Activity – 7th – Paco
- Review Positive Change from Mini-Lesson 1 and the definitions of positive change, goal, commitment, inspired and potential.
- Tell students that during this lesson they will be thinking about the importance of the fact that mistakes can lead to amazing outcomes, but only if you are aware of the “mistake” that was made. Being aware of what is happening around you can lead you to be inspired.
- Share the story of how X-Rays were invented. In 1895, German physicist, an expert in or student of physics, Wilhelm Roentgen was performing a routine experiment involving cathode rays, when he noticed that a piece of fluorescent cardboard was lighting up on the other side of the room. A thick screen had been placed between his cathode emitter and the radiated cardboard, proving that particles of light were passing through solid objects. Amazed, Roentgen quickly found that brilliant images could be produced with this incredible radiation—the first of their kind being a skeletal image of his wife’s hand.
- Connect for the students that X-Rays were created on accident. Ask, “How does this story connect to Positive Change?” Allow students time to answer. Reiterate for the students that Mistakes can lead to amazing outcomes.
- Instruct students to get a partner.
- Make sure each student has a piece of paper and a pen.
- Instruct students to write their name in the bottom right hand corner of the back of the paper using the pen. Say, “flip the paper over so the blank side is on the desk in front of you.
- Person 1 will put their hand flat on their own piece of paper, palm side down. Person 2 will pick up the pen and close their eyes. Person 2 will trace the hand of Person 1 with their eyes closed using only instructions from Person 1. Person 1 can use instructions like “go up, go down, left, right, over, stop, keep going, etc. If the tracer touches any finger of Person 1 they need to start over and try again.
- Give each pair about 3-5 minutes to get traced. Then instruct students to switch roles and complete this exercise for 3-5 minutes. By the end of the second round both students will have their traced hand on the top side of their paper.
- Once all students have gone, collect all of the pieces of paper, shuffle them, and without looking at them hand them back out to students.
- Instruct students that they need to work together to find their own hands, and help their peers find their hands, as well, without looking at the back of the papers.
- Give them 5 minutes to find their own traced hand. If students are not successful you may tell them to look at the back of the papers to find their names.
- Once students all have their own hands back tell them to get back with their Partner.
- How was this experience for you? Was it easy, difficult, or both to give your Partner instructions on something they couldn’t see?
- How did it feel to be the tracer and to not see what you were doing? Was it easy or difficult to trust something you couldn’t see?
- Was your group successful? If so, why? What do you think your partner did that made you successful? Did you have to change how you were working together in order to be successful? If so, what did you change?
- What mistakes were made during this activity?
Making Foundation Connections
- How does making Positive Changes relate to Problem Solving?
- How are we being Resilient when we use Positive Change to Solve Problems?
- White piece of paper for each student
- Pencil for each student