University of Kansas Medical Center



PROJECT DESIGN: OVERVIEWpage 1Name of Project: We are the ChangeDuration: 1 semesterSubject/Course: EconomicsTeacher(s):Edward FrancoGrade Level: Juniors and Seniors (High School)Other subject areas to be included, if any: Psychology/ Sociology/ American GovernmentKey Knowledge and Understanding(CCSS or other standards)Choices have consequencesIndividuals have rights and responsibilitiesSocieties are shaped by beliefs, ideas and diversitySocieties experience continuity and change over timeRelationships among people, places, ideas and environment are dynamicSuccess Skills(to be taught and assessed)Critical Thinking/Problem SolvingStudents should be able to make connections between the important concepts in Economics and real-life/community based issues;Using the connections that they made, students are expected to provide basic or complex solutions to the community issuesSelf-ManagementStudents should be able to organize themselves and organize their projects in a timely mannerCollaborationStudents will learn how to work in groupsStudents will thrive in groups and create outputs with all members contributing to itOther: Students should be able to exemplify leadership and creative qualities that will help them accomplish their goalsProject Summary(include student role, issue, problem or challenge, action taken, and purpose/beneficiary)This project is the third phase of Schlagle’s Change project. The first part of the change project “Voices of Change” made the students realized that they have a voice and their voices matter. The second part which is the Be the Change project made our students realize that in order to become the change that they want to see in their community, they have to understand how their community works, build social capital and a network of connection to help them address the needs of the community. This third part of the change project will focus on the underlying factors that significantly contribute to the disparity that our community experience. Based on research, 70% of factors that contribute to the disparity comes from two main factors – Health Behaviors and Socioeconomic factors. The following are the breakdown of these factors: Social & Economic Factors - 40% a. Educationb. Employmentc. Incomed. Family and Social Supporte. Community Safety Health Behaviors - 30%a. Tobacco useb. Diet and exercisec. Alcohol and Drug Used. Sexual Activity This means that if we can address the aforementioned factors (even in a small way), we can affect change in our community. Addressing these factors means that students need to have a better understanding of each of these factors (which will be addressed in the classroom with teacher instruction and expert inputs). Also, after gaining a better understanding of all these factors, the students are expected to do a community based project to help address these factors. In this part of the Change project, students can hold a community health and job fair.Driving QuestionHow can we, as responsible citizens of Wyandotte County, affect change in the socioeconomic and health area in our community?Entry Event First part: a. Be the Change Video b. Photo Journal c. Project WallSecond part: Proposal for a panel of expertsProductsIndividual:Research on health & Jobsfactors that affect health in Wyandotte county,connections between health and macroeconomic fundamentalsconnection between jobs and macroeconomic fundamentalsSpecific content and competencies to be assessed:Macroeconomic concepts: Health, healthcare, employment, unemployment, prices, inflationTeam:Project proposal for a health fairProject proposal for a job fairSpecific content and competencies to be assessed:PROJECT DESIGN: OVERVIEWpage 2Making Products Public(include how the products will be made public and who students will engage with during/at end of project)Overall Goal: (Job Fair)To provide a venue for local employers to fill their employment needs and for job seekers to apply for jobsTo stimulate local economic climateOverall Goal: (Health Fair)To provide a venue for health experts to offer health services to the community;To give a venue to the community to receive health information and health services from health experts and professionals.Resources NeededOn-site people, facilities:Venue: Schlagle gymnasiumSchlagle (Overall Groups across classes):Budget Group - to develop a budget planNetworking/ Invitations - follow up invites to experts, follow up invites to communityLogistics - venue, equipment, table, layout, brochureAdvertising group - publicize, press release, internal and external advertisingSchlagle (Class groupings)Team Leader - responsible for overseeing all facets of Job Fair planning, organization and implementationMarketing & Sponsorship Coordinator - responsible for job fair promotion and public relations, and for attaining sponsors and donorsLogistics ,Staffing & Networking Coordinator - responsible for initial contact to community expertsAdministrative Coordinator - responsible for general clerical functions of the group and for assisting all members of the group.Equipment:Tables, chairs, sound systemMaterials:Brochures, flyers, Community Resources:Health fair: Doctors, physicians, health organizations, insurance companiesJob Fair: business representatives/ personnel, hiring personnel, community expertsReflection Methods(how individual, team, and/or whole class will reflect during/at end of project)Journal/Learning LogIndividual Journal / Learning Log XFocus Group:Biweekly focus group discussion and feedback/ updates. XWhole-Class DiscussionThree Response Perspective: Warm, Cool & Hard FeedbackSocratic seminar XFishbowl DiscussionSurveyOther:Notes:PROJECT DESIGN: STUDENT LEARNING GUIDEProject: Community Job and or Health FairDriving Question: How can we, as responsible citizens of Wyandotte County, affect change in the socioeconomic and health area in our community?Final Product(s) Presentations, Performances, Products and/or ServicesLearning Outcomes/Targetsknowledge, understanding & success skills needed by students to successfully complete productsCheckpoints/Formative Assessmentsto check for learning and ensure students are on trackInstructional Strategies for All Learnersprovided by teacher, other staff, experts; includes scaffolds, materials, lessons aligned to learning outcomes and formative assessmentsStudents should be able to build a community of learners who:respect each othercollaborate with each otheradhere to the growth mindsetgoal oriented and can self manage (individually and as a group)Individual reflectionbellworkActivity and discussion on class expectationsDiscuss individual/ group contract and how it relates to PBLTime Frame: Two Days (First Week)Students should be able to explain basic Economic concepts and relate it to current socio-economic issuesIndividual and/ or group testLecture & DiscussionGroup ActivitiesTime Frame: First to 2nd WeekStudents should be able to:come up with an “issue” in their community that they believe is an important issue to address;explain how the “issue” relates to the driving question “How can we, as responsible citizens of Wyandotte County, affect change in the socioeconomic and health area in our community?Show understanding on the factors that affect health (and how they affect health and create health disparity in our community)work in Groups and research on their issue/ topic. Group PresentationPhoto JournalGallery WalkIndividual work: Student choose an issue in their communityGroup work - From individual issues, the group will choose 1 issue that they think is the most importantBuilding connection and Searching for Meaning: Each group do their research and respond to the following questions:How does your issue affect your health and the health of the community?How does this issue contribute to health disparity?What are the factors that contribute to health disparity? How does each factor contribute to health disparity?Time Frame: Third WeekClass visit by ExpertsStudents should be able to:listen to community experts and get information that will supplement their knowledge from their research work;ask questions regarding experts’ topic and make significant connections regarding the topic and personal/ community issuesreflect on the knowledge and information gained and how such can be applied to affect change in our communityStudent Reflection:Expert protocol:Expert will present information Q & A: Use Critical Friends Feedback - Probing Questions, Clarifying Questions, Warm and Cold FeedbackTime Frame: Fourth Week - 5th WeekProject Presentation Part 1: In Class GroupsStudents (in groups) should be able to present their research work on how their issue affect/ contribute to health disparity with data and analysis.Part 2: Across Class Collaborating GroupsRepresentatives from each class will present their roles and how they will contribute to the overall goal/ project (health/ and job fair)Student project/ outputPanel recommendationsPeer recommendationsStudents will present their project to a panel;In class Project: Students should be able to show their sample project:brochureflyerpowerpoint presentationBig Project: present their project plan and group role(s) - on how their group will contribute to the overall project Time Frame: Sixth WeekRevision, Refinement & Improvement of Project Student trainingStudents should be able to:revise/ improve their in class project incorporating suggestions of peersperform tasks and skills that are required for the job and health fairPeer presentation and demonstrationInvite experts in Job Fair / Health Fair to train students on what are the expectations and skills they have to have to execute a successful fair. Time Frame: Six - 8th WeekFinal ProjectStudents should be able to:present the final product and respond to inquiries from students, parents and community members;reflect on their experience throughout their PBL experience Project Presentation RubricReflection Exhibition Day: Job & or Health FairTime Frame: 9th Week ................
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