Learning to Give, Philanthropy education resources that teach giving and civic engagement

Time Management
Lesson 1
Academic Standards
Philanthropy Framework


The students will engage in activities to examine how they make use of their time, make an action plan, and create a to-do list to improve upon their own time management.


One Class Period


The learner will:

  • document how they use their time.
  • utilize an action plan to better manage their time.
  • make a prioritized ‘To Do’ list.


time management: a range of skills, tools, and techniques used to manage time when accomplishing specific tasks, projects and goals

planning: creating a course of action

allocating: distribute according to a plan

setting goals: process of deciding what you want and creating a plan to achieve the result you desire

analyze: to look at the details to discover key parts

prioritize: to think about importance

prune: to cut back

adjust: to shift, to make something fit better

optimize: to get the most out of something (an act or supply, etc)

philanthropy: giving time, talent and/or treasure and taking action for the common good

advocacy: an act, or process of writing or speaking in favor of, or supporting, a cause


  • chart paper
  • markers, writing paper, pencils
  • action plans and a time allocation chart prepared in advance
  • student copies of Handout One: Time Management
  • optional: teacher-created handout for vocabulary
Handout 1
Time Management

Instructional Procedure(s):

Anticipatory Set:

Ask: Do you ever wish you had more hours in the day to do everything you need or want to do?  Ask the students to "Think, Pair, Share" about the following question: If you had no time constraints or obligations, like school or jobs, what are two things you would do with your time? Say, "After you have taken a minute to think about this question, pair up with a neighbor and share your response." Give the students a few minutes to share their thinking. Then discuss this as a class, sorting the suggested activities by putting tallies into categories such as sports/exercise, friends, volunteering, relaxing, art, and media. Discuss in which categories most activities fall. Talk about the benefits of having time to do what you like to do. Tell the students that today they will learn some strategies for time management that just might give them the time to do some of those things.

  • On chart paper, create a two-column chart with the title of “Time.” Label one side of the column “How I spend my time” and the other side “How I would like to spend my time.” Model for the students filling in a few items on each side of the chart. Fill in examples such as sleep, eat, school, and shower on the first side. Under the second column give a few examples such as exercise and visiting friends.
  • Hand out blank pieces of paper and give the students a few minutes to get started on their own charts. Then, have students share their ideas with a partner. They may add ideas prompted from the partner discussions.
  • Revisit the original chart created as a model and show students how to assign hours/minutes to each item that is listed in the first column. Instruct the students to do the same on their own and count up the total estimated hours and minutes they spend on things.
  • Gain the attention of the group and ask students how much time they have left from twenty-four hours a day that they already use up with activities in the first column. Ask whether there are areas where they spend too little time or too much.
  • Now bring the students’ attention to the second column and ask them to each circle the item on their own chart they would like to spend more time doing. Tell them they’ll be making an action plan for getting more time for that item. Discuss the benefits to themselves and others if they get more time to do that activity.
  • Distribute copies of Handout One: Time Management. Read and discuss the steps of the action plan, and then give students time to complete the page. Have them share their plan with a classmate, discussing and adjusting their plan based on feedback.
  • Discuss the value of making a to-do list from their time management plan. Model making a to-do list using your own personal goals. Show the students how to assign a time frame and then show them how to assign importance and prioritize. Pass out paper and give the students time to create their own to-do list.
  • Working in small groups of 3 or 4 students, ask the students to discuss and create a list of how adopting good time management skills might affect their lives. What might be different? Allow a few minutes for whole group discussion. Now ask the groups to think about how applying time management skills might affect their community or the world.
  • Ask the groups the following question: "Should people set aside time to act for the common good (philanthropy)? Why or why not?"  Allow a few minutes for discussion. Ask each group to share the ideas generated about what might be different in their community and/or the world if people spent some of their time in service, volunteerism and/or advocacy for the common good. Have them draw or describe what someone who volunteers or serves looks like. They can share their illustrations/descriptions with the class. Discuss their perceptions, and talk about how giving and serving relates to time.
  • End this session using the suggestions in the Reflection and Youth Voice sections of this lesson.

Youth Voice:

Encourage the students to explore some of the needs of their community where they could invest some of their time.

Cross-Curriculum Extensions:

Language Arts: “Time is money” is often said amongst leaders of organizations. The two go hand in hand. Effective use of time can save an organization lots of money that can be used in other ways. Ask the students to write a paragraph that relates the phrase "Time is money" to their own lives.

Reflection: (click to view)


Handout 1Print Handout 1

Time Management

Do you feel you manage your time well?                                           

Vote Now!

Yes, I’m good at scheduling my days and weeks.

Sometimes I’m short on time, sometimes not.

No, I’m almost always short on time.


How much time do you set aside for homework every night?

Do you set aside enough time to get things done? Here’s a trick:

Take a guess at how much time it will take for you to get you work done. Write it down. Then, right before you get started, check the clock and see what time it is. You are going to time yourself and see how close your guess was. You may want to do this a few times to help you become aware of how long it actual takes to do your homework.


 Do you have a routine?

Routines are a great way to help you get everything done on time. Before doing anything, plan it and write it down so that you have a guide and won’t waste any time. When you make the list, prioritize what you have to do first according to its importance. And no matter what happens; do not allow these distractions to become your priority.


Here’s how to establish a routine:

      Write down the things you need to accomplish

      Every item written on your list must be given a time frame

      Organize every item written according to its importance.

      Make a plan on how to achieve your goals in the given time frame

Focus. This will help you accomplish every little thing you have to do for a day.



1.         Clarify your goal  (Can you get a visual picture of the expected outcome?  How can you see if you have reached your destination?  What makes your goal measurable? What might be in the way, like the limits on time, money, or other resources?)  Clearly state your goal here: ______________________________________________________________________ ___________________________________________________________________________________________________________________________________________

2.         Write a list of actions  Write down all actions you may need to take to achieve your goal.  At this step, focus on generating and writing as many different options and ideas as possible. List them in the space below:

____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________

3.         Analyze, prioritize, and prune  Look at your list of actions. What are the absolutely necessary and best steps to achieve your goal?  Mark them with a check mark.  After that, what action items can be dropped from in the plan without significant consequences for the outcome?  Cross them out.

4.         Organize your list into a plan  Decide on the order of your action steps. Start from looking at your checked key actions. For each action, what other steps should be completed before that action?  Rearrange your actions and ideas into a sequence of ordered action steps.  Finally, look at your plan once again. Are there any ways to simplify it even more?






5.         Monitor the execution of your plan and review the plan regularly  How much have you progressed toward your goal by now?  What new information have you got?  Use this information to further adjust and optimize your plan.



Philanthropy Framework:


Janeen, Teacher Tampa, FL9/3/2014 11:36:24 AM

This is an awesome lesson!

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Unit Contents:

Overview:Be the Change: Life Skills Summary


Time Management
Study and Test Taking Skills
Money Management

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