MAKE A DIFFERENCE IN YOUR
COMMUNITY
OBJECTIVE
Develop a 5 minute
presentation showing how your
group can make a difference in
your community.
Preparation: DIVIDE INTO GROUPS
Teaching Assistants: Lead your assigned
group of students through this activity.
 Fill-in evaluation form – signed by facilitator for parents
 Make sure you have the necessary handouts and supplies
Facilitators: Guide the Teaching Assistants
when challenges arise during activity.
Step 1: CHOOSE A COMMUNITY ISSUE
Absenteeism to school
Graduation rates in city schools
Violence in neighborhoods
School facilities, clean up environment
Mentoring, setup a program
Overcoming challenges of education
Other idea: group may want to talk about
Step 1: CHOOSE A COMMUNITY ISSUE
EXAMPLE: Eat Safe Foods NOT Unsafe
Foods
Step 2: DEVELOP A MISSION STATEMENT
 What is our mission: what we want to do
and whom do we serve?
EXAMPLE: Our mission to ensure safe food
is presented for students in the Rochester
City Schools
Step 3: DEVELOP A PROBLEM STATEMENT
What --- is the problem?
Where --- does the problem occur?
When --- was it observed?
EXAMPLE: Students in the Rochester City
Schools need to become aware of unsafe
food coming from foreign nations.
Step 4: RESEARCH STATISTICAL EVIDENCE
State a statistic as evidence supporting your
community concern.
EXAMPLE: About 48 million people (1 in 6
Americans) get sick, 128,000 are hospitalized, and
3,000 die each year from foodborne diseases,
according to recent data from the Centers for
Disease Control and Prevention.
Step 5: CAUSES AND EFFECTS
Every problem comes with causes and
effects
List up to three causes and three
effects
Step 5: LIST UP TO THREE CAUSES
EXAMPLE: Unsafe Food
1) Increase in foreign foods
2) Lack of accurate information
3) Cheap
Step 5: LIST UP TO THREE EFFECTS
EXAMPLE: Unsafe Foods
1) Stomach ache
2) Overweight
3) Lack of energy
Step 6: ACTIONS TO BE TAKEN
 Who do you want to involve or should help
you? (i.e., teacher)
 How will you involve them in your efforts?
EXAMPLE:
1) FDA, Monroe County Health Professional
School Nutritionist
2) Ask each one to send you information
about the contents on the label.
Step 6: BARRIERS TO OVERCOME
 What challenges can your group face
to solve the community issue?
 EXAMPLE:
 1) Unknowledgeable food professionals
 2) Not receiving information
 3) May cost more
Step 7: INDIVIDUAL DISC TRAITS TO
SUCCEED
 State one disc trait for each student
that will assist in solving the
community issue.
 EXAMPLE: Duane: I - Problem Solver
 Dan: S – Steady and methodological
 Tegan – D - Determined
Step 8: CELEBRATE TO SUCCESS
 State how your group will celebrate
each success.
 EXAMPLE: Eat a healthy lunch
Step 9: DECIDE ON A NAME FOR YOUR
GROUP
 Come up with a name for your group
that reflects the mission statement for
solving the problem.
 EXAMPLE: FOOD SAFETY
WARRIORS
Step 10: CONSTRUCT A BANNER
 Using the art supplies, construct a
creative banner for your group and
their mission.
Step 11: PREPARE FOR A PRESENTATION
 Prepare your materials
 Decide who is going to say what
 Practice your presentation
Step 12: PRESENTATION TIME
 Present a five minute presentation to
your classmates.
Step 13: DEBRIEFING
 What did you learn from the
community issue activity?
Step 1: Community Issue
_________________________________
_________________________________
_________________________________
Step 2: Mission Statement
_________________________________
_________________________________
_________________________________
_________________________________
Step 3: Problem Statement
What is the Problem?
_________________________________
Where is the Problem?
_________________________________
When did you observe the Problem?
_________________________________
Step 4: Scientific Evidence
_________________________________
_________________________________
_________________________________
_________________________________
Step 5: List Up to Three Causes
_________________________________
_________________________________
_________________________________
Step 5: List Up to Three Effects
_________________________________
_________________________________
_________________________________
Step 6: Actions to be Taken
Who do we want involved?
_________________________________
_________________________________
How do we want to involve them?
_________________________________
_________________________________
Step 6: Actions to be Taken
What challenges can we face to success?
_________________________________
_________________________________
Step 7: Individual DISC strengths
Student Names
__________________
__________________
__________________
__________________
__________________
__________________
Student DISC Strength
__________________
__________________
__________________
__________________
__________________
__________________
Step 8: Celebrate your Success
How will you celebrate each success?
_________________________________
_________________________________
Step 9: Group Name
What is the group name that symbolizes your mission?
_________________________________
_________________________________
Student Activity Contract: Community Issue
I _________________ (name here) will participate in the community issue activity on
May 11, 2013.
Teaching Assistant Evaluation: The above student participated at one of the levels (Circle one
below)
0 – No participation
1 – Minimal participation (I had to ask several times to participate)
2 – Average participation (I did not have to ask more than once to participate)
3 – Excellent participation (This student fully engaged in the activity)
Teaching Assistant: Turn in each evaluation so that each one can be forwarded to the
student’s parents or guardians at the end of the activity.
_______________________
Facilitator’s Signature