MIDDLESchool Module

ACTIVITY BOOKLET

AFOA Canada acknowledges the generous support of the TD Bank Group in making this project possible.

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Changing Your World: group goals

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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 BYAFOA Canada1066 Somerset Street WestSuite 301Ottawa, ON K1Y 4T3

aCknoWlEdgEMEntsWe 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.

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aCtivitY 3 - Changing Your World: group goals

MatErials rEQuirEd

Dollars and Sense Middle School Module

Activity Booklet - Provide an Activity Booklet 3 to each student.

agEnda Map

Time Activity 3 - Changing Your World: Group Goals Page (Minutes) Agenda Items 20 1. Notes 3

60 2. Changing Your World - Group Goals Directions 6

80 TOTAL TIME for Activity 3

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notEs: aCtivitY 3 - 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:

spECifiCMake your goal as specific as possible, this way you know exactly what it is you want to accomplish and how you will achieve it.

MEasuraBlEEnsure 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.

attainaBlEMake sure your goal can realistically be accomplished. It is important to set realistic goals, because then our “dreams” can become our “realities”.

rElEvantKeep 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-BasEdA 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.

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aCtivitY 3 - 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.

soME tips on goal sEtting• Agoalwillrequirethought,planningand

effort.• Agoalrequiresactionoraresulttowhich

we strive.• Agoalmaynotbestrictlymeasureableortangible.• Agoalthatislong-termcouldtakefromoneyeartoalife-time.• Agoalcanbesetbyagroupforthebenefitoffamilyandcommunity.

Everyone can set goals – it’s very easy to start. A goal guides your actions and activities, resulting in an achievement

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Changing Your World: group goals

ExaMplEs of a goal• Bynextsummer,IwanttomovefromLevel1PianotoLevel3Piano.• Intwoweeks,Iwanttoscore2goalsatthesoccertournament.• Withmyclass,Iwanttoraisemoneytopurchaseavideocamera,tofilmand

video our First Nations language and culture to share with neighbouring communities.

goal dECision-Making proCEss1. State the goal.2. Gather information and creative input.3. Listtheprosandcons.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.

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aCtivitY 3 - dirECtions Changing Your World: group goals

Time ACTIVITY 3 DIRECTIONS (Minutes)

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.

20 2. Review “Chart B” expectations with students, and the “Example” chart. Have them complete the chart with their groups.

15 3. Have students explain their process to another group, using “Questions for Discussion.”

60 TOTAL Activity Time

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aCtivitY 3 sCEnario

BusinEssEs for ChangEGroups 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!

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aCtivitY 3 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?3. 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 rECipEIngredients to make 10 250ml jars Unit costs Pick your ownBlueberries - 10 cups, or 2.25 liters, about 3.5 lbs., almost 1.75 kg) No cost $26.00Canning jars (250ml size), includes lids and rings $7.50 $7.50Sugar 5 cups $2.50 $2.50Pectin (low sugar, dry) 1.25 boxes $3.00 $3.00Total $13.00 $39.00Unit costs $1.30 $3.90

usEful WEBsitEs on JaM Making:http://www.pickyourown.org/blueberryjam.htmhttp://www.canadianliving.com/food/blueberry_jam.phphttp://www.saskmade.ca/catalog/food/wild-bluberry-jam

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a. Cost of CaMCordEr, CoMputEr and flat sCrEEn tvCalculate the money you need to raise. A good high-definition camcorder can cost aslowas$350.ALaptopcanstartat$400;thesoftwareisfreeonlineaswellassharewareforwordprocessingandothersoftware.A40inchLEDHDTVonclearancecan 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 CostsCanon or Sony HD Camcorder $350 Laptop $400Television $468 Insurance, estimate $150 TOTAL $1,368

B. fundraising goalThe 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-your-own 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.

aCtivitY 3 - fundraising WorkshEEt

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aCtivitY 3 - 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 ($1.30) or pick your own at a farm ($3.50)

2. Sale price: a. Decide on your sale price for jam (range from $6.00 to $10.00)

3. Profit a. Subtract unit cost from sale price

4. Fundraising goal a. Thisisthesamenumberfromyour“TOTAL”ActualCosts,fromTableAabove.

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 $1.30 $3.902. Sale price (sample you decide) $6.00 $8.003. Profit $4.70 $4.104. Fundraising goal $1,368 $1,3685. Number of jam jars to be sold 291 334

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aCtivitY 3 - fundraising WorkshEEt (ContinuEd)

3. 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 ($1.30) or pick your own at a farm ($3.50)

2. Sale price: a. Decide on your sale price for jam (range from $6.00 to $10.00)

3. Profit a. Subtract unit cost from sale price

4. Fundraising goal a. Thisisthesamenumberfromyour“TOTAL”ActualCosts,fromTableAabove.

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

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.

Costs Goals

1. Unit cost of making jam

2. Sale price (sample you decide)

3. Profit

4. Fundraising goal

5. Number of jam jars to be sold

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