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 generationon.org.

Anticipatory Set

Toss a tennis ball to a student a few feet away. After tossing the ball, act like you are really proud of your throw, as if it was your personal best throw. Say, "Wasn't that the best throw? I'm so proud of that. Did you see that?" If the students are laughing, ask them what is funny about that. Lead them to confirm that it isn't such an amazing feat for you.

• Ask, "How do you feel when you actually do your personal best [your best effort based on your ability and opportunity] on something? Why do you feel that way?"
• Tell the students to stand up and reach for the ceiling as high as they can. As they are reaching, say, "Now reach three inches farther." As students push themselves to reach higher, say, "I thought you were already reaching as high as you could. Where did you get the extra three inches?"
• Have the students sit down and respond to you about the following question. "What is the difference between doing a good job and doing your personal best?"
• Challenge the students to reflect on when they make the effort to do their personal best. Can they do their personal best in all areas? They may work hardest in sports, homework, being a good friend, or giving and serving in the community.  Discuss what motivates them to do their personal best.
• Pair up students and give each team a tennis ball. Tell them they will start close together and toss the ball back and forth with their non-dominant hand without dropping it, each moving a step apart each time they catch and throw successfully. If they drop the ball, they must move close together and start over. Before they start, have them set a goal of how far apart they can get without dropping. (This may be easier in the hall or outside.)  They may communicate to improve their strategy and encourage each other. Tell them to do their personal best.
• When students sit down again, ask them to define perseverance [sticking with something even when it is difficult]. Then ask the learners how perseverance is related to personal best. They may note that when throwing the ball, they made some mistakes at first, but they kept at it and got better and more careful the more they stuck with it.
• Discuss what makes perseverance a good character trait. Encourage them to share some examples of people who have persevered in sports and science. Ask, "How are their acts of perseverance good for society?