“KOPS” – Kelloggsville Outreach Program Services

Teacher(s): Marcia Cisler, Amy Foster, Brian Moore
Date: 1/17/11 Building: Kelloggsville Middle School Grade Level: 8th Grade
First Trimester:           Second Trimester: ___X___         Third Trimester: ___X___
First Semester:            Second Semester:
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Project Overview

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. “The Dock” 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 2010-2011 school year we will be focusing on preparing the facilities by painting a mural on the 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 expressed the need for “a place to go” to keep them off the street and out of trouble after school. The educators involved thinks 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?

ELA: Students will make a connection between the book “Seedfolks” by Paul Fleischman, and the real life lessons that take place with the service learning project. They will be creating brochures to announce the events along with technical writing for the newspaper. They will also be doing reflective pieces on the process of creating a mural.

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.

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.

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.

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.

 

Curriculum Crafter Connections www.curriculumcrafter.com

Strand: ELA- various forms of writing, speaking
Science:  Inquiry, scientific method, chemistry
Math:  scale drawings, total cost
S. S.:  Understanding what it takes to be involved in the community

TLW: TLW- make connections between the book “Seedfolks” and real life situations, making brochures and using technical writing for newspaper articles, scientific investigations, do scale drawings and cost for materials, be community partners and become an involved citizen.  (Gist:  Writing, speaking, using technology, chemistry, geometry, public discourse, decision making and citizen involvement.

Additional State Standards and Benchmarks

List standards and benchmarks met by this project.

Social Studies:
Identifying and analyzing issues using citizen involvement and making critical decisions and persuasive arguments.
8 – P3.1.1Identify 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
8 – P4.2.3: Participate in projects to help or inform others (e.g., service learning projects).

Science:
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

ELA
R.NT.08.02- An authors’ purpose for writing is to inform, explain, persuade, or entertain the reader.
L.RP.08.05; R.NT.08.02- Teacher will provide sets of books or excerpts representing the genres of science fiction, historical fiction, and realistic fiction. Students will look for shared characteristics of the sets – teacher will not use the word “genre” before students have the opportunity to explore the literature.
L.CN.08.02; R.NT.08.02-Teacher will introduce and review the characteristics of the genres of science fiction, historical fiction, and realistic fiction. Students will make and keep a genre booklet for reference throughout the study.
R.NT.08.03-Teachers will use the profundity scale to determine character motivation and theme.
R.CM.08.01-Connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text through oral and written responses
R.IT.08.01-Analyze the structure, elements, features, style, and purpose of informational genre including comparative essays, newspaper writings, technical writings, and persuasive essays
W.GR.08.01- In the context of writing, correctly use style conventions (e.g., Modern Language Association Handbook) and a variety of grammatical structures in compositions including infinitives, gerunds, participial phrases, and dashes or ellipses.
W.PR.08.04-Revise drafts for coherence and consistency in word choice, structure, and style; and read their own work from another reader’s perspective
W.PR.08.05-Proofread and edit writing using grade-level checklists and other appropriate resources both individually and in groups.
W.SP.08.01-In the context of writing use correct spelling conventions

Math
N.FL.08.11 : Solve problems involving ratio units, such as miles per hour, dollars per pound, or persons per square mile.
G.SR.08.08: 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.

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
*understanding different religious perspectives
*different 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.

We will be working with an “artist-in-residence” who will guide the students in the mural process.

We will also be working with staff and students from Discovery Alternative High School.

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?

Informative 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 book “Seedfolks”-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 ideas).

What are some sample possible activities students might do as part of this project?

  • Celebration of the Mural
  • College Nights
  • Homework Parties
  • Community Clean Up
  • Helping the Elderly or Disabled
  • Mural Design/Painting

 

SUSTAINABILITY

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.