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Choosing A Mascot

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Luis Vasquez
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79 views8 pages

Choosing A Mascot

Uploaded by

Luis Vasquez
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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Curriculum Areas

All subjects
CHOOSING A
Art/Music MASCOT
Business/Marketing Form 1 Resource Type
Computer Science
Activity Type Books/Workbooks
Family/Consumer Education
Individual Computers
Health/Physical Education
Small Group Community/Businesses
Language/Communication Arts
Whole Class Faculty/Staff
Mathematics
Outside of Class Games
Natural Resources/Agriculture
Internet
Science
Time (minutes) Parents
Social Studies/Economics
In-Class Time 60 Videos
Technical Education
Out-of-Class Time 0

INTRODUCTION
Students in small groups will decide on a class mascot and class motto and present to the class for a vote.

OBJECTIVE (student competency)


Students will use a decision-making model to elect a class mascot and model, and discuss the use of the model.
MATERIALS AND PREPARATION
scratch paper

TEACHER ACTIVITIES STUDENT ACTIVITIES


1. Tell the students that today they will choose a class Listen to your teacher discuss the class activity for
mascot and class motto. Ask the class to define what today. What is the purpose for a class mascot and a
a mascot is and what a motto is. An example of a class motto? Discuss with the class the decision-
class mascot would be a sports mascot. Mascots are making process:
often animals, chosen for some characteristic that the Brainstorming, rating, categorization and deciding.
animal is thought to have, that the group would What is the difference between each item? Join your
emulate. An example of a class motto would be: small group. Using the decision-making process,
"teams make a difference." Write the definitions on decide on a class mascot and a class motto. Be
the board. respectful of the opinions of your classmates. Ask
2. Introduce the idea of decision making. What does it questions and be ready to explain your idea. Take
mean to make a decision? List the following de- notes during the discussion. Vote as a small group
cision-making aids on the board, and help students choosing a class mascot and a class motto. Join the
to define them: large group. Be ready to explain your group's choices
a) Brainstorming— listing as many things as pos- for mascot and motto. Listen carefully to the other
sible without evaluating them. small groups and be ready to vote on a final choice.
b) Rating- giving a rating to each item to decide their Discuss with your class how the decision-making
order of importance. process worked in your small group. What did you like
c) Categorization-Choosing categories that items fit and what did you not like about the process? How can
in and placing similar items together. you apply the decision-making process to other areas
d) Deciding-After using the other three aids, having of your life?
the whole group make a choice.
3. Tell students they will use this process in small groups
to decide on a class mascot and class motto.
4. Break into small groups. Tell the groups to begin using
the Decision-Making Process to pick a class
@UW System Board of Regents, 2001 How to...
7-9 (4th Edition), Activity 16, Page 1
Mascot and a class motto. Ask them to write down all of their
group's ideas on paper, and come to an agreement.
5. Have the small groups present their choices for class mascot and
class motto. Allow time for discussion, and then hold a vote.
6. Ask the students for feedback on the decision-making process.
What did they like about it? What did they not like about it.
Ask the students how they could use this process in other
parts of their lives.

ASSESSMENT (student performance


Students will use the decision-making process to decide on a class mascot and a class motto.

RELATED AND/OROUTSIDE ACTIVITIES


 Provide students with time in class to make up posters with their new motto and mascot.
 Have students consider a career description and use the decision-making process to decide if the career is appealing
to them.

RELATED STANDARDS
The National Standards for School Counseling Programs WDGM Wisconsin Developmental Guidance Model
• Demonstrate the ability to work independently, as well as  Integrate Growth and Development "
the ability to work cooperatively with other students  Solve Problems
• Learn and apply critical thinking skills  Work in Groups
• Use problem-solving and decision-making skills to assess
progress toward educational goals SCANS Secretary's Commission on Achieving Necessary Skills
• Demonstrate sociability and interpersonal skills
• Negotiate agreements and resolve conflicts
NCDG National Career Development Guidelines • Participate in team efforts
• Knowledge of the importance of growth and change
• Skills to interact with others " Skills to make Education for Employment
decisions • Apply speaking and listening skills
• Communicate with employer, co-workers and the public
• Recognize personal capabilities
©UW System Board of Regents, 2001 How to...
7-9 (4th Edition), Activity 16, Page 2

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