Teacher(s): Christine Compo, Becky Swem, Christine Compo, Heather Vernon
Main Contact: Christine Compo Email: email@example.com
Date: 12/1/11 Building: Godfrey-Lee Early Childhood Center Grade Level: First Grade
First Trimester: Second Trimester: X Third Trimester: X
Give a brief overview of the project you are planning.
The "Kids Food Basket" (KFB) provides after school dinner packages for most children in our school. We would like to tie our Social Studies standards related to Producers and Consumers with a charity with whom the students have a meaningful connection.
To raise money, students are going to produce a variety of "goods", including crafts, plants, and other novelty items. They will then sell these items to consumers from the local community and school. We plan to donate a portion of the proceeds to the Kids Food Basket.
In order for students to understand the service that the Kids Food Basket provides, staff from KFB will partner with the school to give an overview of the organization, as well as educate the students about proper nutrition. The students may also assist the KFB in packing and/or distributing their dinner sacks.
Effective Practice: MEANINGFUL SERVICE
Service learning actively engages participants in meaningful and personally relevant service activities.
What community need will you address and how did you determine the need?
The Kids Food Basket is a local non-profit organization that is dependent on volunteer assistance and donations. In speaking with a representative from the KFB, she expressed the continual need the organization faces to provide sack suppers. The current need for sack suppers is more than the organization can currently provide. The KFB representative expressed her excitement for additional assistance from the students.
Additionally, 10% of the KFB's cliental is from Godfrey-Lee Public Schools. Godfrey-Lee Public Schools also has above 90% free and reduced lunch (a federal indicator of poverty level). We feel that this service project will serve to "connect the loop" between the charity and the recipients.
What service will you provide to address the need?
Students will be giving of their skills, time, and earnings to the organization. We are enthusiastic to do this while achieving our curriculum standards.
Effective Practice: LINK TO CURRICULUM
Service learning is intentionally used as an instructional strategy to meet learning goals and/or content standards.
How is this project related to your curriculum?
The project "Dinner for All" includes students working on a variety of content standards.
• LA: Writing, public speaking, fliers and advertisements.
• SS: Producer and consumers, wants and needs. diversity of families,
• Math: Money, addition and subtraction.
• Art: Decorating the sack suppers.
What are the educational goals?
Several first grade standards will be combined into a project based learning experience. Project based learning allows students to gain knowledge through authentic experiences, and values a variety of learning styles. Specific Michigan Grade Level Content
Curriculum Crafter Connections www.curriculumcrafter.com
Strand: 01SS: (Economics)
TLW: Identify and describe ways people earn and spend money.
Strand: 01SS: (Economics)
TLW: TLW describe and explain how individuals and families identify needs and wants and how they are provided in both the neighborhood and global marketplace.
Strand: 01SS: (Public Discourse, Decision Making, and Citizen Involvement)
TLW: TLW identify a problem, analyze information to solve it, and present the solution to inform others
Additional State Standards and Benchmarks
Strand: 01Math: (Measurement)
TLW: TLW identify the different denominations of coins and bills, tell the total value of combinations of coins up to $1 and the total value of combinations of bills up to $100, represent equivalency of coins and bills, and solve simple word problems involving money.
Strand: 01ELA: (Writing)
TLW: TLW write a complete sentence for a purpose and an intended audience.
Strand: 01ELA: (Speaking)
TLW: TLW speak in a clear, concise, and sequential manner on a selected topic.
Effective Practice: REFLECTION
Service learning incorporates multiple challenging reflection activities that are ongoing and that prompt deep thinking and analysis about oneself and one's relationship to society.
What form(s) of reflection will you use with the students to help them identify what they have learned and accomplished?
Continual reflection occurs strategically during first grade academic units before, during, and after the project. We will do a pre-assessment to determine what students know about the service project and about our academic standards. We use formative assessments during the units to understand student knowledge and shape instruction. Our formative assessments will include: oral discussion, written feedback through journaling, and quality of student performance during the project activities. After the unit, we will give a formal assessment and compare student growth to our pre-assessment data. We will also have the students write "thank you" letters to the KFB for the sack suppers they receive.
Effective Practice: DIVERSITY
Service learning promotes understanding of diversity and mutual respect among all participants.
What types of diverse perspectives and experiences will be explored as part of your project? (i.e.: cultural, generational, abilities/disabilities, learning styles, etc)
We have been discussing the diversity of families, including family structure and income. We will also be discussing a variety of occupations that adults have in order to earn money. Our classrooms are intentionally structured to foster compassion, care, and understanding for all people through our daily interactions and problem solving. We are excited to move to a problem solving situation outside of our classroom.
Effective Practice: YOUTH VOICE
Service learning provides youth with a strong voice in planning, implementing, and evaluating service learning experiences with guidance from adults.
How will students gain ownership of the project?
Students are in a routine of goal setting, reflection, and choices in our classrooms. During this particular project, students will decide what goods they would like to produce for our store, and be the producers by making them. They will also do all the advertising for the store, by making posters, fliers, and speaking to their friends and families.
When donating the proceeds to the KFB, the students may decide how the money will be allocated. They will also take ownership of the donations by potentially packing the school sack suppers and distributing them throughout our school.
Effective Practice: RECIPROCAL PARTNERSHIPS
Service learning partnerships are collaborative, mutually beneficial, and address community needs.
Who will you partner with for this project?
The project will include three first grade classrooms. Mel Trotter Mission homeless children's shelter will be the collaborative partnership for the project.
How will students benefit from this partnership?
Students will benefit from the Mel Trotter Mission partnership by having a better understanding of economics and the plight of homeless children. After the sale, students will visit the homeless shelter to get a visual of where children stay and a better understanding of what the service project's goal is all about. Students will learn the lesson of giving to others and begin a lifetime lesson of giving to the community.
How will the partner benefit from this collaboration?
Mel Trotter Mission will benefit from the partnership "Closer to Home", from possible life time volunteers to the Mission. In addition, money from our sales will be donated to the homeless children, which is definitely a great need.
Effective Practice: PROGRESS MONITORING
Service learning engages participants in an ongoing process to assess the quality of implementation and progress toward meeting specified goals, and uses results for improvement and sustainability.
How will you assess the student learning goals?
We will assess student learning goals through preassessment, formative assessment, and summative assessment as described in the section "Reflection". These include both academic and service goals.
How will you assess your service goals?
We plan to communicate with students' parents about their perception of the value of the project. We will also talk with the KFB, and ask if they felt our assistance was beneficial to the organization. We will note improvements for future years through our assessments and communication.
Effective Practice: DURATION AND INTENSITY
Service learning has sufficient duration and intensity to address community needs and meet specified outcomes.
How will you prepare students for this experience?
We will pose the real-life problem of hunger to the students, and then use this topic to fuel our (teacher guided) research about potential solutions.
What are some sample possible activities students might do as part of this project?
To seek out potential solutions to the problem of hunger:
1. Students research additional service agencies for possible collaboration.
2. Students discuss what role they could have in this collaboration
To research how to earn money for the organization:
1. Come up with ideas about goods to sell
2. Make the goods
3. Sell the goods
4. Make choices about how to best use/donate the profits
The three arms of sustainability are environmental stewardship, economic growth, and social progress. Think planet, profit, and people.
Describe how your project addresses the issue of sustainability?
We plan to be responsible producers and consumers with minimal packaging and use recycled materials in the production of our goods.
We plan to analyze our profits and save a small portion in order to have the funds to implement a similar project the next year . Our hope is to be a self-sustaining service project after the initial grant.
Recipients of charitable donations do not often have a connection to their contributors, and less often contribute to the organization themselves. We hope that this service project will help bridge the gap between donors and receivers, and empower students to understand how to be financially responsible citizens.