1, students will define positive change, be introduced to Paco, and learn about how setting personal goals ties in to Positive Change.

In lesson 2, students will work together to accomplish a task while making positive changes in their cooperative process.

In lesson 3, students will incorporate their understanding of Positive Change into an entry in their Career Journals as this foundation relates to their future work.


Students will develop self-confidence in their ability to make positive changes toward improvement in themselves or in their environment by:

  • applying self-motivation and self-direction to learning
  • demonstrating self-discipline and self-control
  • creating positive and supportive relationships with peers and adults
  • using effective collaboration and cooperation skills
  • demonstrating social maturity and behaviors appropriate to the situation


Positive Change –  inspires and motivates each student to be a better person, student, brother, sister, and friend.  Making a positive change requires that one understands a change must occur, and then requires action to accomplish it.


  1. Using the Project TEAM HouseGuide, draw the PT House indicating Wall #2.
  2. Introduce Paco and discuss his Positive Change abilities.
  3. Ask students what they think Positive Change means. Allow time for answers.
  4. Introduce the definition of Positive Change.
  5. Connect previous student answers to the definition.
  6. Write a question mark on the board.
  7. Ask students what they think a question mark has to do with Positive Change. (The goal for this is to get students to think about mistakes, think differently and think about different choices.) Allow time for students to answer.
  8. Ask students the following questions and allow students to respond:
    • “What does it mean to make a mistake?
    • How do you feel when you make a mistake?”
  9. Validate that they feel bad.  But talk about how it is important not to get “stuck” feeling bad.
  10. Ask students again what they think a question mark has to do with Positive Change.
  11. Explain that it is good to sometimes question what we are thinking and what we are doing.  It gives us perspective and helps us to learn.  Even when we make mistakes, instead of getting upset and angry at ourselves, or thinking bad thoughts about ourselves, we can ask how we can learn from the mistake.
  12. Say to the students, “Imagine a Computer Programmer who must be constantly learning the changes and new demands of the technology world. It is one of the fastest growing and changing careers and they may make mistakes because of all the constantly changing information. They can’t be hard on themselves if they make a mistake, they must identify how they can learn from their mistake and move forward. Similarly to that of a Computer Programmer, a Dentist has to figure out different ways to treat their patients based on what they need. New instruments are coming out all the time so they have to make positive changes to their practice so their clients are getting the best, most updated instruments and treatments available. Electricians help us by fixing problems with our electricity. How might an Electrician demonstrate Positive Change in their job?”
  13. Tell students that a big part of Positive Change is setting personal goals. When you set a goal for yourself you constantly need to make Positive Changes to reach that goal.
  14. To help students gain perspective on times they have already made Positive Change and areas where they can improve, conduct the following exercise:
  15. One question at a time have students raise their hand if they have ever experienced the following:
    • Figured out something that had been really hard for you before
    • Learned to do something new that was really difficult
    • Done something better then someone else
    • Surprised yourself with an accomplishment
    • Made a conscious decision to get better at a sport or subject in school
    • Performed in a talent show
    • Made a conscious decision to get along better with someone
    • Tried something new even though you had previously failed and tried again and again and again
  16. Hand out a copy of the Goal Setting Road Map to each student.
  17. Allow time for students to complete it.
  18. Allow time for sharing.

Making Foundation Connections

  1. How can making Positive Changes Help Others?
  2. How does creativity in Problem Solving bring about positive changes?
  3. In what way is setting a personal goal tied to Leadership?

25 minutes