Changing Your World: MIDDLE School Module ACTIVITY BOOKLET

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1 ACTIVITY BOOKLET Changing Your World: Group Goals AFOA Canada acknowledges the generous support of the TD Bank Group in making this project possible.

2 All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording or information storage and retrieval system, without permission in writing from the publisher Copyright AFOA Canada November 2014 Printed in Canada Published by AFOA Canada 1066 Somerset Street West Suite 01 Ottawa, ON K1Y 4T Acknowledgements We would like to thank those individuals who made this publication possible. The principal authors of this report were, Simon Brascoupe, Kiera Brant and Dr. Paulette Tremblay. We would also like to acknowledge the generous support of the TD Bank Group in making this project possible.

3 ACTIVITY - CHANGING YOUR WORLD: GROUP GOALS MATERIALS REQUIRED Dollars and Sense Middle - Provide an to each student. AGENDA MAP Time Activity - Changing Your World: Group Goals Page (Minutes) Agenda Items Notes Changing Your World - Group Goals Directions 6 80 TOTAL TIME for Activity Page 2

4 NOTES: ACTIVITY - CHANGING YOUR WORLD: GROUP GOALS Elders say we need to make decisions for Seven Generations to come. We want to be good ancestors to future generations so we need to set goals for our personal and community lives. Goals are: a desired result achieved by a person, or people, who commit to achieving a goal, usually within a set time period. Great goal setting requires identifying steps you need to take to be successful. This is sometimes referred to as S.M.A.R.T. Goals: S Specific Make your goal as specific as possible, this way you know exactly what it is you want to accomplish and how you will achieve it. M Measurable Ensure your goal has a tangible (physical) consequence. For example, instead of wanting to learn the piano, plan to learn a specific song on the piano. A R T Attainable Make sure your goal can realistically be accomplished. It is important to set realistic goals, because then our dreams can become our realities. Relevant Keep your goals reflective of your current situation and lifestyle. For example, if you are in Grade 8, you could make goals for high school, but making goals for college and university isn t the most relevant situation right now. Time-Based A goal which is time-based will often have a timeline. If you have a timeline, you can keep track of where you are going and when you want to be there. Page

5 ACTIVITY - CHANGING YOUR WORLD: GROUP GOALS Goal setting tends to focus on the result or end; however, First Nations also focus on the journey in achieving the result. It is so important to enjoy your journey and the challenges you faced and to be grateful for the learning opportunities you have been given! You may want to use a Personal Journal to reflect upon your journey and celebrate your achievement. Everyone can set goals it s very easy to start. A goal guides your actions and activities, resulting Some TIPS on Goal Setting in an achievement A goal will require thought, planning and effort. A goal requires action or a result to which we strive. A goal may not be strictly measureable or tangible. A goal that is long-term could take from one year to a life-time. A goal can be set by a group for the benefit of family and community. Page 4

6 CHANGING YOUR WORLD: GROUP GOALS Examples of a Goal By next summer, I want to move from Level 1 Piano to Level Piano. In two weeks, I want to score 2 goals at the soccer tournament. With my class, I want to raise money to purchase a video camera, to film and video our First Nations language and culture to share with neighbouring communities. Goal Decision-Making Process 1. State the goal. 2. Gather information and creative input.. List the pros and cons. 4. Develop alternatives or options. 5. Think about the options. 6. Good decisions are based on what is best for you, your values and the situation. 7. Ask advice from a trusted friend, mentor or elder. 8. Practice or test your idea. 9. Evaluate or ask yourself was this a good decision, write it down for further reference. 10. Think about how you will do things differently the next time. Page 5

7 ACTIVITY - DIRECTIONS CHANGING YOUR WORLD: GROUP GOALS Time (Minutes) ACTIVITY DIRECTIONS 5 1. You will work in groups of 6-8 to perform this task. 20 2a. The Facilitator reviews Chart A expectations. 2b. You are to read the Scenario and complete the chart Review Chart B expectations with students, and the Example chart. Have them complete the chart with their groups. 15. Have students explain their process to another group, using Questions for Discussion. 60 TOTAL Activity Time Page 6

8 Activity Scenario Businesses for Change Groups can be a powerful force for change. Your class found that there was little curriculum materials or information on your First Nations traditional knowledge. As a class, you decided to interview the grandparents of the students and to edit the interviews as a class project. After a long discussion with your parents and the principal, everyone decided to raise the money by themselves. The grade 7 and 8 classes want to raise money for a new video camera to interview elders in our community and to purchase a computer (for editing) and monitor (to show the video) to learn our First Nations language and culture. Your class decided to raise money by making home-made blueberry jam because blueberries are good for your health and plentiful near your community. You realize you need to purchase glass containers, ingredients and with the help of grandparents and parents, it would be a fun project. See approximate costs based on 2014 prices. Prices may vary in different parts of Canada. Your class knows two things: (1) the costs of travel; and all the canning equipment will be donated by the parents and the community; and (2) the recipe is for a low sugar jam. But your class has some big decisions to still make! Page 7

9 Activity Scenario Steps in Decision-Making 1. Will you gathering wild blueberries that are free or pay at a pick-your-own? 2. What are the actual costs of the items you want to fundraise for?. How much will you sell your jam for? 4. How many jars of jam will you have to make and sell? 5. What are the barriers to achieving your goal? Blueberry Jam Ingredients, see attached recipe Ingredients to make ml jars Unit costs Pick your own Blueberries - 10 cups, or 2.25 liters, about.5 lbs., almost 1.75 kg) No cost $26.00 Canning jars (250ml size), includes lids and rings $7.50 $7.50 Sugar 5 cups $2.50 $2.50 Pectin (low sugar, dry) 1.25 boxes $.00 $.00 Total $1.00 $9.00 Unit costs $1.0 $.90 Useful websites on jam making: Page 8

10 Activity - Fundraising Worksheet A. Cost of Camcorder, Computer and Flat Screen TV Calculate the money you need to raise. A good high-definition camcorder can cost as low as $50. A Laptop can start at $400; the software is free online as well as shareware for word processing and other software. A 40 inch LED HDTV on clearance can be purchased for as low as $468. There is a wide range of products and decisions on these products. Use the worksheet below to calculate these costs. 1. After deciding on the items your group wishes to purchase, put your prices in the Actual Costs column and add up the total value. This will represent the amount of money you will fundraise. Select Items for Fundraising Sample Costs Actual Costs Canon or Sony HD Camcorder $50 Laptop $400 Television $468 Insurance, estimate $150 TOTAL $1,68 B. Fundraising Goal The following table will help you determine how much blueberry jam your class will have to sell. The different examples show how many jam jars for different cost inputs. Example A the class will harvest their own blueberries locally, assuming picking is volunteered. Example B is based on picking the blueberries at a pick-yourown farm. The other factor is the final sale price. Examples A clearly shows that the higher the price, the fewer jams, need to be sold. In economic theory the law of supply and demand teaches us; that higher prices lower number of buyers and the lower the price will increase the number of buyers. Page 9

11 ACTIVITY - FUNDRAISING WORKSHEET (Continued) 2. Look at the chart below as an example, to complete your own chart next! 1. Unit cost of making jam: a. Decide whether you are going to pick wild blueberries ($1.0) or pick your own at a farm ($.50) 2. Sale price: a. Decide on your sale price for jam (range from $6.00 to $10.00). Profit a. Subtract unit cost from sale price 4. Fundraising goal a. This is the same number from your TOTAL Actual Costs, from Table A above. 5. Number of jam jars to be sold a. Divide your fundraising goal by profit to calculate number of jam jars to be sold to reach fundraising goal. Goals Chart (Example) Costs Goals (Example A) Goals (Example B) 1. Unit cost of making jam $1.0 $ Sale price (sample you decide) $6.00 $8.00. Profit $4.70 $ Fundraising goal $1,68 $1,68 5. Number of jam jars to be sold Page 10

12 ACTIVITY - FUNDRAISING WORKSHEET (Continued). Look at the chart below and complete the information needed. 1. Unit cost of making jam: a. Decide whether you are going to pick wild blueberries ($1.0) or pick your own at a farm ($.50) 2. Sale price: a. Decide on your sale price for jam (range from $6.00 to $10.00). Profit a. Subtract unit cost from sale price 4. Fundraising goal a. This is the same number from your TOTAL Actual Costs, from Table A above. 5. Number of jam jars to be sold a. Divide your fundraising goal by profit to calculate number of jam jars to be sold to reach fundraising goal. Goals Chart Costs 1. Unit cost of making jam 2. Sale price (sample you decide). Profit 4. Fundraising goal 5. Number of jam jars to be sold Goals Congratulations! You are well on your way to becoming a young entrepreneur! Ask your teacher or facilitator for the Questions for Discussion and share your business plan with a different group! Explain why you made the decisions you did. Page 11

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