JUGGLING MY LIFE?????

http://heartofaleader.files.wordpress.com/2009/05/juggling-life.jpg

 

By, Jill Hartnett

PEARLS Hawthorne School

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

*    Use Worksheet 1

v Step 2: Gather the Evidence

*    Use Worksheet 2

v Step 3: Identify the Causes

*    Use Worksheet 3

v Step 4: Evaluate an Existing Policy

*    Use Worksheet 4

v Step 5: Develop Solutions

*    Use Worksheet 5

v Step 6: Select the Best Solution (Feasibility vs. Effectiveness)

*    Use Worksheet 6

 

 

RESOURCES

 

v Learning Style Inventory

 

v Time Management Activities

 

v Tips for Time Management

 

v Homework and Study Skills

 

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


Students’ Names ___________________

 

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 New York State

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.