Setting SMART Goals
Unit 1 · Lesson 1.5 · Last updated September 28, 2026
A 45-minute lesson introducing the SMART framework (Specific, Measurable, Attainable, Relevant, Time-bound) for setting effective goals, with practice spotting omissions in incomplete goals, and applying the SMART framework to write a goal.
Overview
In this lesson, students learn why goal setting is beneficial and are introduced to the SMART framework, meaning specific, measurable, attainable, relevant, and time-bound. Students practice identifying the components of a well-formed goal, spotting omissions in incomplete goals, and applying the SMART framework to write a goal of their own.
Learning Objectives
- Explain the benefits of setting goals.
- Identify and describe the components of an effective goal.
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Materials
- Instruction Slides (display during class period)
- Student Handout (1 copy per student)
- Suggested Student Response: Summarizer (1 copy for educator reference)
Paper Option
- Goal Ranking Cards (class set, 1 copy cut into 5 cards per pair of students). Consider printing on cardstock for longevity.
Electronic Option
- Digital Goal Ranking Cards (make a copy and enable editing access for each pair of students)
- Laptop or tablet (1 per pair of students)
Lesson Sequence
Slides 2–8
- Display Slide 2. Tell students to follow the instructions on the slide and point out the prevalence of maps apps.
- Proceed to Slide 3. Instruct students to discuss the prompt on the slide with a peer. Click to reveal the pink box and call on several students to share their responses with the class. Note: additional educator tips, details, and suggested answers are in the notes section throughout the Instruction Slides.
- Advance to Slide 4. Distribute 1 copy of the Student Handout to each student and instruct students to make note of some of the information provided by a maps app.
- Show Slide 5 and compare navigation apps and goals to demonstrate how both guide someone toward a destination.
- Advance to Slide 6. Explain the learning objectives for students.
- Proceed to Slide 7. Use the text on the slide to remind students what has been covered in the unit so far and what will be addressed in future lessons.
- Display Slide 8. Identify how this lesson will prepare students for their Unit 1 summative assessment.
Slides 9–31
- Organize students into pairs.
- Advance through Slides 9–10. Tell students to follow the instructions on Slide 10. Click to reveal the pink box and tell students they will now see what the research says about goal setting.
- Progress through Slides 11–15 to reveal the research findings, pausing after each slide to allow students to add notes, examples, and details to their handout.
- Proceed to Slide 16. Instruct students to discuss the question on the slide with a partner and jot down their thoughts on their handout. After approximately 1 minute, debrief as a class.
- Display Slide 17. Distribute 1 copy of the Goal Ranking Cards to each pair. Allow students approximately 3 minutes to follow the instructions on the slide, then call on volunteers to share their rankings and responses. Digital option: direct each pair to get a device and give each pair a link to their copy of the Digital Goal Ranking Cards.
- Advance through Slides 18–19. Reveal the top-rated and bottom-rated goals and discuss the first question on Slide 19, then click to reveal the remaining question and discuss it as a class. Note: do not name the SMART framework yet. Let students describe what makes the top-ranked goals better in their own words, since the formal framework feels more intuitive once students have noticed the pattern themselves.
- Progress through Slides 20–21. Introduce the SMART acronym and connect it back to the qualities students identified in the card sort. Alert students that this framework will be used throughout the course.
- Advance through Slides 22–26. Use the text on each slide to introduce each element of a SMART goal, clicking to reveal an example and a nonexample of each, and remind students to add notes to their handout.
- Proceed to Slide 27. Use the two examples to show students a vague goal against a SMART goal.
- Display Slide 28. Allow students one minute to read the sample goal and identify each of the five SMART characteristics, then debrief as a class. Suggested responses are in the notes section of the Instruction Slides.
- Advance to Slide 29. Allow pairs a moment to share their thoughts on the prompt.
- Progress to Slide 30. Identify the similarities between SMART goal characteristics and the features of a maps app.
- Show Slide 31. Direct students to write their response to the prompt in the space provided on their handout.
Slides 32–38
- Advance through Slides 32–33. Tell students they will now practice applying what they have learned.
- Progress through Slides 34–36. For each, give students about 1 minute to identify what is missing or weak before clicking to reveal the text, and briefly discuss each practice opportunity as a class. Note: skip Issue 3 on Slide 36 if you are tight for time.
- Advance through Slides 37–38. Use the text on Slide 38 to identify some tips for goal setting. Note: students will return to these tips in future lessons.
Slides 39–41
- Proceed through Slides 39–40. Use the text on Slide 40 to present how the principles of economic thinking were used to make a decision.
- Display Slide 41 and tell students to complete the task outlined on the slide.
- Collect and review students' responses to the summarizer on the Student Handout. See the Suggested Student Response for an exemplar.
Aligned Standards
National Standards for Personal Financial Education
What Educators Are Saying
I was able to make it engaging and fun because of these lessons from Econiful.
Seeing how the material continues to snowball one after another, I can hear the conversations my students are having about what the opportunity cost would be if they chose this versus that. For them to be so receptive to the material and able to hash it out with each other is great.
The material really made it accessible to the kids.