Wyoming Senior Center

Teacher(s): VanTuinen, DeMaagd, Donovan, Steinman, Tocco, Annis
Date: 9/25/12 Building: Godfrey-Lee Middle School Grade Level: 8th
First Trimester: X Second Trimester: X Third Trimester: X

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Project Overview

Give a brief overview of the project you are planning.

To bridge the generational gap and eliminate preconceived opinions and stereotypes within Wyoming. We will be working with the Wyoming Senior Center (WSC) and their participants to create these new understandings.


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 goal is to increase participation of the “younger” demographic of seniors 50-65 years of age to participate in activities and programs at the WSC. We spoke to representatives at the WSC who identified this as a need.

What service will you provide to address the need?

• Advertisement
• Technology assistance/ mentoring (in both English and Spanish)
• Offering additional social programming.
• Coordinating social event: project to inform others on Spanish Culture.
• Building Community Garden at Wyoming Senior Center


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?

-To determine the needs of the members of the WSC, a needs-analysis will be performed by the students. Their role will be to help draw justifiable conclusions from data collected from surveys filled out by seniors. The students will need to create and analyze surveys and evaluate them and their results for validity. Data will be graphed appropriately and students will then draw conclusions to inform the needs of the WSC.
-As a pre-service project, students each performed a board game analysis. They identified compound events within each game, and created an ordered list and tree diagram to identify the probability of specific events occurring within the game.

-The service learning project will allow the social studies and language arts departments to engage the students in various cross curricular projects, activities and assessments outside of the classroom environment. This will hopefully engage students on a different level and make the experience more meaningful and personal. One aspect of the social studies curriculum is to produce a student that will become a productive and interactive member of society and within their community and participate in a project which could be used to inform / benefit others.
-This project meet specific social studies GLCE (8-P3.1.1, 8-P4.2.1, 8-P4.2.2, & 8-P4.2.3).
-One aspect of the ELA curriculum involves: Writing the surveys, create a how to guide for various technology uses to correspond with the reverse mentoring (IE: Facebook, email, Skype, use of digital photography). The connection with the WSC will allow our students to interact with members of a different generation and share in their experiences.
-The connection to World Languages is the use of Spanish translating to offer a “how to use technology” guide in both Spanish and English, a cultural guidebook, and offer translating services for WSC newsletter. Also students will present on a Spanish cultural event to provide information to the seniors as well as to the students through research and presentation preparations.
-Respecting, understanding and valuing other members and citizens within a diverse community will help shape our students to become more active, involved and informed participants within the community. The social interaction and connections made with the seniors will reinforce lessons learned in the classroom.

What are the educational goals?

-Students will be working on establishing connections from the creation and conclusions of experimentation to proper data analysis and bias avoidance. (Connections between Science class and Math class).
-Students will be involved in cross-curricular units that tie standards together with real life experiences. These experiences will help students make real life connections to the standards versus learning them from a text.

-Make connections to “Character Counts” and the 6 pillars of character. The focus will be on the pillars of respect, caring and citizenship.

Curriculum Crafter Connections www.curriculumcrafter.com

Strand: 08ELA: (Reading)
TLW: Use multiple resources to research a global or community topic, issue, or problem and use the research to support a position. (Gist: Global or Community Issues)

Strand: 08 MATH: (Data and Probability)
TLW: Justify conclusions based on data, determine which measure of central tendency best represents a data set, and recognize potential bias in presenting or analyzing data.  (Gist: Data Analysis)

Strand: Earth SCI: (Inquiry, Reflection, and Social Implications)
TLW: Understand the nature of science and demonstrate an ability to practice scientific reasoning by applying it to the design, execution, and evaluation of scientific investigations and to generate new questions based on those investigations.  (Instructional Sequence 1) (Gist: Density)

State Standards and Benchmarks

List standards and benchmarks met by this project.

● D.AN.08.01 and D.AN.08.02 Draw, explain, and justify conclusions based on the data.
● D.PR.08.04 and D.PR.08.05 Calculate probability and compare with experimental results.

● B1.1B: Evaluate the uncertainties or validity of scientific conclusions using an understanding of sources of measurement, error, the challenges of controlling variables, accuracy of data analysis, logic of argument, logic of experimental design, and/or the dependence on underlying assumptions.
● B1.1h: Deign and conduct a systematic scientific investigation that tests a hypothesis. Draw conclusions from data presented in charts or tables.
● B.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).
● P4.4B: Identify everyday examples of transverse and compression waves.
● P4.10C: Given diagrams of many different possible connections of electric circuit elements, identify complete circuits, open circuits, and short circuits and explain the reasons for the classification

Identifying and analyzing Issues, Decision Making, Persuasive Communication about a public issue and citizen involvement
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
8-P4.2.3: Participate in projects to help or inform others (E.g. service learning projects)
8 – P4.2.1: Demonstrate knowledge of how, when, and where individuals would plan and conduct activities intended to advance views in matters of public policy, report the results, and evaluate effectiveness.
8 – P4.2.2: Engage in activities intended to contribute to solving a national or international problem studied.

● R.CM.08.01 Connect personal knowledge, experience, and understanding of the world to themes and perspectives in text through oral and written responses
● W.PR.08.02 Apply a variety of pre-writing strategies for both narrative and informational writing
● W.GN.08.03 Formulate research questions that demonstrate critical evaluation of multiple resources, perspectives, and arguments/counter-arguments that culminated in a presented final project using the writing process
● W.GN.08.02 Write an historical expository piece that includes appropriate organization, illustrations, marginal notes, and/or annotations
● W.GR.08.01 In the context of writing, correctly use style conventions, and a variety of grammatical structures
● 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.PS.08.01 Exhibit personal style and voice to enhance the written message in both narrative and informational writing
● S.DS.08.04 Plan, outline, and deliver an informational presentation using precise and vivid language in the active voice; organizing logically to convey the message; applying persuasive non-verbal techniques; making use of rhetorical strategies to support the purpose of the presentation and to positively impact the intended audience.

● 1.3 Presentational – Students present information concepts, and ideas to an audience of listeners on a variety of topics.
● 2.1 Practices and Perspectives – Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
● 2.2 Products and Perspectives – Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.
● 3.2 Point of View – Students acquire information and recognize the distinctive viewpoints that are only available through through the world language and it cultures.
● 4.2 Comparing Cultures – Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
● 5.1 Use of Language – Students use the language both within and beyond the school setting.
● 5.2 Personal Enrichment – Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.


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?

• Keep journal of process
o Journal following activities about experiences
• Reflection papers
• Pre. & Post perceptions
• Video Documentation


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
• generational
• learning through experiences
• varied activities geared toward different learning styles (written, social, kinetic)


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 both the planning and decision making process of activities as well as following through with the events.
o Senior will be interacting primarily with the student.
o They will produce a video documenting the years accomplishments
o Students will present at first Pancake Breakfast what events are planned for the year.
• They will be responsible for completing project.



Service learning partnerships are collaborative, mutually beneficial, and address community needs.

Who will you partner with for this project?

We are planning to partner with the WSC and continue to develop our relationship[ between our school and their programing

How will students benefit from this partnership?

By participating in this Service Learning project, students will gain a better understanding of seniors as members of our society. We are hoping to challenge and change their preconceptions of senior citizens.

How will the partner benefit from this collaboration?

• Increasing the number of participants in the ages of 50 – 65.
• Make the WSC more accurately represent the Wyoming community by Increasing the number of minority members and their involvement at the WSC.
• We are hoping the seniors at WSC will change their preconceptions of the younger generation.
• WSC members will benefit from technology training from students or their printed guides.



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?

Students will be creating presentations of their board game analysis and write reflections of their applications to playing games with seniors. Students will also have completed their series of pre- and post-reflections of interactions for each of their visits to the WSC. They will have completed projects in the form of instructional guides for both computer assistance and culture.

How will you assess your service goals?

Our service goals can be monitored by pre- and post- surveys of conceptions and beliefs and by monitoring member progress at the WSC, and the value of the completed projects.



Service learning has sufficient duration and intensity to address community needs and meet specified outcomes.

How will you prepare students for this experience?

We will prepare students by identifying stereotypes and conceptions of seniors and discussing why we use these stereotypes and whether or not they are actually representative of seniors.

Students will continue brainstorming ideas of service projects that relate to our goal.

Students will be surveyed for their expertise and abilities to match with service projects (ex: identifying students for reverse tech mentoring).

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

● 3 Pancake Breakfast
● Monthly Senior Center visits
● Building Community Garden @ Senior Center
● Biographical Interviews
● Tech Mentoring/ Reverse Mentoring
● Written How-To documents for Tech Mentoring
● Board games
● Food Can Drive work together with the seniors before the Christmas holiday.



The three arms of sustainability are environmental stewardship, economic growth, and social progress. Think planet, profit, and people.

Describe how your project addresses the issue of sustainability?

By understanding the history of our local community, and discovering what it “used to be” from our older residents who lived here 20, 30, or 40 years ago, we can better plan to revitalize our neighborhoods and return our community to its former glory.