Skills and Objectives:
● Students will use real-life problem-solving skills to choose a site for a new school.
1. Ask students how they think
census information is used.
Explain that the federal govern-
ment, the government of Guam
including the municipal mayors,
and businesses use census infor-
mation on age, gender, language,
housing, employment, income,
and transportation to tailor
services to a community’s needs.
This information is an integral
part of Guam’s planning decisions.
● Tell students they will do a site-planning
exercise by using census-style data and other
factors to pick a new school site. Ask: What
factors would you consider in selecting a site
for a new school?
2. You may wish to do the following as a
● Write these categories on the chalkboard:
1. Children ages 6-12
2. Adults ages 65+
3. Households without cars
● Ask students to name the category or
categories that would most affect plans for
A. A new bus route (2, 3)
B. A new middle school (1)
C. A new community center (1, 2, 3)
How might people of varying ages feel about
the proposed plans? For example: How would
adults 65 and older feel about a new school
being built near them?
3. Discuss with students how information
about characteristics other than age (such as
employment status) can help
local governments serve their
constituents. Offer an example,
such as using census information
on employment for developing a
job training program.
Using the Activity Worksheets:
● Photocopy and distribute the
Lesson 4 Activity Worksheets
(pages 15 and 16) and introduce
the lesson. Divide the class into
● Invite students to come up with
their own examples of how census
information might be used.
● Have groups compare the sites they chose for
a new school. Most groups probably chose Site B
based on what is nearby (convenient transporta-
tion, residential housing, a large school-age
population) and what is not nearb