What Makes You, What Makes Me, What Makes Us Ceramic Mural
Teacher(s): Marcia Cisler, Judy Miheve, Mary Lamson-Burke, Brian Moore, Chip Peterson, Claudia Thornton, Jessica Stoykovich
Main Contact: Marcia Cisler Email: email@example.com
Date: 11/16/11 Building: Kelloggsville Middle School Grade Level: 6-8 grades
First Trimester: __________ Second Trimester: __________ Third Trimester: __________
First Semester: ___________ Second Semester: ___X___
Give a brief overview of the project you are planning.
We will be creating a community outreach program working with “The Dock” ministries located directly across the street from our building. It is currently a community center with some after school programming utilized by our students. We are seeking to create more programming, including classes, and services, for a wider range of ages. For the 2011-2012 school year we will be focusing on preparing the facilities by creating a mural made of tiles that is located on the outside wall to help generate a positive relationship for the students with the Dock and to take ownership of the service learning project with the opportunity to have future programs to aid students and the community.
Effective Practice: MEANINGFUL SERVICE
Service learning actively engages participants in meaningful and personally relevant service activities.
What community need will you address and how did you determine the need?
Our students have expressed that they like going to “The Dock” as a safe place to go after school and many of them go there to play basketball and other sports and one of the walls that they are looking at is plain and the students would be looking and creating a mural that helps them look to their dreams. The educators involved think that the area would benefit with more educational and informative programming for the families of our community.
What service will you provide to address the need?
We will help to establish the location, helping to find resources and donated materials. Students will participate in the creation of murals to beautify the building and make it more welcoming. Once established, we will expand on services, either create or work with outside sources to create programming, and provide new opportunities to community members. Some ideas include: tutoring, translation services, student led presentations (online safety, healthy eating, etc.), “college nights” where representatives from local colleges and universities can come to help our students start thinking about their future plans.
Effective Practice: LINK TO CURRICULUM
Service learning is intentionally used as an instructional strategy to meet learning goals and/or content standards.
How is this project related to your curriculum?
Science: Students will have to investigate the different types of paints that are available for painting a mural and which would sustain durability as well as understand the reasons for choosing appropriate materials. Also, students will determine what tiles will withstand Michigan weather as well as erosion caused by the weather. Students will also gather information for scientific problem solving as well as human factors on the environment.
What are the educational goals?
Students will learn team building, cooperative learning, time management, financial planning, and gain ownership by working on something of this nature.
Individual content area goals may also be established depending on the project.
Math: Students need to understand how to do scale drawing in order to determine the surface area needed for the mural as well as cost for materials. Determine area for the mural on the outside wall.
Art: Creatively come up with visuals of the theme of the mural and also investigate examples of public art in the community.
ELA: Drafting letters to invite the community to participate in the production of the mural. Students will create letters to themselves that reflects on their dreams and goals for their future. Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
Argumentative writing, blogs, PSA, theme connections
Social Studies: Students will understand how to participate in projects to help others as well as what it means to be a part of a community through citizen involvement.
Curriculum Crafter Connections www.curriculumcrafter.com
Strand: 08ELA: (Speaking and Listening)
TLW: Build comprehension through collaborative conversations about grade 8 topics, texts, and issues.
Strand: 07SCI: (Science Processes)
TLW: Demonstrate an understanding that scientific inquiry and reasoning involves observing, questioning, recording, communicating, and developing solutions to problems by identifying evidence of chemical change. (Gist: Chemical Change)
Strand: 07SS: (Public Discourse, Decision Making and Citizen Involvement)
TLW: Identify and investigate a public issue in the Eastern Hemisphere, analyze information about it, and develop a solution to present to other. (Capstone project) (Gist: Eastern Hemisphere – Global Issues Project)
Additional State Standards and Benchmarks
List standards and benchmarks met by this project.
Identifying and analyzing issues using citizen involvement and making critical decisions and persuasive arguments.
6 – P3.1.1, 7 – P3.1.1, 8 – P3.1.1: Identify and apply core democratic values
*Share and discuss findings of research and issue analysis in group discussions and debates
*Develop an action plan to address or inform others about the issue
Public Discourse, Decision Making, and Citizen Involvement
6 – P4.2.3, 7 – P4.2.3, 8 – P4.2.3: Participate in projects to help or inform others (e.g., service learning projects).
C1.1E Describe a reason for a given conclusion using evidence from an investigation.
C1.1C: Conduct scientific investigations using appropriate tools and techniques (e.g., selecting an instrument that measures the desired quantity—length, volume, weight, time interval, temperature—with the appropriate level of precision).
C1.1E: Describe a reason for a given conclusion using evidence from an investigation
W.6.2d, W.7.2d, W.8.2d: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Use precise language and domain-specific vocabulary to inform about or explain the topic.
L.6.1a, L.7.1a, L.8.1a: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.
RI.6.2, RI.7.2, RI.8.2: Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
W.6.1a, W.7.1a, W.8.1a: Write arguments to support claims with clear reasons and relevant evidence. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
N.FL.08.11, 6.RP.1, 7.RP.1: Solve problems involving ratio units, such as miles per hour, dollars per pound, or persons per square mile.
6.G.4, 7.G.4, 8.G.4: Sketch a variety of two-dimensional representations of three-dimensional solids including orthogonal views (top, front, and side), picture views (projective or isometric), and nets; use such two-dimensional representations to help solve problems.
Effective Practice: REFLECTION
Service learning incorporates multiple challenging reflection activities that are ongoing and that prompt deep thinking and analysis about oneself and one’s relationship to society.
What form(s) of reflection will you use with the students to help them identify what they have learned and accomplished?
Our students may reflect using journaling, newspaper articles, media coverage, a celebration with the community for the success of the mural. Students will also create public service announcements, blogs and wiki’s
Pre and post perceptions of the project.
Effective Practice: DIVERSITY
Service learning promotes understanding of diversity and mutual respect among all participants.
What types of diverse perspectives and experiences will be explored as part of your project?
(i.e.: cultural, generational, abilities/disabilities, learning styles, etc)
Cultural, Religious perspectives, Learning styles
Effective Practice: YOUTH VOICE
Service learning provides youth with a strong voice in planning, implementing, and evaluating service learning experiences with guidance from adults.
How will students gain ownership of the project?
Students will be involved in the planning all the way through from design, to selection, to implementation of each portion of the project.
Effective Practice: RECIPROCAL PARTNERSHIPS
Service learning partnerships are collaborative, mutually beneficial, and address community needs.
Who will you partner with for this project?
We will be working with “The Dock” ministries as well as staff members and students in order for the project to be complete.
Home Depot for supplies
How will students benefit from this partnership?
Our students will benefit by being exposed to more opportunities, programming and information. We already have many students who participate in activities with this organization, we’d like to see more involved. Students will also benefit from having exposure to a diverse population of students and staff to make them more culturally aware of the surrounding community.
How will the partner benefit from this collaboration?
The Dock will continue to grow; more community members will become involved. They will be able to participate in programming that wasn’t possible previously. Their facilities will be beautified.
Effective Practice: PROGRESS MONITORING
Service learning engages participants in an ongoing process to assess the quality of implementation and progress toward meeting specified goals, and uses results for improvement and sustainability.
How will you assess the student learning goals?
The students will be assessed by taking quarterly assessments that assess the learning objectives have taken place. In addition, the students will be participating in literature circle group work and presentations which will be assessed along the way. Lastly, the students will show that learning has taken place by completing a community based brochure that highlights the benefits of the outreach program. The brochure will show that the students understand what the integral parts of a brochure are.
How will you assess your service goals?
Formative assessments (check points) will be incorporated along the way to make sure that the goals and objectives of the overall process are being obtained.
Effective Practice: DURATION AND INTENSITY
Service learning has sufficient duration and intensity to address community needs and meet specified outcomes.
How will you prepare students for this experience?
Students will discuss differences of people through the books with community service learning theme identifying the different stereotypes in the community.
Students will be surveyed to match their abilities with the service project in the different areas of need. (i.e. media, posters, generate idea, public service announcements)
What are some sample possible activities students might do as part of this project?
Celebration of the Mural
Community Clean Up
Helping the Elderly or Disabled
The three arms of sustainability are environmental stewardship, economic growth, and social progress. Think planet, profit, and people.
Describe how your project addresses the issue of sustainability?
We will be addressing the issue of environmental sustainability by analyzing the materials (paints/varnishes) that are used to create the mural ensuring the materials and disposal of waste are environmentally friendly. Our project as a whole addresses social progress by bringing diverse populations together to create a sense of common purpose. This we hope will make the people in our district feel a greater sense of community and support one another by supporting local businesses.