High School Modules
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Module 1: Aspire to Inspire Module 1: Aspire to Inspire
Table of Contents
ABOUT THIS MODULE 3
ACADEMIC VOCABULARY 4
REQUIRED MATERIALS 5
EVENT PLANNER 6
MONDAY: INTRODUCING ME 7
TUESDAY: BY ANY MEANS NECESSARY 14
WEDNESDAY: RECOGNIZING EFFORT 21
THURSDAY: COMMUNICATION IS THE KEY TO SUCCESS 26
FRIDAY: COMMUNITY SHARING EVENT 36
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About This Module
In the Aspire to Inspire Module, members will have the opportunity to Overview learn strategies that include inspiring others through leadership and sharing their experiences.
How can communication barriers affect outcomes?
Driving Questions How can sharing experiences affect the lives of others?
What is the importance of leadership?
Product of the Show Me How You Lead! This exhibit will display the projects that Week members complete during the week that addresses leadership.
Members will create an elaborate display of the projects completed Community during the module and present them as the community views the Sharing Event exhibit.
This module will introduce members to effective leadership. Members Introduction will participate in interactive activities that include role-playing and service learning projects.
Be sure to have the materials available for members to create their Special Notes displays for the Community Sharing Event.
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Academic Vocabulary
Word Definition
Aspire To direct someone toward achieving something
Inspire To fill someone with the ability to do or feel something
Perseverance To move forward with doing something despite difficulty
Expulsion To force someone to leave a place
Diligence To work carefully or with effort
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Required Materials
Note: Facilitator Resource materials and handouts are included at the end of the day, but should be printed in advance.
Laptop computer Facilitator Printer LCD projector Computer Glue Other art materials Poster boards (10) Pens 1 per team Pencils Drawing paper Post-it notes Sheet protectors (10 per member) Binders (1 per member) Paper
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Event Planner
Note: Complete the following table early during the week to prepare for the Community Sharing Event. Share the answers with the CPO for approval.
Type of Event on Friday
Event Name
Who’s Invited Fliers Website Publicity to Use (Circle all that apply, use blank Invitations spaces for additional items) Ads Event Location
Display Area for Projects Chairs Scissors Games Supplies Needed Tables Markers (Circle all that apply, use blank Signs CD Player spaces for additional items) Tape Video Equipment Cups Napkins Refreshments (Try to select items that tie into the theme)
Assigned to:
Task Due Date:
Assigned to:
Task Due Date:
Assigned to:
Task Due Date:
Assigned to:
Task Due Date:
Assigned to:
Task Due Date:
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Monday: Introducing Me
Monday: Introducing Me Warm-up
Location: Multipurpose room or gym Estimated Time: 15 min
Say: “Everyone has something that is unique about them. We all 1 have a story to tell. Today, we will be exploring one another’s stories.” Tell members that they will be viewing Barack Obama’s speech at the 2004 DNC Convention as he told his story. (Play Barack 2 Obama’s Speech at 2004 DNC Convention that can be found on Steps to Follow YouTube at https://www.youtube.com/watch?v=eWynt87PaJ0. Ask members if they were inspired by his story? (Answers may 3 vary).
Say: “Everyone has a story and today you will have the opportunity 4 to tell yours.”
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Monday Activity 1: This is My Story
Location: Multipurpose room Estimated Time: 45 min
Description: Members will tell their story to inspire others and encourage moral choice making.
Objective: Members will reflect upon their life and understand how decisions can affect their life.
Paper for each member What You Need Pencil/pen for each member
How to Prepare
Say: “Everyone has a unique story that sums up who they are, where they came from, where they’re going and/or what they 1 stand for. Today, you are challenged to determine what your story is and write/illustrate it to inspire someone else who may be on a similar journey.” Remind members there are three elements to telling a story: Steps to Follow challenge (unexpected issue you had to give attention), choice 2 (making an unexpected choice) and outcome (the lesson learned from the end-result of the decision made).
Say: “This story can be one situation or a life story, but it should be 3 one that may inspire someone else.”
Ask members to consider the following questions when developing their story: Is there an issue you are passionate about? 4 What values made you make the decision you made? What story can you tell that would show how you learned or acted on your values? Allow members the remainder of the session to write their stories 5 and discuss them with other members.
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After members have discussed their stories, tell them their stories are meant to inspire others. Some of their stories are triumphant and will help someone else in life and other stories are lessons 6 learned that may assist younger Club members who may be faced with similar situations, so their stories are all important no matter how insignificant they may think they are.
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Monday Activity 2: Portfolio of Excellence
Location: Multipurpose room or gym Estimated Time: 30-45 min
Description: In this activity, members will reflect on personal accomplishments to create a Portfolio of Excellence.
Objective: By the end of this activity, members will be able to demonstrate an understanding of performance value.
Binders for each member What You Need Hole puncher Sheet protectors Paper Pens, pencils and markers
How to Prepare Give every member a binder and sheet protectors
Ask members if they have any accomplishments that they are 1 proud of whether its playing a sport, learning a craft, passing a test, being a mentor, etc. Say: “Oftentimes in life we forget all of the great things we have done when something not so great happens. This activity will Steps to Follow 2 require you to document all of the good things you remember. We will call this documentation your Portfolio of Excellence. It will be a reflection of you.”
Explain to members that this portfolio is intended to remind them 3 of all their accomplishments and a tool of motivation to add more to it.
Ask members to brainstorm, write down and illustrate things that 4 can be included.
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Ask members to begin writing goals for the next year that they 5 would like to see added to their portfolio.
Tell members to bring things that can be included in this portfolio, 6 such as pictures and certificates.
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Monday Activity 3: Truth Be Told
Location: Multipurpose room Estimated Time: 45 min
Description: Members will understand what academic integrity is and why it is important.
Objective: By the end of this activity, members will be able to define academic integrity and develop a rationale for its importance.
What You Need N/A
Secure room and materials for implementation How to Prepare
Form a circle with members chairs
Display academic integrity quotes: Don’t plagiarize; cite the work of other’s Complete your own assignments
Be honest Complete assignments to the best of your ability Don’t cheat on tests
Say: “The posted quotes all correlate with Academic Integrity. Can 1 you give an example of real life experiences aligned to any of the quotes?” (Answers will vary).
Steps to Follow Tell members that academic integrity is having morals as it relates 2 to honesty with school work. Ask members to reflect on events from the past couple of years 3 that have caused people to question someone’s integrity. (Example: Hillary Clinton’s emails being erased).
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Say: “I am about to read some scenarios. As you listen to the scenarios, consider the situations as if you were in them. What would you do based on your morals and academic integrity?” You are taking an exam and you notice that someone is leaning in to copy your answer. You are not directly guilty of cheating, but the person copying your paper is. You wrote a five page paper as instructed by your Social Studies teacher. Your English teacher assigned the same 4 type of paper a month later, but the paper should only be two pages long. Should you turn in this paper if you shorten it? You wrote a paper and used someone else’s research, but you rephrased it. Should you acknowledge them? You had a discussion about an issue in class and discussed it with a friend that afternoon. The friend takes the same class the next day and wrote some of your arguments in his paper. Is he cheating?
Ask members if they feel that the scenarios were rightfully 5 categorized as cheating or not cheating? Why or why not?
Tell members that academic integrity is very important because not 6 being honest can be detrimental to their academic career and in some cases can cause expulsion from school.
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Tuesday: By Any Means Necessary
Tuesday Warm-up
Location: Multipurpose room or gym Estimated Time: 15 min
Say: “In life, everyone faces adversity of some type no matter who they are. Today, we will view adversity from a different lens called 1 perseverance. Is anyone familiar with this word? What does it mean?” (Sticking to what needs to be done despite our feelings of wanting to quit.)
Steps to Follow Ask members to share some difficult tasks they have faced and 2 obstacles that accompanied those tasks, (e.g., homework when they left their notes at school, etc.).
Say: “Despite the difficulties you have faced, you persevered.” This 3 module will take them through different levels of perseverance and assist them with viewing adversity from a different viewpoint.
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Tuesday Activity 1: Diligence Looks Good On You!
Location: Multipurpose room or gym Estimated Time: 30-45 min
Description: In this activity, members will identify principles, methods and work habits that can be applied to their lives for success.
Objective: By the end of this activity, members will be able to identify principles to apply to their life for success.
Computer
Bulletin board or poster board What You Need Arts and crafts materials for decoration Border
Give each group a poster board
How to Prepare
Have arts and craft supplies accessible
1 Divide members into research groups.
Explain to members that many great people had to possess 2 characteristics that set them apart from others. Thomas Edison was one of these people.
Steps to Follow Have members research Thomas Edison’s life and identify 3 principles, methods and work habits that can be applied to Club members’ lives for success.
Tell members that they will be designing a poster board or bulletin 4 board for the Club to recognize the importance of diligence and perseverance. Give members the opportunity to conduct research and complete 5 the activity.
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After members have completed their posters, ask them to present 6 their findings. Say: “Without perseverance and diligence, some of the greatest inventions in the world, greatest sports players and most iconic 7 people would not be what we recognize as great. I am challenging each of you to persevere through any obstacles and push others to keep moving forward even when things seem to be tough.
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Tuesday Activity 2: Actions Speak Louder than Words
Location: Multipurpose room Estimated Time: 45 min
Description: Members will examine the role of values in leadership.
Objective: By the end of this activity, members will be able to identify values that are both important and align with their Club.
Post-It Notes for each member What You Need Pens/pencils for each member Post this quote: “You can’t do what you say if you don’t know what How to Prepare you believe. And you can’t do what you say if you don’t believe what you’re saying.”
Ask members what the posted quote means and if they agree or 1 disagree. Members should be prepared to share examples and experiences to support their position.
2 Allow members to share and discuss their positions.
Explain to members that this quote is about morals, values and 3 how things will be difficult to accomplish if their morals and values do not align to how they live their daily lives. Review Boys & Girls Clubs of America mission statement: Steps to Follow 4 To enable all young people, especially those who need us most, to reach their full potential as productive, caring, responsible citizens. Ask members to write down three to five values they have seen 5 represented in the organization on sticky notes. Members should post their sticky it notes on a wall.
6 Ask members to review others sticky notes.
Discuss the values posted using the following discussion questions: What observations can you make about the values posted? 7 Are there any values posted that you disagree with? Are there values you notice that are not listed? engage express evaluate exhibit17 17 of 47 Module 1: Aspire to Inspire
How do these values influence what you do as members? How would this organization be different if we did not have a mission?
Explain to members that these values and principles represent the 8 shared values of leaders involved with Boys & Girls Clubs of America.
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Tuesday Activity 3: I Walk What I Talk
Location: Multipurpose area or outdoors Estimated Time: 45 min
Description: Members will explore and explain leadership and how they will represent leadership through their actions and words.
Objective: By the end of this activity, members will be able to articulate their understanding of modeling what they speak.
Paper for each member What You Need Pen/pencils for each member
How to Prepare Gather all supplies needed for easy access.
Say: “It is important as leaders that you model what you speak with 1 your words. Leadership is the act of doing while being purposeful and consistent in your values through your actions.” Remind members that leadership is not about them, but about who 2 and what they represent. Steps to Follow Ask members to use this time to summarize what it means to 3 model the way in their own words. Ask them to also summarize why it is important in leadership.
4 Allow members to finish their summaries and share with the group.
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Wednesday: Recognizing Effort
Wednesday Warm-up
Location: Computer lab Estimated Time: 15 min
Ask members to list on paper: The five wealthiest people in the world. The last five Heisman trophy winners. The last five teams to win the Super Bowl. The last five teams to win the NBA Finals. 1 Now ask members to list on paper: Steps to Follow A few teachers who aided their journey through school. Three friends who have helped them through a difficult time. Five people who have taught them something worthwhile. Five people they enjoy spending time with.
2 Ask members how they did with both lists.
Say: “No one can remember the headlines of yesterday even though people on them may be the best in their prospective fields. 3 Their recognition and achievements are forgotten, but people who make a difference in your life are the ones that care.”
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Wednesday Activity 1: Leadership Is….
Location: Computer lab Estimated Time: 30-45 min
Description: This activity will introduce members to qualities of leadership.
Objective: By the end of this activity, members will be able to discuss qualities of leadership that are most important for an effective leader.
List of Leadership Qualities Integrity Vision Loyalty Empathy Motivational Character
What You Need Current issues statements: Members should be required to wear uniforms in high school Members should be required to read three books during the summer Schools should be in session year-round Members should be required to complete 300 community service hours before graduating
How to Prepare Post the Current Issues Statements
Ask members to select one of the current issues statements and find a partner who agrees with them on the issue. After everyone 1 has a partner, tell members to select one person to go first and give Steps to Follow them a leadership quality to discuss. Give members one minute to share a leader who exhibits that trait, 2 examples of the trait and a definition of the trait. Their partner is not allowed to talk, but must listen.
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Ask members to share with the entire group any interesting things 3 learned from their discussions. Discuss the quality and trait.
Select another trait and and current issue and have members find a 4 new partner who agrees with their position and repeat the process until all leadership qualities have been used. Say: “This activity gave you the opportunity to recognize leadership qualities and traits in leaders you are familiar with. From learning 5 and recognizing some of their traits, you should be able to implement some in your personal life to increase your leadership qualities.”
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Wednesday Activity 2: Leading Through Service
Location: Computer lab or multipurpose room Estimated Time: 45 min
Description: This activity will introduce members to analyzing and solving problems through serving their community.
Objective: By the end of this activity, members will be able to explain their understanding of leadership through service.
1 Pens and pencils for each group What You Need 2 Paper for each group
How to Prepare Break members into small “Service Learning” groups
Say: “While being a leader has its moments of glamor, there are also times when you must attempt to solve issues within your community. As a leader, others will expect you to initiate change. 1 This is a great expectation, but it also requires you to lead in a manner in which others are able to react to your actions. Hopefully, their reaction is one that entails getting involved.” Say: “In small groups, brainstorm issues affecting your community. They can be social, political, economic or environmental issues. 2 After brainstorming, select one issue to address. Create a plan of action to solve this problem that includes how a leader can lead out Steps to Follow on this initiative.”
Remind members to evaluate the plans in terms of resources 3 needed to implement the plan and potential benefits of the plan.
Give members 30 minutes to complete this activity. Use 10 minutes 4 to allow members to share their plans.
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Say: “Your plans are excellent. Think of ways that you can actually 5 implement them in your community.”
Tell members that they will begin the implementation process of 6 their plan in the next activity.
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Wednesday Activity 3: Promote Change
Location: Tech center, learning center multipurpose room or Estimated Time: 45 min computer lab
Description: This activity involves members preparing to carry out their service learning projects that address a need within their community.
Objective: By the end of this activity, members will be able to identify and address a community need.
Computers with internet access and printers What You Need Poster boards Arts and craft materials Markers, pens and pencils
How to Prepare Prepare a table with all supplies accessible to members
Say: “In your last activity, you selected a Service Learning Project to 1 implement. Use the next 45 minutes to begin planning through your initiative.” Remind members that this includes creating a Public Service Announcement, arranging community meetings to inform the Steps to Follow 2 community, hosting a volunteer drive and creating flyers and posters to gain exposure.
3 Give members time to work in groups to complete this task.
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Thursday: Communication Is A Key To Success
Thursday Warm-up
Location: Multipurpose room or computer lab Estimated Time: 15 min
Say: “Communication is what we do to give and get understanding; it is the process of sending and receiving messages. Successful communication occurs when there is understanding. Communication can be verbal, using oral language to convey a message, or nonverbal, including facial expressions, body language 1 and text or written based language. Sometimes a message’s original meaning gets lost in the translation between thought and the act of communicating it. Teaching young people how to communicate effectively helps them maintain healthy relationships, resolve Steps to Follow conflicts peacefully, excel in school and eventually get and keep jobs.
Ask members how they communicate most often. Ask them how 2 they would get people to understand them if they couldn’t communicate that way anymore.
Say: “There are several ways in which we communicate. Sometimes 3 its verbal and other times its nonverbal. Today, we will be exploring communication skills.”
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Thursday Activity 1: Breaking Communication Barriers
Location: Multipurpose room or computer lab Estimated Time: 30-45 min
Description: This lesson uses an interactive activity to develop communication skills through inquiry.
Objective: Members will be able to understand the importance of communication through listening and asking the right questions.
What You Need Paper and pencil for each member
How to Prepare Pair members together
Say: “Communicating is an integral part of being a leader. The 1 process is more than just talking, but also entails listening and asking the right questions.”
Ask members to sit back to back with their partner. Tell them that one of them will be Red and the other will be Blue. Allow them to 2 select their color. After selecting their color, ask each of them to Steps to Follow write their letter in the top corner of a blank sheet of paper. Instruct the Reds to give a clear description of their drawings to their respective partners. Instruct Blues to listen only to their partners’ instructions. Each Blue will use the oral instructions to try to recreate his or her partner’s drawing. Allow five minutes for this 3 next step. Remember: The only means of communication is for each Red to provide a description of the drawing to his or her partner. Blues can only listen and draw. Partners should remain sitting back-to-back at all times during this part of the activity. At the end of five-minutes, instruct Blues to put down their engage express evaluate exhibit27 27 of 47 Module 1: Aspire to Inspire
pens/pencils.
Allow a few minutes for partners to share their drawings and 4 discuss the results.
Instruct partners to resume their back-to-back positions. Provide each member with a clean sheet of drawing paper and tell members that the second part of the activity will be different from 5 the first part. Then have Blues spend three minutes drawing on their papers. Members should use the entire three minutes to draw something beyond a simple shape or two. When the three minutes are up, Blues should put down their pens/pencils. Remind all pairs to remain seated back-to-back. Instruct all Reds to prepare to draw. Tell members that this time the Reds are going to reproduce their partners’ drawings, but the only way they can 6 obtain information about those drawings is by asking yes or no questions. Emphasize that only questions that can be answered yes or no are allowed!
Give members five minutes to complete this part of the activity. 7 When time is up, have partners compare their drawings.
Take time to discuss the difficulties or successes experienced by the 8 pairs. Ask which exercise was more difficult and why. Discuss what they learned about the need for effective communication.
Say: “As you can see, effective communication requires cooperation, honest listening, clear instructions and respect for one 9 another, along with clarifying questions, proper feedback and openness.
Adapted From: Educationworld.com 2002 – Drawing Lesson Improves Communication Skills
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Thursday Activity 2: Just Stop Talking!
Location: Multipurpose room or gym Estimated Time: 45 min
Description: Building from the previous activity, this activity will apply the use of communication skills through role-playing.
Objective: By the end of this activity, members will be able to identify and implement effective communication skills involving speaking, listening and nonverbal behavior.
Projector Computer with internet access What You Need Speakers
The facilitator should become familiar with various types of communication as well as communication blockers. The types and blockers can be found as a facilitator resource.
Facilitator should understand how to connect communication skills to character traits such as respect and courtesy.
The facilitator should be someone who typically demonstrates How to Prepare effective communication skills so to be credible and genuine.
Facilitator is to become familiar with the members to address specific communication concerns. In addition, facilitator should be familiar with the members as he/she creates groups for the scenario activity. Consideration should be given to strengths and weaknesses in leadership and communication skills.
Prep two students ahead of time to enter the croom using ineffective, inappropriate communication skills.
Create starter scenarios demonstrating effective and ineffective Steps to Follow 1 communication in a range of settings. The starter should be given
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to a group of members. The group will perform a "bad" way and a "good" way to communicate. Each group will decide on a blocker to use in the "bad" scene and which nonverbal actions to use in the "good" scene. Scene: Two members enter the room having an inappropriate conversation, talking loudly about another member after the door is closed and the session has begun.
The facilitator should yell commands (sit down and be quiet).
The two members interrupt the facilitator by saying they do not 2 have to listen to her.
The facilitator expresses how they are wrong for entering the room the way they did. The two members accuse the facilitator of violating their right of freedom of speech. (Skit ends and members sit down).
Ask everyone to share his or her thoughts, feelings and questions 3 about the scenario. What was inappropriate? How would they act differently if they were in the scene? Show the "Who's on First?" video by Abbott & Costello Reflection – what effective/appropriate communication is demonstrated? What ineffective/inappropriate communication was 4 demonstrated? Point out that both men in the video were saying the same thing, but they still did not understand each other. https://www.youtube.com/watch?v=kTcRRaXV-fg Divide members into (pre-planned) groups and distribute scenario starters – both effective and ineffective scenarios. Instruct members to complete the scenario. Members should determine 5 who will play each role in the scene, and then demonstrate the scene to the group. At the end of each demonstration, the facilitator should ask the members for feedback, thoughts, comments, questions and suggestions.
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Thursday Facilitator Resource: Starter Scenarios
Starter Scenarios
1. Parent and member talking about setting a curfew 2. Member and younger sibling arguing about using the computer 3. Member talking to a teacher about making up a test 4. Two girls talking about each other on a social network 5. Two boys talking about liking the same girl 6. A member and a parent talking about doing chores 7. Two friends talking about what to do this weekend 8. Two friends talking about their different religious beliefs 9. A member and a parent talking about college options
10. Two classmates talking about planning a time to study together for a test
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Thursday Activity 3: We Need A Resolution
Location: Classroom or gym Estimated Time: 45 min
Description: Members will examine choices and consequences involved in settling disagreements or tension.
Objective: By the end of this activity, members will be able to identify ways to resolve conflicts peacefully.
Role playing scenarios What You Need Large paper or board to write ideas
How to Prepare Print copies of scenarios
Say: “Conflict resolution means working out a problem or disagreement without fighting, running away or going against your feelings. Knowing how to handle conflicts in a positive way can help people stay safe from violence, feel good about themselves, and learn to respect others. Physical violence, name-calling, threats, bullying, teasing and other forms of negative communication often escalate conflicts and lead to serious consequences, including physical injury, lowered self-esteem and punishment. Good Steps to Follow 1 communication involves being a good listener, considering and respecting the other person’s point of view, working together to think of solutions, and learning to relax the body and calm the mind during high-tension situations. Practicing these positive communication skills can help people make responsible choices during high-tension situations and avoid violence and further problems.”
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Ask members to raise their hands if they have ever been involved in a conflict, (e.g., a disagreement or a fight with someone). Brainstorm what might cause a conflict, (e.g., bullying, teasing, gossip, jealousy, prejudice, broken friendships, broken romances, possessions, different points of view, wanting a different outcome 2 to a problem). Ask them to brainstorm some feelings that might go along with being in a conflict, (e.g., anger, jealousy, loneliness, fear confusion, disappointment, worry, and sadness). Write these feelings on the board or large paper as the members say them.
Explain that when we are involved in a disagreement or any conflict, there are choices we can make. Every choice we make has a consequence. Explain that learning about conflict resolution, or learning about how to work things out peacefully without fighting, 3 running away or going against your own beliefs, can keep your safe from violence, make you feel good about yourself and help you learn to respect others.
Explain the role-playing activity. For every scenario, watch the set- up scene, have a volunteer come and help resolve the conflict and then brainstorm ideas together about what choices can be made 4 and the consequences are of those choices. Demonstrate a scenario and the conflict resolution. Ask if there are any questions.
Ask for volunteers or choose members to be the actors. 5
Read the scenario and then have participants act out the scenario (see sample scenarios below, or come up with your own). Have someone come in to help resolve the conflict. Step in as needed to 6 give suggestions. Have the participants actually say the words of the peaceful conflict resolution to practice.
Have the group identify the problem, the feelings that may be involved, and then have the group come up with a list of choices and their corresponding consequences. Ask: What choices can be 7 made to escalate this incident or make it worse? What choices can be made to resolve this conflict peacefully or make it better? What choices could have been made to avoid this incident altogether?
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When is it helpful to ask someone (a teacher, a friend, a parent, a trusted adult) to mediate/step in and help solve a conflict?
Ask members to give examples of positive conflict resolution 8 situations they were part of and would like to share.
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Thursday Facilitator’s Resource: We Need A Resolution
Scenario #1: “I was sitting here first” (problem: stealing). Sarah was sitting in a chair. She got up to use the bathroom. When she came back, Dana was sitting in that seat. The person who was sitting there first wants their seat back and the other person does not want to give the seat up. (Choices: hit each other and get into a fightsomeone gets hurt, they both get in trouble, no one gets the chair OR discuss and explain calmly, both people compromise, get another chaireveryone has a chair, no one gets hurt OR ask a teacher for helpthe teacher assists them to discuss and explain calmly, everyone gets a chair, no one gets hurt.)
Scenario #2: “That’s mine” (problem: stealing). Jolie and Carrie are sitting next to each other eating a snack. When Jolie turns to talk to another friend, Carrie grabs Jolie’s snack and hides it in her lap. Jolie turns back, notices her snack is gone, and suspects that Carrie stole it. (Choices: call names, yell to give back the snack, threaten to slap her if she doesn’t give it back, grab the snack back out of her lapsomeone gets hurt, both get in trouble, they stay mad at each other OR discuss and explain calmly or get a teacher, Jolie gives the snack back and apologizes, Carrie accepts the apologythey both get to eat the snack, no one gets hurt or in trouble, they stay friends.)
Scenario #3: “I heard you said you didn’t like me” (problem: gossiping, teasing, bullying). Amina overhears a group of girls making fun of the outfit she is wearing today. She notices that Lauren, a girl who has teased her about her clothes before, is part of that group. Amina feels like crying. (Choices: go yell at the group, punch Lauren, run away and hope it doesn’t happen againsomeone gets hurt, everyone gets in trouble, Lauren continues to tease and bully Amina, Amina continues to feel sad OR Amina walk up to the group and tells them how their comments make her feelLauren and the group apologize, Lauren and the group continue to tease Amina OR Amina gets a teacher to help her confront the group.)
Scenario #4: “I thought we were friends” (problem: ditching, silent treatment, leaving out). Camille and Stephanie are good friends. They have sleepovers and hang out together at recess every day. Over the summer Camille’s cousin, Breanne from Los Angeles moved into Camille’s family’s home. Since the school year started, Camille and her cousin have been hanging out at recess together every day and Stephanie has not been invited to any sleepovers. One day at recess, Stephanie walks over to Camille and Breanne to say hi and the two girls run away from her. The next day at recess Stephanie walks over to try to say hi again and hang out with her best friend. This time instead of running away Camille and Breanne, look at each other, cross their arms, and give Stephanie the silent treatment. (Choices? Consequences?).
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Friday: Community Sharing Event
Friday: Show Me How You Lead! Warm-up
Location: Gym or spacious area Estimated Time: 15 min
1 Ask members to form a large circle.
Ask members to tell the group about one thing that will help with 2 creating an atmosphere of leadership.
Steps to Follow Give instructions and times for what will take place today, such as 3 setting up for the event, rehearsal, greeting guests, display explanations and cleaning up after the event.
Give instructions on the time and place teams should meet before 4 the start of the event. Tell team leaders to be responsible for gathering their members.
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Friday Community Event: Set & Event
Location: Gym or spacious area Estimated Time: 30-45 min
Description: Members will follow directions, work together to display projects and rehearse their performances.
Objective: Members will be able to display projects in an attractive manner.
Team materials Tape for hanging team displays Butcher paper for creating large mountain and large TV displays Device for playing musical selection What You Need Musical selection to be played for exhibit viewing Light refreshments for community audience Table and decorations for refreshments Chairs for guests and members
Use the event planner for preparation
Designate areas of the gym for each teams’ display How to Prepare
Have music and large area available for viewing
Set refreshment table
Give each team a designated area of the gym to display their Steps to Follow 1 materials.
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2 Distribute team materials.
Say: “Assemble your materials in a decorative display. Be as 3 creative as possible.” Have members create a catchy title for each display. Ask teams to practice explaining their displays and campaigns one 4 last time before the event.
Remind members to circulate the gym, greet guests and show their 5 displays.
6 Community viewing of exhibits.
Remind team leaders to gather their teams and have them sit in 7 the front of the gym so they can be ready to present when announced.
8 Invite members to next week’s Summer Brain Gain Module.
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High School Modules
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Module 2: I’m The Boss: Entrepreneurship Module 2: I’m The Boss: Entrepreneurship
Table of Contents
ABOUT THIS MODULE 2
ACADEMIC VOCABULARY 2
REQUIRED MATERIALS 2
EVENT PLANNER 2
MONDAY: THE MAKINGS OF ME: A BOSS 2
TUESDAY: THE CUSTOMER IS ALWAYS RIGHT! 2
WEDNESDAY: IF IT’S NOT ABOUT THE MONEY 2
THURSDAY: BUSINESS UNVEILED 2
FRIDAY: COMMUNITY SHARING EVENT 2
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About This Module
In I’m The Boss: Entrepreneurship Module, members will have the opportunity to explore entrepreneurship and the many facets of owning a business and being a Boss. Overview This module also exposes members to effective financial management, customer service demands and being an employer facing ethical decisions.
What is Entrepreneurship?
Driving Questions What are the risks and rewards of Entrepreneurship?
What is the importance of providing a stellar customer service experience?
Opening Day! This is an exhibit that will display the projects that Product of the members complete during the week that allows them to explore Week Entrepreneurship.
Members will create an elaborate display of the products and business Community completed during the module and present them as the community Sharing Event views the exhibit.
This module will introduce members to Entrepreneurship. Members Introduction will participate in interactive activities as well as become entrepreneurs offering their own goods and services.
Be sure to have the materials available for members to create their Special Notes displays for the Community Sharing Event.
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Academic Vocabulary
Word Definition
Entrepreneur To own or operates a business
Embezzlement To steal money from an employer
Terminate To fire an employee
Ethical To avoid activities that do harm to people
To have business costs such as rent or costs that are consistent Fixed Costs
Profit To have a financial gain
ROI To benefit or increase in finances for an investor; Return On Investment
Overhead To have ongoing expenses for a business
Empathy To understand and share feelings of another person
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Required Materials
Note: Facilitator Resource materials and handouts are included at the end of the day, but should be printed in advance.
laptop computer Facilitator speakers LCD projector 1 per team Poster boards Markers Blindfolds Candy Bars 1 per member Index Cards pens pencils
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Event Planner
Note: Complete the following table early during the week to prepare for the Community Sharing Event. Share the answers with the CPO for approval.
Type of Event on Friday
Event Name
Who’s Invited Fliers Website Publicity to Use (Circle all that apply, use blank Invitations spaces for additional items) Ads Event Location
Display Area for Projects Chairs Scissors Games Supplies Needed Tables Markers (Circle all that apply, use blank Signs CD Player spaces for additional items) Tape Video Equipment Cups Napkins Refreshments (Try to select items that tie into the theme)
Assigned to:
Task Due Date:
Assigned to:
Task Due Date:
Assigned to:
Task Due Date:
Assigned to:
Task Due Date:
Assigned to:
Task Due Date:
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Monday: The Makings of Me: A Boss
Monday: Do I Have What It Takes? Warm-up
Location: multipurpose room or gym Estimated Time: 15 min
Say “Everyone has a desire to make money in life. Some people 1 desire to make this money by owning their own business.
2 Ask members if anyone has a desire to own their own business.
Have members to write down ideas of a business they would open Steps to Follow 3 individually or with a business partner that could benefit others and is unique.
4 Ask members to share their ideas with the group.
Say “This week we will be exploring entrepreneurship and 5 determining if you have what it takes to be your own boss.
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Monday Activity 2: Do I Have What It Takes?
Location: multipurpose room Estimated Time: 45 min
Description: Members will participate in a group activity to identify characteristics of entrepreneurs. Members will define these characteristics and identify those that align with their own personality to determine if they currently possess entrepreneur characteristics. Objective: Members will identify and discuss the characteristics of an entrepreneur while determining which characteristics they individually possess.
Characteristics of an Entrepreneur Facilitator’s Resource What You Need
How to Prepare Print “Characteristics of an Entrepreneur”
Say: “Every business must start somewhere and with someone. Bringing a vision to life that is a service or good provided to others in an independent manner is being an entrepreneur. 1 Entrepreneurs work for themselves building a brand that they believe in. These people have to be driven and self-sufficient. Do any of you have what it takes to be an entrepreneur?
2 Display the characteristics of an entrepreneur.
Steps to Follow Say “Entrepreneurs encompass many characteristics that set them apart from others. While considering all of the characteristics posted, work in groups to define the characteristics in your own 3 words while also determining as individuals which characteristics you possess that will drive you towards success.” (Allow members to work in groups.) Say “I can identify several characteristics that I possess that could drive me towards success with being an entrepreneur. (Share some 4 of the characteristics that you identify with and how they can drive you towards success as an entrepreneur.) Ask members to share the characteristics they possess that would 5 assist them with being successful as an entrepreneur.
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Say “These characteristics and more will be utilized this week as 6 you become entrepreneurs. Do you have what it takes to be a successful entrepreneur?”
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Monday Facilitator Resource: Characteristics of an Entrepreneur
Characteristics of an Entrepreneur
Independent Responsible
Self Confident Goal Oriented
Creative Risk Taker
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Monday Activity 2: BOSS: Building One’s Self Success
Location: multipurpose room or gym Estimated Time: 30-45 min
Description: In this activity, members will participate in an activity requiring them to experience risk taking and apply it to entrepreneurial pursuits.
Objective: By the end of this activity, members will be able to define the role of risk and incentives as factors in entrepreneurship.
4 Blindfolds What You Need 4 Candy Bars or incentives of choice
Write “Big Wins Require Big Risks” from Bill Gates in a visible How to Prepare location.
Ask four members to volunteer for this activity. (Do not disclose the 1 activity). Have the volunteer’s line up in the front of the room. Blindfold each member assuring that they are unable to see.
2 Give 4 members seated in the room one candy bar each.
Steps to Follow Explain to blindfolded members that they will be attempting to locate one of the members with the incentives without assistance. Members should not run, but must return to the front with the person they think has an incentive. When they return with the 3 member, they must ask the member if they have the incentive. The member must respond, “I do not have the incentive” or “Yes, and you may have the incentive.” After all volunteers have completed this activity, they may remove the blindfolds. Ask the volunteers, “Was it difficult to volunteer for something without knowing the purpose or outcome?” (answers will very) “How did you feel?” 4 Ask the audience, “When observing the volunteers wearing blindfolds, how did they differ in how they moved to pursue the incentives?” (Answers may vary: timid and cautious or aggressive
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and not intimidated)
Ask everyone: What risks were taken by the blindfolded volunteers? (Answers may vary: injury or embarrassment) What happened when the blindfolded volunteers were made aware of a possible incentive if they could obtain it? (they moved in pursuit of the reward despite taking a risk) Did some members behave more aggressively than others pursuing the incentives? What was the result of this behavior? (Some members were more aggressive and received a reward.)
Direct everyone’s attention to the quote. Discuss what “risk” means. Ask members if there is a correlation between the word risk and the quote. (If you are willing to be a leader and do something more than those around you, risking embarrassment, 5 money, time and your idea works, the reward is greater than those who practice caution.) Risk: The possibility of suffering harm or loss, or following a course involving uncertain consequences or danger.) Ask members: What do you predict will happen when an entrepreneur 6 perceives that the risks outweigh the incentives? What do you predict will happen when an entrepreneur perceives that the incentives outweigh the risks? Explain to members that when an entrepreneur can see a situation in which incentives outweigh the risk, they are more willing to 7 pursue the incentives. This sometimes involves taking risks in hopes of profiting when opportunities arise.
Adapted from www.econedlink.org : 2015, Council for Economic Education.
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Monday Activity 3: Ethically Speaking
Location: multipurpose room Estimated Time: 45 min
Description: Members will explore the importance of considering ethics when making decisions about issues with employees.
Objective: By the end of this activity, members will be able to identify factors to consider when making ethical decisions about someone’s employment.
What You Need 1 Ethical Considerations Facilitator resource per group
Secure a location for the activity How to Prepare Divide into groups (It is based upon your discretion how many members should be in each group)
Give each group an Ethical Considerations resource sheet
Say “Entrepreneurship has many components. The many hats of an entrepreneur include making some tough decisions involving employees surrounding ethical issues that could lead to terminating 1 an employee. Although you would like to see the good in everyone, you must sometimes evaluate how your employees align with your mission, values and goals.” Steps to Follow Advise members that this activity will involve ethically determining 2 if an employee should be terminated.
Ask members to raise their hands if they would terminate an 3 employee who embezzled money from their company.
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Say: “Although stealing is a big issue, I want you to reconsider your answer based upon the following details that emerged during questioning of the employee. The employee’s child is very sick and would be released without proper medical care if payments were not made. 4 The employee was evicted from their home due to non- payment because they used all of their money for their child’s medical expenses. The employee intended to return the money.
Ask members to discuss in their groups how they would handle the 5 situation and if they think it would be ethical to relieve this employee of their duties.
Tell members that there is no right or wrong answer, but they should consider consequences and attempt to make the best 6 ethical decision. Tell them to refer to the Ethical Considerations resource sheet to assist in their decision-making.
Allow members to discuss the scenario. After 15 minutes, 7 encourage members to share their thoughts with the whole group.
Say “You all had some great thoughts and point of views. 8 Situations such as this one is not unfamiliar to entrepreneurs. This is something to consider when vetting applicants for employment.
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Monday Facilitator Resource: Ethical Considerations
Consider the following when making your decision:
1. Am I privy to all information surrounding this situation?
2. Have I considered the employee’s point of view?
3. If this story were featured in news outlets, how would the
community perceive it?
4. Would I confidently be able to justify my rationale for terminating
this employee to their family?
5. In a few days/weeks, will I rethink my decision?
6. How would I want to be treated if I were in the employee’s situation?
7. How would my decision affect the employee’s family?
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Tuesday: The Customer is Always Right!
Tuesday: The Customer is Always Right! Warm-up
Location: multipurpose room or gym Estimated Time: 15 min
Choose one member to be a customer service agent at Amazon. 1 (You, the facilitator will assume the role of a person calling about a video game)
Say: “We are going to role play as customer service representative and customer.” Tell the member that they will play the customer service representative at Amazon. Amazon is known for satisfying customers’ needs and demands when there is a problem. Tell them that you will pretend to call them on the phone and the rest will be 2 organic from there. Facilitator: Hi, I am calling because I was expecting my order to arrive today that was placed last week Steps to Follow for expedited shipping. The event I am attending is in two days and I really need those shoes. Go back and forth with the member for two minutes and see how the conversation goes. There is no right or wrong answer. Ask members the following questions after the role-play ends. What emotions did the caller show at the start of the call? 3 Did the customer service representative demonstrate Empathy, Patience, Attentiveness, Tenacity and an open mind? What emotions did the caller show at the end of the call? Say “This week we are exploring entrepreneurship. Today, our 4 activities will encompass the idea that customers play an important role in the success of your business.”
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Tuesday Activity 1: About That Customer Service Life
Location: multipurpose room or gym Estimated Time: 30-45 min
Description: In this activity, members will role-play with one another to build customer service skills.
Objective: By the end of this activity, members will be able to identify positive interaction with customers that can lead to success of a business.
What You Need Index Cards
Divide members into groups of three (observer, customer and customer service representative)
Index cards with scenarios (1 set of each for each group) Your product didn’t arrive The color is wrong The size is wrong The product was broken How to Prepare You changed your mind The wrong product was delivered Customer Service Representative Scenario Cards Not paying attention to the caller- Maybe checking your phone during the conversation Trying to finish the conversation as soon as possible Says they are going to help, but not really Honestly wants to help the customer Wants to chat instead of helping
Say “In our last activity, you were able to see a customer service role play scenario. The index cards in front of you are scenarios for 1 a customer service representative and customer. One of you will assume each role and role paly the scenarios. The observer will Steps to Follow assume the role of an observer.
2 Allow members to role-play all scenarios.
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After the role play activities are complete, tell members that the 3 observer was the business owner.
Ask the observer how they felt about each scenario and to think 4 about how they would implement training for their employees based upon what they witnessed.
Say: “Businesses are faced with unsatisfied customers daily. Although you can’t please everyone, your main goal is to build a 10 base of customers and this can only be done by providing quality service and products.”
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Tuesday Activity 2: Have It Your Way
Location: multipurpose room Estimated Time: 45 min
Description: Members will
Objective: By the end of this activity, members will be able to identify brands and their promises to consumers while understanding the importance of consumers correlating a brand to its promises.
Computers with internet access What You Need Poster Boards (1 per group) Markers, Pens and Pencils Make sure that all computers have internet access or identify five How to Prepare brands with promises to consumers
Ask members to reflect on brands they use or are familiar to them. Ask them some of the slogans or promises to their consumers. 1 (Examples: NFL: To be the premier sports and entertainment brand that brings people together, connecting them socially and emotionally like no other.) Say “You will work in small groups to identify five companies and Steps to Follow their brand promises. After identifying the brand promises create a 2 poster that show the company of your choice and their brand promise. List ways that you feel the company has lived up to their promise.
Ask members to present their companies and information about 3 them that proves they live up to their brand promise.
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Tuesday Activity 3: Customers Matter
Location: multipurpose area or outdoors Estimated Time: 45 min
Description: Members will explore and explain customer service and customer oriented companies through research.
Objective: By the end of this activity, members will understand the importance of providing stellar customer service and the correlation of customer service to long lasting brands and companies.
1 Computers (1 per group) with internet access What You Need 2 Projector 3 Speakers
How to Prepare Prepare the room for presentations
Say: “Many companies pride themselves with being customer 1 oriented. His activity will give you an inside view of what a customer oriented company looks like.” Tell members they will work in small groups to research three companies that are known for stellar customer service. They 2 should create a digital presentation that outlines details of the companies. (Examples: airlines, amusement parks, restaurants, high end clothing companies, etc.) Tell members their presentation should include: Why the company is known for exceptional customer Steps to Follow service How their employees are included in decision making and 3 feel as if they are a family What types of training is provided inclusive of the length and levels of training What the company’s mission, vision, ethics and morals encompass with examples. Say: “You will be presenting your findings at the end of this 4 activity.”
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After members have presented, Say “As you can see, customer 5 service is a very important part of the success of companies and they take customer satisfaction seriously.”
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Wednesday: If It’s Not About the Money
Wednesday: If It’s Not About The Money Warm-up
Location: traditional classroom or computer lab Estimated Time: 15 min
Say “When opening a business, everyone expects it to be successful. How one measures success may vary from person to 1 person. Today, we will be exploring success that entails financial profit.” Steps to Follow Ask members to share what success means to them from the lens 2 of an entrepreneur.
Say “As we explore activities within this module, we will focus on 3 profit.
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Wednesday Activity 1: Is There A Profit?
Location: traditional classroom or computer lab Estimated Time: 30-45 min
Description: This activity will introduce members to financial terms related to entrepreneurship.
Objective: By the end of this activity, members will understand and be able to explain what making a profit entails and how to calculate profit.
1 1 copy per member : Making a Profit worksheet What You Need 2 1 pencil or pen per member
1 How to Prepare Distribute “Making a Profit” worksheet to members
Say “When running a business, you must understand profit and how important it is to make good financial decisions.” It is important to understand terms such as Return On Investment (ROI), which means the percentage you make on the money you 1 invest in the span of a year. If you invest $5,000 in your business, you should expect to make a profit greater than $1,000, which is 20% of your investment. (The higher the risk, a greater return should be expected.) Explain to members that Profit is not coupled with the Steps to Follow entrepreneurs’ salary and that they must account for fixed costs (rent, utilities, salaries, etc.) and variable costs (advertising, 2 supplies, etc.) which is known as the Overhead. Tell members that the Overhead and costs of products sold is subtracted from the income from sales before profit is made. Even at this point, they must deduct taxes and the remaining will yield their overall profit.
Ask members to practice determining what an ROI would be for 3 Amelia based upon the information provided. Allow members to work in pairs or groups to complete the activities.
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4 Ask: members to discuss their thoughts and answers.
Tell members that this activity is directly correlated to 5 entrepreneur’s duties and tasks affiliated with owning a business.
Say “Your following activities for the day will be an extension of this 6 activity and will give you more insight on profit and how your budget can be affected.
Adapted from: 2015 Consortium for Entrepreneurship Education “Just What is Profit?”
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Wednesday Facilitator Resource: Making a Profit
This is the story of Goodies Gift Shop in its third year of operation in Small Town USA. Amelia Goodies, the owner, runs the shop with four full time employees, 2 part timers and herself. Her sales last year were $500,000 and her profit was $20,000 after taxes. If her balance sheet shows a net worth of $100,000 can you tell us what her return on investment was last year?
Balance Sheet (Year 2) Current Assets: Cash Accounts Receivable $ 10,000 $ 15,000 Inventory $200,000 Property and Equipment $100,000 Total Assets $325,000 Liabilities: Accounts Payable Loan Balance $ 80,000 $145,000 Owners Equity $ 100,000 Total Liabilities and Equity $325,000
This year Amelia has projected sales of $600,000 with a margin of $250,000. She has budgeted the following overhead: Owner Salary $35,000 Employee Wages 100,000 Rent 10,000 Advertising 4,200 Supplies 1,000 Telephone 1,000 Other utilities 600 Insurance 2,000 Payroll taxes 30,000 Maintenance 3,700 Legal and other professional fees 500 Miscellaneous 2,000 Interest on Loan 10,000 Total Overhead Expenses $200,000
If taxes are 20% of Net Income, what is the planned profit for the year?
Adapted from: 2015 Consortium for Entrepreneurship Education “Just What is Profit?”
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Wednesday Activity 2: Let’s Make a Profit
Location: computer lab or multipurpose room Estimated Time: 45 min
Description: This activity will introduce members to issues that can affect profit of a business.
Objective: By the end of this activity, members will be able to address issues that affect profit.
What You Need 1 Copies of “Effects On Profit” for each group
How to Prepare 1 Print “Effects On Profit”
2 Divide members into groups.
Review the previous activity. This activity is an extension of the 1 previous activity.
Steps to Follow Say “Our first activity focused on becoming familiar with profit and 2 financial terms that entrepreneurs should know. In this activity, we will look at what can affect profit.”
Ask members to recall the previous activity in which Amelia owned a gift shop. Tell members that Amelia is faced with several issues 3 that could affect her profit and they will be determining how the issues could possibly affect her earnings.
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Say “As an entrepreneur, issues arise daily that are beyond your 4 control. This activity will help you to rationalize issues and their effects as well as how to deal with them.”
Ask members to work in groups to determine what effects the 5 issues presented will have on profit for Amelia.
After members have completed the activity, ask them to share their 6 thoughts.
Ask “What advice would you give Amelia about running her business after considering the information you have been given? 7 What additional information would you like to have in order to discuss this case?”
Adapted from: 2015 Consortium for Entrepreneurship Education “Just What is Profit?”
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Wednesday Facilitator Resource: Effects On Profit
EFFECTS ON PROFIT
The day-to-day decisions for the gift shop and the level of business Amelia is able to maintain will affect this budget, resulting in many variations of the plan. Discuss with other students the effects the following issues would have on profit.
1. The employees demand a 10% raise
2. The lease is up on the building and the owner would like to sell her the building for $150,000 or increase the rent to $15,000.
3. Amelia is considering adding another full time employee for an annual cost of $20,000
4. Insurance coverage is too low and she needs to double it
5. There are new opportunities to advertise in connection with community events that would expand her advertising budget.
6. She needs to buy a computer to improve her record keeping systems
7. Shoplifting losses force her to increase her markup an extra 5%.
8. Sales in the first six months have been 10% below expectations.
9. Her daughter "borrows" money from the register and does not repay it.
10. She is considering buying a used van for $10,000 and offering free delivery services to her customers.
Adapted from: 2015 Consortium for Entrepreneurship Education “Just What is Profit?”
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Wednesday Activity 3: I’ll Buy That!
Location: tech center, learning center multipurpose room or Estimated Time: 45 min computer lab
Description: This activity involves members viewing entrepreneur’s presentations and identifying products and/or services with potential to be successful.
Objective: By the end of this activity, members will be able to identify characteristics of entrepreneurs through presentation of business ideas
1 1 Shark Tank Entrepreneurship Lesson Learning Activity per member What You Need 2 Computer with internet access to view Shark Tank episodes 3 Pen or Pencil for each member
How to Prepare 1 Select 3 “Shark Tank” presentations for viewing
Ask members if they have ever viewed the show “Shark Tank.” 1 (answers may vary)
Say “Now that you are practically experts on entrepreneurship, you 2 will be judges on Shark Tank.”
Steps to Follow Tell Members that they will view three presentations. While 3 watching the presentations, they should complete the Shark Tank activity.
Allow members to view the three Shark Tank presentations 4 selected. After completing the activity, ask members to discuss 5 characteristics of entrepreneurs and how they can utilize some of the ideas/methods presented to build a brand of their choice.
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Wednesday Facilitator Resource: Effects On Profit
Shark Tank® Entrepreneurship Lesson Learning Activity
Watch 3 product or service Shark Tank® presentations by entrepreneurs (on television or from videos on YouTube) and complete the table below:
Presentation #1 Question Presentation #2 Presentation #3
Type of product or service presented to the Sharks
Description of the introduction to the
presentation
Amount of money that the entrepreneur(s) asked
for
Percentage of business ownership stake willing to be shared by the entrepreneur(s)
What the entrepreneur(s) said they needed money from the Sharks for
How the entrepreneur(s) dressed and acted
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Uniqueness of the product or service How the product or service was being marketed by the entrepreneur(s) Questions asked by the Sharks to the entrepreneur(s) Resolution of the presentation (i.e., did the entrepreneur(s) get a deal or not)
Adapted from: 2015 Rutgers New Jersey Agricultural Experiment Station “The Risks and Benefits of Entrepreneurship
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Thursday: Business Unveiled
Thursday: Business Unveiled Warm-up
Location: multipurpose room or computer lab Estimated Time: 15 min
Say “Today, we will be focusing on building a business from scratch. You will be working in groups of your choice to create a business 1 that will not only generate revenue, but will be a benefit to your community.”
Allow members to select business partners and begin Steps to Follow 2 brainstorming about possible business ideas.
Discuss what a successful business entails and how they will work 3 towards gaining a customer base.
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Thursday Activity 1: Boss in the Making
Location: multipurpose room or computer lab Estimated Time: 30-45 min
Description: This lesson uses prior information learned this week to create a business plan to be presented during Friday’s Community Sharing Event.
Objective: Members will be able to use business tools to become entrepreneurs marketing products or services to enhance their community.
1 “Business in the Making” worksheet
What You Need 2 Pen or pencils for each group
3 Paper for each group
1 Print one copy of “Business in the Making” for each group
How to Prepare
2 Divide members into groups (Allow members to self select Entrepreneurial Groups)
Say: “Today, you will be preparing to become an Entrepreneur. We have worked diligently all week to learn the in’s and out’s of Steps to Follow 1 entrepreneurship. One major step in this process is to complete a business plan.”
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Explain that a business plan is a tool used to help you explore 2 opportunities/ideas for starting a business. Say “The basic components of a business plan are: Description of the business 3 Developing a marketing strategy Identifying goals Analyzing finances needed for success Say “In the spirit of Entrepreneurship, work in groups to create a business plan for a business that you will open. Make the plan as realistic as possible, because tomorrow you will be selling, reviewing or pitching your product/business. Some ideas for a business are: Lemonade stand 4 Child Care Yard Care Delivery Service Music Group Pet Sitting Clothing Store
Remind members that they will be working towards building their brand all day with a finished product for Friday’s Culminating Event. 5 Encourage members to use the “Business in the Making” worksheet as a guide for creating their business plan.
Allow members to use the remaining time to brainstorm business 6 ideas and decide on a business to move forward with for Opening Day.
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Thursday Facilitator Resource: Business in the Making
Business in the Making
Use the following questions to make decision about a business idea of your choice. Be sure to write out your answers...to remember your decisions and build on them.
1. How can you describe the business...in only one paragraph please? 2. What is your product, or service? 3. Who will buy it? 4. Where should you locate the business? 5. How can you attract customers? 6. What is your competition? 7. How much should you charge for the products or service? 8. What advice do you need and who can provide it? 9. How will you organize the managers and/or workers of the business? 10. How will you split the profits? Who is responsible for the losses? 11. What other details should be considered to produce the product and get it to the customer? 12. How much money will you need to get the business started? 13. How many customers will you have per month and how much will they buy per month? 14. How much does it cost to make the product or provide the service? 15. What are your operating costs? (Include your own salary) 16. How much money will your business earn each month by selling your product or service? 17. How much investment will you need to keep the business going until you make a profit? 18. What is your potential profit per year for Year I, Year II, and Year III? 19. How much money do you need to borrow to start this business? 20. How will you make the business grow in the future?
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Thursday Activity 2: This Is What You Need!
Location: multipurpose room or gym Estimated Time: 45 min
Description: Building from the previous activity, this activity will be part two of creating a business. Members will create a marketing plan to determine their target audience and ways to pitch their product or service to consumers.
Objective: By the end of this activity, members will be able to create a marketing strategy for their product or service.
How to Prepare Allow members to revisit their business plans
Say “Half of the work is done once you determine what your business will be and secure a product or service to offer consumers. One of the hardest parts is informing consumers about your 1 product and encouraging them to purchase it. In this activity, you will be creating a marketing plan to pitch your product to consumers. This plan should include a hash tag for social media as well as print and/or electronic marketing.” Tell members to continue working in their groups to determine 2 what their marketing plan/strategy will be. Say “You have until the duration of this activity rotation to create a 3 marketing plan.” The next activity will give you the opportunity to Steps to Follow create the resources needed to execute your plan. Tell members to consider these key questions: What is our goal? Whom are we trying to reach and what do we want them to 4 do? How do we define our message? How do we deliver our message
Give members time to create their marketing plans and brainstorm 5 ideas for their product or service.
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Thursday Activity 3: Come Shop With Me
Location: classroom or gym Estimated Time: 45 min
Description: Members will use entrepreneurship skills and knowledge gained to open a business.
Objective: By the end of this activity, members will be able to demonstrate skills acquired through completion of this module.
Poster Boards (1 per group) Markers What You Need Arts & Crafts Materials for creating posters
Computer with internet access and printer
How to Prepare Prepare a marketing supply table
Say “Now, it is time to bring to life the business and marketing 1 plans you’ve developed.”
Tell members to creatively design a logo and marketing campaign 2 to sale and pitch their product or service to consumers.
Say: “Be creative as possible. Remember that you are trying to 3 Steps to Follow convince people to purchase your product or good.”
Tell members to utilize all resources available including creating a 4 webpage, flyers, business cards, etc.
Allow members to complete their business ideas in preparation for 5 Friday.
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Friday: Community Sharing Event
Friday : Grand Opening Warm-up
Location: gym or spacious area Estimated Time: 15 min
1 Ask members to form a large circle.
Ask members to tell the group about one thing that will help with 2 creating the displays for their Opening Day.
Steps to Follow Give instructions and times for what will take place today, such as 3 setting up for the event, rehearsal, greeting guests, display explanations and cleaning up after the event.
Give instructions on the time and place teams should meet before 4 the start of the event. Tell team leaders to be responsible for gathering their members.
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Friday Community Event: Opening Day!
Location: gym or spacious area Estimated Time: 30-45 min
Description: Members will follow directions, work together to display products and businesses, and rehearse their sales pitch.
Objective: Members will be able to “open their business” through displaying their products and marketing in an attractive manner.
team materials tape for hanging team displays butcher paper for creating large mountain and large TV displays device for playing musical selection What You Need musical selection to be played for exhibit viewing light refreshments for community audience table and decorations for refreshments chairs for guests and members
Use the event planner for preparation
Designate areas of the gym for each teams display How to Prepare
Have music and large area available for viewing
Set refreshment table
Give each team a designated area of the gym to display their Steps to Follow 1 materials.
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2 Distribute team materials.
Say: “Assemble your materials in a decorative display. Be as 3 creative as possible.” Suggestion: Have members create a catchy title and slogan for each business. Ask teams to practice explaining their business and product one 4 last time before the event.
Remind members to circulate the gym, greet guests and show their 5 displays.
6 Community viewing of business/product.
Remind team leaders to gather their teams and have them sit in 7 the front of the gym, so they can be ready to present when announced.
8 Invite members to next week’s Summer Brain Gain Module
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High School Summer Brain Gain Modules
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Table of Contents
MODULE 3: It All Makes Cents! Module 3: It All Makes Cents!
ABOUT THIS MODULE 3
ACADEMIC VOCABULARY 4
REQUIRED MATERIALS 5
EVENT PLANNER 6
MONDAY: BALANCING ACT 7
TUESDAY: PERSONAL FINANCE 12
WEDNESDAY: I'LL CHARGE IT 17
THURSDAY: SWIPE IT 23
FRIDAY: COMMUNITY SHARING EVENT 28
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About This Module
After completing this module members will be able to create budgets that meet the needs of their lives; articulate the importance of savings; properly maintain a checking account; use W-2 Forms to complete a Objective 1040EZ Tax Form; determine the cost per unit for goods sold; create a marketing plan to make a profit on a product; plan and implement a member ran market day program.
Why is a budget important to maintaining everyday life?
What do businesses consider when deciding what goods should be Driving Questions sold? How are banks and credit unions similar/different?
Products of the Market Day Goods; balanced checkbook ledgers, completed 1040EZ Week Forms
Community Market Day BGCA Sharing Event
Financial literacy is the ability to use knowledge and skills to make effective and informed money management decisions. Gaining the knowledge and developing the skills to become financially literate is a Introduction lifelong process that begins with something as simple as putting a few pennies in a piggy bank, and evolves to more advanced subjects such as risk and asset allocation.
Special Notes
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Academic Vocabulary
Word Definition
To estimate and itemize expected income and expenses for a Budget given period in the future.
Ledger To keep a record of business transactions.
To receive monetary payment for goods or services, or from Income other sources, as rents or investments.
To place money in a bank account or an instance of placing Deposit money in a bank account. A standard tax form showing the total wages paid to an W-2 Form employee and the taxes withheld during the calendar year: prepared by an employer for each employee. A short federal individual income tax form. It is designed for 1040 EZ Tax taxpayers whose filing status is “single” or “married filing Form jointly” with no dependents. An institution for receiving, lending, exchanging, and Bank safeguarding money and, in some cases, issuing notes and transacting other financial business. A cooperative group that makes loans to its members at low Credit Union rates of interest.
Annual Fee To incur a charge for use of the card.
To have a fee added to a credit account when the amount Over-limit fee owed is more than the limit on the account.
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Grace Period To allow time for payment of a debt or loan without penalty
Required Materials
Note: Facilitator Resource materials and handouts are included at the end of the day and should be printed in advance.
Computer with Internet Access Budget Basics Worksheet Answer Facilitator
Large Post-it Notes 1 per Team Markers $25 per group for culminating activity (see club director) Blank Check Worksheet; Check Writing Worksheet; Deposit Slips; List of Transactions Sheet; Checkbook Ledger 1 per Member Budget Basics Worksheet; W-2 Form; 1040EZ Tax Form Bank Criteria Worksheet; Financial Institution Worksheet
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Event Planner
Note: Complete the following table early during the week to prepare for the Community Sharing event. Share the answers with the CPO for approval.
Type of Event on Friday Member run market
Event Name Market Day BGCA
Who’s Invited Fliers Website Publicity to Use (Circle all that apply, use blank Invitations spaces for additional items) Ads Event Location
Display Area for Projects Chairs Scissors Supplies Needed Tables Markers (Circle all that apply, use blank Signs CD Player spaces for additional items) Tape Video Equipment Cups Napkins Refreshments (Try to select items that tie into the theme)
Assigned to:
Task Due Date:
Assigned to:
Task Due Date:
Assigned to:
Task Due Date:
Assigned to:
Task Due Date:
Assigned to:
Task Due Date:
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Monday: Balancing Act
Monday Warm-up
Location Multipurpose Room Estimated Time 5-7 minutes
Ask members how much money a middle school member needs to 1 "live" each month.
2 Record responses on the board.
Ask members to identify how they spend money (answers may Steps to Follow 3 include clothing, entertainment, savings, etc.).
Ask members how they obtain the money they spend. Answers 4 may include allowance from parents, chores, jobs, gifts, etc.
Tell members that they will be exploring budgeting in their first 5 activity.
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Monday Activity 1 Budget Basics
Location Multipurpose Room Estimated Time 1 Hour
In this activity, members use sample monthly expense and income information to understand how a budget is created, and how it can be analyzed using percentages. This Description exercise is designed to encourage members to consider the role saving plays in financial planning. Members will understand how a budget is created and how it can support good financial decision-making; Members will understand that mastery of fractions, decimals, and Objective percentages can help address real-world situations; Members will begin to consider the role saving plays in financial planning.
Budget Basics Worksheet What You Need Budget Basics Worksheet Answer Make copies of the Budget Basics Worksheet (1 per member) Write the following sample member monthly expense and income information on the board: How to Prepare Entertainment $15 (one $10 movie/month plus $5 popcorn); Monthly Allowance $40; Music/Game Downloads $20 (16/month @ $1.25); Pay from walking neighbor's dog; $10 (four ten-minute walks per month); Snacks $10
Ask if this member has enough money to meet the monthly 1 expenses. Ask how this can be determined. Indicate that the member has income of $50 per month and 2 expenses of $45. Indicate that the difference of $5 can be categorized as "savings." Ask members to rewrite the income and expense items in the form of a monthly budget. They should list all money being spent under 3 the column heading “Expenses” and all money taken in under the Steps to Follow column heading “Income.” Ask members how to show the $5 difference between income and 4 expenses. (Show as "savings" under expenses and change "total expenses" to $50, equal to income.) Indicate that this is called a budget. Ask members why it might be useful to keep a budget. (Answers might include: keeping track of 5 expenses, making sure expenses don't exceed income, helping set financial goals, etc.) To demonstrate, ask the class how this
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member could increase monthly savings for a large purchase in the future. Answers will vary but should include increasing income and/or cutting expenses. Ask members what percentage of monthly expenses is savings (5/50 = 10%). Demonstrate how to calculate percentage if 6 necessary. Ask the percentage of expenses for snacks (20%), music (40%), and entertainment (30%). Demonstrate to members that the expense categories add up to 100%. Ask members whether or not the dog walking income is money the member can count on. (No, the family might go on vacation, decide to walk the dog themselves, etc.) Then ask what would happen if the family paying for the dog walking moved away and there was 7 now no dog walking income? (Answers might include: find another family that wants its dog walked, cut expenses, etc.) What would happen if a second family wanted its dog walked and dog walking pay increased to $20? (Answers might include that the member could spend and/or save more.) Distribute the Budget Basics Worksheet to members, then review 8 answers with class.
Monday Activity 2 Balance is Always Better
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Location Multipurpose Room Estimated Time 1 Hour
Description In this activity members will experience working with a checking account.
Members will be able to accurately complete a check, a fill out a ledger and balance a Objective checkbook.
Blank Checks What You Need Check Writing Worksheet Make copies of the 3 blank checks (1 per member) How to Prepare Make copies of the Check Writing Worksheet (1 per member) Facilitator should review the vocabulary used in the activity
Discuss the 6 parts of writing a check: Date; Name or organization 1 you are paying; Amount in numerals; Amount in words; Signature line; What the transaction is for. Discuss the 5 parts of the check: Person’s name and address; Check number in upper right-hand corner; Account number in 2 lower left-hand corner; Date the account was opened; Name and address of the bank. Discuss other vocabulary terms the members will need to know: 3 Stub; Void; Endorse; Debit; Balance forward; Credit. Steps to Follow Give members three checks to fill out. They can come up with their 4 own ideas for where, what, and how much they purchase. Once they have completed their checks, move around the room to 5 ensure that members have done it correctly. Distribute the Check Writing Worksheet and ask members to 6 complete it. After all members have completed the assignment, go over the 7 answers with the group. 8
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Monday Activity 3 Entering the Market
Location Computer Lab Estimated Time 1 Hour
In this activity, members will brainstorm ideas for the week’s culminating activity, Description Market Day BGCA
Members will be able to determine the cost per one unit of their product, determine the Objective price they will assign to the product being sold.
Computers with Internet Access What You Need Large-Post it Notes Markers Prearrange members in groups of 4 Place one large post-it note in each groups area
How to Prepare Place markers with post-it notes Check with Club Director to ensure that the $25 per group is possible Shop for market day materials at the conclusion of the activity.
Tell members that the Culminating Activity for the week will be 1 Market Day BGCA! Place them in the prearranged groups of 4. Tell them that the 4 2 people they are with are their team members. Say, Market Day BGCA will give you the opportunity to sell good to 3 fellow club members, staff and community stakeholders. The team that makes the most money wins! Ask members, using the large post-it notes, to brainstorm ideas of 4 Steps to Follow products they feel will sell during Market Day BGCA. Ask members to consider the cost of making the product and how much profit they would like to make. For example, if they are selling single cookies, but 20 cookies come in a pack for $4.00 they 5 are paying .20 per cookie. If they want to double their profit, they want to make $4.00 profit they will need to charge at least .40 per cookie during market day. 6 Say, using the internet, look up the market price of what you wish engage express evaluate exhibit11 11 of 37 Module 3: It All Makes Cents!
to sell. If more than one ingredient or product needs to be used to make your product, consider what you must spend to make your product as a whole and double the cost to you to make a profit. Say, each team will receive $25 for start up costs. Teams are not allowed to include any additional funds. Once you have decided what you want to sell, calculate the profit you intend to make and 7 write it on your post-it note. Make a clear list of what you will need to make your product (quantities of each product) Create a team name. 8 Collect the post-notes from each group.
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Tuesday: Personal Finance
Monday Warm-up
Location Multipurpose Room Estimated Time 5-7 minutes
Make a t-chart on the board. On one side, write the word “want” 1 on the other side of the chart write the word, “need.”
Steps to Follow 2 Ask member volunteers to share their definition of each term.
Ask members what they can cut back on in their daily lives in order 3 to save for their futures.
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Tuesday Activity 1 Almighty Dollar
Location Multipurpose Room Estimated Time 1 Hour
In this activity members will learn the correct way to make deposits into a basic Description checking account.
Members will be able to complete a deposit slip accurately; identify and explain in a Objective class discussion the different parts of a deposit slip; complete the study skills worksheet.
Deposit Slips What You Need List of Transactions Checkbook Ledger Make copies of Deposit Slips (1 per member) Make copies of the List of Transactions (1 per member) How to Prepare Make copies of Checkbook Ledger (1 per member) Facilitator should review the vocabulary used in the activity.
Explain the purpose of a deposit slip. Discuss the different parts of a deposit slip: Date; Currency being deposited; Coins being deposited; Checks being deposited (list individually); Total from 1 other side (if you run out of room on the front of the slip, list the remaining checks on the back); Total from everything listed above; Less cash received; Net deposit; Signature line (if receiving cash back) Review all the steps for filling out a deposit slip, and ask the 2 members if they have any questions or comments. Steps to Follow Discuss the parts of a check register: Balance; Check number; Date; Description or payee; Amount subtracted; Amount of deposit or 3 credit; New balance (found by adding or subtracting the transactions) Explain the steps to balancing the checkbook: Carry over the balance from the bottom of the previous page; Enter the check 4 number, unless it is a deposit, then leave blank; Enter the date; Write the payee and purpose of the check; Fill in the amount of payment; Fill in the amount of deposit or credit; Figure new
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balance by adding or subtracting. Pair members into groups of 2. Each group will be given a list of 5 transactions to input into their check register. They will work together to balance all of the transactions into their checkbook. 6 Pass out deposit slips and transaction list. Ask members to complete the deposit slip and use the transaction 7 list to balance their checkbook. 8 Once all members are complete, go over the answers.
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Tuesday Activity 2 Financial Institutions
Location Computer Lab Estimated Time 1 Hour
Members learn about banks and credit unions, identifying similarities and differences Description between the two types of financial institution. They also evaluate a local bank and credit union to determine which one would be better suited to their needs. Members will be able to identify the differences and similarities between banks and Objective credit unions; locate local banks and credit unions; evaluate which would be the better choice for them based on a set of criteria.
Computers with Internet access What You Need Financial Institutions Venn Diagram Bank Criteria Worksheet Make copies of the Financial Institutions Venn Diagram (1 per member) Make copies of the Bank Criteria Worksheet (1 per member) How to Prepare Facilitator should complete a Venn Diagram prior to the activity to use while reviewing member diagrams at the conclusion of the activity.
Say, banks and credit unions are both financial institutions where you can have checking accounts and savings accounts. So what is 1 the difference? Initially established for different purposes, today's banks and credit unions are looking more and more like each other, but there are still some major differences. Say, today you will research banks and credit unions and determine 2 their similarities and differences. Pass out the Venn Diagrams and say, complete this Venn Diagram using the information you find on the internet. They should list the Steps to Follow 3 characteristics of each underneath the heading banks or credit unions and write similarities in the center of the diagram. Ask members to locate banks and credit unions that are close to where they live and go to school - which ones would be most 4 convenient for them? Students locate one bank and one credit union in their area. Ask them to write the names addresses of the 2 institutions at the bottom of their Venn Diagram. 5 Go over the answers for the Venn Diagram.
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Have students complete Bank Criteria Worksheet by using their 6 Venn Diagram and Web sites they have researched. Have students use their Venn Diagrams and information they learned to complete the activity at 7 http://www.econedlink.org/interactives/EconEdLink-interactive- tool-player.php?filename=dragndrop.swf&lid=691 8
Tuesday Activity 3 Paying Uncle Sam
Location Multipurpose Room Estimated Time 1 Hour
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In this activity, members are given a hypothetical situation where they have to file their first income tax form. This form is usually a 1040EZ form. The 1040EZ is used in Description most cases because student(s) (1) wages are low, (2) don’t itemize deductions, (3) usually do not have dependents, and (4) may or may not be claimed as a dependent on their parent’s tax return. Members will be able to complete a 1040EZ tax form using information from W-2 Objective form; explain what a W-2 form is and its use.
W-2 Forms 1040EZ Tax Forms What You Need
Make copies of the W-2 Form (1 Per Member) Make copies of the 1040EZ Form (1 Per member) How to Prepare
Tell students that they have been sent a W-2 form from their 1 employer. Explain that a W-2 statement is a statement of earnings over the past taxable year (Jan 1 through Dec 31). This is a form filed with 2 the federal government detailing how much money you were paid last year, and how much money was deducted for federal income tax withholding. Say, you are required to file your taxes with the IRS to determine if Steps to Follow 3 you are entitled to a refund or if you have to pay additional money for income tax. Tell students that their taxable wages for the previous year were 4 $11,357. The tax with held was $1,248. In addition, they earned $488 in interest from their savings account. Pass out a copy of the W-2 Form and the 1040EZ Form to each 5 member. Ask members to follow the instructions on both sides of the 1040EZ 6 form to determine if they are entitled to a refund or if an additional
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tax payment is due. When all members are done, go over the 1040EZ to check for 7 accuracy and answer any questions.
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Wednesday: I’ll Charge It!
Wednesday Warm-up
Location: traditional classroom or computer lab Estimated Time: 15 min
Ask members if they are familiar with the process of using credit 1 cards. Tell members that while charging things seems awesome up front, the back end has interest and will eventually lead to them paying 2 much more for a product than initially intended if they do not choose the right credit cards and manage usage. Say Today, we will focus primarily on credit card usage and how to 3 select the best card for your financial situation. Steps to Follow Ask members to share reasons why they would consider signing up
for a credit card. Remind members that although you receive a product that day, you will indeed have to pay back the amount owed with interest which is a percentage added to each purchase. Say “The activities that we will do today will introduce you to credit
cards.”
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Wednesday Activity 1: Credit Card Madness
Location: traditional classroom or computer lab Estimated Time: 30-45 min
Description: This activity will introduce members to credit card advantages and disadvantages.
Objective: By the end of this activity, members will be able to articulate the advantages and disadvantages of credit card usage.
What You Need Credit Card Marketing Materials
Ask members to imagine how it is possible to buy something they really want without using money they have today (i.e., it is all about credit). Distribute and/or post advertisements and 1 brochures about credit cards. Ask members to read and list what credit cards are offering to consumers. They will use this information later in the lesson to complete a “comparison shopping trip” for a credit card.
Have members work in small groups to discuss how credit card Steps to Follow companies target or attract certain consumers (i.e., college 2 students and young adults). Ask members to describe any personal experience they have had with credit cards.
Have members work in the same groups to discuss and list advantages and disadvantages of having a credit card. 3 A composite list of advantages and disadvantages can be posted.
4 Ask: “Do you think the advantages outweigh the disadvantages?”
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Wednesday Activity 2: Credit 101
Location: computer lab or multipurpose room Estimated Time: 45 min
Description: This activity will introduce members to credit cards and their benefits.
Objective: By the end of this activity, members will be able to compare and list differences among four credit card.
Credit Card marketing materials What You Need Credit 101 Handout
How to Prepare Print copies of Credit 101 Handout
“Before signing up for credit cards, it is important to understand 1 the dynamics of credit utilization. Today, we will be exploring credit cards and the best card for your usage.”
Discuss the trade-offs involved in credit card use and the responsibility of the cardholder. Explain how the first responsibility for people considering the use of credit cards is 2 to comparison shop (i.e., analyze fees, interest rates, credit limit, Steps to Follow etc.).
Distribute the Credit 101 Handout— Comparison Shopping for a Credit Card. Members will complete the handout using the brochures and advertisements or by going online to various bank 3 sites that offer credit cards. This can be assigned to a small group or individuals.
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Read the directions on the Credit 101 Handout and review terms on the comparison chart. Have the members report their findings 4 by posting their charts for review by others.
Ask what major differences they discovered from one credit card to another. Discuss the importance of reading the small print to 5 determine the rate of interest, annual fees, and over limit fees that are included
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Wednesday Facilitator Resource: Credit 101 Credit 101
Shopping Around for a Credit Card
Directions: Read credit card brochures and disclosure statements and/or go online to compare credit card offers. A good practice is to compare four or more credit cards before applying for one. Be sure to read all of the small print on brochures or disclosure statements before completing the chart below.
Credit Card Sponsoring Annual Credit Limit APR Minimum Grace (Name of Organization Fee (if listed) Payment Period Company
List other terms and conditions you discovered while “credit card shopping.” ______
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Wednesday Activity 3: Marketing for Sale
Location: tech center, learning center multipurpose room or Estimated Time: 45 min computer lab
Description: In this activity, members will develop marketing and advertising strategies for Marketing Day!
Objective: By the end of this activity, members will be able to create advertising campaigns for products they will sell at Market Day.
Computers with internet Access What You Need Poster Boards Markers
Set up room for easy access to posters and markers with space to How to Prepare work.
Tell members that this time is allotted for creating marketing 1 strategies for their Market Day products.
2 Allow members to work with members of their team. Steps to Follow
Ask members to create marketing campaigns that will grab their 3 consumer’s attention.
Allow members to work in their groups to complete marketing 4 materials.
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Thursday: Swipe It!
Thursday Warm-up
Location: multipurpose room or computer lab Estimated Time: 15 min
Say “This week, we have been exploring credit and the importance of financial literacy. It is important to know and understand credit cards and their terms and conditions of usage before signing up and 1 using them. As you embark onto your journey in college, you will be faced with may opportunities to obtain a credit card. These activities are designed to prepare and equip you with the tools necessary to make informed decisions.” Steps to Follow Ask members how many of them have credit cards or know 2 someone that has them? Ask them to share their experiences with the usage of credit cards. Discuss with members your personal experiences with credit cards and how important it was that you knew as much as possible to 3 make an informed decision. (If you had a negative experience, share it.)
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Thursday Activity 1: How Much Will This Cost Me?
Location: multipurpose room or computer lab Estimated Time: 30-45 min
Description: This activity explores the costs and benefits of credit card usage and challenges members to learn how to calculate interest.
Objective: Members will be able to identify and provide examples of the costs and benefits of credit card use.
What You Need Pencils/Pens for each member
How to Prepare Print “How Much Will This Cost Me” handout?
Say: “Using credit cards can be beneficial, but costly if the interest rates are high. This activity is an extension of yesterday’s Credit 1 Card 101 activity. You will be challenged to learn and understand credit card usage and interest on purchases.”
Distribute How Much Will This cost Me Handout. Ask members to calculate what this cardholder will have paid in interest and fees at 2 the end of one year. Steps to Follow
Ask members to review and check each other’s calculations on the cost of credit card purchases. Review that there are costs and benefits to credit card transactions. The cost to the consumer 3 illustrated on the handout is $555.93 (cumulative interest and fees for one year). At the end of the year, the balance in that credit card account is approximately $2,572. (See answer key for calculations below.)
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Encourage members to make additional calculations. For example, after month 6, they could choose higher monthly payments and/or 4 fewer purchases, and compare results.
Ask members to compare the total amount of purchases made during the year ($1,380) to the cumulative interest and fees ($555.93). Have members discuss the opportunity cost of not 5 paying off the credit card every month. What other things could have been purchased with the $555 paid in interest charges?
Summarize by having each member participate in reviewing the advantages and disadvantages of credit card use. Also, emphasize 6 the importance of consumers “shopping for credit cards” by analyzing interest rates, all fees, and credit limits.
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Thursday Facilitator Resource: How Much Will This Cost Me?
How Much Will This Cost Me? ANSWER KEY Month Balance Payments Purchases Interest & Fee Interest & Fee (Cumulative) 1 $3,000.00 $200 $115 $49.00 $94.00 $45.00 2 $3,009.00 $200 $115 $45.14 $139.14 3 $2,969.14 $200 $115 $44.54 $183.68 4 $2,928.68 $200 $115 $43.93 $227.61 5 $2,887,61 $200 $115 $43.31 $270.92 6 $2,845.92 $200 $115 $42.69 $313.61 7 $2,803.61 $200 $115 $42.05 $355.66 8 $2,760.66 $200 $115 $41.41 $397.07 9 $2,717.07 $200 $115 $40.76 $437.83 10 $2,672.83 $200 $115 $40.09 $477.92 11 $2,627.92 $200 $115 $39.42 $517.34 12 $2,572.34 $200 $115 $35.59 $555.93
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Thursday Facilitator Resource: How Much Will This Cost Me?
How Much Will This Cost Me?
Use the interest rate of 18% and an annual fee of $49 to complete this chart. In month 1, there was a balance due of $3,000. The borrower will make a monthly payment of $200 and keep new purchases of goods and services at $115 per month for the year.
Calculate the interest for each month (balance x 1.5%). To obtain the balance for the next month, subtract the payment from the balance and add cost of new purchases plus monthly interest and fee. For example: $3,000-$200 = $2800 + $115 + $94 = $3,009. (Note: The annual fee of $49 is paid once each year.) Interest rate: 18% (APR); 1.5% monthly Annual fee: $49 Month Balance Payments Purchases Interest & Interest & Fee Fee (Cumulative) 1 $3,000 $200 $115 $49 $94 $45 2 $3,009 $200 $115 $45.14 $139.14 3 $2,969.14 4 5
6 7
8 9 10 11 12
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Thursday Activity 2: Debt Around the World
Location: multipurpose room or gym Estimated Time: 45 min
Description: Building from the previous activity, this activity will challenge members to learning more about credit card debt among college students.
Objective: By the end of this activity, members will be able to understand the importance of gaining knowledge of debt.
Computer with internet access What You Need
How to Prepare
Say “Now that you have gained in depth knowledge of credit card 1 usage, you will be using this session to research further information on college student’s debt and credit card usage.” 2 Divide members into groups. Tell members to research and create presentations on college student credit card debt. Ask members to consider the issues 3 related to credit card companies providing cards to young adults (college students without the current income to repay the amount Steps to Follow they charge). Give members the following websites as starters: Credit Card Nation (www.creditcardnation.com) 4 www.studentcredit.com www.practicalmoneyskills.com
Give members the remaining of the session to complete 5 presentations being presented Friday.
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Thursday Activity 3: Going to Market
Location: classroom or gym Estimated Time: 45 min
Description: In this activity, members will prepare for Market Day through creating booths and mini storefronts.
Objective: By the end of this activity, members will be able to create displays for products being sold at Market Day.
Tables What You Need Completed Posters Products to sale
How to Prepare Secure location for Market Day
Set up tables for Market Day store fronts
1 Give members their products and marketing materials from the previous day. Say: “During this session, you will begin placing the finishing touches on your market day materials. This is inclusive of 2 Steps to Follow completing marketing campaigns and designing your store fronts.”
3 Give: members the remaining session time to complete their displays for Market Day.
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Friday: Community Sharing Event
Friday Warm-up
Location: gym or spacious area Estimated Time: 15 min
1 Ask members to form a large circle.
Ask members to ensure that displays are prepared for guests. 2 Each display/store front should have a sign and description of product being marketed.
Steps to Follow Give instructions and times for what will take place today, such 3 as setting up for the event, rehearsal, greeting guests, display explanations and cleaning up after the event.
Give instructions on the time and place teams should meet 4 before the start of the event. Tell team leaders to be responsible for gathering their members.
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Friday Community Event: Set & Event
Location: gym or spacious area Estimated Time: 30-45 min
Description: Members will follow directions, work together to display projects, and rehearse their sales pitch.
Objective: Members will be able to display storefronts and products in an attractive manner.
team materials tape for hanging team displays device for playing musical selection What You Need musical selection to be played for exhibit viewing light refreshments for community audience table and decorations for refreshments chairs for guests and members
Use the event planner for preparation
Designate areas of the gym for each teams display How to Prepare
Have music and large area available for viewing
Set refreshment table
Give each team a designated area of the gym to display their Steps to Follow 1 materials.
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2 Distribute team materials.
Say: “Today is the day in which you will have the opportunity to 3 test your marketing strategies. Be prepared to answer questions and demonstrate your product. Ask teams to practice explaining their displays and products one 4 last time before the event.
Remind members to circulate the gym, greet guests and show their 5 displays.
6 Community viewing of products.
Remind team leaders to gather their teams and have them sit in 7 the front of the gym, so they can be ready to present when announced.
8 Invite members to next week’s Summer Brain Gain Module
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Summer Brain Gain Modules
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exhibit
MODULE 4: One Life, One Body, One Chance Module 4: One Life, One Body, One Chance
Table of Contents
ABOUT THIS MODULE 3
ACADEMIC VOCABULARY 4
REQUIRED MATERIALS 5
EVENT PLANNER 6
MONDAY: PLAN TO WIN! 7
TUESDAY: SPORTSMANSHIP AND AGILITY 12
WEDNESDAY: TEAMWORK MAKES THE DREAM WORK! 17
THURSDAY: GOING PUBLIC WITH FITNESS 23
FRIDAY: TOUR DE BGC 28
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About This Module
Members will:
1. Develop the skills necessary to measure their own fitness and physical activity. Objective 2. Maintain regular participation in physical activity and analyze and evaluate their level of involvement in physical activity.
1. Why is exercise important?
Driving Questions 2. How does exercise benefit the body and mind?
3. Why is it sometimes difficult for people to stay fit?
Products of the 60 Minute, 5-day Get Off The Couch Exercise Program Week
Community Tour De BGCA Sharing Event
The focus of this module is to develop skills towards improving personal wellness while emphasizing goal setting, fitness components, responsibility and integrity. Members will analyze lifestyle factors that Introduction impact the short term and long term physical, social/emotional, and mental aspects of health. This includes members developing a personal fitness plan. Members will have an opportunity to participate in a peer led fitness camp.
Special Notes
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Academic Vocabulary
Word Definition The overall condition of your body that gives you the ability to do daily activities with vigor and energy. Physical Fitness
The slow increase in your workout level to prepare your muscles for exercise. Warm Up
The slow reduction of your workout level after exercise. Cool Down
The circulatory (heart and blood vessels) and respiratory system (lungs) Cardiovascular ability to work together to provide your body energy while exercising. Endurance
The ability to change the direction of your movement quickly while in control of your body. Agility
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Required Materials
Note: Facilitator Resource materials and handouts are included at the end of the day and should be printed in advance.
Computer with Internet Access; 3 Poster boards (yellow, green, white)
Facilitator LCD Projector; 3 Flag Football Flags (1 yellow, 1 green, 1 red) 4 Large brown posters; Stop watch/Timer Printed NFL Logos (See Wednesday Activity 1) Frisbees (1 per 2 members) Markers Electronic Devices with Recording Capabilities 1 per Team 1 football per 5 members 3 cones per 5 members Hula Hoops (2); Jump Ropes (2), Various balls (4) Random Acts of Kindness (R.A.O.K.) Worksheets Get Off The Couch Program Forms; Obesity Trends Discussion 1 per Member Questions; Notebook Paper Poster boards
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Event Planner
Note: Complete the following table early during the week to prepare for the Community Sharing event. Share the answers with the CPO for approval.
Type of Event on Friday
Event Name Tour De BGC
Who’s Invited Members and Community Guests
Fliers Website Publicity to Use (Circle all that apply, use blank Invitations spaces for additional items) Ads Event Location
Display Area for Projects Chairs Scissors Supplies Needed Tables Markers (Circle all that apply, use blank Signs CD Player spaces for additional items) Tape Video Equipment Cups Napkins Refreshments (Try to select items that tie into the theme)
Assigned to:
Task Due Date:
Assigned to:
Task Due Date:
Assigned to:
Task Due Date:
Assigned to:
Task Due Date:
Assigned to:
Task Due Date:
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Monday: Plan to Win!
Monday Warm-up
Location Multipurpose Room/Gymnasium Estimated Time 5 minutes
1 Ask members to march in place for 3 minutes.
Steps to Follow Ask members to inhale through their noses and exhale through their 2 mouths for 2 minutes.
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Monday Activity 1 Get Off The Couch
Location Computer Lab Estimated Time 1.5 hours
Exercise has many benefits — it can make you feel good, look good, and even ward off some diseases. It’s recommended that teens exercise at least 60 minutes a day. That’s Description why you’re creating a new fitness program, Get Off the Couch. This program is geared toward teens, especially those who have trouble pulling themselves away from the TV, video games, phone, or computer to exercise. Members will: Understand what fitness is; Discover the role exercise has in staying fit; Objective Identify ways to exercise
Computers with Internet access Get Off The Couch 5 Day Program Forms (1 per member) What You Need Poster boards (1 per member) Markers
Make copies of Get Off The Couch 5 Day Program Forms Write the web addresses for the Teen Health articles on the board where members can see them. How to Prepare
Write the following web addresses on the board: TeensHealth.org/teen/food fitness/wellbeing/exercise_wise.html 1 TeensHealth.org/teen/food_fitness/exercise/strength_training.html TeensHealth.org/teen/your_ body/take care/easy_exercises.html Have members read articles at Teens Health to determine why 2 exercise is important and what types of exercise are beneficial. Steps to Follow Ask members to write a 5-day program for reluctant teens that 3 includes simple and fun activities to help them become more fit using the Get Off The Couch 5 Day Program Form Advise members that while developing their programs consider the 4 types of activities and exercise, the tasks that will fit these categories, and how you can break down the 60 minutes so it isn’t
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overwhelming. Have members create posters reminding your friends and classmates 5 of simple ways they can get off the couch each day.
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Monday Activity 2 A Moving Message
Location Computer Lab Estimated Time 1.5 Hours
Now that you have a plan for getting members off the couch, it’s time to create a Description campaign that spreads encouraging words about why fitness is important.
Objective Members will create a campaign to encourage teens to stay fit.
Computers with Internet Access Poster boards What You Need Markers Electronic Devices with Video Recording Capabilities Write the provided web address on the board How to Prepare Group members who have cell phones with video capabilities with members who do not. (Groups of 3-4)
Ask members to read the TeensHealth article about how people stay 1 motivated. 2 Ask members to brainstorm ways of getting their message out. Ask them to consider what they feel teens will pay attention to. Steps to Follow 3 Posters in the hallways? A podcast? An infographic on social media? A music video? A paper-slide video? Say, using whichever medium and technique you think might be 4 most effective, create an eye-catching message in small groups of 3- 4 to inspire teens to get moving!
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Monday Activity 3 5 Days of Fitness: Take ONE!
Location Gymnasium/Outside Estimated Time 1 Hour
Now that members have created their 60-minute 5-day Get Off The Couch Program, it’s Description time for them to complete Monday’s (Day 1) fitness regiment!
Objective Members will be able to perform the required exercise program for Day 1 (Monday)
Enough space for members to spread out and perform fitness What You Need regiments. How to Prepare Prearrange members in groups of 4.
1 Divide members in groups of 4. 2 Ask each group to elect a group leader Steps to Follow 3 Distribute one Get Off The Couch 5-day Program Form per group Ask group leaders to lead their group through the 60-minute fitness 4 regiment for Monday (Day 1).
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Monday Cool Down Estimate Time 5 minutes
1 Ask members to march in place for 3 minutes.
Steps to Follow Ask members to inhale through their noses and exhale through their 2 mouths while standing still for 2 minutes.
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Tuesday: Sportsmanship and Agility
Monday Warm-up
Location Gymnasium Estimated Time 5 minutes
Ask members to member’s lace their fingers together and stretch 1 their arms up as far as they can for 30 seconds.
Ask members to keep their legs straight and bend over and touch 2 their toes for 30 seconds. Steps to Follow
3 Lead members in completing 30 jumping jacks.
4 Ask members to march in place for one minute.
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Tuesday Activity 1 Random Acts of Kindness (R.A.O.K.)
Location Gymnasium Estimated Time 1 Hour
In this activity members will focus on demonstrating sportsmanship, respect, Description cooperation, and teamwork in physical education and physical activity settings.
Members will be able to identify and perform Random Acts of Kindness as it relates to Objective sportsmanship and teamwork.
R.A.O.K. Worksheets What You Need Frisbees (1 per every 2 members) Make copies of R.A.O.K. Worksheets (1 per member) How to Prepare Research attributes of good sportsmanship, respect, cooperation, and teamwork.
Lead a brief discussion about sportsmanship, respect, cooperation, 1 and teamwork and what it looks like in different physical activity and fitness settings. Have members brainstorm a class list of behaviors (and what they 2 would look like in physical education) that they feel demonstrate each of these character traits. Record these ideas on a class poster or whiteboard. Explain that 3 helping out another person, giving them a compliment, or even simply smiling at them are all random acts of kindness or R.A.O.K. After the R.A.O.K. ideas are recorded, divide the class into groups 4 of four. Explain to members that they will be identifying when they see R.A.O.K during around robin game of Ultimate Frisbee. Steps to Follow Each game lasts three minutes and points are awarded when the Frisbee or ball is received in the end zone and when an example of 5 positive sportsmanship is observed.
Only members of the opposing team are allowed to award the other team points for good sportsmanship. At the end of each three 6 minutes, members will play a different team and keep a culminating score. Members can play four rounds or until all of the teams have played against each other. Facilitators can freeze the game and ask 7 members to share examples of good sportsmanship with the class. After completing the game, each group will compare the R.A.O.K engage express evaluate exhibit14 14 of 34 Module 4: One Life, One Body, One Chance
they observed during the game with the master list that was created at the beginning of the activity. Explain that being kind is contagious. Not only does it make someone else feel good, it usually makes you feel good too. Not every R.A.O.K will be noticed by another person and that is OK! We should all want to help out others because we want to help them 8 out, not to get recognition. Then, give each member an R.A.O.K. sheet. Members fill in each square with a character trait or behavior they would like to work on. Post the sheets along the wall in the room.
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Tuesday Activity 2 Dash, Drop and React
Location Gymnasium Estimated Time 1 Hour
Members will use speed, balance and coordination in a football drill in which they run, Description drop, throw and catch.
Members will identify numerous ways to be physically active. Members will learn how to throw a football. Objective Members will participate in physical activities that improve teamwork, coordination, agility and balance.
One football per five members Three cones per five members Variety of sports equipment (hula hoops, jump ropes, different types What You Need of balls, etc.) Chalk or additional cones to set up areas of play Stop watch or timer Set up one area of play per five members. Use chalk or additional cones to make a starting line at one end of area and a “drop zone” at the other end. Set up cones in a zigzag formation along the course as shown in the diagram.
How to Prepare
1 Divide members into teams of five. Have members line up behind the starting line of their respective Steps to Follow 2 playing areas. Introduce activity by modeling how the game is played. 3 Dash: The first member on each team runs from the starting line up engage express evaluate exhibit16 16 of 34 Module 4: One Life, One Body, One Chance
and around the outside of the cones until they reach the drop zone. Drop: At the drop zone, member drops the football from as high as 4 they can to reach overhead. React: As soon as the ball hits the ground, member retrieves the ball. Member then throws the football down the playing area back to the 5 next person in line from his or her team. As the next member in line catches the football, the first teammate 6 runs around the play area and stands behind the last person in line from his or her team Drill is finished when each member has completed the drill and the 7 last team member has thrown the ball to the first teammate and he or she catches it successfully. Teams practice this exercise many times to increase their speed. 8 Teams compete to see which one can complete the drill the fastest.
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Tuesday Activity 3 Five Days of Fitness: Take TWO!
Location Gymnasium Estimated Time 1 Hour
Members will use their 60-minute 5-day Get Off The Couch Program, it’s time for them Description to complete Tuesday’s (Day 2) fitness regiment!
Objective Members will be able to perform the required exercise program for Day 2 (Tuesday)
What You Need Enough space for members to spread out. How to Prepare Prearrange members in groups of 4
1 Divide members in groups of 4. 2 Ask each group to elect a group leader. Steps to Follow 3 Distribute one Get Off The Couch 5-day Program Form per group. Ask group leaders to lead their group through the 60-minute fitness 4 regiment for Tuesday (Day 2).
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Tuesday Cool Down Estimated Time: 10min
Ask members to walk the length of the gym and back 10 minutes to Steps to Follow 1 cool down.
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Wednesday: Teamwork Makes the Dream Work!
Wednesday Warm-up
Location Gymnasium Estimated Time 5-7 minutes
Ask members to think of a time that teamwork played a huge part in 1 them achieving a goal Steps to Follow
2 Ask 3 volunteers to share their story.
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Wednesday Activity 1 Don’t Fumble With This Jumble!
Location Gymnasium Estimated Time 1 hour
Members will work cooperatively to complete a game that combines running and Description memory to find their team’s appropriate cards and decipher a jumbled word.
Objective Members will work cooperatively with their teammates.
Brown poster boards (enough to make 64 5”x7” football-shaped cards) Eight large cones for starting lines What You Need Logos or team names for eight National Football League teams (log on to www.nfl.com to print out team graphics). You will need eight logos or graphics of each team. Using the brown poster board cut outs, Separate the cards into stacks of eight. Place the same logo or team name on eight cards, so you will have eight cards for each football team. Write one letter from the word “exercise” on each card in the group. How to Prepare Mix up the cards and place them in eight rows of eight (with several feet between each one) on the floor at one end of the gym. Place the logo or name of each team on a cone so members will know their team. Place these cones in a line at the other end of the gym to serve as a starting line.
Divide members into eight teams, and place each team behind a 1 cone in relay formation. Tell them that their team represents the football team shown on their cone. Tell members that the goal of this activity is to locate the eight cards that represent their team and to use the letters on their 2 eight cards to spell a word.
Steps to Follow
On “go,” the first member from each team will run up to any card and turn it over. If it is their team’s logo or name, they will bring it back and place it by the starting cone. If it is not their football team, 3 they will turn it over and run back and “high five” the next member in line to begin his or her turn. Members may only turn over one card per turn.
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The relay continues until the team finds all eight of its cards. 4 Members in line, waiting their turn, should be jogging and jumping in place to keep their heart rates elevated. Remind members that they should be watching to see where their 5 teammates have already turned over a card so they don’t look in the same place. After the team has found its eight cards, members must work 7 cooperatively to try to spell a word using the letters found on their cards. (The word is “exercise.”) Have the teams keep the word a secret from other teams who have 8 not completed the activity. Once a team spells out the word, have them watch and cheer on the other teams.
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Wednesday Activity 2 Training Day
Location Gymnasium/Outside Estimated Time 1 hour
Description Members will engage in a series of drills to learn the concept of “training.”
Members will learn the importance of warming up their bodies; learn the importance Objective of training and practice to be successful in athletics; participate in drills that teach teamwork, coordination, speed, agility and balance.
Open space (gymnasium or field) What You Need Computer with internet access (to research and familiarize yourself with drills that you will teach members to perform.) Research and practice the drills that you will be teaching members How to Prepare during the activity.
1 Demonstrate, explain and have members do the following drills: Lateral Shuffle: This drill prepares football players to move as quickly as possible in different directions. It is an important drill for linemen, linebackers, running backs and defensive backs. Bend at 2 the knees and get as low as possible while shuffling sideways around the room. Move as quickly as possible without crossing feet or losing balance. Run and Leap: This drill is good for all positions. It helps players get stronger, move their feet quickly and control their bodies as they move. Run, and after every third stride, leap for distance. Complete 3 one lap around the room.
Steps to Follow Backpedal and Run: This drill helps players move quickly and improves their coordination. It’s especially good for players like defensive backs who need to “backpedal” or run backwards quickly to cover a wide receiver. It’s good for any sport where you need to run backwards. Run backwards for half a lap, emphasizing quick 4 feet while bending from the waist forward and using your arms to pump. Halfway through the lap, turn around and run forward to finish the lap.
Switchback: This drill is good for all positions. It helps players get 5 stronger, move their feet quickly and control their bodies as they engage express evaluate exhibit23 23 of 34 Module 4: One Life, One Body, One Chance
move. Run a lap sideways by quickly alternating each foot, crossing over from front to back.
Three-point stance: This drill is good for all positions. It helps players with their coordination and agility. Stand with both feet on 6 the ground, about shoulder-width apart, bend forward with one hand on the ground for balance. At the call of “hike,” run forward, backwards or sideways. Repeat. 7
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Wednesday Activity 3 Five Days of Fitness: TAKE THREE!
Location Gymnasium/Outside Estimated Time 1 hour
Members will use their 60-minute 5-day Get Off The Couch Program, it’s time for Description them to complete Wednesday’s (Day 3) fitness regiment!
Members will be able to perform the required exercise program for Day 3 Objective (Wednesday)
What You Need Enough space for members to spread out. How to Prepare Prearrange members in groups of 4.
1 Divide members in groups of 4. 2 Ask each group to elect a group leader. Steps to Follow 3 Distribute one Get Off The Couch 5-day Program Form per group. Ask group leaders to lead their group through the 60-minute fitness 4 regiment for Wednesday (Day 3).
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Wednesday Cool Down Estimated Time 5-7 Minutes
Steps to Follow 1 Ask members to walk one lap around the perimeter of the gym.
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Thursday: Going Public With Fitness
Thursday Warm-up
Location Multipurpose Room Estimated Time 5-7 minutes
1 Give each member a post-it note.
Give members 1 minute to write down everything they know or feel 2 about obesity. Steps to Follow
3 Ask members to place their post-it note on the bulletin board.
Choose 2-3 post it notes to read to the entire group and have a brief 4 discussion about those opinions shared.
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Thursday Activity 1 Obesity Trends
Location Multipurpose Room Estimated Time: 1 Hour
Members will engage in an interactive activity in which they will compare, analyze and Description. interpret the trends in state obesity rates and the current obesity rates in their local and state counties.
Objective Members will analyze the obesity trends in the United States.
Computer with Microsoft Office and Internet access What You Need LCD Projector Obesity Trends Discussion Questions (1 per member) Facilitators should familiarize themselves with the PowerPoint. How to Prepare Make copies of Obesity Trends Discussion Questions.
Obtain data and a PowerPoint slide presentation on the obesity trends from 1995 through 2009 on the Centers for Disease Control 1 & Prevention (CDC) website: cdc.gov/obesity/data/trends.html. The current adult obesity rates in state counties are located on the County Health Rankings website: countyhealthrankings.org. Share the data obtained from the websites with members. While 2 working in small groups, each member will complete the worksheet. Steps to Follow Divide the class into groups of four to five members to review, 3 analyze and interpret the data. Provide the groups 15 to 20 minutes to respond to the discussion 4 questions. Groups will share their responses with the class. 5
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Thursday Activity 2 Fitness Commercials and…ACTION!
Location Multipurpose Room Estimated Time: 1 Hour
Members will create a “public service announcement” video. In the video, members Description. will explain and demonstrate a variety of ways to engage in physically active while in high school.
By the end of this activity, members will be able to articulate the importance of Objective remaining physically active while in high school.
Video or Mobile Phone Cameras What You Need Notebook Paper Computer with Internet Access and LCD Projector Preview the Fitness Public Service Announcement YouTube video How to Prepare at https://youtu.be/lZISyPTlQ9U Start the activity by showing members the YouTube video.
Divide members in groups of four. Each member of the group will 1 write a script for a physical activity that high school members can participate in during school hours. Members need to make sure that his/her script is detailed and focuses on promoting physical activity. Encourage members to 2 highlight or create physical activity opportunities that will interest their peers. Once the scripts are prepared, give members enough time to practice 3 their skits in groups. Each group member will be filmed demonstrating and/or explaining 4 the physical activity they selected. Steps to Follow Ask members to perform their scripts for fellow members and 5 facilitators. Ask members to critique each performance and make suggestions for improvement. Allow members time to practice their scripts with suggested 6 improvements. Record each group performing their script. The video can be shown to other members and guests to encourage them to be physically active. Research shows that physical activity decreases for people as 7 they age. As a result, positive promotion of physical activity is necessary to engage members and their families in physical activity. Play videos to begin the Community Sharing Event on Friday.
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Thursday Activity 3 Five Days of Fitness: TAKE FOUR!
Location Gymnasium/Outside Estimated Time: 1 Hour
Members will use their 60-minute 5-day Get Off The Couch Program, it’s time for Description. them to complete Thursday’s (Day 4) fitness regiment!
Objective Members will be able to perform the required exercise program for Day 4 (Thursday)
What You Need Enough space for members to spread out.
How to Prepare Prearrange groups of 4.
1 Divide members in groups of 4. 2 Ask each group to elect a group leader. Steps to Follow 3 Distribute one Get Off The Couch 5-day Program Form per group. Ask group leaders to lead their group through the 60-minute fitness 4 regiment for Thursday (Day 3).
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Thursday Cool Down Estimated Time: 2-3 min
Ask members to stretch their hands above their heads for 15 1 seconds.
Steps to Follow 2 Ask members to do arm rotations for 20 counts.
3 Ask members to march in place for 20 counts.
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Friday: Tour De BGC
Friday Warm-up
Location Gymnasium/Outside Estimated Time 30 minutes
Ask members to assist in setting up the course for the day’s 1 Community Sharing Event.
Steps to Follow 2 Descriptively share directions for set up.
Once set up is complete, evaluate the course to ensure it is done 3 correctly.
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Friday Activity Community Sharing Event: Tour De BGC
Location Gymnasium/Outside Estimated Time 1 hour
Similar to the Tour de France except featuring running instead of biking, members Description will complete four stages of running various terrains and distances, and compete for the yellow jersey. Members will improve their cardiovascular systems. Members will demonstrate Objective teamwork, sportsmanship and daily fitness.
One stopwatch Three flag football flags (one red, one blue, one yellow) What You Need Bulletin board for displaying the course map for the four race stages, as well as the winning jerseys Poster boards: one yellow, one green and one white Determine the courses for your four stages, varying distances and intensities. Examples: Sprint Stage (One-fourth of a mile on a flat course); Mountain Stage (One-half of a mile on a hilly course); Sprint Stage (One-half of a mile on a hilly course); Mountain Course (Three-fourths of a mile on a hilly course). Consider using a track or field, or creating a route around your school. For the “hilly” courses, consider using steps at the school or placing obstacles that members must jump or climb over throughout the course. How to Prepare Create a bulletin board showing the course map for the four stages. Allow room to post the winning jerseys. Use your poster boards and the outline of a T-shirt to create: One large yellow jerseys (1/2 size of poster board each); One large green jersey (1/2 size of poster board); One large white jersey (1/2 size of poster board). Using a red marker, place polka dots on this jersey. Research the benefits of cardiovascular fitness.
1 Talk to members about the importance of cardiovascular fitness. Divide members and guests into teams of 4. 2
Have one team member run each stage, timing members and Steps to Follow awarding points for each place finisher. Points awarded for place 3 finishers include: first place = 30 points; second place = 25 points; third place = 20 points; 4th place=15 points On the longer stages, place a red, blue and yellow flag at the same 4 spot on the course. Members can earn extra bonus points for engage express evaluate exhibit33 33 of 34 Module 4: One Life, One Body, One Chance
grabbing one of the flags and bringing it to the finish line. Flags have different point values: red = 10 points; blue = 5 points; yellow = 3 points. After all 4 stages have been run, tally the points. The 3rdth place team should receive the white/polka dot jersey, the 2nd place team 5 should receive the green jersey, and the 1st place team should receive the yellow jersey.
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High School Modules
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MODULE 5: The ABC’s to College Degrees Module 5: The ABC’s to College Degrees
Table of Contents
ABOUT THIS MODULE 2
ACADEMIC VOCABULARY 2
REQUIRED MATERIALS 2
EVENT PLANNER 2
MONDAY: SO MANY CHOICES, TOO LITTLE TIME… 2
TUESDAY: FRESHMAN BLUES 2
WEDNESDAY: DEVELOPING OUR PERFORMANCES 2
THURSDAY: CAREER PLANS 2
FRIDAY: COMMUNITY SHARING EVENT 2
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About This Module
ABC’s to College Degrees will present information to members about post-secondary options. From choosing a school, a major, what to Overview expect as a freshman to getting involved on campus. This module will introduce members to the skills they need to not only survive their college experience, but to get the most out of it.
What should I consider when choosing a college/university?
Driving Questions What programs/majors speak to the needs of my career interests?
What campus involvement options are available to enhance my college experience? Product of the Various projects that showcase the colleges/universities that members Week are interested in.
Community Member created college fair, t-shirts and step show exhibition. Sharing Event
This module’s focus is on the college admissions process. It will give members an overview of what they should expect when choosing a college, completing an admissions application, and writing a college Introduction essay. They will be exposed to not only the academic aspects of college, but also to the extra-curricular program offered at the collegiate level, including, but not limited to, sports and Greek-lettered organizations.
Plan early during the week for the college fair and step exhibition that will take place during the Community Sharing Event. Tables, tablecloths (preferably) in the schools colors and materials to make posters and t- shirts are needed. Have Microsoft Office Suite and the Internet available for members. Have a minimum of two facilitators for this module. One facilitator can Special Notes assist with the members with researching colleges/universities that offer majors that complement their career interests. Have plain white t-shirts, posters, markers, glue, glitter, t-shirt paint, etc. available for members to create tables that represent the colleges/universities of their choice for the Community Sharing Event on Friday. engage express evaluate exhibit3 3 of 40 Module 5: The ABC’s to College Degrees
Academic Vocabulary
Word Definition
an individual responsible for giving members advice on academic Academic Advisor matters
the act of allowing entrance; entrance granted by permission, by Admission provision or existence of pecuniary means, or by the removal of obstacles
Campus maintaining active membership in organizations affiliated with a college Involvement or university
a center of expert counsellors who help individuals make informed Career Center career choices by providing a variety of services and assisting individuals with their self-assessment
an institution of higher learning, especially one providing a general or College liberal arts education rather than technical or professional training
Dormitory living quarters for a college or university student
monetary assistance in the form of grants (free money) and loans Financial Aid assigned to members for college tuition
a local or national organization of male members, primarily for social Fraternity purposes, usually with secret initiation and rites and a name composed of two or three Greek letters a subject or field of study chosen by a member to represent his or her Major principal interest and upon which a large share of his or her efforts are concentrated
Registration enrollment by a student in a school or course of study
a sum of money or other aid granted to a member, because of merit, Scholarship need, etc., to pursue his or her studies
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Sorority a society or club of women or girls, especially in a college
an institution of learning of the highest level authorized to award both undergraduate and graduate degrees, having a college of liberal arts University and a program of graduate studies together with several professional schools, e.g., theology, law, medicine and engineering, etc.
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Required Materials
Note: Facilitator resources and handouts are located at http://powerpoints4summer.weebly.com and should be printed out before beginning each activity. Please see the materials section of each activity for specific supplemental documents.
laptop computer Facilitator printer LCD projector scissors glue 1 per team other art materials computer with Internet access pens pencils drawing paper index cards (10-20) 1 per member blank t-shirt poster boards (10) printouts of supplemental materials Post-it notes (2 packs)
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Event Planner
Note: Complete the following table early during the week to prepare for the Community Sharing Event. Share the answers with the CPO for approval.
Type of Event on Friday
Event Name
Who’s Invited Fliers Website Publicity to Use (Circle all that apply, use blank Invitations spaces for additional items) Ads Event Location
Display Area for Projects Chairs Scissors Games Supplies Needed Tables Markers (Circle all that apply, use blank Signs CD Player spaces for additional items) Tape Video Equipment Cups Napkins Refreshments (Try to select items that tie into the theme)
Assigned to:
Task Due Date:
Assigned to:
Task Due Date:
Assigned to:
Task Due Date:
Assigned to:
Task Due Date:
Assigned to:
Task Due Date:
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Monday: So Many Choices, Too Little Time…
Choosing a College or University Monday Warm-up
Location: computer lab or multipurpose area Estimated Time: 15 min
Post-it notes What You Need
pencils
Give each member a stack of 10 Post-it notes and ask them to write Steps to Follow 1 the names of as many colleges/universities they can think of and place them on a designated place on the wall.
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Monday Activity 1: My College, My Choice
Location: computer lab or multipurpose area Estimated Time: 30-45 min
Description: To lay the foundation for this week’s activities, members will read an article that addresses components to consider when choosing a college/university. They will complete a How to Choose a College Worksheet to assist in narrowing their choices. Objective: Members will be able to choose a college/university that is tailored to their specific needs and offers program that will support their future career goals.
How to Choose a College Article and Worksheet (found at What You Need http://powerpoints4summer.weebly.com)
Print copies of the How to Choose a College Article and Worksheet How to Prepare for each member
Ask for volunteers to read each paragraph of the How to Choose a 1 College Article.
After completing the article, distribute the How to Choose a College 2 Steps to Follow Worksheet. Give members time to complete the worksheet.
Have members take their completed worksheets to the computer 3 lab for the next activity.
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Monday Activity 2: What Schools Work For Me?
Location: computer lab Estimated Time: 45 min
Description: After members have identified the type of college, location, school size, and their major, they will use computers and the Internet to research schools that meet their individual needs.
Objective: Members will be able to identify schools that offer their intended major and located in areas of interest articulate the admissions requirements and tuition cost per year list the campus involvement opportunities that most interest them at their college/university of choice
How to Choose a College Worksheet (completed) computer or laptop with Microsoft Office Suite and Internet access What You Need paper pen/pencil
How to Prepare Be sure that each member has a computer with Internet access
Say: “Using Microsoft PowerPoint/Prezi, you should create a slide show that contains the following information: Title Slide (name of the College or University, logo, mascot, member name); 2nd Slide 1 (school address, web address, type of school, admissions Requirements, e.g., GPA, SAT/ACT scores, essay topic); 3rd Slide (a preview of majors available (at least five), extracurricular activities offered (e.g., sports, band, clubs/organizations).” Steps to Follow
Each slide should include at least two graphics or pictures that 2 represent the college/university.
Ask members to email presentations to themselves once they are 3 completed.
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Monday Activity 3: Presenting…the BEST College Ever!
Location: computer lab or multipurpose area Estimated Time: 45 min
Description: Using the PowerPoint/Prezi presentation from the last activity, each member will stand and present their college/university.
Objective: By the end of this activity members will be able to articulate specific information about the college/university of their choice, including but not limited to the name, location, admissions requirements, tuition costs and extracurricular activities offered.
laptop computer What You Need LCD projector screen Have laptop, LCD projector, and screen prepared for member presentations How to Prepare
Have speakers available in case members need sound
1 Place chairs in a semi-circle around the screen.
Have members come up in the order that they are sitting to access 2 their presentation. Steps to Follow
Members should then use their PowerPoint or Prezi presentation to 3 present their college research information.
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Monday Cool Down Estimated Time: 15 min
1 Distribute one note card per member.
Ask members to list a school that was presented that they are Steps to Follow 2 interested in attending and why. (Tell members not to pick the school they researched.)
Collect the notecards for use in the Community Outreach 3 Event at the end of this module.
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Tuesday: Freshman Blues
Tuesday Warm-up
Location: gym or multipurpose area Estimated Time: 15 min
Lead a brief discussion about the challenges for first-year college students. 1 1. Being away from home 2. Adjusting to living with others 3. Community Showers/Restrooms Steps to Follow
List some of the challenges on a large Post-it note in the front of 2 the room.
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Tuesday Activity 1: So much to do, so little time!
Location: gym or multipurpose area Estimated Time: 30-45 min
Description: Many of the issues college freshman face have to do with the freedom to complete tasks as they see fit. This activity will help members effective time management strategies.
Objective: By the end of this activity, members will be able to: document how they use their time use an action plan to manage their time better make a prioritized to-do list
chart paper markers paper What You Need pencils action plans and a time allocation chart Module 8 Time Management Worksheet-1 per member (found at http://powerpoints4summer.weebly.com)
How to Prepare Have materials prepared prior to the beginning of the activity
Ask: “Do you ever wish you had more hours in the day to do everything you need or want to do? After you have taken a minute to think about this question, pair up with a neighbor and share your response.”
Give the members a few minutes to share. Then discuss this as a Steps to Follow 1 class, sorting the suggested activities into categories such as sports/exercise, friends, volunteering, relaxing, art and media.
Discuss which categories most activities fall in to. Talk about the benefits of having time to do what you like to do. Tell the members that today they will learn some strategies for time management that just might give them the time to do some of those things.
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On chart paper, create a two-column chart titled “Time.” Label one side of the column “How I spend my time” and the other side “How I would like to spend my time.” Show the members how to fill in a 2 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 members a few minutes to get started on their own charts. Then, have members 3 divide into pairs to share their ideas with a partner. Members can add ideas from the partner discussions. Revisit the original chart created as a model and show members how to assign hours/minutes to each item that is listed in the first 4 column. Instruct the members to do the same on their own chart. Then have members count up the total estimated hours and minutes they spend on things. Get the groups attention and ask members how much time they have after they subtract the activities from their first column. Ask 5 members to focus on areas where they spend too little or too much time. Bring the members’ attention to the second column and ask them to circle the item they wish to spend more time doing. Tell them 6 they’ll be making an action plan for getting more time for that item. Discuss the benefits of having 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 members time to 7 complete the page. Have them share their plan with their partner discussing and adjusting their plan based on feedback. Discuss the value of making a to-do list from their time management plan. Make a to-do list of your own using your own personal goals. Show the members how to assign a time frame and 8 then show them how to assign importance and prioritize. Pass out
blank paper and give the members time to create their own to-do
list. Ask members to work in small groups of three or four to discuss and create a list of how adopting good time management skills might affect their lives. What might be different? Give members a 9 few minutes for group discussion. Now ask the groups to think about how applying time management skills might affect their community or the world. Ask: “Should people set aside time to act for the common good (philanthropy)? Why or why not?” Allow a few minutes for 10 discussion. Ask each group to share the ideas generated about what might be different in their community and/or the world if engage express evaluate exhibit16 16 of 40 Module 5: The ABC’s to College Degrees
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 11 with the class. Discuss their perceptions, and talk about how giving and serving relates to time.
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Tuesday Activity 2: Transitions Can Be Tricky
Location: gym or multipurpose area Estimated Time: 45 min
Description: This module will introduce members to transitions in academic life.
Objective: By the end of this activity, members will be able to describe transitional challenges from high school to college describe college resources for transitional and academic success identify member/family communication opportunities
tape markers construction paper What You Need learning tree: tree outlines, small leaves, branches, big leaves facilitator model of a learning tree large sheets of green butcher paper
How to Prepare Draw large tree outlines prior to beginning the activity
Ask members to think about how a tree grows from the smallest twig with just a few leaves to a huge tree with many branches and lots of leaves. Take the analogy further and share with members 1 that their current academic and social interests, talents and leadership skills are those twigs that have the potential to grow into a significant set of skills and knowledge in college. Steps to Follow Share the model of your personal Learning Tree. What academic interests, social interests, talents or leadership skills did you have in high school? Are they represented in the larger branches of the 2 college tree and even in life? For example, you may have really enjoyed math in high school and even worked as a cashier at a store. Can this become your major and blossom into your career as a teacher?
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Pass out the learning tree materials and encourage members to see this as an exploration of what they will expand on and use to transition to college. Leave the creativity to the members! Some 3 may want to work alone and others may want to work beside a partner. Remind members that they need to label leaves and branches. Give members ample time to reflect on where they are today and where they will nourish their learning trees by expanding their thinking into their college years. Example: A member may like to 4 babysit (small leaf). Using a branch and a larger leaf, the member may move into volunteer work or service opportunities in college. This may then become a full-blown career and another leaf with “Human Services” or “Education” or “AmeriCorps.” Give members time to see the timelines other members have 5 created in their learning tree. The most important part of this lesson is that members have an opportunity to identify and even list the steps necessary to reach 6 their goal. Give them time to discuss what things they saw, what new things were added, and what things may not continue into college.
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Tuesday Activity 3: Campus Involvement!
Location: gym or multipurpose area Estimated Time: 45 min
Description: This activity will introduce members to Greek Life on college/university campuses. Some members will use this time to create displays for chosen colleges and universities while others will practice the art of stepping, which is practiced members of sororities and fraternities. This group will perform at the Community Sharing Event during the university marketplace.
Objective: By the end of this activity, members will be able to articulate the admission requirements of assigned colleges and universities.
computer with Internet access printer marker posters What You Need stick glue glitter blank t-shirts t-shirt paint
Have posters available for members to create university pennants How to Prepare for future display
Divide members into two groups. One group will be responsible for 1 creating a display of colleges for the Community Sharing Event. Steps to Follow Distribute all paper and decorating materials. Members of this group should create displays that include t-shirts, posters, pennants 2 and small brochures with the name of the school, location, admissions requirements and extra-curricular activities. Unlike the
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PowerPoint presentation done earlier in the week. These members will focus on one of the following institutions of their choice: Harvard University, Yale University, University of Pennsylvania, University of California Los Angeles (UCLA), University of Georgia, Louisiana State University, Howard University, Clark Atlanta University and Florida A&M University.
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Tuesday Cool Down Estimated Time: 15 min
Inform members that they will be allowed to complete Activity 3 Steps to Follow 1 during the next two days to ensure that their work is ready for Friday’s Community Sharing Event.
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Wednesday: Developing Our Performances
Wednesday Warm-up
Location: computer lab or multipurpose room Estimated Time: 15 min
Lead a brief discussion with the members on what they feel 1 colleges and universities look for in an applicant.
2 Write some of the ideas on the board.
Steps to Follow 3 Ask what components are included on a college application.
Give them time to share those ideas and assist in identifying those 4 ideas that are correct.
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Wednesday Activity 1: Application Time
Location: computer lab or multipurpose room Estimated Time: 30-45 min
Description: During this activity, members will explore the components of the college admissions process and complete a mock college application.
Objective: By the end of this activity, members will be able to describe key components of a college application complete a sample paper application form
pens sample college applications for each member What You Need Application Tips Handout computer to project paper application
Make copies of the sample college applications and application tips How to Prepare handout for each member
Distribute and review the Application Tips Handout so that 1 members understand what they are expected to consider when completing their college applications. Preview a sample application on paper. Distribute the paper copies of either the Uniform Application for Washington Community and Steps to Follow 2 Technical Colleges or the Western Washington University application. Point out the types of information members will be required to 3 provide. Ask members to work individually or in small groups to begin filling out the application.
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Wednesday Activity 2: Introducing Me…College Essay Writing
Location: computer lab Estimated Time: 45 min
Description: Members will learn to write college admissions essays that display their talents, interests and skills.
Objective: By the end of this activity, members will be able to: describe the key components of a successful college essay write a sample essay for the college of their choice
College Admissions Essays Handout (found at http://powerpoints4summer.weebly.com) computer or laptop for each member What You Need computer to project sample essays (http://www.apstudynotes.org/essays/) printer
How to Prepare Copy handouts for each member
Review admissions essay requirements. Let members know that 1 each college they apply to will require at least one written essay.
Distribute the Recipe for a College Admissions Essay handout and note that most admissions essays will be on one of three topics: 1. 2 Who are you, 2. Why us, and 3. A creative approach to a question. Stress that their goal should be to share information about Steps to Follow themselves in a clear and engaging way.
Review successful sample essays. You may distribute all of the sample essays to each member. You may choose one (or more) for 3 a full group discussion or you may distribute one essay each to small groups of members and ask them to discuss how the essay is organized and why they think it was successful.
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Say: “Begin outlining an essay.” After your review of successful 4 essays, have members turn to the last page of the handout. Give them time to follow the steps to outline an essay of their own.
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Wednesday Activity 3: Campus Involvement!
Location: gym or multipurpose area Estimated Time: 45 min
Description: This activity will introduce members to Greek Life on college/university campuses. Some members will use this time to create displays for chosen colleges and universities while others will practice the art of stepping, which is practiced members of sororities and fraternities. This group will perform at the Community Sharing Event during the university marketplace. Objective: By the end of this activity, members will be able to articulate the admission requirements of assigned colleges and universities perform a step exhibition themed to promote higher education
computer with Internet access printer marker posters What You Need glue stick glitter blank t-shirts t-shirt paint
Have posters available for members to create university pennants for future display How to Prepare
Divide members into two groups. One group will be responsible for 1 creating a display of colleges for the Community Sharing Event.
Steps to Follow Distribute all paper and decorating materials. Members in this group should create a step routine similar to those of Greek 2 Organizations on College Campus’ lasting no more than 2 minutes in length.
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Wednesday Cool Down Estimated Time: 15 min
Inform members that they will be allowed to complete Activity 3 Steps to Follow 1 during the next day to ensure that their work is quality and ready for Friday’s Community Sharing Event.
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Thursday: Career Plans
Thursday Warm-up
Location: computer lab or multipurpose room Estimated Time: 15 min
Ask members what their future career interest are and have them Steps to Follow 1 share what they would like to become with other members and what steps they need to take to achieve that goal.
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Thursday Activity 1: What do you want to be when you grow up?
Location: computer lab or multipurpose room Estimated Time: 30-45 min
Description: In this activity members will work toward choosing a college major that will lead to the career field that they are most interested in.
Objective: By the end of this activity, members will be able to: identify at least one career, one major, and one college to meet their goals describe entry requirements, and occupational outlook for that career
Areas of Study & Entry Requirements Handout (found at http://powerpoints4summer.weebly.com) What You Need computer with Internet access (for members to research careers and colleges)
How to Prepare Make copies of handouts in advance
Discuss members’ career interests. Have members talk in small groups.
Ask them to go around the group and have each member identify one possible career. (Explain to members that they are not committing to this career – but it should be one they are interested in researching.) If you wish, go around the room and have each member call out the career they are interested in researching. 1
Discuss, in small groups or as a whole class, what members know Steps to Follow about the postsecondary educational requirements for the careers they have identified.
Distribute the Areas of Study & Entry Requirements Handout and have each member note their possible career in the space at the top of the page.
Research majors and entry requirements. Have members work at 2 computers and go to the College Board’s Major and Career Profiles (http://www.collegeboard.com/csearch/majors_careers/profiles).
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Ask members to use either the Career Categories or the Major Categories to narrow in on the career they identified earlier and find at least one possible major (or area of study) that would prepare them for that career. Then ask them to identify at least one postsecondary program that offers that major. Ask members to 3 note both the major and the name of the postsecondary program on the handout and then list helpful high school courses for that major and/or entry requirements for that college. Career & Technical Education (CTE) members might find it helpful to search by Career Cluster on the OSPI CTE web site: www.k12.wa.us/careerteched.
Research occupational outlook. Next, ask members to go to Career One Stop (www.careeronestop.org) and search for their selected 4 career. Have them complete the handout using information about that career.
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Thursday Activity 2: It’s All Greek to Me!
Location: computer lab Estimated Time: 45 min
Description: In this activity, members will explore the opportunity of joining a Greek-lettered organization as a college member.
Objective: By the end of this activity, members will be able to research information about Greek Letter Organizations.
What You Need computer with Internet access
Show members the following video to give them some background on various fraternities and sororities How to Prepare http://www.howcast.com/videos/102226-How-to-Choose-a- Fraternity-Sorority
1 Ask members to get into pairs.
Say: “Decide what kind of fraternity or sorority you want to join. Some groups are mostly social, while others bring together people Steps to Follow 2 with the same professional goals or ethnic background. Some are religion based, others are service oriented.”
Have members visit the website of the college or university of their choice and access the Greek-life page. From the fraternities and sororities available, members should choose the organization they 3 are most interested in and record the name, founding date/location, famous members, membership requirements, membership fees and focus (professional, community service, or
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social).
After compiling this information, ask members to rotate and group with other members who chose the same organization. Members 4 should discuss why they chose that organization and appoint one member of the group to present their findings to the entire group.
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Thursday Activity 3: Campus Involvement!
Location: gym or multipurpose area Estimated Time: 45 min
Description: This activity will introduce members to Greek Life on college/university campuses. Some members will use this time to create displays for chosen colleges and universities, while others will practice the art of stepping, which is practiced by members of sororities and fraternities. This group will perform at the Community Sharing Event during the university marketplace.
Objective: By the end of this activity, members will be able to articulate the admission requirements of assigned colleges and universities and perform a step exhibition themed to promote higher education.
computer with Internet access printer marker posters What You Need stick glue glitter blank t-shirts t-shirt paint
Have posters available for members to create university pennants How to Prepare for future display.
Divide members into two groups. One group will be responsible for Steps to Follow 1 creating a display of colleges for the Community Sharing Event.
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Distribute all paper and decorating materials. Members in this group should create displays that should include t-shirts, posters, pennants and small brochures that include the name of the school, location, admissions requirements and extra-curricular activities. Unlike the PowerPoint presentation done earlier in the week. 2 These members will focus on the following institutions: Harvard University, Yale University, University of Pennsylvania, University of California Los Angeles (UCLA), University of Georgia, Louisiana State University, Howard University, Clark Atlanta University and Florida A&M University.
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Thursday Cool Down Estimated Time: 15 min
Inform members that they will be allowed to complete Activity 3 Steps to Follow 1 during tomorrow morning to ensure that their work is ready for Friday’s Community Sharing Event.
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Friday: Community Sharing Event
Friday Warm-up
Location: gym or large area Estimated Time: 15 min
1 Ask members to form a large circle.
Ask members to tell the group about one thing that will help with 2 creating the displays for colleges and universities.
Steps to Follow Give instructions and times for what will take place today, such as 3 setting up for the event, rehearsal, greeting guests, display explanations and cleaning up after the event.
Ask team leaders to be responsible for gathering their members. Explain that they will be creating displays for the colleges of their 4 choice with the projects they have completed during the module. The step exhibition will take place once every half hour during the Community Sharing Event.
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Friday Community Event: Setting Up
Location: gym or spacious area Estimated Time: 20-30 min
Description: Members will showcase ABC’s Lead to College Degrees projects for a community audience. Members will create a full-scale college fair exhibit based on the colleges and universities researched during the module.
Objective: By the end of this activity, members will be able to articulate information about the college of their choices, college admissions requirements, college majors, extra-curricular activities and Greek- lettered organizations.
team materials tape for hanging team displays plastic table cloths for college displays device for playing musical selection What You Need musical selection to be played for exhibit viewing light refreshments for community audience table and decorations for refreshments chairs for guests and members
Use the event planner for preparation
Designate areas of the gym for each teams display How to Prepare Have music and large area available for viewing
Set refreshment table
Give each team a designated area of the gym to display their 1 materials. Steps to Follow
2 Distribute team materials.
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Say: “Assemble your materials, by table, in a decorative display. Be as creative as possible. Posters and pennants can be placed on the 3 walls, tables representing specific schools will be created with informational brochures available. The step team will perform every 30-45 minutes if the community crowd changes.”
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Friday Community Event: Freshman Year Round Up
Location: gym or spacious area Estimated Time: 60-90 min
Description: Members will showcase ABC’s Lead to College Degrees projects for a community audience. Members will create a full-scale college fair exhibit based on the colleges and universities researched during the module. Objective: By the end of this activity, members will be able to articulate information about the college of their choices, college admissions requirements, college majors, extra-curricular activities and Greek- lettered organizations.
Refer to event planner How to Prepare Ask teams to practice explaining their displays and campaigns one last time before the event
Remind members to circulate the gym, greet guests and show their 1 displays.
Steps to Follow 2 Community viewing of exhibits
Remind team leaders to gather their teams and have them sit in 3 the front of the gym, so they can be ready to present when announced.
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