Student+Discovery+Week

Student Discovery Week Students will identify personal identity traits that will help them navigate through school and non school interactions, experiences and activities while remaining centered in the values they feel are most important.
 * Overall Purpose: ** To allow incoming students to become more familiar with new surroundings, rules and people (staff and students.) Through this familiarity, students will also develop and/or strengthen the confidence needed to initiate and follow through with student led learning activities.

** Lesson One: ** //7th// //Grade Orientation Project// (3 Days) Teachers will partner with an 8th grade teacher to complete this activity. Students should be grouped into groups of 2 or 3 students per grade (making a combined group of 4-6 students.) · ** Get prior approval ** from administrators to have students independently moving throughout the school. · Pass out project guidelines to every student. Ask students to carry a pencil/pen, clipboard or book to write on, sketch paper and a digital camera if available. · Clearly discuss **appropriate** ways to accomplish each task by reading through and discussing the “**You May/Must**” and “**You May Not**” section of the guide lines. · Tell students what time they must return to their respective classrooms (preferable 5 minutes before the end of class for organization of materials.) · ** Decide on and tell students where to report if there is an unplanned event or emergency **. · Send student teams out to complete field work activities. · Give students class time, computer access, poster paper and coloring materials to create presentation materials with their findings. · Give students time to present their findings to the class.

** Lesson 2: ** //Universal Declaration of Human Rights// (1-2 Days) Students will gain knowledge of human rights to build valuable background knowledge supporting future learning and social interactions within and outside of the school setting. · Pass out a **Universal Declaration of Human Rights** packet to each student. · Allow students to read, independently, the 30 articles within the document along with the “**Plain Language” explanations** that follow each article (shaded.). · Students will place an **X** over articles they disagree with, and **circle** articles that are currently granted to most people. · Students will **create a top 5 list** of rights they feel are most important. · Once all students have completed the above steps, place them into **groups of 3-6**. · Students will work with their group to **discuss and agree upon a top 5 list**. Ask students if this task was easy or hard and discuss possible reasons their responses. · Finally, students will create an **EBMS Declaration of Student Rights**. Students will creatively display their choices on a poster to be graded and displayed.

** Lesson 3: ** //What Do You Value?// (1-2 Days) Students will look introspectively at what they value. This process will help students focus on what type of person, student and friend they want to be perceived as. Students will discuss “values” with a group to discover a general community identity. · Give each student a //What Do You Value// handout. <span style="font-family: Symbol; font-size: 14pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Students will **look over and investigate** the 17 values listed (using a dictionary if needed.) <span style="font-family: Symbol; font-size: 14pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Students will decide on the top 5 values that they **identify with or value**. <span style="font-family: Symbol; font-size: 14pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Next, place students into groups of 3-6. Ask groups to **discuss and agree** upon a top 5 list that generally describes the student body of EBMS. <span style="font-family: Symbol; font-size: 14pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Students will answer the follow-up questions **independently**.
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