JUGGLING MY
LIFE?????
http://heartofaleader.files.wordpress.com/2009/05/juggling-life.jpg
By, Jill Hartnett
jhartnett@pearls.ypschools.org
INTRODUCTION-
Do you sometimes feel
like you are part of a circus and your life seems a little crazy? School? Band? Choir?
Homework? Soccer? Dance? Chores? Tests? Basketball?
Socializing? Have you ever felt like there’s too much on your plate and you
don’t have enough time in your day/week/life to finish everything? Well, you
are definitely not ALONE and many of your peers feel the same way. You are at a point in your life where you need to learn to
handle tasks better. This means you must
learn to figure out ways to get things done.
You
have been chosen by the Principal to figure out how to manage your time and
develop solutions that will lead to future success in your life!
TASK
Working
individually you will use the PPA to develop ways of managing time for all
students in the school. How can I manage
my time better? This is your focus for this task and be sure to keep in mind
all students in the school.
Then,
you will be partnered up by your teacher to design a brochure to hand out to
the students at PEARLS.
PROCESS
You
will work individually and using the Public Policy Analysis (PPA) steps to develop
your personal goals on how to manage your time and enhance your study skills,
then creating a sample TO-DO list that will show a typical “day in your life”
and how much time you have to complete your activities/tasks.
You
will first take a Learning
Style Inventory test to determine the best way you learn and then what in
your life you must “juggle” day to day.
After you will determine 3 short term and 3 long term personal goals
that will lead to your success in “juggling” your time and study skills.
Following these steps you will create your Personal Plan.
1. ACTIVITY ONE: SETTING PRIORITIES
How do you set priorities? Make a list of things you
do on a daily basis and rank them in order of importance, using My
Priority List. You have the right to choose your own priorities, but some
may lead to better consequences than others.
2. ACTIVITY TWO: GOAL ORGANIZER
The difference between priorities and goals is that priorities are “must dos”
whereas goals are “plan to dos.” Brainstorm Short-term
goals (goals to meet this week) that correspond with a priority. Next,
brainstorm Long
term goals for your year in 5th grade.
3. ACTIVITY THREE: MY PERSONAL GOALS AND TO-DO PLAN
Discovering the best approach to “juggling your time”
is a personal process. Create your list of personal goals (3 short term and 3
long term) and a sample Daily TO-DO list showing the estimated amount of
time/and actual time it takes to complete each activity/task. Use the following
link to complete your Personal Plan.
*Information modified from www.Scholastic.com
For
the second portion of the task, working with your assigned partner you will
design a poster or flyer using the PPA steps.
Use these steps and have them shown in some way throughout your poster
or flyer to help your peers with their “Juggling Skills”. Good luck, be
creative, artistic, and most of all have fun!!!!
The
Public Policy Analyst
v Step 1: Define the Problem
v Step 2: Gather the Evidence
v Step 3: Identify the
Causes
v Step 4: Evaluate an
Existing Policy
v Step 5: Develop Solutions
v Step 6: Select the Best
Solution (Feasibility vs. Effectiveness)
RESOURCES
v PERSONAL PLAN
FINAL PRODUCT (attach worksheet)
EVALUATION
Rubric for Personal Plan
Rubric for MY PERSONAL PLAN
Student (Speaker)____________________________
Student (Subject)____________________________
Date: _____________________ Observer's Name:___________________________________________
Social Skill:
___________________________________
Observations: |
No |
Yes |
Did the student
choose goals that are realistic? |
|
|
Did the student set
a deadline for the completion? |
|
|
Did the student
create a completed To-Do List? |
|
|
Did the student make
a timeline for the activities/tasks? |
|
|
Did the student
follow the steps for Activity 1, 2, and 3? |
|
|
Did the student make
a completed Personal Plan? |
|
|
Score/Points |
|
|
Additional Comments:
_______________________________________________________________________
Rubric for Poster/Flyer
Juggling Time Poster
|
CATEGORY |
4 |
3 |
2 |
1 |
Knowledge Gained |
Student
can accurately answer all questions related to facts in the poster and
processes used to create the poster. |
Student
can accurately answer most questions related to facts in the poster and
processes used to create the poster. |
Student
can accurately answer about 75% of questions related to facts in the poster
and processes used to create the poster. |
Student
appears to have insufficient knowledge about the facts or processes used in
the poster. |
Graphics -Clarity |
Graphics
are all in focus and the content easily viewed and identified from 6 ft.
away. |
Most
graphics are in focus and the content easily viewed and identified from 6 ft.
away. |
Most
graphics are in focus and the content is easily viewed and identified from 4
ft. away. |
Many
graphics are not clear or are too small. |
Mechanics |
Capitalization
and punctuation are correct throughout the poster. |
There
is 1 error in capitalization or punctuation. |
There
are 2 errors in capitalization or punctuation. |
There
are more than 2 errors in capitalization or punctuation. |
Content - Accuracy |
All
items listed are relevant to time/study skills. |
Some
items are related to time/study skills |
Few
items are related to time/study skills |
No
items are related to time/study skills |
Attractiveness |
The
poster is exceptionally attractive in terms of design, layout, and neatness. |
The
poster is attractive in terms of design, layout and neatness. |
The
poster is acceptably attractive though it may be a bit messy. |
The
poster is distractingly messy or very poorly designed. It is not attractive. |
CONCLUSION
Now
that you have completed this webquest, you have the ability to handle and
complete any activity/task you’ve been given.
You are a professional “juggler”. Hopefully you will have time in your
day to enjoy life and not worry about the little things!! Congratulations on
being stress and worry-free!
STANDARDS
Learning Standards for
Health, Physical
Education, and Family and
Consumer Sciences
Standard 2: A Safe and Healthy
Environment Students will acquire the knowledge and ability necessary to create
and maintain a safe and healthy environment.
Standard 3: Resource Management
Students will
understand and be able to manage their personal and community resources.
Mathematics, Science,
and Technology
Standard 7: Interdisciplinary
Problem Solving Students will apply the knowledge and thinking skills of mathematics,
science, and technology to address real-life problems and make informed
decisions.
English Language Arts
Standard 1: Language for
Information and Understanding Students will listen, speak, read, and write for
information and understanding. As listeners and readers, students will collect
data, facts, and ideas;
discover relationships, concepts, and generalizations; and use knowledge
generated from oral, written, and electronically produced texts. As speakers
and
writers, they will use oral
and written language that follows the accepted conventions of the English
language to acquire, interpret, apply, and transmit information.
Standard 3: Language for Critical
Analysis and Evaluation Students will listen, speak, read, and write for
critical analysis and evaluation. As listeners and readers, students will
analyze
experiences, ideas, information,
and issues presented by others using a variety of established criteria. As
speakers and writers, they will use oral and written language that follows the
accepted conventions of the
English language to present, from a variety of perspectives, their opinions and
judgments on experiences, ideas, information and issues.
Career Development and
Occupational Studies
Standard 1: Career Development
Students will be
knowledgeable about the world of work, explore career options, and relate
personal skills, aptitudes, and abilities to future career decisions.
Standard 2: Integrated Learning
Students will
demonstrate how academic knowledge and skills are applied in the workplace and
other settings.