To print or email this project's page, go to the lower right hand corner of your screen and select "E-mail this page" or "Print View" and follow the instructions from there. If you have questions, contact Kristen McKinnon.
|Project Title: ||Wellness Fair|
|School Year: ||2007|
|School - District:||Greenfield High - Greenfield|
|Contact Name:||Kathy Wilkins|
|Contact Phone:||(413) 772-1150|
|Brief Description of SL Project: |
The senior anatomy class, eighteen students, organized this year’s wellness fair. They invited community agencies to have a booth at the fair. Once the students knew who was coming to the fair they made arrangements for the student body to come and see the fair. All who attended left with giveaways and knowledge about leading a more healthy life.
|The Community Need the Project is Meeting:|
High school students often engage in risky behaviors including: drinking alcohol, abusing drugs, not wearing seat belts while driving, sexual activity and sun bathing, to name a few. There were informative booths in the gym with knowledgeable people to discuss any questions or comments that the students may have had. They gave away free samples of sun block and key chains to remind people to buckle up. Also present at the wellness fair was the American Red Cross (a blood drive was held simultaneously), the Franklin County Hospital and representatives from a local homeless shelter. The students along with the teacher decided what areas of the health field should be invited to the fair. This event met the needs of informing students that there are healthy choices for them in life as well as gives the participating agencies another venue to reach their target audience.
|Service Component: |
The students created the fair from start to finish. They invited the presenters, decided how to set up the booths, cleaned the gym, advertised for the event, picked up and sent thank you letters. The planning for this event took several weeks, both in and outside of class. The entire school, approximately 500, had the opportunity to visit the fair, either during a class or during their lunch period. The event ran smoothly and the students seemed to have a good time though no formal evaluation was conducted.
|Connections with Massachusetts Curriculum Frameworks: |
In order to plan for a project of this size the students needed to meet and discuss their plan of action. They held many meetings to organize and delegate responsibilities. They needed to decide what organization were relevant for this event.
Students learned about various health standards and concepts in the areas of Physical Activity & Fitness, Nutrition, Reproduction/Sexuality, Tobacco, Alcohol and other Substances, Violence Prevention.
In addition, ELA Standards used included: 6.10: Analyze the role and place of standard American English in speech, writing, and literature. 6.11: Analyze how dialect can be a source of negative or positive stereotypes among social groups. 3.17: Deliver formal presentations for particular audiences using clear enunciation and appropriate organization, gestures, tone, and vocabulary. 3.18: Create an appropriate scoring guide to evaluate final presentations. 2.5: Summarize in a coherent and organized way information and ideas learned from a focused discussion. 1.6: Drawing on one of the widely used professional evaluation forms for group discussion, evaluate how well participants engage in discussions at a local meeting.
|How Youth Voice Helps Shape Project:|
This is not the first year of this project so there was already a framework from which the students worked. There were some presenters who come annually. The students were able to add to the list any person or agency that they deemed appropriate for the health fair. Once the list was set of who would present the students had free reign to design the event brochure and decide how the gym would be set up.
|Student Reflection Component: |
At the end of each working session to plan for this event the students were given an opportunity to write in a journal to reflect on what they have accomplished so far and what still needs to occur. This reflection process allowed them to realize how much work they were really doing, even though most of the time it just seemed like fun, and helped them to create reasonable timelines for completing their planning.
|Community Partners Involved: |
Many members of the community participated in the wellness fair. The students worked with them to make sure that they met all of their needs for the set-up of the booth.
|Demonstration/Celebration of Students' Work: |
To celebrate a job well done the class was given the opportunity to have a movie day where they watched a movie of their choice (within given parameters) and the class brought in snacks to share. During this period the class shared their favorite stories of the wellness fair.
|Evaluation of Project’s Impact:|
The evaluation process was an informal one. The anatomy students observed the behavior at the wellness fair and the reactions of their peers as they visited each of the booths.
|Challenges/Solutions Identified by District:|
The main challenge to this day is that there isn’t a formal evaluation of the project. A potential solution would be to give pre and post surveys regarding the risky behaviors that the fair is trying to address to see if the fair did indeed have a positive impact on the students.
The plan for next year is to have the students give pre and post surveys regarding teen risky behaviors and see if after attending the wellness fair these behaviors reduce.
* NOTE: This project summary was written by the district/community. Any text in italics was added or modified by the Department (ESE). Most of these projects were supported with Learn & Serve America funds distributed through the ESE.