5th Grade Priorities Lesson Plan Example

Topic:Understanding how to prioritise tasks and knowing what to take into consideration

Objectives & Outcomes

• Students will be able to identify and understand the different factors that should be taken into consideration when prioritising tasks.

Materials

• Coloured markers and paper
• Handouts with examples of different types of tasks and factors to take into consideration when prioritising them

Warm-up

• Ask students to list some tasks that they have to complete at home or at school.
• Discuss with them the different types of tasks that they mentioned (e.g. homework, chores, etc.).
• Ask them to think of a task that they have recently had to prioritise and explain to the class why they did so.

Direct Instruction

• Introduce the concept of prioritising tasks and explain why it is important to do so.
• Discuss the factors that should be taken into consideration when prioritising tasks (e.g. deadlines, importance, personal preference).
• Use examples to demonstrate how to prioritise tasks.

Guided Practice

• Divide the class into pairs and give each pair a set of tasks to prioritise.
• Have the pairs demonstrate how they prioritised the tasks and discuss their reasoning with their partner.
• Encourage the class to provide feedback and ask questions about the prioritising process.

Independent Practice

• Have students choose three different tasks and prioritise them.
• Encourage students to use the criteria for prioritising described in the lesson to make their decisions.
• Have students create a visual representation of their prioritisation, such as a mind map or a list ranking.

Closure

• Ask students to share their visual representations with the class and explain their prioritisation decisions.
• Review the criteria for prioritising and discuss any challenges or misunderstandings students may have encountered.

Assessment

• Observe students during the sorting and planning activities to assess their understanding of the criteria for prioritising and their ability to apply them in a real-world context.
• Evaluate the visual representations students create as a form of self-reflection on their prioritisation decisions.