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Student Reflections

 

 

The most meaningful part of the risk project is the family risk interview because if it we did not do the family risk interview. I would not have know what my grandpa had to face and what was going in his mind when he took the risk to move to america. I will always remember in the future would be which risk is a good risk. I would remember this because it will help me chose a good risk to do.      

 

- Melissa, 4th Grade

 

 

I understand that a risk is hard to take cause  first you are thinking about what good things that would happen ,then you start to think about why you don't want to take the risk.

 

- Felix, 4th Grade

 

 

What I now understand of the risk project is that all risks are not all good.  A good risk is organizing the freedom riders, like what Martin Luther King Jr did, because organizing the freedom riders helped stop segregation.  A bad risk is doing something just because you want to be cool or something like that, like jumping off a cliff.  


You need to think about, is it worth taking a risk?  Should I take the risk?  If it’s a risk that’s not worth it, then before you do it, you would think, should I or should I not take the risk?  Before you take the risk,you should think about your choices before you do it.  

 

- Eduardo, 4th Grade

What Inspires People to Take Risks?

Sequence

Helpful Resources

 

Julia Jacobsen, Kim Tsai, Stacey Lopaz

High Tech Elementary, Chula Vista

 

Questions driving this project:

Why take risks?

What ways have you benefited from other peoples’ risk-taking?

Why have people risked leaving home to come to California and the United States?

What risks do/would you take?

 

Week 1 

 

  • Launch: Fieldwork: Rock climbing

    • What does it mean to take a risk?

  • Scenarios

    • Give Choose your Adventure Scenarios

    • Debates about decisions/risk taken

  • Read stories about immigration, personal risk taking and historical risk taking

    • Use Risk Man to help take notes on readings -> Understand circumstance, pros/cons and outcomes

 

Week 2:

  • Learn about different types of risks

  • Scenarios

    • Give Choose your Adventure Scenarios

    • Debates about decisions/risk taken

  • Read stories about immigration, personal risk taking and historical risk taking

    • Use Risk Man to help take notes on readings -> Understand circumstance, pros/cons and outcomes

  • Brainstorm interview questions

    • How can we learn about these stories from our ancestors?

    • Share questions that we asked for our sample interview

    • Why do people leave their homes to come to this country?

  • Model and practice interviewing (perhaps practice with the same question, but about why students came to HTe)

    • What kind of questions got good/interesting answers

    • Make a form with questions they’ve generated, at the end, they could reflect on which questions worked, which gathered the most/best information, ideas for new questions

 

Week 3: 

  • Interview a family member to learn about your family’s origins.  

    • Collect artifacts/photographs​

  • ​Read stories about immigration, personal risk taking and historical risk taking

    • Use Risk Man to help take notes on readings -> Understand circumstance, values, pros/cons and outcomes

  • ​Fieldwork: Museum of Tolerance

    • Upstander/Bystander/Perpetrator

  • Study probability of outcomes

 

Week 4:

  • Based on your interview and readings choose a person's risk to focus on

  • Group 3- 4 students in a group using their choices

    • Write a choose your adventure scenario about that person (1st draft)

  • Study probability of outcomes

 

Week 5-7 

  • Work on 2nd draft of choose your adventure scenario

  • Critique and Revise stories and backdrops

  • Study probability of outcomes

 

Week 8: Revise, reflect, articulate

  • Practice for exhibition

 

Week 9: Exhibition

 

SIDEBAR

At exhibition, students portrayed members their interviewed or learned about that inspired them to take risks. They wrote choose your adventures stories that engaged their audiences in risk-taking. Based on the probability of outcomes, audience members had certain outcomes from the decisions they made in their adventure.

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