A Training Manual for Educators K16

Transcription

1 A Tranng Manual for Educators K16 ArzonA 2010

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3 Servce for a Lfe Tme A Tranng Manual for Educators K16 Edted by Debb Bertolet, Joan Brd, and Sar Nms Funded by State Farm Learn and Serve Arzona Mesa Publc Schools Servce Learnng Arzona, 2010

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5 Foreword When I taught freshman Englsh, I especally enjoyed the Great Epectatons unt. I admre Dckens greatly because hs themes educaton of the poor, publc health, reform of the legal system, prson reform, and betterment of the workng classes made a lastng dfference. He used hs professon to shape a more just world and to mprove the qualty of lfe. It would be mpossble to know the full etent of hs nfluence. Lkewse, servce learnng offers teachers an opportunty to accomplsh the same good. It s an approach to teachng that smply enhances currculum and makes t meanngful and memorable. After strugglng for years wth students who swore they led empty lves and had nothng nterestng to say, servce learnng provded meanngful eperences worthy of descrpton. For many years, my students complaned they were powerless to solve the problems that plague us. Servce learnng gave them local, natonal, and global problems worth researchng. Suddenly, through servce, t dawned on them that they could have an mpact, especally when the cause was somethng they cared about; and they dscovered they cared about many thngs: homelessness, anmals, the envronment, crme, dsablty, or the elderly. They tapped nto nterests whch mght have gone forever neglected. Equally mportant, the currculum, readng, wrtng and research, was not just an abstracton. They learned sklls, whch had real lfe applcaton. They qut askng, Why are we dong ths? When wll we ever use ths? As wth enlghtened authors who accomplsh change through ther lterature, t s hard to guess the long-term mplcatons of servce learnng. Many of my former students now n ther twentes and thrtes stll donate tme to ther classroom causes. They have nvolved parents, sblngs, and frends n ther volunteer work, as well. It s heartenng to see students roll up ther sleeves rather than throw up ther hands. And servce learnng renewed my own nterest n teachng. It nfused new lfe nto an old currculum. Lke my students, I no longer felt the problems we face are just too bg to tackle. As a teacher, I developed a new respect for the altrustc nature of chldren. We can only hope that what we do as teachers wll make a meanngful and lastng mpact on the world n whch we lve. By engagng servce learnng as an educatonal strategy, we can mprove the very fabrc of our communty and the lves of our students. For what other purpose dd we choose ths professon? Joan Brd Edtor

6 Acknowledgments The ntenton of ths tranng manual s to make t easy for kndergarten, 7 th grade, 11 th grade, communty college, or unversty nstructors to easly ntegrate servce nto ther currculums. Ths results n ncreased learnng, mproved communtes, and nterested students who contrbute postvely to the world throughout ther lves. Servce for a Lfe Tme s a complaton and etenson of tranng manuals and work n the servce learnng feld done over the last ten years by educators throughout Arzona, ncludng elementary, junor hgh, hgh school, communty college, and unversty nstructors. Learn and Serve Arzona provded sgnfcant fundng for all these publcatons, for whch we are grateful. On Purpose: Teachng and Learnng Through Servce was created n 2004 by Mesa Publc Schools educators Kaylene Butler, Marjory Cordoza, Larry Johnson, Andrea Murphy, Kathy Sandoz, and Ladd Stewart. Used n numerous tranngs, the prototypes and sample lessons n that model were adapted throughout Arzona. Many of those project plans are ncluded heren, ncludng the work of Mare Propp, Lnda Zelger, Jacob Davs, Ray Pfrem, and Susan Arandjelovc. Several years later t became clear that we needed a K-6 manual and Ladd Stewart and Susan Samuel spearheaded A Quck Gude to Servce Learnng for Elementary Schools, publshed n Merrlee Kupfer, Jessca Nehrmeyer, and Marlyn Uhl contrbuted to that publcaton. It s one of the fnest K-6 servce learnng gudes n the country. When Mesa Communty College saw the need for a tranng manual to use for professonal development, I coordnated the work of Duane Oakes, Else Sweet, and Dawn Rhodes n the development of Servce-Learnng n the Communty College Classroom, publshed n The lsts of project deas for college students n ths manual are the great work of Else Sweet. In 2008, the Youth Engagement Workng Group convened as part of the Governor s Statewde Youth Development Task Force on the Fve Keys to Youth Success: Unlockng the Door to Arzona s Future. It brought together servce learnng practtoners and supporters from around the state, and the need for these tranng materals was quckly dentfed. Sar Nms and Joan Brd led a team ncludng Colleen Sand, Shelly Camp, Suzette Schlapkohl, Deborah Ball, Stephane Hahn, and Barbara Greenberg n the development of ths manual. Thanks to all of them for ther contrbutons! Thank you, fnally, to State Farm, represented by Gus Mranda on the Task Force, for underwrtng a sgnfcant porton of the prntng of ths manual. And what would we do wthout the formattng queen, Ellen Stephens, former admnstratve assstant and webmaster for Mesa Servce Learnng, who comples materals comng from every drecton and always makes the blended product look breezy. When we all thnk we have t just rght, Bento Agular at the Mesa Publc Schools Prnt Shop does hs magc on our manuscrpts and makes them look contemporary and professonal. A true collaboraton of men and women throughout Arzona who have actually done all of these actvtes wth students from 5 to 65 years old, we hope ths manual helps educators and students desgn meanngful, fun, and educatonal servce actvtes that beneft all nvolved. Debb Bertolet Edtor v

7 Table of Contents Servce Learnng Bascs... 1 What s Servce Learnng?... 2 What About All Those Other Terms?... 3 Natonal Servce Learnng Standards for Qualty Practce... 4 Ratonale... 5 Where Does Servce Learnng Ft n a School Organzaton?... 6 Where Does Servce Learnng Ft n a Class?... 7 The Basc Model for Servce Learnng... 8 Gettng Started... 9 PAR: Preparaton, Acton, Reflecton Content Areas Lsts and Project Plans Servce Learnng Ideas for Elementary and Mddle Schools Grades K Elementary Ideas by Content Area Elementary Project 1:Anmals Elementary Project 2: School and Communty Gardens Elementary Project 3: Desert Awareness and Conservaton Elementary Project 4: Readng Buddes Elementary Project 5: Empty Bowls Elementary Project 6: Math n the World Servce Learnng Ideas for Secondary Schools Grades Secondary Ideas by Content Area Secondary Project 7: Oral Hstory Intervews Secondary Project 8: Water Sample Testng Secondary Project 9: French Fary Tales Secondary Project 10: Socal Acton Secondary Project 11: Collectons Secondary Project 12: Safe Teen Drvng Secondary Project 13: Keepng Warm Secondary Project 14: Fdget the Bear Secondary Project 15: Saguaro Cactus Servce Learnng Ideas for Colleges and Unverstes College Ideas by Content Area College Project 16: Tutorng At-Rsk Chldren College Project 17: Hostng a Holday Party for At-Rsk Kds College Project 18: Pennes for Charty College Project 19: Specal Olympcs College Project 20: Socal Servces Appendces Append A: Natonal Servce Learnng Standards and Indcators for Qualty Practce Append B: Arzona Department of Educaton Servce Learnng Competences and Indcators Append C: Servce Learnng Project Plannng Sheet Append D: Generatng Currculum-Related Ideas for Servce Learnng Projects Append E: Generatng Theme-Based Ideas for Servce Learnng Projects Append F: FAQ s Frequently Asked Questons Append G: Servce Learnng Resources Prnt, Organzatons, and On-Lne v

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9 Servce Learnng Bascs What s t? Why do t? Where does t ft? 1

10 What Is Servce Learnng? Servce learnng s a teachng and learnng strategy that ntegrates meanngful communty servce wth nstructon and reflecton to enrch the learnng eperence, teach cvc responsblty, and strengthen communtes. Corporaton for Natonal and Communty Servce Servce-Learnng s a teachng method whch combnes communty servce wth academc nstructon as t focuses on crtcal, reflectve thnkng and cvc responsblty. Servce- Learnng programs nvolve students n organzed communty servce that addresses local needs, whle developng ther academc sklls, sense of cvc responsblty, and commtment to the communty. Campus Compact Servce learnng s a powerful way to teach young people and enhance the currculum through communty servce. Servce learnng actvtes provde real-lfe connectons for students of all ages and ablty levels whle meetng true communty needs. Students are actvely engaged n learnng because t s nterestng, meanngful, hands-on, and fun. Youth become educated, problem-solvng, and carng members of socety. Servce-learnng s the blendng of servce and learnng goals n such a way that the two renforce each other and produce a greater mpact than ether could produce alone. Barry Fenstermacher, Natonal Youth Leadershp Councl A Quck Gude to Servce Learnng for Elementary Schools 2

11 What About All Those Other Terms? Campus Compact defnes the followng key terms: Communty Servce The engagement of students n actvtes that focus prmarly on the servce beng provded as well as the benefts the servce actvtes have on the recpents. Students receve some benefts by learnng more about how ther servce makes a dfference n the lves of the servce recpents Volunteersm The engagement of students n actvtes where the prmary emphass s on the servce beng provded and the prmary benefcary s clearly the servce recpent. Internshps The engagement of students n servce actvtes prmarly for the purpose of provdng students wth hands-on eperences that enhance ther learnng or understandng of ssues relevant to a partcular area of study. The bg dfference between these concepts and servce learnng s focus. Servce learnng s a strategy for teachng course standards. The balance between the acquston of core sklls and the servce beng provded s equal. 3

12 Natonal Servce-Learnng Standards for Qualty Practce, 2008 The followng eght standards are research-based and contrbute to a deeper understandng of the defnton of servce learnng. The standards wth ther ndcators may be found n Append A. 1. Meanngful Servce Servce-learnng actvely engages partcpants n meanngful and personally relevant servce actvtes. 2. Lnk to Currculum Servce-learnng s ntentonally used as an nstructonal strategy to meet learnng goals and/or content standards. 3. Reflecton Servce-learnng ncorporates multple challengng reflecton actvtes that are ongong and that prompt deep thnkng and analyss about oneself and one s relatonshp to socety. 4. Dversty Servce-learnng promotes understandng of dversty and mutual respect among all partcpants. 5. Youth Voce Servce-learnng provdes youth wth a strong voce n plannng, mplementng, and evaluatng servce-learnng eperences wth gudance from adults. 6. Partnershps Servce-learnng partnershps are collaboratve, mutually benefcal, and address communty needs. 7. Progress Montorng Servce-learnng engages partcpants n an ongong process to assess the qualty of mplementaton and progress toward meetng specfed goals and uses results for mprovement and sustanablty. 8. Duraton and Intensty Servce-learnng has suffcent duraton and ntensty to address communty needs and meet specfed outcomes. 4

13 Ratonale Servce learnng has benefts for everyone nvolved: students, educators, schools, and communtes. Benefts for Students Makes learnng real; gves students a reason for learnng Provdes the opportunty to make a dfference n the world Fosters a sense of carng, compasson, and respect for others Allows personal epresson and creatvty Promotes problem solvng sklls, and crtcal and reflectve thnkng Facltates responsblty, decson makng, teamwork, leadershp, and communcaton sklls Offers eploraton of career optons and develops a work ethc Benefts for Educators Improves the qualty of student learnng Engages and motvates reluctant, specal needs, and gfted students Encourages students to work for the greater good Connects the academc currculum to real lfe Inspres students to take charge of ther own learnng Benefts for the School Enhances school sprt, prde, and unty Establshes communty partnershps Develops enthusastc, nvolved students Results n postve recognton by the communty Combnes academc development wth cvc and socal responsblty Benefts for the Communty Contrbutes valuable goods, servces, and funds Allows parents, guardans, and famles to volunteer and share knowledge Increases communty s knowledge about school programs Boosts students knowledge and respect for communty members Bulds brdges between dfferent generatons and ethnctes 5

14 Where Does Servce Learnng Ft n a School Organzaton? Etra/Co-Currcular Actvtes Currcular Actvtes Student government-sponsored, school-wde projects Etra credt offered for servce related to a course Honor Organzatons: Natonal Honor Socety, Ph Theta Kappa, Omega Ph Alpha Servce learnng electve credt, an ndependent module, or an nternshp course Servce-Themed Clubs: Best Buddes Sparky Club Envronment/Recyclng New Global Ctzens Key Club/Bulders Club Fath-Based Clubs Courses wth sgnfcant applcaton, clncal, or servce components: Athletc traners Educaton Marketng Medcal professons Socal work Vocatonal courses Peer and Cross-Age Tutorng or Mentorng Servce learnng ntegrated nto academc classes through unts, themes, or specfc standards lessons Students volunteer n the communty on ther own (for recognton programs, Amercorps, Amerca Reads, or resume-buldng) Add learnng to the servce Specal educaton use of servce learnng for communty-based nstructon and other IEP goals Add servce to the learnng 6

15 Where Does Servce Learnng Ft n a Class? Here are some key questons to consder when plannng how to ntegrate servce learnng nto a class. Notce the many optons there are for structurng servce learnng n a course. Placement or Project Model? Placement? Project? Mnmum number of hours requred? Hours nclude preparaton, reflecton, and demonstraton? Other Sze of Placement/Project Team(s) Indvdual Small Groups Whole Class/Grade Level Whole Program/Department School-Wde Other Tmng of Placement/Project One-shot deal Monthly Weekly Twce each week Other Consderaton: more than one semester? Locaton of Placement/Project Everyone s at the same servce ste/project Students overlap at multple stes/projects Each student s at hs/her own ste/project Local, natonal or nternatonal ste(s)/project(s) 7

16 The Basc Model for Servce Learnng Preparaton Acton Reflecton Don t judge each day by the harvest you reap, but by the seeds you plant. Robert Lous Stevenson 8

17 Gettng Started There are many approaches to ntegratng servce nto an estng currculum. Catherne Berger Kay outlnes fve basc approaches n The Complete Gude to Servce-Learnng. Begn wth a school-wde actvty. A canned food drve could be enhanced to meet academc standards. Begn wth standard currculum, content, and sklls and then fnd the natural etenson nto servce. One eample of ths would be learnng hstory through a dscusson wth senor ctzens. Begn from a theme or unt of study, and dentfy content and skll connectons. As an eample, Kaye suggests havng students wrte, publsh, and dstrbute an nformatve pamphlet after researchng local agency needs. Begn wth a student-dentfed need. A teacher mght provde gudance for students who wsh to turn an empty lot near the school nto a communty garden. Begn wth a communty-dentfed need. Students, for eample, could collaborate on a math tutorng program. Any of Kaye s Fve Ponts of Entry are vable begnnngs. Append D, Generatng Currculum-Related Ideas for Servce Learnng Projects, or Append E, Generatng Theme-Based Ideas for Servce Learnng, may be helpful. Once a project related to academc standards s selected, t s tme to delve nto the threepart process for engagng students n servce: preparaton, acton, and reflecton. 9

18 PAR: The Basc Model for Servce Learnng Teacher Role: IMPLEMENT Student Role: PREPARATION ACTION REFLECTION P L A N Knowledge and Sklls Drect Servce What? Issues and People Indrect Servce So What? Plan and Organze Advocacy Now What? A S S E S S EVALUATE 10

19 Preparaton The three fundamental areas of preparaton are these: Knowledge and Sklls, Issues and People, and Plan and Organze. The followng are just a few eamples of the many lessons that can be part of the preparaton actvtes. Choose those that are relevant to the content area and that help students meet academc standards. Preparaton I: Knowledge and Sklls How to wrte a letter How to read fluently to others How to create a marketng plan for a non-proft How to nurture a seedlng nto a plant How to play an nstrument How to desgn and construct a wood project How to research a communty or global ssue How to create a Power Pont presentaton How to change a law How to test water samples for pollutants Preparaton II: Issues and People What do senor ctzens enjoy dong? What s the best way to help chldren learn to read? What can be done so everyone has enough food to eat and clothes to wear? How can everyone learn to respect and get along wth others? How can we reduce the number of dogs and cats that are klled each day? How can one communcate wth someone who s hearng mpared or speaks a dfferent language? What recreatonal actvtes do people wth dsabltes enjoy? What should be done about our water supply and shortage? What could help lessen the volence n our famles, schools, and ctes? What are the most mportant thngs parents can do to rase healthy chldren? Preparaton III: Plan and Organze Identfy and research a meanngful communty need to fll or problem to solve. Branstorm possble solutons. Select the best soluton. Clearly defne the purpose of the project. Identfy the sklls and knowledge students already have and/or need to learn. Arrange knowledge and sklls development n needed areas. Plan a course of acton ncludng goals, major tasks, a tmelne, and a budget. Delegate varous tasks to dfferent students. Follow a course of acton through to completon. 11

20 Acton There are three basc categores of acton: Drect Servce, Indrect Servce, and Advocacy. Here are just a few of the many project possbltes for each category. Drect Acton - servce provded drectly to other people, anmals, or the earth Tutor Coach Read wth or for others Entertan Play games wth others Adopt a Grandparent Yard work Sew and mend Cook and serve food Walk and feed anmals Plant trees Provde computer and clercal sklls Indrect Acton - servce, such as collectons and creatons, that beneft other people, anmals, or the earth wthout necessarly havng drect contact wth the recpent Shoes and socks drve Cleanng products drve Toys and games drve Paper products drve Money collecton to assst wth a need Qult makng Orgnal books Flashcards and learnng games Toletry kts Dog beds or houses Brochures Vdeo, Power Pont, or webste Advocacy - servce whch nfluences opnons and creates change n order to better lfe Letter wrtng campagn Letter to the edtor Kds Votng Phone calls Speeches Pettons Campagns for tolerance Lobbyng Fundrasng for a cause Intaton of ordnances or laws Webstes or blogs Power Pont presentatons Survey wth results presented to decson-makers 12

21 Reflecton Reflecton s the process of summarzng, analyzng, and evaluatng the servce learnng project. It ncludes ntellectual as well as personal observatons, dscoveres, and the posng of new questons. It s the major component that dstngushes servce learnng from volunteerng. It occurs throughout the plannng and mplementaton of the project as well as at ts concluson. It s a cyclcal process: What? What took place? A descrpton. Verbs and statstcs are good. Now What? What s our net step or project? What mplcatons does ths have for us n the future? So What? What effect dd the servce have on the recpents? What effect dd the servce have on those servng? Dd t make any dfference? 13

22 Forms of Reflecton Have fun choosng and desgnng reflecton actvtes that are approprate for the servce learnng project and the developmental levels of the students. Good questons posed by the nstructor, both ntellectual and personal, lead to nsghtful reflectons on behalf of the students. Reflecton Formats Intervews Small and large group dscusson Journal Report or essay Letter Poster Bulletn board Class story Skt Song parody Oral presentaton Annotated scrapbook Power Pont presentaton Table and graph summares DVD or podcast presentaton Webste Basc Reflecton Questons What servce dd you do? How dd you prepare/get organzed to do that servce? How dd t go? What s dfferent now because of what you dd? What surprsed you? What obstacles/challenges dd you encounter? How dd you overcome them? What dd you learn about those served, the staff, and volunteers? What, f anythng, was totally new for you? What was a funny or sad thng that happened durng your servce? From your servce, what have you learned about yourself, famly, frends, adults, school, communty, or the greater world? What would you tell a frend about your servce eperence? What s your most memorable story? How dd your servce actvtes nfluence your educaton, career, and volunteer plans? What socal or envronmental ssues are connected to the servce you dd? How could you work to elmnate the need for your servce? 14

23 Content Area Idea Lsts and Project Plans The followng three sectons are servce learnng project deas and plans for elementary, secondary, and college students. They were wrtten by educators from schools throughout Arzona who are dedcated to sharng ther popular and successful projects wth others. The deas and plans are all easly adapted to any grade level. It s funny that a kndergarten student and a college level student mght well work on a smlar project wth entrely dfferent learnng goals and degrees of sophstcaton. For eample, Empty Bowls s a servce learnng project done at all educatonal levels. Each secton begns wth general project deas for content areas. Obvously, many projects are approprate for multple content areas and nterdscplnary work. Furthermore, a project may start wth a communty need from whch learnng goals can be etracted. Read all the lsts there are great deas everywhere. The dea lsts are followed by detaled project plans that have really worked! The format of the plannng sheet ncludes the basc components of a good servce learnng project: plannng, acton, and reflecton actvtes that are ntegrated nto the currculum. The Arzona State Servce Learnng Standards taught through the actvty are dentfed. Those complete standards may be found n Append B. Fnally, an ndcates when the servce learnng project teaches or renforces content area, readng, wrtng, or math standards. Specfc academc standards and performance objectves have been removed because as soon as we fll n the blanks, the standards and numberng system change. We trust teachers to know ther own course objectves/competences. A blank plannng sheet may be found n Append C. The educators who wrote these prototypes represented a spectrum of servce learnng practtoners from rookes to sages. Who knows what wll nspre the educator readng through these eamples? What s certan s that whether t s a tradtonal servce learnng project or a darng new dea, both teachers and students wll enjoy them and learn though the process of servce. 15

24 Servce Learnng Ideas for Elementary and Mddle Schools Grades K-8 If you can t feed a hundred people, just feed one. Mother Teresa 16

25 Elementary Ideas by Content Area Fne and Performng Arts Teach a younger student to play a muscal nstrument. Gve an upbeat concert at a nursng home. Organze holday carolers to sng for a local hosptal. Collect canned food for admssons to a concert. Donate the tems to a food bank. Make percusson nstruments for the local Boys and Grls Club. Mold clay nto pot contaners for plant boes at a hospce. Clean and repar nstruments for the school s band. Health and Ftness Promote a healthy heart week wth a fun run. Pant a food pyramd mural for the school s cafetera. Create a ftness course for a playground or park. Measure and mark quarter mle markers n the neghborhood. Publsh pamphlets wth fun physcal actvtes for younger students. Develop ftness plans wth varyng levels of eercses for students to check out of the lbrary. Make body system models for dsplays n local parks and recreaton departments. Take a hke on a nature tral wth younger kds. Collect sports equpment for a chld crss center. Sponsor an after school ftness club or team. Organze games and actvtes for students at recess and before or after school. Sponsor a feld day or a run staton. Sponsor jump rope, mles, or hoops to rase funds for a cause. Sponsor Relay for Lfe team partcpaton. Math Tutor peers or younger students, wth or wthout technology. Teach concepts to others through student-developed Power Ponts. Perform math magc actvtes to motvate math haters. Count and sort tems that have been collected for varous causes or needs such as food, toys, clothes, cleanng supples, recycled tems, or money. Plot and desgn a school or communty garden. Collect, chart, and analyze trash data from the school and conduct an ant-ltter campagn. Use Google Earth to draw a to-scale map of the school and neghborhood for new students famles. Gather and organze data on a hot topc to present an argument to people n power. 17

26 Readng Read wth or lsten to the readng of younger chldren or elders. Practce flash cards wth language learners. Perform readers theater for elders. Record a podcast book talk to post on the school/dstrct webste. Start a book echange for the neghborhood. Create readng manpulatves to donate. Collect books and magaznes to send abroad. Publsh orgnal bookmarks to dstrbute durng Read Across Amerca Week. Sponsor a school lteracy nght. Conduct a Readng Is Fun school-wde campagn. Petton the state legslature for ncreased fundng for school books and e-books. Scence Construct a hummngbrd garden for the school or a nursng home. Pant a solar system model wth scale dstances around the school s gym. Sponsor a recyclng drve for the communty. Buld brd nestng boes for the cty rparan preserve. Produce a weather channel PSA or newsletter for the school. Demonstrate scence concepts for chldren wth dsabltes. Buld butterfly feeders for a nursng home. Grow flowers and plants for a communty garden. Educate consumers about recyclng. Desgn and create model arplanes for fremen to gve to trauma vctms. Prepare class sets of mcroscope sldes for scence centers n the school. Establsh a school recyclng center. Create a webste to educate others about recyclng. Wrte persuasve letters to legslators about polluton. 18

27 Socal Studes Perform patrotc songs on a natonal holday. Sponsor a communty nght that hghlghts regonal cultures. Provde shelter by partnerng wth Habtat for Humanty. Publsh state or country flash cards for a publc lbrary. Sponsor a chld from another country. Research and preserve a hstorcal marker n town. Invte communty leaders and parents to speak at a job far for all students. Make a clay bowl wth Natve Amercan desgns for an Empty Bowls event. Plan a Bke Far and encourage students to rde bkes to school. Perform drama or dances of cultural sgnfcance at a communty event. Gather mages of other countres for a Power Pont presentaton to senor ctzens. Research customs of an earler perod, and make a vdeo to present to others. Technology Boot up and shut down computers n the school lab daly. Teach a peer how to use a dgtal camera to document a servce project. Host an ntergeneratonal photo sesson, and gve photos to partcpants. Teach others how to create a Power Pont presentaton. Intervew an elder and make a DVD for hm or her to keep. Make an old tme rado show podcast. Make a museum tour podcast of the school for new students. Create a dgtal class book of stores or poems. Host a breakfast club for students needng help on computers. Use dgtal photos to create T-shrts for project reflectons. Wrte, flm, and produce a daly news show for the school. Wrtng Edt papers or conduct a wrters workshop wth peers or younger students. Take dctaton and publsh oral hstores of elders. Draw ABC books for kndergarteners. Wrte and llustrate an orgnal book or parody to donate. Publsh a class book n collaboraton wth senor ctzens. Create seasonal cards wth orgnal poetry for elders to send to ther famles. Publsh webstes, brochures, or flyers of awareness on varous ssues. Wrte plays or skts on hot topcs,and perform them for the school, senor ctzens, or communty events. Wrte cards of encouragement to members of the armed forces. Rewrte nformatonal tet for non-readers, early learners, or language learners. Wrte and announce the school news. Wrte persuasve letters to communty, state, natonal, or world leaders addressng a concern. Research a socal cause, wrte and record a PSA, and send t to rado statons. 19

28 Elementary Project 1: Anmals Course/Subject Area: Scence, Language Arts, Socal Studes Overvew: Students partcpate n meanngful and personally relevant servce actvtes whch beneft anmals by conductng shelter food drves, wrtng letters of advocacy, or creatng nestng boes or hummngbrd gardens. Servce s used as an nstructonal strategy to meet scence, language arts, and socal studes content standards. Stage Student Actvtes Research books about anmals. Research anmal care and groomng tps. Fnd Anmals n the News. Preparaton Create reports/ book talks about the subject. Make poems, stores, plays, or pcture books about anmals. Make phone calls to local anmal welfare organzatons for nformaton. Invte speakers on anmal welfare and care. Conduct a food drve or gather donatons for a shelter. Adopt a pet or zoo anmal. Acton Wrte letters/posters to promote awareness. Make a hummngbrd garden. Create nestng boes for varous types of wldlfe. Chart the donatons receved. Wrte about the project s accomplshments from an anmal s pont of vew. Reflecton Have a pet show. Make Pet of the Week dsplay. Vst the zoo, anmal shelter, or Wldlfe Park to celebrate. Communty Connectons and Resources Zoo, local anmal shelter, County Anmal Control, wldlfe refuge center, assstance anmal organzaton. Course Objectves/ Competences Arzona Servce Learnng Standards Natonal Standards Meanngful Servce Lnk to Currculum Reflecton Dversty Youth Voce Partnershps Progress Montorng Duraton and Intensty R e a d n g W r t n g M a t h 20

29 Elementary Project 2: School and Communty Gardens Course/Subject Area: Scence, Math, Agrculture Overvew: Students plant a school or communty garden to meet nstructonal standards n scence, math, and agrculture. By donatng products from the garden to a local shelter or soup ktchen, students have vsble outcomes that are valued by those beng served. Stage Student Actvtes Gather nformaton about types, szes, and materals related to school/communty gardens. Contact resource personnel at local Co-op Preparaton Etenson. Decde on a type of garden after research: flower, vegetable, erscape, wldlfe, or rparan. Desgn the garden and draw the plans. Wrte letters to get permsson, request materals, place work orders, and solct donatons. Mark the area. Prepare the sol and waterng system. Plant the garden. Label the plants. Acton Set up the care schedule. Follow t. Keep notes and journals. Donate the products of the garden to a local soup ktchen. Evaluate the results of the garden. Reflecton Compare plants from the garden wth store products. Create a scrapbook/photo album/collage. Invte guests to share n a garden party (celebraton). Communty Connectons and Resources 4-H, agrculture teacher, Amercan Hortcultural Socety, botancal garden, arboretum, Co-Op Etenson program, Natonal Gardenng Assocaton. Course Objectves/ Competences Arzona Servce Learnng Standards Natonal Standards Meanngful Servce Lnk to Currculum Reflecton Dversty Youth Voce Partnershps Progress Montorng Duraton and Intensty R e a d n g W r t n g M a t h 21

30 Elementary Project 3: Desert Awareness and Conservaton Course/Subject Area: Scence, Language Arts Overvew: Elementary students meet clearly artculated scence, math, and language arts goals by researchng and educatng others about desert anmals and water conservaton. Reflecton ncludes verbal, wrtten, artstc, and nonverbal actvtes whch demonstrate knowledge and sklls. Stage Student Actvtes Read desert stores. Research desert anmals. Invte desert anmal specalsts and Preparaton conservatonsts to gve presentatons for class. Learn desert songs. Wrte anmal reports. Wrte poetry featurng the desert. Graph desert anmals. Make water conservaton posters for the school. Acton Wrte and solve desert story problems. Create a water conversaton art calendar. Conduct a scence evaporaton eperment. Create a Dnah Zke tr-fold desert book to share. Perform for parents wth songs, food, and dsplays about the desert at open house. Reflecton Enter a wrtng contest. Plant saguaro seeds. Take a trp to a botancal garden. Communty Connectons and Resources Scence museum, botancal garden, cty water conservaton department, arboretum, zoo, 4-H. Course Objectves/ Competences Arzona Servce Learnng Standards Natonal Standards Meanngful Servce Lnk to Currculum Reflecton Dversty Youth Voce Partnershps Progress Montorng Duraton and Intensty R e a d n g W r t n g M a t h 22

31 Elementary Project Ttle 4: Readng Buddes Course/Subject Area: Language Arts Overvew: Readng Buddes engages students n cross-age actvtes to promote state language arts standards. Ths servce provdes partcpants wth nterestng and engagng actvtes that deepen ther own understandng of readng concepts. Stage Student Actvtes Teachers of two grades coordnate and plan what readng sklls the Bg Buddes wll teach to the Lttle Buddes throughout the year. Buddes can Preparaton focus on one skll each tme. Suggestons: characterzaton, man dea, settng, plot steps sequencng, and readng graphs. Bg Buddes learn/revew a skll and prepare a lesson for ther Lttle Buddes. The two classes of students meet weekly or monthly. Bg and Lttle Buddes par up or form groups to Acton complete the lesson of the day. Older students help younger ones fll out a book report form. Dscuss the successes and challenges of the actvty and report to the class. Create a poster from the pctures that were Reflecton taken durng the actvty. Make Read Across Amerca Day a bg readng party, complete wth Seuss hats and green eggs and ham. Communty Connectons and Resources Dstrct language arts resources, publc lbrary, Read Across Amerca. Course Objectves/ Competences Arzona Servce Learnng Standards Natonal Standards Meanngful Servce Lnk to Currculum Reflecton Dversty Youth Voce Partnershps Progress Montorng Duraton and Intensty R W e r a d t n n g g M a t h 23

32 Elementary Project 5: Empty Bowls Course/Subject Area: Art, Musc, Socal Studes, Drama, Language Arts Overvew: Empty Bowls provdes students wth a cross-currcular actvty to promote art, musc, drama, socal studes, and language arts learnng goals. By hostng an Empty Bowls nght, students fll a communty need whle ganng a deep understandng of multple perspectves. Stage Student Actvtes Dscuss the hstory and purpose of Empty Bowls. Research hunger n the communty and the world. Preparaton Ask students to skp two meals n order to feel hunger. Form commttees and assgn responsbltes. Teach students to make the bowls, how to make phone calls, and how to cook and serve the food. Dscuss how to sell tckets and collect the money. Decde what agency wll receve the proceeds. Plan and practce the entertanment for the event. Make the bowls. Publcze the event. Invte students, teachers, parents, and the communty. Acton Prepare and serve the food. Set up the room. Greet guests, collect money, and gve recepts. Delver the money to the selected agency. Wrte thank you notes. Dscuss the hghlghts and successes of the event. Lst changes for net year to mprove the event. Reflecton Draw or wrte a reflecton from a bowl or a hungry person s pont of vew descrbng how the student contrbuted to elmnatng hunger. Create a scrapbook or bulletn board of the event. Communty Connectons and Resources Empty Bowls, Intl., local soup ktchen, food bank, St. Vncent de Paul, local arts center, college art department. Course Objectves/ Competences Arzona Servce Learnng Standards Natonal Standards Meanngful Servce Lnk to Currculum Reflecton Dversty Youth Voce Partnershps Progress Montorng Duraton and Intensty R e a d n g W r t n g M a t h 24

33 Elementary Project 6: Math n the World Course/Subject Area: Math, Language Arts Overvew: By partcpatng n Math n the World, students assst teachers and augment career educaton materals whle learnng how to transfer knowledge and sklls from one settng to another. They learn and teach others how math s used n the real world. In addton, they sharpen ntervewng and letter wrtng sklls Stage Preparaton Student Actvtes Clearly defne the purpose of the project: to learn about how math s used n the real world. Prepare ntervew questons relevant to the currculum. Model the ntervew process. Identfy careers and people to ntervew, and organze meetngs. Conduct the ntervews. Take notes or record them electroncally. Acton Summarze the ntervews and word-process. Publsh the brochures, and dstrbute the ntervews for kds, the meda center, and other math classes to use. Create a table to show where math s used n the world. Make posters for other math teachers to use wth ther students. Wrte thank you notes to the ntervewees ncludng bref reflectons of what the students Reflecton learned from the ntervew. Wrte an analyss of the lessons learned from the ntervews and how they pertan to the currculum. Communty Connectons and Resources Insurance companes, plots, home contractors, and local arcraft, telecommuncatons, and electronc hardware companes. Course Objectves/ Competences Arzona Servce Learnng Standards Natonal Standards Meanngful Servce Lnk to Currculum Reflecton Dversty Youth Voce Partnershps Progress Montorng Duraton and Intensty R e a d n g W M r a t t h n g 25

34 Servce Learnng Ideas for Secondary Schools Grades 9-12 If you want to change the world, be that change. Mahandas Gandh 26

35 Secondary Ideas by Content Area Art Dsplay art work at hosptals, senor centers, nursng homes, and shelters. Create bowls for an Empty Bowls fundraser at the school. Desgn and pant a mural on a school or communty wall that epresses a postve theme. Vst resdents of a nursng home or senor center and draw portrats. Ask questons about ther lves whle drawng. Ehbt fnshed work. Make table decoratons for a meal center to cheer the hungry and homeless. Repant old playground equpment. Sponsor an after school art program. Collect art supples for chldren of communtes n need. Illustrate phoncs flash cards to use n lteracy programs. Busness Organze an ntergeneratonal prom for teens and senor ctzens. Create publcty materals for a walk-a-thon. Provde school supples for chldren lvng n poverty. Create a webste or posters to encourage a theme such as Reduce, Reuse, Recycle, Repurpose. Type letters on behalf of people n nursng homes and shelters on a laptop computer. Desgn a busness plan for a non-proft organzaton. Create a school store wth products made or donated by students; use the proceeds to fund local needs or servce projects. Start a busness n class. Develop a product, sell stock, start producton, market the product, and donate the proceeds to a communty organzaton. Wrte a grant to help a local organzaton: assess the clents needs, research fundng sources, wrte grants, and follow-through wth the projects. 27

36 Computer and Meda Technology Produce a Power Pont presentaton, vdeo, or webste on a current topc. Develop educatonal computer games that renforce school currculum for dfferent grades and subjects. Teach computer sklls to peers, younger chldren, parents, or senor ctzens. Develop lesson plans and teach a lesson n one of the content areas to hgh school, mddle school, or elementary school students on the Internet. Desgn and dstrbute brochures that provde needed nformaton to the publc such as safety tps, neghborhood welcome, or drownng preventon. Create a manual to teach others how to recycle. Produce newsletters for nursng homes. Develop learnng programs and computer games for use by chldren who are physcally or mentally challenged. Gather and repar computers, whch are then donated to schools or non-proft organzatons. Enter data nto a computer busness system for nonproft organzatons. Set up emal pen pals wth foregn students, and dscuss communty ssues n dfferent countres. Englsh Tutor younger students n readng or wrtng. Create a newsletter for a nursng home, ncludng pctures and personalty profles of resdents. Wrte a play on dscrmnaton and perform t for other students. Wrte storybooks, pamphlets, vdeos, podcasts, Power Pont presentatons, or commercals wth a postve theme for a chosen audence. Establsh a pen pal project wth a class of younger students. Wrte letters and send cards. Culmnate the project wth a vst/meetng after a perod of wrtng. Research and report on the connectons between lteracy and crme. Wrte 30 second PSA s promotng nternet safety, volunteersm, or daly eercse. Offer them to rado or TV statons. Create a booklet of deas for fundrasng to be used by school servce clubs. Research an ssue and contrbute to the soluton wth volunteer work or an edtoral to the local newspaper. Intervew recoverng patents n long-term care facltes. Prepare and present the patents copes of ther oral hstores. Wrte and perform substance abuse scrpts for drug awareness week. Create webstes for energy conservaton. Create and dstrbute fre safety brochures for elementary students. 28

37 Wrte holday letters for nursng home resdents. Create and teach S Trats lessons for peers. Wrte persuasve letters of advocacy to TV statons, congressmen, or the Whte House. Wrte persuasve letters solctng funds or materals for dsaster relef agences. Create and present Power Pont presentatons advocatng for local anmal shelters. Prepare advance flers for neghborhood canned food collectons. Famly and Consumer Scences Create and teach lessons to chldren at a local elementary school, day care center, or homeless shelter. Offer workshops on cookng, shoppng, sewng, or babysttng durng an after-school or summer program. Develop brochures about nutrton, and dstrbute them to senor centers or the YMCA. Desgn an ntercultural cookbook, share t or sell t, and donate the profts to a famly-orented charty. Collect and repar clothng, socks, shoes, hygene kts, cleanng products, or household tems, and donate them to an elementary school or shelter. Cook and delver meals to needy famles, senor ctzens, or people wth dsabltes. Develop brochures and lesson plans on parentng, budgetng, Dress for Success, chld abuse, domestc volence, or drug abuse. Teach these topcs to teen mothers, peers, and famles. Make dolls, pllows, qults, or stuffed anmals to donate. Wrte letters to the edtor about chld abuse, elderly abuse, hunger, and lack of parentng sklls. 29

38 Foregn Language Translate brochures or announcements for communty events. Desgn and wrte chldren s storybooks n a foregn language. Translate documents nto languages used by local resdents or toursts. Respond to Santa letters from non-englsh speakng chldren. Orent new Englsh Language Learners to the school. Assst non-englsh speakng adults at voter regstraton tables. Tutor younger students n ther foregn language classes. Help at a homeless shelter or day care center for those who don t speak Englsh. Teach chldren foregn language phrases and songs n a school or non-proft settng. Use the Welcome Wagon theme, and gve a welcome basket of goods and nformaton (n Englsh and the famly s natve language) to new students and ther famles. Translate for non-englsh parents durng elementary school parent-teacher conferences. Assst wth elementary school feld trps, servng as the gude for ELL or hearng mpared students. Interpret for hearng mpared adults or chldren. Industral Technology Repar homes, cars, small engnes, applances, computers, bcycles, toys, and other tems. Advertse the servce through publc servce announcements, cable televson, rado, and the Internet. Make or repar adaptable equpment for schools, senor centers, or shelters after surveyng and dscussng the avalable technology and needs of chldren, the elderly, people wth dsabltes, or the homeless. Help desgn and buld physcally challenged access on the school campus or at local parks and buldngs. Collect and recycle tools and household tems, and teach others how to use them. Create toys or useful household tems durng a mass producton unt. Donate them to a nonproft organzaton for dstrbuton. Learn constructon, computer, and geometry sklls by desgnng and buldng homes, planters, brd feeders, bus stop shelters, furnture, or other needed tems. Work wth the cty government to buld or adopt nature trals, gardens, restrooms, and playground equpment. Check and repar safety equpment such as fre etngushers, smoke detectors, securty systems, locks, wrng, or GFCI n the homes of the elderly. Plan and conduct an automotve repar clnc. Teach peers or adults how to change a tre, check engne fluds, and do other smple automotve mantenance and repar. 30

39 Mathematcs Tutor younger chldren or peers n math sklls. Create and dstrbute board games, computer games, or hands-on actvtes that teach and renforce math sklls. Donate them to a class or non-proft organzaton. Create tables and graphs for posters, web stes, or bulletn boards on current ssues that motvate others to take acton to solve the problem. Intervew adults n varous careers about how they use math n ther jobs. Publsh the results n a brochure or booklet for other students. Do a varety of calculatons on food collected n a school-wde drve: ounces, pounds, number of meals provded, or cost equvalency. Share the nformaton wth the people who made the donatons. Make a qult or other sewng tems to be donated whle applyng lessons of geometry and measurement. Calculate the number of pars of socks a famly needs n one year, and collect enough for a chosen number of famles. Graph the local temperatures by month. Coordnate collectons to match seasonal needs such as blankets n wnter or hats n summer. Develop budgets, spreadsheets, tables, and graphs on servce actvtes. Perform accountng tasks or statstcal analyss for a non-proft or servce organzaton Performng Arts - Drama Teach any performng art to younger chldren or people wth dsabltes. Invte local retrement center resdents to attend school performances on campus durng the school day. Invte them to share lunch afterwards. Research and wrte plays or TV podcasts about current events or communty ssues. Perform plays on current ssues such as energy conservaton or bullyng, and then facltate dscussons about these topcs. Use theater games to help peers develop communcaton, lstenng, and other mportant sklls. Create and perform a puppet show on a partcular ssue n order to educate the audence on the topc. Wrte, produce, and perform a lvng hstory play for a local museum. Put on a vaudevlle show for or wth senor ctzens. Produce a dnner theater for homeless famles at a local church or soup ktchen. Compose one-act plays n whch a senor ctzen and a student act together by reversng roles as a strategy for ntergeneratonal understandng. Perform books or plays on DVD and donate the dscs (wth books) to a school, shelter, hosptal, or communty center. 31

40 Performng Arts - Musc Research popular musc of the 30 s, 40 s, and 50 s. Invte senor ctzens to a specal concert or make a DVD of the musc to send to nursng homes or senor centers. Sponsor an ntergeneratonal dance or prom. Play musc both groups enjoy and can dance to. Teach chldren songs from dfferent cultures at a local elementary school. Create songs or raps on an mportant theme, and perform or record the musc. Put on a concert, and donate the collected tems to the cause. Admsson can be canned food, books, or cash. Sponsor and organze a communty far wth local youth and adult muscans. Work wth communty members to wrte organzaton or communty theme songs or jngles. Learn to perform a song n sgn language, and nclude t n a concert. Serve as an ade to an elementary or junor hgh school musc teacher. Plan and staff a summer musc program for younger chldren. Physcal Educaton/Health/Preventon Coach, referee or keep score for a youth sports team. Organze a health and ftness far wth hands-on actvtes. Collect personal hygene tems for chldren and adults n shelters. Organze and lead a communty fundraser such as Jump Rope for Heart or Cancer Relay for Lfe. Lead games and sports actvtes for shelters or communty centers. Create posters, Power Pont shows, or brochures on health and ftness topcs. Dstrbute them around the school or the greater communty. Volunteer n a hosptal or hospce. Learn games approprate for senor ctzens. Conduct a games mornng at a senor center. Set up sports or cheer clncs. Readng Tutor younger students n readng. Teach them sklls, read to them, and have them read. Read magaznes, newspapers, books, or mal to the elderly at a nursng home. Read and analyze a story related to bas. Intervew a person who has been subjected to prejudce or dscrmnaton about hs/her eperences. Collect and dstrbute chldren s books for a homeless shelter. Wrte and llustrate chldren s books. Take them to a publc day care center to read, and donate them to the chldren. Desgn and wrte attractve synopses of books for the local lbrary. Help manage a summer readng program at the local lbrary. Prepare book talks for homeroom vdeos. Partcpate n poetry readngs at a senor center or a poetry slam at a soup ktchen. Start a book club on campus. 32

41 Scence Develop and run a recyclng program at school. Adopt a nearby lake, rver, or stream for research, polluton testng, or mantenance. Make compost on school grounds, and use t to enhance the school s flowerbeds. Plant a safe garden wth or for senor ctzens that ncludes plants that are famlar and safe to the elderly, have pleasant scents for those who are vsually mpared, and str up memores. Buld and plant adjustable planters that can be brought to wheelchar laps. Create a book of smple scentfc actvtes for young chldren to do at home. Work wth a local humane socety, zoo, or nature center to assst njured anmals or care for healthy ones. Produce vdeotapes, books, plays, web stes, or puppet shows for young chldren on selected scentfc topcs. Create a botancal garden at the school that ncludes natve plants. Desgn plaques to dentfy the plants. Desgn yard landscapng that requres lttle waterng. Use the desgn to landscape the yards of senor ctzens. Create a book for chldren that teaches them about healthy food for ther bodes. Organze and conduct park, canal, or desert clean-ups. Reforest a fre-damaged area. Teach a ran forest lesson to elementary students. Present a Power Pont presentaton on proper anmal care. 33

42 Socal Studes Research a problem n the communty. Take acton to solve the problem. Dstrbute voter regstraton nformaton. Track and publsh the votng record of local elected offcals. Research the canddates n a campagn. Teach younger chldren about the canddates to prepare them for Kds Votng. Volunteer at a Kds Votng poll. Work on a poltcal campagn. Wrte lobbyng letters to government leaders or the newspaper edtor on a concern that needs to be addressed n the communty. Research a non-proft agency and where ts servces ft nto the communty. Desgn a project to beneft the agency. Research the ndgenous people of a regon of the country. Partcpate n a dg at a ste of ancent runs. Research an mmgrant culture. Wrte a story, desgn a lesson, and create a game to share wth elementary students on that culture. Pant a world or country map on the playground of an elementary or mddle school. Create a game to use a playground map to teach the chldren the contnents and natons of the world. Partcpate n a local march or acton concernng a cvl rghts ssue. Survey other students on an ssue of concern to teens, and share the results wth local polcy makers. Comple oral hstores about a tme or event n Amercan hstory. Wrte a pamphlet or teach newly employed people, ncludng teens, about managng personal fnances and balancng a checkbook. Make flash cards of socal studes terms for elementary or mddle school students. 34

43 Secondary Project 7: Oral Hstory Intervews Course/Subject Area: Socal Studes, Language Arts, Career Prep Overvew: Conductng, wrtng, and publshng oral hstory ntervews s algned wth academc goals n socal studes and language arts. Ths project helps partcpants dentfy and analyze dfferent ponts of vew to gan understandng and multple perspectves. Stage Student Actvtes Gan background knowledge on a hstorcal era, lfe stages, or careers as related to the currculum. Preparaton Prepare questons relevant to the currculum/topc. Role play the ntervew process. Learn how to make proper phone calls and emals to set up the project. Identfy ntervewees and organze ntervew meetngs. Conduct the ntervews. Tape record, vdeo, or take notes on the nformaton receved. Wrte/word process the transcrpts and Acton summares of the ntervews. Publsh and dstrbute the ntervews to approprate audences, ncludng those ntervewed. Wrte thank you notes to the ntervewees, ncludng reflectons of what the students ganed from the ntervews. Reflecton Wrte a summary and analyss of lessons learned from ntervews related to the currculum and personal development. Communty Connectons and Resources Senor center, retrement center, nursng home, veteran s hosptal, school alumna, adult servce organzaton, church. Addtonal Informaton: Recordng your Famly Hstory: A Gude to Preservng Oral Hstory Usng Audo and Vdeo Tape, Veteran s Intervews-Lbrary of Congress Course Objectves/ Competences Arzona Servce Learnng Standards Natonal Standards Meanngful Servce Lnk to Currculum Reflecton Dversty Youth Voce Partnershps Progress Montorng Duraton and Intensty R e a d n g W r t n g M a t h 35

44 Secondary Project 8: Water Sample Testng Course/Subject Area: Chemstry, Other Scences Overvew: Ths water sample testng project helps chemstry students learn how to transfer knowledge and sklls from the school settng to a real-lfe problem. Testng cty water samples s an nterestng and engagng servce whch benefts cty resdents n a meanngful way. Collaboraton wth cty partners establshes a shared vson and sets common goals to address communty health. Stage Student Actvtes Research specfc solute tests for common water pollutants (solutes). Wrte laboratory procedures to test water Preparaton samples and compare to dstlled water samples. Model safe and effectve laboratory technques for testng for unknown solutes n water. Desgn a graph or table for plottng the presence of unknown solutes. Collect water samples from desgnated bodes of water. Analyze water samples for the presence of Acton specfc solutes. Prepare tables and graphs to lst the presence of specfc solutes. Dscuss conclusons about the cleanlness and purty of desgnated bodes of water. Present the fndngs to approprate government agences. Analyze possble errors n collectng, testng, and Reflecton recordng of data. Complete lab report for the above testng. Communty Connectons and Resources Cty and state water departments. Course Objectves/ Competences Arzona Servce Learnng Standards Natonal Standards Meanngful Servce Lnk to Currculum Reflecton Dversty Youth Voce Partnershps Progress Montorng Duraton and Intensty R e a d n g W r t n g M a t h 36

45 Secondary Project 9: French Fary Tales Course/Subject Area: World Language, Language Arts, Vsual Arts Overvew: By readng classc French fary tales to junor hgh feeder classes, hgh school students motvate younger students to contnue takng upper level language. Constructng orgnal books wth narratves and art to share wth junor hgh partners leads to attanable and vsble outcomes that are valued by those beng served. Stage Student Actvtes Read orgnal French verson of farytales such as Charles Perrault s Fary Tales and Tales of Mother Goose. Preparaton Contact junor hgh feeder school French classes. Select fary tales to retell. Learn story board technque. Revew/learn narratve sklls such as verb tense or transtons. Organze students nto pars to create orgnal, llustrated books. Desgn cover and art for each page. Wrte narratves to match the artwork. Complete a storyboard. Acton Prepare the book wth art. Share the book wth the class and analyze one s own and each others books. Select readers to delver the class books to the recpents. Complete an evaluaton sheet. Reflecton Compare the produced fary tale to the French orgnal and contrast. Communty Connectons and Resources Junor hgh feeder school, begnnng French classes n hgh school, senor center. Course Objectves/ Competences Arzona Servce Learnng Standards R e a d n g W r t n g Natonal Standards Meanngful Servce Lnk to Currculum Reflecton Dversty Youth Voce Partnershps Progress Montorng Duraton and Intensty M a t h 37

46 Secondary Project 10: Socal Acton Course/Subject Area: Socal Studes, Language Arts, Scence, Busness Overvew: Takng socal acton through advocacy on contemporary ssues has hgh personal relevance to partcpants. Research allows students a deeper understandng of current ssues. Reflecton allows students to eplore ther roles and responsbltes as ctzens. Servce actvtes are clearly algned wth socal studes, language arts, scence, and busness courses. Stage Student Actvtes Research ssues usng prnt meda, the Internet, feld trps, guest speakers, surveys, and phone ntervews. Preparaton Analyze the data and nformaton gathered. Wrte a persuasve essay or problem and soluton paper. Develop a detaled acton plan. Implement the acton plan. Possble modes of socal acton: phone calls, letters, petton, survey, proposal, news/press release, PSA, Acton proclamaton, resoluton, or webste. Present nformaton to relevant ndvdual, government agency, or meda. Follow up. Wrte a summary of the entre process, ncludng analyss of the results. Dscuss the strengths and weaknesses of the Reflecton project and possble future actons to take. Wrte an artcle on the project for school or local papers or Internet stes. Communty Connectons and Resources Cty, state, and federal government offcals and agences; news meda. Addtonal Informaton: The Kds Gude to Socal Acton, No Kddng Around, Take Acton! A Gude To Actve Ctzenshp, A Kds Gude to Global Acton Course Objectves/ Competences Arzona Servce Learnng Standards Natonal Standards Meanngful Servce Lnk to Currculum Reflecton Dversty Youth Voce Partnershps Progress Montorng Duraton and Intensty R e a d n g W r t n g M a t h 38

47 Secondary Project 11: Collectons Course/Subject Area: Math, Meda Technology, Busness, Socal Studes, FACS, Clubs, Homeroom Overvew: Ths collectons project begns by havng students conduct a needs assessment to dentfy potental assets and ssues related to the communty. Then they develop and mplement a plan of acton. Course wrtng objectves nclude research, publcty pamphlets, epostory essays, and formal thank you notes to busness partners. Stage Student Actvtes Research the needs of the ndvdual or organzatons, and wrte an epostory essay. Set goals and predct outcomes and rewards. Preparaton Branstorm how to publcze the drve. Form commttees and assgn responsbltes. Involve parents, staff, faculty, and local busnesses. Publcze nformaton about the collecton. Encourage partcpaton wth approprate ncentves. Acton Collect and count the food, clothes, household tems, cash, or toys. Analyze the data. Mend, repar, categorze, and store tems. Delver the collected tems. Have a dscusson n whch everyone analyzes f the goals were met, how the commttees functoned, what they learned, and what they Reflecton would do dfferently n the future. Wrte thank you notes to busness partners and others who made donatons. Make a flag of helpng hands wth students descrbng ther feelngs on ther traced, cut-out hands. Communty Connectons and Resources Parents, local busnesses, local and global relef agences. Course Objectves/ Competences Arzona Servce Learnng Standards Natonal Standards Meanngful Servce Lnk to Currculum Reflecton Dversty Youth Voce Partnershps Progress Montorng Duraton and Intensty R e a d n g W r t n g M a t h 39

48 Secondary Project 12: Safe Teen Drvng Project Ignton Course/Subject Area: Drama, Physcs, Math, Englsh, Marketng, Government, Specal Educaton/Communty Based Instructon (CBI) Overvew: Ths project helps students use research and statstcs to educate ther peers about the mportance of makng good decsons whle drvng or rdng n a motor vehcle. In addton, they learn about the legslatve process, cvc engagement, and ther role n the process. Stage Student Actvtes Research safe behavors for drvng and rdng n a motor vehcle, current laws, pendng legslaton, and local drvng habts. Preparaton Select dates for Safe Teen Drvng Day and/or Natonal Nght Out event. Classes choose sub-topcs and create learnng actvtes for the specal events that are connected to ther currculum. Contact relevant local government agences and busnesses. Meet wth legslators on current legslaton pertanng to teen drvng ssues. Conduct the planned Project Ignton Day/Safe Acton Teen Drvng Day. Conduct a Natonal Nght Out Event. Publsh a summary and results of the Safe Reflecton Drvng events n the school paper, ncludng student edtorals. Post a reflectve YouTube vdeo of the events. Communty Connectons and Resources Department of Transportaton, polce department, sherff s department, local busnesses (autos, rado statons, towng, ambulance servce, funeral home, Natve Ar), State Farm Insurance, newspaper, town councl. Course Objectves/ Competences Arzona Servce Learnng Standards Natonal Standards Meanngful Servce Lnk to Currculum Reflecton Dversty Youth Voce Partnershps Progress Montorng Duraton and Intensty R e a d n g W r t n g M a t h 40

49 Secondary Project 13: Keepng Warm Course/Subject Area: Resource Englsh Overvew: Ths project provdes hgh school specal educaton students the opportunty to mprove ther readng sklls whle teachng elementary students the mportance of helpng others. The hgh school students read to elementary students. Then they make blankets together to donate to an organzaton that relates to the socal ssue presented n the pcture book. Stage Preparaton Acton Reflecton Student Actvtes Select a pcture book from a seres of books desgned to brng awareness to socal ssues. Practce readng the selected pcture books. Scrpt out what students wll dscuss wth elementary students. Make communty connectons. Set a budget and tmelne, and wrte objectves for blanket supples. Purchase blanket materals. Schedule dates to work wth the elementary students. Cut out blankets. Go to the elementary school. Read the story to the students. Dscuss the socal ssue of the story wth the chldren. Make the blankets. Delver the blankets to the chartable agency. Use scraps and fabrc pant to create a class reflecton patchwork qult. Use socal meda as a means of reflecton and demonstraton: Facebook, YouTube, or MySpace. Communty Connectons and Resources Elementary school, Head Start, socal servce agences. Course Objectves/ Competences Arzona Servce Learnng Standards Natonal Standards Meanngful Servce Lnk to Currculum Reflecton Dversty Youth Voce Partnershps Progress Montorng Duraton and Intensty R e a d n g W r t n g M a t h 41

50 Secondary Project 14: Fdget the Bear Course/Subject Area: Language Arts, Vsual Arts Overvew: Students wrte a short story for pedatrc oncology patents n a local hosptal. They publsh and llustrate the story, and read t to chldren n the hosptal. They also gve copes to patents and the hosptal s lbrary. Stage Preparaton Acton Reflecton Student Actvtes Course Objectves/ Competences Study the elements of a short story. Revew chldren s lterature. Eplore ways to llustrate a story. Learn about publshng formats. Contact hosptals to determne specfc needs. Branstorm story deas. Create a storyboard. Wrte a short story. Peer edt. Prepare documentaton for publcaton. Read stores to patents n the hosptal. Donate books to patents and hosptal lbrares. Create a dsplay of the project. Present the project to other schools. Dscuss the hosptal eperence. Intervew wth a local newspaper about the project. Communty Connectons and Resources Hosptal, hospce, lbrary, local cartoonsts, chldren s authors and llustrators. Arzona Servce Learnng Standards R e a d n g W M r a t t h n g Natonal Standards Meanngful Servce Lnk to Currculum Reflecton Dversty Youth Voce Partnershps Progress Montorng Duraton and Intensty 42

51 Secondary Project 15: Saguaro Census Course/Subject Area: Socal Studes, Scence Overvew: Students conduct research on the sze of saguaros at a locaton such as Saguaro Natonal Park to contrbute to scentfc research beng done on the state of saguaros n Arzona. Stage Student Actvtes Study the functons of varous departments n the Eecutve Branch of government and the basc poltcal and socal responsbltes of Preparaton ctzenshp. Schedule classroom guest speakers about the natonal parks and the lnk between government and envronmental protecton. Study the declne of the saguaro. Learn how to gather data on the saguaro. Vst a ste such as Saguaro Natonal Park to collect census data requred to study the declne of the growth of the saguaro. Acton Submt the census data to the proper organzaton. Present the project at the end of the year Reflecton showcase wth a presentaton board and speeches. Gve small cactus plants as thank you gfts to project helpers. Communty Connectons and Resources Saguaro Natonal Park, state park, botancal garden, arboretum, scence museum, Envronmental Protecton Agency, forest rangers, scence teachers. Course Objectves/ Competences Arzona Servce Learnng Standards Natonal Standards Meanngful Servce Lnk to Currculum Reflecton Dversty Youth Voce Partnershps Progress Montorng Duraton and Intensty R e a d n g W M r a t t h n g

52 Servce Learnng Ideas for Colleges and Unverstes If you want to change the world, be that change. Gandh 44

53 College Ideas by Content Area Accountng Work wth neghborhood leadershp/advsory boards to put on workshops for resdents of low-ncome areas on household fnances and budgetng. Assst non-profts wth fund-rasng efforts such as grant wrtng, nvestments, and budgetng. Develop a free ta preparaton and counselng servce for low-ncome ndvduals, for eample, VITAS program from the IRS. Contrbute to the runnng and staffng of a cooperatve food store or credt unon Admnstraton of Justce Studes Partcpate n patrol support wth the polce department. Contact vctms of varous crmes to provde ease, vctms' rghts, and crmnal justce system nformaton. Check welfare of vctms and make necessary socal servce crmnal justce referrals. Provde computer nput for vctm notfcaton, and place phone calls for prorty cases. Accompany and support vctms n court. Assst n the procurement of orders of protecton. Offer counselng, shelter, and other resources to vctms and ther famles. Anthropology Assst people at half-way houses to eplore ther roots. Help students n grades 6-12 search for ther ancestors usng onlne databases. Collect and document what lfe was lke durng a specfc tme n hstory. Vst nursng homes, rehab hosptals, veterans hosptals, and cemeteres. Present fndngs n a publc doman. Intervew an elderly relatve to learn what hs/her lfe was lke and what events shaped hs/her lfe. Publsh a collecton of ntervews for the elders and ther famles. Restore a communty cemetery after researchng the stores of bured resdents, provdng needed headstones, and gatherng the famles of the deceased for a rededcaton of the cemetery. Art Create and present mn-lectures wth vsual ades on a famous pece of art or artst for K-12 classrooms. Prepare and present a tour of a local museum ehbt for at rsk hgh school students. Interpret the changes n the human body wth dfferent age groups n a rehabltatve program. Make clay bowls and other peces of art to rase funds at an Empty Bowls charty event. Involve communty members of all ages n the creaton of a publc mural or tle collage. Create ready-to-use packages of art projects, ncludng nstructons, for chldren or people n shelters to assemble and decorate. 45

54 Bology Present workshops at elderly resdent homes on "What s Happenng to My Body, ncludng the nutrtonal needs of the elderly and physcal changes they are gong through. Conduct presentatons at local schools on the pathology of AIDS, HIV nfecton, and seually transmtted dsease and preventon. Become traned n dsaster relef for the Red Cross. Volunteer when called upon. Volunteer wth Planned Parenthood as an nformaton lne counselor, famly plannng counselor, or reference person for nformaton on fertlty, reproductve physology, contracepton, and reproductve health care. Serve as gudes, helpers, and anmal handlers at a non-proft nature study center that provdes free educaton programs and tours for nner-cty youth. Provde pet therapy n a nursng home. Busness Prepare a busness or strategc plan for a non-proft agency. Develop a busness plan or marketng strategy to assst hgh school students n art/shop classes sell ther works. Create and conduct workshops for homeowners n low-ncome areas to brush up on budgetng and personal fnance sklls. Form a "Consumer Helplne" to act as advocates for consumer s rghts. Survey food and drug stores n the communty to establsh the relatve prces and qualty of essental tems. Issue a monthly lstng of ths nformaton to prevent stores n low-ncome communtes from rasng ther prces above those found n surroundng areas. Computer Scence Desgn software for local communty partners to better manage volunteers, resources, fnances, or nventores. Open a computer lab for at rsk kds and have them set up accounts to check emals, type essays, or conduct research. Teach and assst senor ctzens wth computer bascs. Produce and publsh Power Presentatons, DVD s, or podcasts on a current topc that needs to be publczed to a target audence n the communty. Create educatonal computer games that renforce school currculum for dfferent K-12 grades and subjects. Develop and manage web-based communcaton systems for non-proft organzatons. 46

55 Counselng Provde peer counselng. Desgn mental health campagns and preventon programs on the college campus. Offer emotonal support and empathetc/actve lstenng to vctms of crmes. Work wth case managers under close supervson to provde day to day problem-solvng, resources, and support to men or women n shelters. Educaton Assst K-12 teachers n the development, presentaton, and evaluaton of lessons. Hold a book far, and buy books wth the proceeds to donate to young people wth lmted home lbrares. Tutor students n grades K-12. Create learnng materals for K-12 students. Teach lteracy to adults. Form teams from dfferent content areas. Assst teachers n the development of lesson plans that ncorporate a servce-learnng component. Volunteer wth Specal Olympcs or a Best Buddes Club. Englsh Generate folklore of a communty area, and publsh t for the good of that communty. Wrte letters to busnesses on behalf of non-profts askng for donatons of goods and servces. Wrte and llustrate chldren s or young adult books to donate. Wrte persuasve letters/essays for non-profts to alert ctzens and meda of a communty ssue or need. Work wth artsts to create words for cartoons, photo essays, or vdeos to promote a nonproft. Develop nnovatve and hgh qualty noncommercal rado and televson programs, or publc servce announcements for non-profts. Work wth non-profts to wrte clear and concse grant proposals. Read books to chldren n schools. Wrte revews of contemporary lterature, poetry, and short stores for students and hgh school Englsh teachers who would beneft from havng a young person s pont of vew on the most up-to-date lterature. 47

56 Fre Scence Volunteer wth the Fre Department s Connector Program or a vocatonal school s Fre Scence program. Perform home safety checks for ctzens. Install and check fre and carbon monode alarms for low ncome famles. Volunteer wth the cty s Crss Response Team. Pant house numbers on the curb n needy communtes n order to better facltate delvery of emergency servces. Teach workshops on famly emergency preparedness. Geology Research land or tral restoraton, and organze needed labor. Work wth dsadvantaged youth on outdoor actvtes. Montor water qualty and flow. Present the data to approprate government agences. Organze a trash clean-up along a rver or lake. Advocate for stronger envronmental laws or rules. Wrte fact sheets, newsletter artcles, or webstes for non-proft or government agences nvolved wth geologcal ssues. Nursng Volunteer wth patents n hosptals, care centers, or rehab centers. Dscharge patents, answer lghts, pass meal trays, and run errands for staff to lab, -ray, or medcal records. Get nvolved wth a hospce or bereavement program. Provde musc, art, or pet therapy for patents. Assst the homebound wth needed tasks. Tutor younger nursng students n medcal programs at vocatonal hgh schools. Physcal Geography Lead school and adult tour groups on educatonal hkes. Help wth Grl Scout badge workshops. Serve as research assstants wth monarch butterfly taggng program. Conduct lab and ste-based research, and present data to approprate government agences. Poltcal Scence Study the state legslatve process. Choose an ssue to study, and become engaged n the process. Form a non-partsan watch dog group that researches the backgrounds on canddates and ther votng hstores, fnances, assocatons, and afflatons so voters can make nformed decsons. Make a web ste to support ths. Assst n voter regstraton programs. Undertake tranng n communty medaton, and volunteer n a communty medaton center. Drve people to the polls on Electon Day. Volunteer to work at the offce of the canddate of choce. Organze debates for local canddates and ssues. Provde legal servces on mmgraton ssues through a non-proft or consultaton agency. 48

57 Psychology Attend tranng and answer phones at a local hotlne. Serve as advocates for vctms of seual assault through a non-proft. Volunteer at a homeless shelter. Lead sports or craft actvtes wth mentally challenged chldren or adults. Develop prnted or web-based resources on mental health ssues to publsh for a target audence. Use psychologcal prncples to change people s behavors n a certan area such as recyclng or cell phone manners. Readng Teach readng to Engsh as a Second Language students of any age. Volunteer at a lteracy program. Do after school tutorng wth low ncome kds. Become a reader n a classroom at a local elementary school. Assst at a school, neghborhood, or hosptal lbrary. Create learnng materals that wll help chldren or adults learnng to read. Recreaton Volunteer at a local Parks and Recreaton program. Coach low ncome kds n soccer, baseball, or basketball. Organze sports actvtes at an after school program. Assst a local Boys and Grls Club wth ther athletc programs. Educate overweght kds and/or adults on det and eercse. Volunteer wth the Specal Olympcs or sports for the physcally challenged. Socology Plan and mplement actvtes wth clents of human servces agences. Study socal servces offered through the cty. Make recommendatons on mprovements that could be made, and submt a formal proposal to the cty councl. Research socal nequalty n the communty and organze an event that could buld equalty and unty. Intervew people who lved through a sgnfcant event n our country (WWII, Vetnam, 9/11). Learn how the event changed ther lves. Publsh the ntervews for those ntervewed and others who are nterested. 49

58 Spansh Volunteer to be an nterpreter wth the VITA program durng ta season. Tutor Spansh-speakng ESL students. Read books, magaznes, and newspapers n Spansh to those who do not speak Englsh. Plan a holday party for a group of low ncome famles wth Spansh language games. Attend after school programs and play wth the kds. Speak ther natve language and ask them for correctons. Research, wrte, and desgn a blngual Welcome to Our Communty brochure. Theater Volunteer wth fne arts classes n Ttle One schools. Assst mddle and hgh school drectors wth safety supervson of begnnng techncal theater class. Wrte, drect, or partcpate n a play that focuses on a communty topc of concern. Drect a group of chldren or teens n a holday play or pageant. Take a group of low ncome chldren to a play or concert. 50

59 College Project 16: Tutorng At-Rsk Chldren Course/Subject Area: Educaton Overvew: Students tutor chldren attendng Ttle I schools n academcs. The project goals nclude provdng a real-world pcture of educatonal theores and teachng strateges. Stage Preparaton Acton Reflecton Student Actvtes Research socal justce ssues facng chldren lvng n poverty ncludng how health care, mmgraton, and language affect academc achevement. Create fun, nteractve, academc actvtes based on the AZ Academc Standards n readng, wrtng, and math for the grade level of the chldren. Spend 3-6 hours per week workng wth the same chldren at an approved Ttle I school or communty center. Help the chldren wth ther homework and mplement the nteractve academc actvtes. Include college-knowledge mentorng as part of the sessons, speakng postvely about college and nstllng college-gong epectatons and opportuntes wth the chldren. Gve assgned readngs addressng the socal justce ssues facng chldren attendng Ttle I schools. Wrte reflecton papers and partcpate n class dscussons regardng how ther knowledge was nstrumental n delverng the tutorng sessons and how ther servce made the coursework more realstc. Reflect upon how the eperence wll now drve ther classroom learnng about educatonal polces and teachng strateges. Communty Connectons and Resources Ttle 1 or other elementary school, after-school tutorng program, Boys and Grls Club, communty center, chldren s hosptal. Course Objectves/ Competences Arzona Servce Learnng Standards R e a d n g W M r a t t h n g Natonal Standards Meanngful Servce Lnk to Currculum Reflecton Dversty Youth Voce Partnershps Progress Montorng Duraton and Intensty 51

60 College Project 17: Hostng a Holday Party for At Rsk Kds Course/Subject Area: Communcaton, Psychology, Socology, Chld Development, Dversty Overvew: Ths project helps students apply small group communcaton sklls to a real lfe project. Each group plans and mplements a holday party for at rsk kds. Stage Student Actvtes Break nto small groups of 4-6. Research and decde on a communty partner. Contact and meet the communty partner ste Preparaton supervsor to dscuss havng holday party at the ste. Dscuss and confrm dates, tme, ages of chldren, and specal requrements. Branstorm deas for decoratons, costumes, food, musc, and age-approprate games. Decde how supples wll be pad for: members of the group, donatons, or mn-grants. Assgn tasks to group members. Use mn-grants to purchase supples. Use grant for vendors, gather donatons, and utlze faculty Acton and servce-learnng staff for nformaton and support. Have the party. Clean up after the party. Create vsual reflectons such as scrap books or dsplay boards. Include pctures and comments by group members. Reflecton Plan and create audo vsuals such as YouTube or Face Book vdeos. Wrte a group reflecton paper on the eperence. Dsplay vsuals at a communty reflecton gatherng. Communty Connectons and Resources Local chldren s home, chld crss shelter, domestc volence shelter, YMCA, Boys and Grls Club. Course Objectves/ Competences Arzona Servce Learnng Standards R e a d n g W r t n g Natonal Standards Meanngful Servce Lnk to Currculum Reflecton Dversty Youth Voce Partnershps Progress Montorng Duraton and Intensty M a t h 52

61 College Project 18: Pennes for Charty Course/Subject Area: Communcaton, Math, Marketng, and Advertsng Overvew: Ths project helps students apply small group communcaton, math, and marketng sklls to a real lfe project. The class focuses on one project but ncludes separate components. The students work n small groups of 4-6. Stage Student Actvtes Invte local socal servce agences to dscuss partner needs wth the class. Research Greg Mortenson s Pennes for Peace Project. Preparaton Adapt hs project as needed. Decde on a recpent and goal for the fundrasng drve. Research the college fscal polces on collectng money and complete fscal paper work as needed. Branstorm whch groups wll be needed, for nstance, marketng, money collectng, money countng, and communcaton wth ste. Select groups and choose leaders. Decde on dates for mplementaton. Vst ste and do ntervews wth staff. Ths fosters relatonshps and helps students understand ste goals, needs, and accomplshments. Create detaled to do lst wth the end n mnd. Work toward the goal. Mantan ongong communcaton wth the nstructor and ste. Collect, count, and turn n money to the casher on Acton regular bass. Ths step s checked and double checked for accuracy. Plan a presentaton of the check to the ste durng a celebraton. Use mn-grants to pay for supples, vendors for donatons, and faculty and servce-learnng staff for nformaton and support. Use oral reflectons n class to dscuss progress, frustratons, and successes. Wrte one mnute thoughts at least once every two Reflecton weeks. Meet wth team leaders and faculty members. Create vsual and/or audo reflectons of actvtes. Prepare celebraton reflecton for ste, students, and faculty member. Communty Connectons and Resources Local socal servce agences. Course Objectves/ Competences Arzona Servce Learnng Standards Natonal Standards Meanngful Servce Lnk to Currculum Reflecton Dversty Youth Voce Partnershps Progress Montorng Duraton and Intensty R e a d n g W r T n g M a t h

62 College Project 19: Specal Olympcs Course/Subject Area: Recreaton, Communcaton, Psychology, Socology, Specal Educaton Overvew: Students volunteer n varous capactes at Specal Olympcs events such as the Summer Games n order to apply knowledge of workng wth people wth specal needs. They also eplore potental careers n the feld of therapeutc recreaton. Stage Preparaton Acton Reflecton Student Actvtes Contact and meet wth Specal Olympc partner ste supervsor to learn about Specal Olympcs hstory, careers, and upcomng events. Learn how to nteract and work wth ndvduals wth specal needs and the mportance of therapeutc recreaton n the lves of these ctzens. Dscuss and confrm dates, tme, specal requrements for volunteers, and Specal Olympcs events. Attend tranng provded by Specal Olympcs before the games. Serve at Summer Games or other Specal Olympcs events n varous capactes. Assst n the Operaton Green Program to help make the events a green event. Complete a reflecton through a Power Pont, dsplay board, essay, or class presentaton. Share eperences wth peers and communty members. Course Objectves/ Competences Arzona Servce Learnng Standards R e a d n g W r t n g M a t h Communty Connectons and Resources Specal Olympcs, assocaton of sports for the dsabled. Natonal Standards Meanngful Servce Lnk to Currculum Reflecton Dversty Youth Voce Partnershps Progress Montorng Duraton and Intensty 54

63 College Project #20: Socal Servces Course/Subject Area: Socology, Psychology, Anthropology, Justce Studes, Counselng, Famly Studes, Mnorty Studes, or other Socal Scence collegate level courses Overvew: College students volunteer at a local homeless shelter, food bank, or smlar non-proft. Students learn about the fundamentals of socology, organzaton of human groups and socety, processes of nteracton, and socal change, through frst-hand eperence workng wth dverse groups of people whle servng the underprvleged at a non-proft. Stage Student Actvtes Course Objectves/ Competences Preparaton Acton Reflecton Make arrangements to complete servce workng drectly wth the populaton n need at a local homeless shelter, food bank, or smlar nonproft. Partcpate n lablty and dversty tranng, often provded by the organzaton. Reflect upon assgned readng materals relevant to the placement. Spend 3-6 hours per week workng drectly wth people n need at the servce organzaton, ether dstrbutng food, clothes, or other goods; educatng clents about resources; ntervewng clents; or advocatng n the communty for the cause. Wrte reflecton papers and partcpate n class dscussons regardng how ther knowledge n socology was nstrumental n delverng socal servces to ther clents. Reflect upon how ther eperence wll now drve ther classroom learnng and future socology research. Communty Connectons and Resources Food bank, homeless shelter, domestc volence shelter, gang preventon program. Arzona Servce Learnng Standards Natonal Standards Meanngful Servce Lnk to Currculum Reflecton Dversty Youth Voce Partnershps Progress Montorng Duraton and Intensty R e a d n g W r t n g M a t h 55

64 Appendces My lfe s my message. Gandh 56

65 Append A Natonal Servce-Learnng Standards and Indcators for Qualty Practce Natonal Youth Leadershp Councl, 2008` Meanngful Servce Servce-learnng actvely engages partcpants n meanngful and personally relevant servce actvtes. Indcators: 1. Servce-learnng eperences are approprate to partcpant ages and developmental abltes. 2. Servce-learnng addresses ssues that are personally relevant to the partcpants. 3. Servce-learnng provdes partcpants wth nterestng and engagng servce actvtes. 4. Servce-learnng encourages partcpants to understand ther servce eperences n the contet of the underlyng socetal ssues beng addressed. 5. Servce-learnng leads to attanable and vsble outcomes that are valued by those beng served. Lnk to Currculum Servce-learnng s ntentonally used as an nstructonal strategy to meet learnng goals and/or content standards. Indcators: 1. Servce-learnng has clearly artculated learnng goals. 2. Servce-learnng s algned wth the academc and/or programmatc currculum. 3. Servce-learnng helps partcpants learn how to transfer knowledge and sklls from one settng to another. 4. Servce-learnng that takes place n schools s formally recognzed n school board polces and student records. Reflecton Servce-learnng ncorporates multple challengng reflecton actvtes that are ongong and that prompt deep thnkng and analyss about oneself and one s relatonshp to socety. Indcators: 1. Servce-learnng reflecton ncludes a varety of verbal, wrtten, artstc, and nonverbal actvtes to demonstrate understandng and changes n partcpants knowledge, sklls, and/or atttudes. 2. Servce-learnng reflecton occurs before, durng, and after the servce eperence. 3. Servce-learnng reflecton prompts partcpants to thnk deeply about comple communty problems and alternatve solutons. 4. Servce-learnng reflecton encourages partcpants to eamne ther preconceptons and assumptons n order to eplore and understand ther roles and responsbltes as ctzens. 5. Servce-learnng reflecton encourages partcpants to eamne a varety of socal and cvc ssues related to ther servce-learnng eperence so that partcpants understand connectons to publc polcy and cvc lfe. 57

66 Dversty Servce-learnng promotes understandng of dversty and mutual respect among all partcpants. Indcators: 1. Servce-learnng helps partcpants dentfy and analyze dfferent ponts of vew to gan understandng of multple perspectves. 2. Servce-learnng helps partcpants develop nterpersonal sklls n conflct resoluton and group decson-makng. 3. Servce-learnng helps partcpants actvely seek to understand and value the dverse backgrounds and perspectves of those offerng and recevng servce. 4. Servce-learnng encourages partcpants to recognze and overcome stereotypes. Youth Voce Servce-learnng provdes youth wth a strong voce n plannng, mplementng, and evaluatng servce-learnng eperences wth gudance from adults. Indcators: 1. Servce-learnng engages youth n generatng deas durng the plannng, mplementaton, and evaluaton processes. 2. Servce-learnng nvolves youth n the decson-makng process throughout the servce-learnng eperences. 3. Servce-learnng nvolves youth and adults n creatng an envronment that supports trust and open epresson of deas. 4. Servce-learnng promotes acquston of knowledge and sklls to enhance youth leadershp and decson-makng. 5. Servce-learnng nvolves youth n evaluatng the qualty and effectveness of the servcelearnng eperence. Partnershps Servce-learnng partnershps are collaboratve, mutually benefcal, and address communty needs. Indcators: 1. Servce-learnng nvolves a varety of partners, ncludng youth, educators, famles, communty members, communty-based organzatons, and/or busnesses. 2. Servce-learnng partnershps are characterzed by frequent and regular communcaton to keep all partners well-nformed about actvtes and progress. 3. Servce-learnng partners collaborate to establsh a shared vson and set common goals to address communty needs. 4. Servce-learnng partners collaboratvely develop and mplement acton plans to meet specfed goals. 5. Servce-learnng partners share knowledge and understandng of school and communty assets and needs, and vew each other as valued resources. Progress Montorng Servce-learnng engages partcpants n an ongong process to assess the qualty of mplementaton and progress toward meetng specfed goals, and uses results for mprovement and sustanablty. Indcators: 1. Servce-learnng partcpants collect evdence of progress toward meetng specfc servce goals and learnng outcomes from multple sources throughout the servce-learnng eperence. 2. Servce-learnng partcpants collect evdence of the qualty of servce-learnng mplementaton from multple sources throughout the servce-learnng eperence. 3. Servce-learnng partcpants use evdence to mprove servce-learnng eperences. 4. Servce-learnng partcpants communcate evdence of progress toward goals and outcomes wth the broader communty, ncludng polcy-makers and educaton leaders, to deepen servcelearnng understandng and ensure that hgh qualty practces are sustaned. 58

67 Duraton and Intensty Servce-learnng has suffcent duraton and ntensty to address communty needs and meet specfed outcomes. Indcators: 1. Servce-learnng eperences nclude the processes of nvestgatng communty needs, preparng for servce, acton, reflecton, demonstraton of learnng and mpacts, and celebraton. 2. Servce-learnng s conducted durng concentrated blocks of tme across a perod of several weeks or months. 3. Servce-learnng eperences provde enough tme to address dentfed communty needs and acheve learnng outcomes. 59

68 Append B Arzona Department of Educaton Servce Learnng Competences and Indcators Grades K Descrbe needs related to the communty and school Defne needs Identfy a smple need n the communty or at school Identfy smple solutons Develop a plan to address an dentfed need. (Plannng) Identfy goals Identfy the steps to resolve or address needs Identfy resources requred, such as money, tme, and people Identfy how to know when the need s resolved Identfy how the plan wll contrbute to a safe and healthy envronment for the school, communty, and ndvduals Partcpate n actvtes to resolve or address the dentfed need. (Acton) Partcpate n mplementng the actons dentfed to address the need Montor actvtes to determne whether adjustments are necessary to address the need Reflect on the effectveness of actvtes n addressng the dentfed need Use reflecton to learn from the eperence. (Reflecton) Identfy progress and fnal successes Determne whether the ntended results were acheved as outcome of the actvtes Identfy actvtes that could be done dfferently Recognze the need to celebrate the process and achevements. (Celebraton) Identfy who to nvolve and/or acknowledge n celebraton actvty Determne how to conduct a celebraton actvty Demonstrate group sklls Recognze the need to lsten to others and respect ther opnons Practce workng together to acheve a goal Identfy how to resolve dfferences of opnon n a constructve manner Recognze how workng together, people can accomplsh greater tasks than they can when workng alone Determne how the communty helps ndvduals and famles Identfy the role of servces n the communty Recognze the beneft provded by the communty through servce professonals, ncludng fre-fghters, polce, lbrarans, hosptal staff, and others. 60

69 1.7.3 Recognze the nter-relatonshp among schools, famles, ndvduals, and servce professonals Identfy ways ndvduals can contrbute to the communty Integrate academc content wth servce actvty n school or communty Intervew others to dentfy communty needs and servces Recognze the relatonshp of hstory to the communty, famles, and schools Apply communcaton sklls and knowledge of hstory to servce projects n school or communty. Grades Determne ways to address school or communty needs Identfy a need to address n the school or communty Identfy steps n problem-solvng Identfy possble solutons Descrbe potental actons to brng about a soluton Develop a plan to address a school or communty need. (Plannng) Identfy the goal to be accomplshed Determne the actons to take Identfy who needs to be nvolved, what steps to take, and a tmelne Descrbe how the plan wll contrbute to a safe and healthy envronment for the school, communty, and ndvduals Know when the need s resolved Develop actvtes related to the plan. (Acton) Partcpate n the actvtes dentfed n the plan Dstngush between relevant and non-relevant nformaton n actvtes Apply creatve thnkng to develop new potental solutons beyond those frst proposed Select alternatve actons as needed Use reflecton to assess the process of plannng and mplementng actvtes. (Reflecton) Identfy progress, successes, and the etent to whch ntended results were acheved Identfy ntended and unntended outcomes of the actvtes Identfy areas for mprovement Modfy the plan of acton to ncorporate deas for mprovement Analyze successes throughout the process and at the end of the acton (Celebraton) Acknowledge successful group and ndvdual accomplshments Acknowledge the benefts to communty, school, and ndvduals Identfy unepected accomplshments Develop personal and nterpersonal sklls Identfy personal strengths and sklls Practce oral and wrtten communcaton sklls to convey one s own thoughts and feelngs to others. 61

70 2.6.3 Practce personal sklls n beng fleble, seeng another s person s vew, and standng for one s own values Identfy leadershp and team member characterstcs and sklls Recognze the role of a team member n a group Assess self-development regardng ndvdual s etended relatonshp wth communty Recognze how groups can accomplsh more than an ndvdual Identfy potental group conflcts and how to resolve them Recognze the need and opportuntes for cvc partcpaton Determne how empathy, respect, and responsblty relate to cvc partcpaton Apply academc content n Plannng, Acton, Reflecton, and Celebraton actvtes Apply knowledge of government, hstory, and current affars to each step of a servce eperence n the school or the communty Apply knowledge of scence and mathematc problem solvng strateges to each step of a servce eperence n the school or the communty Apply knowledge of oral and wrtten communcatons sklls to each step of a servce eperence n the school or the communty Eamne the need for cvc and socal responsblty Identfy the dfference between cvc and socal responsbltes to the communty and school Compare the effects of cvc engagement and non-engagement Eamne how socal responsblty mpacts government, communtes, and ndvduals Eamne ethcal behavor as part of an ndvdual s socal responsblty Eamne the topcs of human rghts and dversty and ther relatonshp to cvc engagement Develop sklls essental for both servce and future employment Identfy sklls that are common for servce and future jobs Practce sklls requred for both servce and future jobs Demonstrate sklls for ntervewng, developng resumes, and completng applcatons for both non-pad and pad jobs. Grades Conduct a needs assessment to dentfy potental assets and ssues related to the communty Use branstormng technques to generate a lst of communty and school ssues Prortze, rank, and select ssues for acton Identfy communty needs and assets related to targeted ssue usng cogntve maps, authentc communty assessments, and other nformaton Develop a plan of acton to address a targeted ssue. (Plannng) Identfy desred ntermedate and fnal outcomes Determne the ndcators of success Determne resources necessary to acheve the plan and ther avalablty Antcpate potental obstacles to achevng desred outcomes Establsh ponts for reflecton n the process. 62

71 3.2.6 Research potental partnershps, actvtes, responsbltes, costs, and tmelnes Demonstrate how the plan wll contrbute to a safe and healthy envronment for the school, communty, and ndvduals Implement the plan of acton. (Acton) Partcpate n actvtes dentfed n the plan of acton Dstngush between relevant and non-relevant nformaton and stuatons whle carryng out the actvtes Apply creatve thnkng to fndng solutons for comple problems Use problem solvng technques to select alternatve actons Adapt contnuous mprovement processes for redrectng actvtes to accomplsh outcomes Analyze actvtes through ongong reflecton and recognton of accomplshments. (Reflecton) Reflect on accomplshments and mproved ablty to acheve outcomes Increase ablty to queston prevously held perceptons and assumptons Analyze weaknesses and propose mprovements for future actvtes Increase ablty to analyze judgments and conflctng ponts of vew Apply potental mprovements to new stuatons Capture data and recollectons about the actvtes as an ongong process Assess actons n relaton to outcomes durng and at the completon of actvtes Promote achevements related to outcomes. (Celebraton) Acknowledge successful group and ndvdual accomplshments Identfy benefts to the communty, school, and ndvduals Identfy the unepected achevements and benefts for all nvolved Develop leadershp and team buldng sklls n new settngs and new areas of nfluence Practce leadershp sklls needed for acheved dentfed group goals Analyze teamwork, processes for buldng consensus, contnuously mprovng, learnng from peers, teachng others, and achevng group outcomes Analyze leadershp sklls of dea contrbuton, actng as a role model, ethcal behavor, promoton of achevement, mentorng, and motvaton Identfy potental group conflcts and how to resolve them Assess self-development n relaton to the ndvdual s communty responsbltes Develops personal sklls requred for achevng communty goals Identfy the need for ndvduals to take responsblty for achevng communty and socetal goals Practce collaboraton sklls needed for partnershp efforts Eamne multple perspectves to comprehend supportng and opposng arguments for an ssue Practce sklls related to advocacy for an ssue Practce sklls of adaptablty and overcomng obstacles Develop formal and nformal wrtten and oral communty sklls needed for partcpaton n communty actvtes. 63

72 3.8.0 Analyze academc competences n the contet of cvc engagement and servce to the communty Apply knowledge of government, hstory, and current affars to cvc engagement and servce eperences n the communty Apply knowledge of mathematcs problem solvng strateges and data analyss to a varety of cvc engagement and servce eperences n the communty Apply knowledge of language arts competences for oral and wrtten communcaton to a varety of cvc engagement and servce eperences n the communty Apply hgher level learnng from epermental actvtes for use n new stuatons Reflect on human nteracton and communty growth as t relates to the servce learnng eperences Assess the need for cvc and socal responsbltes by ndvduals and groups Analyze the role of the ndvdual as part of the school, communty, and socety Determne how ndvduals can affect socal change and buld a socal conscence n meetng communty needs Eamne the dfferent ways that socal responsblty mpacts government, communty, and ndvdual goals Analyze ethcal behavor as part of an ndvdual s socal responsblty to others, the communty, and socety Investgate the topcs of human rghts and dversty and ther relatonshp to cvc engagement Compare the mpact of varyng levels of cvc engagement Identfy possbltes for groups and ndvdual contrbutons to communty development and renewal Develop employment sklls through partcpatng n servce to the communty Identfy the sklls that are useful for servce projects as well as pad employment Practce sklls for a varety of work-based eperences, both pad and non-pad Develop ntervewng, applcaton, and resume-wrtng sklls for use wth both pad and non-pad jobs Develop communcaton sklls that are used n servng the communty and n employment. 64

73 Append C Servce Learnng Project Plannng Sheet Project Ttle: Course/Subject Area: Overvew of Project (2-3 sentences ncludng the servce and learnng goals): Stage Student Actvtes Course Objectves/ Competences Arzona Servce Learnng Standards R e a d n g W r t n g M a t h Preparaton Acton Reflecton Communty Connectons and Resources Natonal Standards Meanngful Servce Lnk to Currculum Reflecton Dversty Youth Voce Partnershps Progress Montorng Duraton and Intensty 65

74 Append D Generatng Currculum-Related Ideas for Servce Learnng Projects Class/Unt/Theme/Standard Drect Servce Indrect Servce Advocacy Math yz Teach/tutor a peer or younger student n math. Elements of a plot Read a story wth a younger student, and help them chart the story s plot. Ftness Organze and lead fun afterschool eercse classes for local youth and adults. Desgn puzzles usng geometry lessons, lamnate, and donate to a shelter or chld care program. Wrte and llustrate an orgnal short story, and donate t to a chldren s hosptal or school. Wrte, flm, and dstrbute a Ft at Home vdeo for local famles. Gather data on a hot topc of nterest, make calculatons, and present mathematcal conclusons to people n power. Wrte letters to tv/move producers suggestng plot lnes that would mprove the world. Petton the school board for ncreased school tme for eercse. 66

75 Append E Generatng Theme-Based Ideas for Servce Learnng Projects General Category Drect Servce Indrect Servce Advocacy Chldren/Teens Elderly/Senor Ctzens Play games wth elders Collect fresh school supples for kds to receve n January People wth Dsabltes Petton the cty to offer unfed sports through the parks and rec program Anmals M and bake homemade dogge treats to donate to an anmal shelter Conduct an on-lne spay and neuter your pets campagn The Earth/Envronment Poverty, Hunger, Homelessness Lteracy, Tutorng The Arts Drugs, Alcohol, Tobacco Neghborhoods, Safety Other 67

76 APPENDIX F Frequently Asked Questons 1. How do I ft ths nto my packed currculum? Use servce learnng as a teachng strategy for requred standards and competences. Servce learnng s not an add-on; t s an addtonal way to teach sklls. 2. Where do I get money for servce learnng projects? There are many servce learnng actvtes that do not requre any money or that use avalable school supples. Parents, famles, and communty busnesses can sometmes donate. Create a wsh lst and dstrbute t to the school communty. Offer thank you letters that can be used for ta deductons. Stores do have allotments of funds and products. Fnd out donaton schedules, ask early, and use student-wrtten requests. Mn-grants and bgger grants are avalable from local, school, and natonal sources. 3. What about transportaton? Avod the need. Do servce actvtes that beneft the school communty, buldng, or grounds. Do projects n the neghborhood around the school so that students can walk. Have servce recpents come to the school. Senor ctzens, speakers from non-proft organzatons, and others often enjoy vstng the school. Take small groups to servce stes n order to utlze school vans nstead of busses. A small group of students may vst a ste at the begnnng of a project n order to have a vsual sense of the servce and recpents. Then those students motvate ther peers. A small group of students may volunteer to delver tems made to donate to an organzaton. Use avalable school transportaton funds to move students to a project ste. 4. What about student resstance? I don t have tme to do ths there s no way usually turns nto, That was the best school project I ve ever done. Students most often come to enjoy the hands-on learnng and relevance of what they are learnng f respect for the varous demands on ther lves s mantaned, and whnng s gnored. Even when provded an alternate assgnment, few students choose that opton once they see the fun, meanngful nature of the servce learnng project and catch the enthusasm of ther peers. 5. Is lablty an ssue? Use the same cauton and paperwork you would wth any school actvty. Be smart. Don t gve a ten-year-old a chan saw. Remember permsson slps and lablty wavers. Invte famly members and frends to partcpate. What a great way to get others nvolved wth the school! 6. Can students wth dsabltes partcpate n servce learnng? Of course. K12 specal educaton students can do ther own class projects that contrbute to the good of the school or communty. Manstream students partcpate n servce projects naturally wth ther peers. IEP and CBI goals can be met through servce actvtes. Often people wthout dsabltes need tranng n how to utlze those wth dsabltes n ther projects more than people wth dsabltes need assstance n how to contrbute to a project. 68

77 7. What types of etracurrcular actvtes nclude servce learnng? Here are just a few possbltes: Student Councl/Government Servce sororty or fraternty Cross age or peer tutorng and mentorng Character Counts Club Envronmental Club Recyclng Club Sports leagues organzed by older students Dversty Club Best Buddes Teacher s Helper Drama Club wth performances on youth ssues Computer Club Pen Pal Club Intergeneratonal Club 8. What are some good tps for dong servce learnng as an etracurrcular actvty? Use student generated deas. That s called, Youth Voce! Provde choces of actvtes. Do hands-on projects. Do more than just rase money. Break students nto small groups. Use parent, famly, senor ctzen, and communty volunteers to help. Remember to nclude preparaton and reflecton so the students have a more meanngful eperence. 69

78 Append G: Servce Learnng Resources: Prnt, Organzatons, and On-lne Berger, Kaye. The Complete Gude to Servce Learnng, Second Edton. Mnneapols, MN: Free Sprt Publshng, Inc., Bertolet, Debb, et al. On Purpose: Teachng and Learnng Through Servce: A Tranng Manual for K-12 Teachers. Mesa, AZ: Prnt Shop, Bertolet, Debb and Ladd Stewart, eds. A Quck Gude to Servce Learnng for Elementary Schools. Mesa, AZ: Prnt Shop, Campus Compact. Introducton to Servce-Learnng Toolkt: Readngs and Resources for Faculty. Rhode Island: Campus Compact, Ehrlch, Thomas. Cvc Responsblty and Hgher Educaton. Phoen, Arzona: Ory Press, Gottleb, Karla and Gal Robertson, eds. A Practcal Gude for Integratng Cvc Responsblty nto the Currculum, Second Edton. Washngton D.C.: Communty College Press, Grffn, Jennfer et al, eds. An Asset Bulder s Gude to Servce-Learnng. Mnneapols, MN: Search Insttute, Lews, Barbara. The Kds Gude to Servce Projects. Mnneapols, MN: Free Sprt Publshng, Lews, Barbara. The Teen Gude to Global Acton. Mnneapols, MN: Free Sprt Publshng, Mann, Shela and John J. Patrck, eds. Educaton for Cvc Engagement n Democracy: Servce Learnng and Other Promsng Practces. Indana: ERIC, Oakes, Duane and Sweet, Else, eds. Servce Learnng n the Communty College Classroom. Mesa, AZ, RMC Research Corporaton. K-12 Servce-Learnng Project Plannng Toolkt. Scotts Valley, CA: Natonal Servce-Learnng Clearnghouse, 2006/2009. Roberts, Pamela. Kds Takng Acton. Greenfeld, MA: Northeast Foundaton for Chldren, Shoemaker, Ann. Teachng Your Chldren Through Servce. St. Paul, MN: Natonal Youth Leadershp Councl, Stanton, Tmothy. Servce-Learnng: A Movement s Poneers Reflect on Its Orgns, Practce, and Future. San Francsco: Jossey-Bass Inc. Publshers, Wagner, Deborah, et al, eds. The Bo: Servce Learnng Professonal Development. Mchgan Communty Servce Commsson, Thomsen, Kate. Servce Learnng n Grades K-8: Eperental Learnng That Bulds Character and Motvaton. Thousand Oaks, CA: Corwn Press,

79 Wade, Rahma. Jonng Hands Communty Servce Learnng Kts. Albany, NY: State Unversty of New York, Wegner, Maddy et al, eds. Academc Success Through Servce: Feld Tested Servce Learnng Strateges for Grades 3-5. St. Paul, MN: Natonal Youth Leadershp Councl, Amercan Assocaton of Communty Colleges Servce-Learnng Clearnghouse Arzona Governor s Offce for Chldren, Youth and Famles, Dvson for Communty and Youth Development: Arzona Governor s Youth Commsson and Arzona Governor s Commsson on Servce and Volunteersm Campus Compact Center for Cvc Educaton Character Educaton Partnershp Close-Up Fundaton Consttutonal Rghts Foundaton Corporaton for Natonal and Communty Servce Do Somethng, Inc. Earth Force Fve Keys to Youth Success: Unlockng the Door to Arzona s Future Generatons Unted Hands On Network Idealst Kds Who Care 71

80 Learn and Serve Arzona Arzona Department of Educaton/Career and Techncal Educaton Mesa Communty College Center for Servce-Learnng Mesa Publc Schools Servce Learnng Natonal Center for Learnng and Ctzenshp/Educaton Commsson of the States Natonal Dropout Preventon Center Natonal Indan Youth Leadershp Project Natonal Servce Resource Center Natonal Servce Learnng Clearnghouse Natonal Servce-Learnng Partnershp Natonal Socety for Eperental Educaton Natonal Youth Leadershp Councl Ponts of Lght Foundaton SERVEnet State Educaton Agency K-12 Servce-Learnng Network State Farm Mutual Insurance Companes Unversty Servce Learnng Arzona State Unversty Youth as Resources Youth Servce Amerca 72