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: 1) FDA, Monroe County Health Professional School Nutritionist 2) 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