Teacher(s): Julie Fox
Main Contact: Julie Fox Email: email@example.com
Date: 11-30-11 Building: Godfrey-Lee ECC Grade Level: Kindergarten
First Trimester: x Second Trimester: x Third Trimester: x
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Give a brief overview of the project you are planning.
Our Kindergarten classes will learn and teach about the needs of others in the community while collecting pop cans, toiletries, and used clothing for donations to Mel Trotter Ministries. They will also make placemats for a Thanksgiving dinner and have a Candy Cane/Baked Goods sale which they will advertise throughout the school and then donate their earnings to the Mission for the purchase of food for the Christmas dinner.
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?
Caring for others and being good citizens by helping to clothe, feed and give toiletries and shelter to homeless families within our community. We have some of these families within our school district.
What service will you provide to address the need?
We will make placemats for recipients for their Thanksgiving dinner. We will have a Candy Cane/Baked Goods Sale to raise money to purchase food for the Christmas dinner. We will collect pop cans to be recycled (also to be used to purchase food), used clothing and toiletries throughout the year to be donated to Mel Trotter for the homeless families. We will make cards for the families so that they know "We Care" for Valentine's Day and Easter. Cards for children staying at the shelter will also be made and given to Mel Trotter. We will discuss foods and collect canned goods to be donated to the shelter.
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?
This project is related to our Social Studies curriculum by addressing needs and wants and goods and services, personal responsibilities of citizenship, and identifying a problem and finding a solution to present and inform others.
What are the educational goals?
• Students will brainstorm ways to help others in need in their community and decide on actions to take to help them.
• Students will formulate and ask questions of representatives from Mel Trotter Ministries about the needs the homeless have.
• Students will tour Mel Trotter Ministries to gain greater knowledge of their needs and to see how their donations can help.
• Students will gain empathy and compassion for others in the community and practice the PBiS traits of safety, respect and responsibility.
• Students will gain knowledge of economic diversity.
• Students will learn to count coins.
• Students will learn to write and give presentations.
• Students will learn patterning while making placemats.
• Students will participate in "Mel Trotter: A Walk In Their Shoes" in November to gain an understanding of the day in the life of a homeless person.
• Students will make a video to be shown to schoolmates about the homeless and how we can help them.
Curriculum Crafter Connections www.curriculumcrafter.com
Strand: 00ELA: (Writing)
TLW: Write to communicate a message for a variety of purposes. (Gist: Write a Message)
Strand: 00ELA: (Speaking)
TLW: Convey a spoken message, using defined verbal and nonverbal communication in a one-to-one or group setting. (Gist: Speak a Message)
Additional State Standards and Benchmarks
KG Health Education
6. All students will apply health promotion and disease prevention concepts and principles to personal, family, and community health issues.
7. All students will access valid health information and appropriate health promoting products and services.
8. All students will practice health enhancing behaviors and avoid or reduce health risks.
Social and Emotional Health
9. All students will apply health promotion and disease prevention concepts and principles to personal, family, and community health issues.
10. All students will access valid health information and appropriate health promoting products and services.
11. All students will practice health enhancing behaviors and avoid or reduce health risks.
12. All students will demonstrate effective interpersonal communication and other social skills which enhance health. KG SS
Civics and Government
4. TLW establish personal responsibilities of citizenship.
5. TLW differentiate between needs and wants and goods and services.
Public Discourse, Decision Making, and Citizen Involvement
6. TLW identify a problem, analyze information to solve it, and present the solution to inform others.
7. TLW recognize and state the value of pennies, nickels, dimes, and quarters.
Data and Probability
10. TLW construct real and picture graphs and verbally answer questions by comparing data.
4. TLW compare living and nonliving things and identify the basic requirements for life.
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?
Students will discuss, draw pictures and write about what they learned and saw while visiting the Ministry. Students will write Thank You notes to Mel Trotter for the tour. Students will take pictures and make collages to share with the school community. Students will construct graphs and verbally answer questions by comparing data of objects collected and donated.
Students will give a presentation about each of the projects they finished and explain how they feel it impacted them and the people they helped.
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)
The students will learn of people with greater economic needs than their own, through listening to representatives from Mel Trotter, by touring the Ministry and using internet resources as well.
They will learn what it is like to be without basic needs and wants.
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?
They will visit the organization (Mel Trotter) and will participate in Mel Trotter a Walk IN Their Shoes. They will make posters to involve the school (and possibly the community). They will help collect items to be donated to Mel Trotter. They will make decorative cards, posters and placemats showing the mission that they care. They will help take pictures and videos for the classroom and school presentation.
Effective Practice: RECIPROCAL PARTNERSHIPS
Service learning partnerships are collaborative, mutually beneficial, and address community needs.
Who will you partner with for this project?
Mel Trotter Ministries and local businesses.
How will students benefit from this partnership?
As Kindergarteners they will look beyond their needs and wants to see the needs of others. They will learn empathy for others.
How will the partner benefit from this collaboration?
They will receive placemats for dinners, used clothing for people in need, toiletries for homeless and cards of encouragement, and monies to purchase food.
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 have a writing assessment. The students will journal about needs and wants and what they have learned. There will be personal presentations given by the students.
How will you assess your service goals?
Through feedback and communication from Mel Trotter as to how their cards and donations are being used. The students will see the facility and write about their experience.
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 discuss the needs of others in our community. We will access internet resources that address homeless people. Van Skoglund from Mel Trotter Ministries will visit the school and educate the students on the needs of the homeless and how Mel Trotter helps to address those needs. He will discuss with the students how they can partner with the ministry. As the students tour the facility, they will gain knowledge of the homeless.
What are some sample possible activities students might do as part of this project?
Students will write letters asking local businesses for donations for toiletries for Mel Trotter.
Posters will be made for the Candy Cane/Baked Goods sale, Used Clothing drive, and Toiletries Collections at various times of the school year. Monies collected will be given to Mel Trotter to purchase foods for the homeless. Students will present toiletries and used clothing to Mel Trotter that they have collected. Students will hold a pop can drive to collect money for food purchases by Mel Trotter Ministries.
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?
By collecting used clothing and pop cans the children are not only being good citizens in caring for others, but they are also helping the environment by recycling things. The students are learning economics through the sales of candy canes and baked goods. The children are investing time and money into the community by helping other people with needs greater than their own. They are learning to become responsible, respectful and caring citizens.