Leadership
Practicum in Science, Technology, Engineering, and Mathematics
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will identify successful leadership traits and
determine the characteristics necessary of successful leaders by completing the leadership
activities and the Leadership Quiz.
Specific Objectives
 Demonstrate skills necessary for leadership.
 Explain what people look for in a leader.
 Evaluate leadership roles.
 Determine the type of leader they want to be or want to follow.
Terms
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Knowledge- being acquainted with facts, truths, or principles.
Cooperation- working together for a common purpose or benefit.
Flexibility- being adaptable and responsive to change.
Goal- the end that one strives to attain.
Trust- a firm belief in the reliability and honesty of another.
Team- a group of people working together toward a common goal.
Dedication- complete and wholehearted devotion.
Planning- to create a program to accomplish a goal.
Time
This lesson should take approximately seven class periods.
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the
activities may result in the elimination of any or all of the TEKS listed.
Practicum in Science, Technology, Engineering, and Mathematics
 130.374 (c)
o (3) The student demonstrates leadership and teamwork skills in collaborating
with others to accomplish goals and objectives. The student is expected to:
(A) analyze leadership in relation to trust, positive attitude, integrity, and
willingness to accept key responsibilities in a work situation;
(B) demonstrate teamwork skills through working cooperatively with
others to achieve tasks;
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(C) demonstrate teamwork processes that promote team building,
consensus, continuous improvement, respect for the opinions of others,
cooperation, adaptability, and conflict resolution;
(D) demonstrate responsibility for shared group and individual work
tasks;
(E) establish and maintain effective working relationships in order to
accomplish objectives and tasks;
(F) demonstrate effective working relationships using interpersonal skills;
(G) use positive interpersonal skills to work cooperatively with others;
(H) negotiate effectively to arrive at decisions;
(I) demonstrate respect for individuals, including those from different
cultures, genders, and backgrounds; and
(J) demonstrate sensitivity to and value for diversity.
Interdisciplinary Correlations
English Language Arts and Reading, English IV
 110.34 (b)
o Reading/Vocabulary Development. Students understand new vocabulary and use
it when reading and writing. Students are expected to:
(A) determine the meaning of technical academic English words in
multiple content areas (e.g., science, mathematics, social studies, the
arts) derived from Latin, Greek, or other linguistic roots and affixes;
(B) analyze textual context (within a sentence and in larger sections of
text) to draw conclusions about the nuance in word meanings;
(C) use the relationship between words encountered in analogies to
determine their meanings (e.g., synonyms/antonyms,
connotation/denotation);
(D) analyze and explain how the English language has developed and
been influenced by other languages; and
(E) use general and specialized dictionaries, thesauri, histories of
language, books of quotations, and other related references (printed or
electronic) as needed.
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110.34 (b)
o (20) Research/Research Plan. Students ask open-ended research questions and
develop a plan for answering them. Students are expected to:
(A) brainstorm, consult with others, decide upon a topic, and formulate a
major research question to address the major research topic; and
(B) formulate a plan for engaging in in-depth research on a complex,
multi-faceted topic.
Public Speaking I, II, III
 110.57 (b)
o (4) Organization. The student organizes speeches. The student is expected to:
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(A) apply knowledge of speech form to organize and design speeches;
(B) organize speeches effectively for specific topics, purposes, audiences,
and occasions;
(C) choose logical patterns of organization for bodies of speech; and
(D) prepare outlines reflecting logical organization.
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be
modified to accommodate your students with learning differences by referring to the files
found on the Special Populations page of this website (cte.unt.edu).
Preparation
 Secure computer lab if one is not readily available.
 Copy the handout sheets for each student.
 Have materials ready prior to the start of the lesson.
 Have incentives ready, if specified in the activity.
 Have a list of leaders handy to refer to during lecture.
 Identify a personality test from the Internet or other source for students to take before
completing activities.
Reference
Webster’s new compact office dictionary (2003). New York, NY: Houghton Mifflin Harcourt
Publishing Co.
Instructional Aids
 Teacher should select a leadership video to use for lesson
 How to be a Team Player slide presentation and notes
 Leadership Play Book slide presentation and notes
Materials Needed
 Leadership Word Search handout
 Leadership handout
 Leadership #1 Activity – “Who did it?” handout
 Leadership #2 Activity – “Marooned” handout
 Leadership #3 Activity – “Take me to your Leader” handout
 Leadership #4 Activity – “Product in a bag” handout
 Influential Leaders Report Assignment handout
 Character Traits of a Good Leader handout
 Suggested Club Activities handout
 Leadership Quiz
 Leadership Quiz Answer Key
 Incentives (individually packaged candies)
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Equipment Needed
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Computer for teacher
Projector (for digital presentation)
Introduction
The main purpose of this lesson is to give students an understanding of successful leadership
traits and how to identify the characteristics of successful leaders.
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Ask
o What do you look for in a leader?
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Ask
o What positive skills and negative skills attract or sway you from others?
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Ask
o Have you held leadership positions, and if so, what type?
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•
Say
o Write a leader’s name that comes to mind on the top of the Student Notes Sheet
that was passed out.
Show
o Leadership video selected by teacher
Ask
o What leader’s name did you write down? (Go around the room and ask everyone.)
o Why did you choose that person?
o How many students chose the same person?
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Outline
MI
OUTLINE
I. Introduction
A. Ask questions provided in the
introduction.
B. Show leadership video selected by
teacher.
II. How to be a Team Player
A. Being a good listener
B. Encourage others to participate
C. Being sensitive when your friend
have personal problems
D. Being on time when you are
supposed to meet friends
E. Offering support or finding someone
who can help
F. Accepting your friends as they are
III. Leadership Play Book slide presentation
A. Together Everyone Achieves More
(TEAM)
B. What makes a great team?
i. Knowledge
ii. Cooperation
iii. Flexibility
iv. Common goals
v. Dedication
vi. Planning
vii. Effort by all
viii. Effectiveness of leaders
C. Team players become leaders
D. Summary
NOTES TO TEACHER
Introduce the lesson with questions
and show a leadership video. Have
students take notes while watching
the video.
Present How to be a Team Player slide
presentation and lead class
discussion as students answer the
questions. (Takes about 15-20
minutes.)
The purpose of this activity is to
demonstrate to students that
“compassion” is a necessary quality of
a great leader. Often, students choose
their school or team leaders by how
popular or smart they are, without
considering that anyone with the
qualities in this presentation would
make a good leader. This lesson is to
give introspective thought to each
student in order to prepare them for
the rest of the activities in this course.
Present Leadership Play Book slide
presentation and have students take
notes. (Takes about 15 minutes.) This
presentation explains qualities of
leaders.
Students should write down the notes
from the slides to keep in their folders
for reference.
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MI
NOTES TO TEACHER
OUTLINE
IV. Leadership class activities
A. Leadership Word Search
B. Leadership
C. Leadership #1 Activity – “Who did it?”
D. Leadership #2 Activity – “Marooned”
E. Leadership #3 Activity – “Take me to
your Leader”
F. Leadership #4 Activity – “Product in a
bag”
G. Influential Leaders Report
Assignment
H. Character Traits of a Good Leader
I. Suggested Club Activities handout
Teacher may identify a personality
test from the Internet or other
source for students to take before
completing activities. Distribute
activity handouts and have
students complete each activity.
Individually packaged candies may
be used as incentives.
V. Assessment
A. Daily grade on activities
B. Leadership Quiz
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
 The teacher will present the slide presentations and lead the class in discussion during
each one.
 The teacher may identify a personality test from the Internet or other source for
students to take before completing leadership activities.
 After the students take the personality test, the order in which the activities are done is
up to the discretion of the teacher. The activities should be broken up so that they are
all completed within the time frame of the lesson.
 The teacher will distribute all handouts, and the class will discuss them.
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Independent Practice
 Students will take the personality test and will self-grade to get the results.
 The forms and activities will be kept in the students’ folders for testing and may be used
in the event a student should decide to run for club office.
Summary
Review
There are different personality categories and everyone fits into at least one of them. It is
helpful to know what type of personality a person has in order for them to work with others on
a team. Personality surveys are helpful for use in clubs and other organizations. Leaders play a
dual role when faced with responsibility.
Everyone possesses some element of leadership qualities.
Evaluation
Informal Assessment
Teacher monitors during activities to check for understanding.
Formal Assessment
 Daily grade on activities
 Leadership Quiz
Enrichment
Suggested Club Activities may be used as enrichment.
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Name____________________________ Date______________________ Class____________
Leadership Word Search
Directions
Find all 15 leadership words by circling words that are either horizontal or vertical.
L
L
O
G
U
I
D
E
O
M
P
B
V
E
N
U
O
C
A
I
N
D
U
O
I
A
X
R
L
H
D
B
W
I
N
S
X
D
E
U
L
A
V
C
S
R
C
S
M
E
N
T
O
R
I
U
L
E
T
N
C
R
B
I
F
A
S
Q
C
C
U
N
O
L
X
V
F
C
O
C
H
T
A
I
N
I
I
Y
I
T
R
C
I
U
L
O
T
V
B
X
C
E
B
H
E
A
D
T
R
T
O
I
E
R
E
O
F
B
W
E
O
M
N
O
R
G
A
N
I
Z
E
R
Leader
Chief
Manager
Character
Boss
Mentor
Officer
Guide
Guru
Advisor
Direct
Head
Organizer
Punctual
Control
L
M
A
N
A
G
E
R
O
S
L
E
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Name_________________________________Date____________________Class____________
Directions
Make as many words as you can from the word, “LEADERSHIP” below. You may use a letter
more than once only if it appears more than once.
LEADERSHIP
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Name______________________________Date_______________________Class____________
In-Class Leadership Activities
You may choose to do all or some of the suggested activities below. Since these are just
suggestions, feel free to add your own “spin” to customize the activities for your students.
Leadership Activity #1
1. “Who Did It?”
a. Make a list of things teenagers may have had the opportunity to do from birth
to their current age. (Answers will vary, but here are a few to get you started:
played a team sport; played an individual sport; travelled to another country;
planted a tree; rode an elephant; rode on a hot air balloon.) The number of
opportunities should match the number of students in your class. Give each
student a copy of this list and have them go about the room, getting signatures
on each activity as it applies to members of the class. Allow about 10 minutes,
and then see if anyone was able to get all the blanks filled.
b. Discussion: Explain that many people share similar likes and dislikes. This is how
groups are established. Ask if anyone found out something about a classmate
they did not know before taking part in this activity. Also ask the group if they
had trouble getting their list filled out in 10 minutes. Discuss how this could be
changed if a team effort were to be used when getting signatures.
c. Materials needed: Pre-determined list designed by teacher, paper, and pencil.
NOTES:
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Name_______________________________Date______________________Class____________
Leadership Activity #2
2. “Marooned” (Intended to be used after the multimedia presentations in the
Leadership lesson.)
a. Divide the class into teams (by drawing numbers, colors, TV shows, etc.)
b. Students are marooned on a deserted island. Depending on how many
students are on each team, have each team member list an item they would
bring with them if they knew there was a chance they would be stranded. Then
they must then discuss the items and select one item per team.
c. Team leaders then write their choices on the board.
d. Have each team leader explain the entire team’s suggestions and how they
arrived at the one item.
e. Extension: have students hypothesize how life would be different with only the
items the entire group brought with them to the island. Point out that the key
to a successful operation is communication! If all groups were allowed to
communicate with each other, the items could have been coordinated in a
more efficient manner.
f. Materials Needed: paper, pencil, and whiteboard or poster board and markers.
NOTES:
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Name________________________________Date_____________________Class____________
Leadership Activity #3
3. “Take Me to Your Leader” This activity helps students to recall, brainstorm, and
identify various leaders in business and industry.
a. Directions:
i. Form teams.
ii. Instruct the leader of each team to estimate the number of candies their
group will need. (Do not disclose the objective of this lesson yet!) The
leaders will need to get the amount they think they will need and take
the candies to their groups. Do not let them eat the candy! When all
teams are ready, decide how much time you want to allow, and then give
them directions.
b. Materials needed: Paper/pencil, Internet, assorted candy (miniature bars,
individual packages, etc.)
Directions to students: The objective of this lesson is to identify as many
leaders in business and industry as possible. Your team will need to
brainstorm and identify one leader in business or industry for each piece of
candy at your table. You will need to list the company and leader
associated with it. At the end of the allotted time, your team will have to
forfeit any candy that does not correspond to a name on your list!
c. After the time allotted has expired, (suggested time is 15-20 minutes) have each
team share their answers with the class. Discuss, and then eat the candy as a
reward!
d. Alternative Instructions:
i. The business leader must be the current leader and/or he or she must
still be alive. (This makes it a little tougher.)
ii. Divide the requirements into categories: retail, sports, technology,
entertainment, food, and transportation. (You may want to allow more
time, but it is your option.)
NOTES:
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Name________________________________Date_____________________Class____________
Leadership Activity #4
4. “Product in a Bag” This product always allows for an interesting discussion!
a. Divide the class into teams, using your chosen method.
b. Team members will work together to build a product from the items in their
paper bag within the allotted time period. (This may take the better part of a
class period, but allow time to discuss the results.)
c. You will need to prepare the paper bags with the contents prior to class.
d. Have each team share their product with the class. Display them in the room.
e. Materials needed: Paper bags (one per team); the following items are
suggestions, but are not limited to: small paper plates, paper cups, balloons,
pipe cleaners, , paper clips, tape, sequins, cotton balls, scissors, a couple of
markers, string or yarn, drinking straws, construction paper, paper strips, etc.
Directions to students: Your team will take the contents of this paper bag
and will make a product that could be sold to customers. You will need to
use all of the materials in the bag and may not add anything that is not
supplied. You are responsible for naming the product and determining
how it would be used in the marketplace.
f.
Discussion: Have each team present their “product,” and tell the class its
purpose and name. Ask students to relay what steps they took, problems
encountered, etc.
g. Alternative directions: Have students write a jingle about their product or
personalize the product to your school.
h. Note the number of groups that use the bags as part of their product!
NOTES:
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Name_________________________________Date____________________Class____________
Influential Leaders Report
Directions
Research a leader you admire. Type a report with a minimum of 500 words and include the
following:
 Accomplishments this person has made
 Contributions he or she has made to society on the local, national, or international level
 Background
 Personal triumphs
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Name_________________________________Date____________________Class____________
Character Traits of a Good Leader
Directions
Brainstorm with your partner and develop a list of traits; then be ready to share with the class.
Positive Traits
Negative Traits
What traits did others share that were not on your list?
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Suggested Class Activities
This list is compiled from various teachers across Texas.
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Organize an alumni chapter
Show movies, films, and/or videos during lunch
Present awards to students who deserve recognition at an assembly on campus
Be responsible for an entire assembly at school
Set up a student ethics committee
Work for improved school attendance
Hold an Achievement Day
Present a Teacher of the Month award
Recognize teachers on their birthdays
Build a student lounge out of unused space
Improve the school library
Paint the hall
Serve on principal’s advisory committee
Clean trophy cases and polish trophies
Conduct tours of the school for incoming freshmen
Plan activities for Crime Prevention Week
Host an awards breakfast or luncheon each quarter/semester during the year
Host a birthday breakfast for teachers once a month
Plan an activity to welcome new teachers in the fall
Plan a Yearbook Signing Party
Host a father/daughter or mother/son lunch, tea, or brunch
Senior breakfast
Pizza party
Chili cooking contest
Progressive dinner
Scavenger hunt; include food for a local pantry on the list and donate what is
collected
Sponsor a Career Day
Invite a guest speaker each month to talk about careers during lunch
Sponsor tours of local college campuses
Arrange tours of major businesses in the area
Plant a tree to honor a community leader, veterans, or distinguished citizen
Participate in a “toys for tots” campaign
Spend time with children at a shelter or orphanage
Entertain children while parents vote
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Entertain children during open house at your school
Maintain a community bulletin board
Visit senior citizens in their homes or nursing homes
Clean up roadsides and parks
Collect books, magazines, etc. for a senior citizens’ home
Set up a clothing drive for those less fortunate
Plan a food drive at Thanksgiving, Christmas, or Easter
Walk dogs for the animal shelter
Sponsor a baby picture contest at your school (great for football or basketball
teams). Have students enter the contest to guess the baby picture match up.
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Name_________________________________Date____________________Class____________
Leadership Quiz
1. It is important for all team members to be able to _________________________and to
be able to _________________________ in order to achieve the goal the team is
pursuing. (Flexibility)
2. The group has the potential to be more successful when everyone has the
_________________________. This also allows for growth of the group, as more
people with the _________________________. (Common Goals)
3. Members of a great team apply their ___________________________________. They
know others are counting on them and they don’t want to disappoint them.
(Dedication)
4. A great team _________________________, which includes long-term and short-term
goals. (Planning)
5. Team members encourage each other to _________________________. It is important
for everyone to have the opportunity to _________________________ ideas, skills, and
talents. (Effort by all)
6. ____________________ _____find the strengths in their team and build on those
strengths. _________________________ and aren’t afraid to pitch in where needed.
(Effective Leaders)
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Leadership Quiz
Answer Key
1. It is important for all team members to be able to _________________________and to
be able to _________________________ in order to achieve the goal the team is
pursuing. (Flexibility)
Answer
• adjust their ideas
• set their opinions aside
2. The group has the potential to be more successful when everyone has the
_________________________. This also allows for growth of the group, as more
people with the _________________________. (Common Goals)
Answer
• same goal
• same goals will want to join
3. Members of a great team apply their ___________________________________. They
know others are counting on them and they don’t want to disappoint them.
(Dedication)
Answer
• time, attention, ability, and enthusiasm
4. A great team _________________________, which includes long-term and short-term
goals. (Planning)
Answer
• plans their strategy
5. Team members encourage each other to _________________________. It is important
for everyone to have the opportunity to _________________________ ideas, skills, and
talents. (Effort by all)
Answer
• put forth their best effort
• contribute their
6. ____________________ _____find the strengths in their team and build on those
strengths. _________________________ and aren’t afraid to pitch in where needed.
(Effective Leaders)
Answer
• true leaders
• they act as facilitators
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