Lesson 3: Making Plans
Strand: Community Participation
Skills and Objectives
- Use real-life problem-solving skills and
census data to choose a site for a
Materials: Making Plans Student Worksheets 3a and 3b, pen
Time Required: 40 minutes
- Ask: How do you think census information is used? Explain that the federal government, the government of Guam (including the district mayors), and businesses use census information to ensure services meet a community’s needs. Information about age, gender, language preferences, and housing plays a big part in Guam's planning decisions.Tell students that they will use census-style data and other factors to pick a hypothetical new school site. Before beginning the exercise, challenge them to consider the factors that would go into such a decision.
- Start this exercise with a warm-up activity:
Write down the following categories on the board:
- Children ages 6—12
- Adults ages 65 and over
- Households without cars
- A new bus route (1, 2, 3)
- A new middle school (1)
- A new community center (1, 2, 3)
Now have them consider the categories that are not obviously tied to each plan. For instance, how might adults 65 and over feel about a new middle school in their neighborhood?
- Discuss how information about characteristics other than age—such as employment status—can help local governments serve citizens. For instance, city leaders might use census information on employment to design a job training program. Have students develop their own examples.
- Distribute the Making Plans Student Worksheets 3a and 3b and introduce the lesson. Divide the class into small groups.
- Have each group present the site they chose for a new school, and then lead a discussion that compares the sites. Most groups probably chose Site B based on what is nearby (convenient transportation, residential housing, a large school-age population) and what is not nearby (industrial areas, a major road, other schools).
- Plan a mock district meeting at which the sites will be discussed and compared. At this meeting, add a cost consideration to the selection process. For instance, propose to students that it might cost twice as much to build a school on Site B as it will to build on Site A or C. Building a school on Site B would mean raising taxes. Ask students to reconsider their site selections with this cost consideration in mind. Ask: Would your decisions remain the same? Why or why not?
Using the Student Worksheets
Have groups brainstorm other planning decisions that could come from the data in this lesson. For example, they might consider the building of a new playground, hospital, or library.