Let's Get it Done

6, 7, 8

Learners explore the definition of responsibility as "following tasks to completion." They analyze a scenario for the problem, consequences, and possible solutions. Learners connect completing tasks with maintaining trust.

Lesson Rating 
PrintOne 20-minute lesson

The learner will:

  • analyze a situation of failing to complete a task.
  • decide as a team the best responses to questions posed.
  • describe personal feelings and recognize them as consequences of being irresponsible.
  • One copy of Handout One: Science Project Scenario to project on the wall for the class to read together, or
  • Copies of Handout One: Science Project Scenario for each learner


  1. Anticipatory Set:

    Tell the students you are going to read some familiar phrases aloud. Have them raise their hands if you read one they have heard before:

    Why didn't you finish cleaning your room? You missed sections 3 and 4 in your homework! Didn't you turn the page over and see 6 more questions that needed to be answered? Why can't you remember to turn in your homework? You were supposed to practice your instrument for 30 minutes; why are you putting it away after 15? Ask them if any of these accusations sound familiar, and how do they feel when they hear them.

  2. Teacher: In the previous lesson, we talked about responsiblity as dependability. Today, we'll be turning that definition a bit by looking at a slightly different definition: responsibility is "following tasks to completion." What is an example of following a task to completion in your world? (Allow 2 minutes for student responses.)

  3. Give each student a copy of Handout One: Science Project Scenario (or project it on the wall). Before reading the scenario, read aloud the firsts three questions at the bottom. Tell the students that you will ask them to quickly write their responses to these questions after you read the scenario.

  4. Read aloud the scenario (or ask a student to read it aloud). Allow the students four minutes to write their responses to the fist three questions.

  5. Move the students into groups of four. In these groups, students share their responses to the questions. As a group, they decide which response (or combination of responses) best answers each question. Then they discuss and answer the additional questions as a group. (Allow 8 minutes.)

  6. Ask the students to summarize the consequences of not following tasks to completion. Ask them to describe the level of trust between Eldon and Jason and Landon. Is lost trust a consequence? Which is more important, a good science grade or trust? Why?(Allow 3 minutes.)

  7. Teacher: Do you think we always lose someone's trust when we don't follow tasks to completion? What can Landon do to regain Eldon and Jason's trust? (Allow 3 minutes.)

Cross Curriculum 

This character education mini-lesson is not intended to be a service learning lesson or to meet the K-12 Service-Learning Standards for Quality Practice. The character education units will be most effective when taught in conjunction with a student-designed service project that provides a real world setting in which students can develop and practice good character and leadership skills. For ideas and suggestions for organizing service events go to www.generationon.org.

Philanthropy Framework

  1. Strand PHIL.I Definitions of Philanthropy
    1. Standard DP 01. Define Philanthropy
      1. Benchmark MS.4 Give examples of how individuals have helped others.
  2. Strand PHIL.II Philanthropy and Civil Society
    1. Standard PCS 01. Self, citizenship, and society
      1. Benchmark MS.4 Describe the characteristics of someone who helps others.
  3. Strand PHIL.III Philanthropy and the Individual
    1. Standard PI 01. Reasons for Individual Philanthropy
      1. Benchmark MS.1 Define and give examples of the motivations for giving and serving.
      2. Benchmark MS.5 Describe the responsibility students have to act in the civil society sector to improve the common good.