MAKE A DIFFERENCE IN YOUR COMMUNITY

1. MAKE A DIFFERENCE IN YOUR COMMUNITY

2. OBJECTIVE Develop a 5 minute presentation showing how your group can make a difference in your community.

3. Preparation: DIVIDE INTO GROUPS Teaching Assistants: Lead your assigned group of students through this activity. Fill-in evaluation form – signed by facilitator for parents Make sure you have the necessary handouts and supplies Facilitators: Guide the Teaching Assistants when challenges arise during activity.

4. Step 1: CHOOSE A COMMUNITY ISSUE • Absenteeism to school • Graduation rates in city schools • Violence in neighborhoods • School facilities, clean up environment  • Mentoring, setup a program • Overcoming challenges of education • Other idea: group may want to talk about

5. Step 1: CHOOSE A COMMUNITY ISSUE EXAMPLE: Eat Safe Foods NOT Unsafe Foods

6. Step 2: DEVELOP A MISSION STATEMENT What is our mission: what we want to do and whom do we serve? EXAMPLE: Our mission to ensure safe food is presented for students in the Rochester City Schools

7. Step 3: DEVELOP A PROBLEM STATEMENT What --- is the problem? Where --- does the problem occur? When --- was it observed? EXAMPLE: Students in the Rochester City Schools need to become aware of unsafe food coming from foreign nations.

8. Step 4: RESEARCH STATISTICAL EVIDENCE State a statistic as evidence supporting your community concern. EXAMPLE: About 48 million people (1 in 6 Americans) get sick, 128,000 are hospitalized, and 3,000 die each year from foodborne diseases, according to recent data from the Centers for Disease Control and Prevention.

9. Step 5: CAUSES AND EFFECTS Every problem comes with causes and effects List up to three causes and three effects

10. Step 5: LIST UP TO THREE CAUSES EXAMPLE: Unsafe Food 1) Increase in foreign foods 2) Lack of accurate information 3) Cheap

11. Step 5: LIST UP TO THREE EFFECTS EXAMPLE: Unsafe Foods 1) Stomach ache 2) Overweight 3) Lack of energy

12. Step 6: ACTIONS TO BE TAKEN Who do you want to involve or should help you? (i.e., teacher) How will you involve them in your efforts? EXAMPLE: FDA, Monroe County Health Professional School Nutritionist Ask each one to send you information about the contents on the label.

13. Step 6: BARRIERS TO OVERCOME What challenges can your group face to solve the community issue? EXAMPLE: 1) Unknowledgeable food professionals 2) Not receiving information 3) May cost more

14. Step 7: INDIVIDUAL DISC TRAITS TO SUCCEED State one disc trait for each student that will assist in solving the community issue. EXAMPLE: Duane: I - Problem Solver Dan: S – Steady and methodological Tegan – D - Determined

15. Step 8: CELEBRATE TO SUCCESS State how your group will celebrate each success. EXAMPLE: Eat a healthy lunch

16. Step 9: DECIDE ON A NAME FOR YOUR GROUP Come up with a name for your group that reflects the mission statement for solving the problem. EXAMPLE: FOOD SAFETY WARRIORS

17. Step 10: CONSTRUCT A BANNER Using the art supplies, construct a creative banner for your group and their mission.

18. Step 11: PREPARE FOR A PRESENTATION Prepare your materials Decide who is going to say what Practice your presentation

19. Step 12: PRESENTATION TIME Present a five minute presentation to your classmates.

20. Step 13: DEBRIEFING What did you learn from the community issue activity?

21. Step 1: Community Issue _________________________________ _________________________________ _________________________________

22. Step 2: Mission Statement _________________________________ _________________________________ _________________________________ _________________________________

23. Step 3: Problem Statement What is the Problem? _________________________________ Where is the Problem? _________________________________ When did you observe the Problem? _________________________________

24. Step 4: Scientific Evidence _________________________________ _________________________________ _________________________________ _________________________________

25. Step 5: List Up to Three Causes _________________________________ _________________________________ _________________________________

26. Step 5: List Up to Three Effects _________________________________ _________________________________ _________________________________

27. Step 6: Actions to be Taken Who do we want involved? _________________________________ _________________________________ How do we want to involve them? _________________________________ _________________________________

28. Step 6: Actions to be Taken What challenges can we face to success? _________________________________ _________________________________

29. Step 7: Individual DISC strengths Student Names __________________ __________________ __________________ __________________ __________________ __________________ Student DISC Strength __________________ __________________ __________________ __________________ __________________ __________________

30. Step 8: Celebrate your Success How will you celebrate each success? _________________________________ _________________________________

31. Step 9: Group Name What is the group name that symbolizes your mission? _________________________________ _________________________________

32. Student Activity Contract: Community Issue I _________________ (name here) will participate in the community issue activity on May 11, 2013. Teaching Assistant Evaluation: The above student participated at one of the levels (Circle one below) 0 – No participation 1 – Minimal participation (I had to ask several times to participate) 2 – Average participation (I did not have to ask more than once to participate) 3 – Excellent participation (This student fully engaged in the activity) Teaching Assistant: Turn in each evaluation so that each one can be forwarded to the student’s parents or guardians at the end of the activity. _______________________ Facilitator’s Signature