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My Choices, My Values Circle ✨ cross-curricular

Teacher: TeacherAI | Grade: 1 | Subject: Health Education, Social-Emotional Learning | Duration: 45 minutes

📝 Description: Students identify positive and negative influences on their choices, create personal values circles, and set trackable goals together.

Standards

  • HE.1.2.3 (Describe how media and technology can influence health choices)
  • HE.1.2.4 (Describe positive influences on personal health)
  • HE.1.2.5 (Describe negative influences on personal health)
  • SEL.1.SA.4 (Identify personal values and what is important)
  • SEL.1.SM.4 (Set a personal goal and track progress with support)

Learning Objectives

Students will be able to:

  • Identify at least two ways TV and tablets try to influence their choices
  • Name one positive influence and one negative influence in their life
  • Draw or write about three things that are important to them personally
  • Set one small, specific goal they can work on this week
  • Explain how they will track their goal with the class

Supplies Needed

  • Construction paper (2 sheets per student)
  • Crayons
  • Glue sticks
  • Chart paper
  • Whiteboard and dry-erase markers
  • Scissors (child-safe)

Lesson Structure

Opening (5 minutes)

Begin with a quick scenario: "Show me with your face - happy or sad? Your mom says you can have ice cream for breakfast every day!" Watch reactions, then ask: "Who or what helped you decide how to feel about that?" Introduce today's focus on influences and choices.

Main Activity (35 minutes)

Step-by-step instructions:

  1. TV and Tablet Talk (8 minutes): Draw a simple TV on the whiteboard. Ask students to share what they see on TV or tablets that tries to make them want things. Write their responses around the TV drawing. Examples: "Toy commercials," "Snack ads," "Games." Discuss: "Are all these things good for us or bad for us?"
  2. Influence Sort (7 minutes): Create two columns on chart paper: "Helps Me Make Good Choices" and "Makes It Hard to Choose Well." Have students suggest people, shows, or things for each column. Guide them to include family members, friends, advertisements, etc. Keep examples concrete and age-appropriate.
  3. Values Circle Creation (12 minutes): Give each student one sheet of construction paper. Have them trace around a large bowl or cut a circle. This is their "What's Important to Me" circle. Students draw or write 3-4 things that matter most to them (family, pets, being kind, playing, etc.). Circulate and help students articulate their values through questions like "What makes you happiest?"
  4. Goal Setting Together (8 minutes): On the whiteboard, brainstorm small goals first-graders can work on: "Be kind to my sister," "Try new foods," "Clean up toys," "Use nice words." Each student chooses one goal and draws it on their second sheet of paper. Keep goals simple and observable.

Closing (5 minutes)

Have students hold up their values circles and share one thing that's important to them. Post their goal sheets on a designated wall space for daily check-ins throughout the week.

Quick Check: "Tell your neighbor one good influence in your life. What goal will you work on this week? How will we remember to check on your goals?"

Formative Assessment

During the lesson, look for:

  • Students distinguishing between positive influences (family, teachers) and negative influences (ads wanting them to buy things)
  • Clear connection between their drawings/words and things they genuinely value
  • Goals that are specific enough to track daily ("be nice" vs. "say please and thank you")

Differentiation Strategies

Support for Struggling Students:

  • Provide pre-drawn circles and offer drawing over writing for all activities
  • Use partner sharing before whole group discussions
  • Offer concrete goal examples: "Brush teeth every morning" rather than abstract concepts

Challenge for Advanced Learners:

  • Have them explain WHY certain influences are positive or negative
  • Create a plan for how they'll remind themselves about their goal
  • Draw connections between their values and their chosen goal

ELL/ELD Support:

  • Encourage drawing with single word labels rather than full sentences
  • Pair with English-proficient buddies for sharing activities
  • Use visual examples and gestures when discussing influences and choices

Printable Materials

This lesson uses only classroom supplies - no printable materials required.

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