Feed The Need
Teacher(s): Sara Way and Andrea Hall
Main Contact: Sara Way Email: firstname.lastname@example.org
Date: 11-27-11 Building: Godfrey Lee ECC Grade Level: 2nd
First Trimester: __________ Second Trimester: __ x __ Third Trimester: __________
First Semester: ___________ Second Semester: __________
Give a brief overview of the project you are planning.
During this project, second grade students will find out a need of the Wyoming Senior Center, then collect special recipes from students’ families and the seniors themselves to create a recipe book to be sold. The money raised will be spent on filling the need at the senior center. A culminating activity of a celebration of cultures will include students’ families and the seniors actually making some of the recipes and bringing them to the celebration for others to try. Seniors will also share memories from some of their favorite celebrations.
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?
The project will provide a need for the Wyoming Senior Center. To discover the needs, the second graders will go to the center and discuss with the seniors and the community liaison what are some things the center could use (games, BINGO supplies, etc). Together the second graders and seniors will identify one need we will try to meet.
What service will you provide to address the need?
The second graders will collect recipes with cultural significance from the students’ families and from the seniors themselves. The students will create a recipe book to be sold to raise funds for the 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?
Many second grade standards will be built into the project, including addition and subtraction of money, writing using studied writing strategies, designing and participating in community projects that help or inform others, use components of culture to describe diversity in the community. Many work habit standards will also be addressed, such as demonstrating self-confidence, showing respect, working carefully, organizing self, materials, and belongings, and completing tasks.
What are the educational goals?
The second graders will learn and practice skills important in the curriculum while helping others and becoming better citizens themselves.
Curriculum Crafter Connections www.curriculumcrafter.com
Strand: 02SS: (Geography)
TLW: Describe cultural diversity in the local community
Strand: 02SS: (Public Discourse, Decision Making, and Citizen Involvement)
TLW: Identify a problem, analyze information to solve it, and present the solution to inform others. (Gist: Public Problems – Solutions)
Strand: 02Math: (Measurement)
TLW: Add and subtract money in mixed units and solve simple word problems involving money. (Gist: Money – Add and Subtract)
Additional State Standards and Benchmarks
List standards and benchmarks met by this project.
2 – G4.0.3 Use components of culture (e.g., foods, language, religion, traditions) to describe diversity in the local community
2 – C5.0.1 Identify ways citizens participate in community decisions.
2 – C5.0.2 Distinguish between personal and civic responsibilities and explain why they are important in community life.
2 – C5.0.3 Design and participate in community improvement projects that help or inform others. (See P4.2.2)
2 – E1.0.4 Describe the natural, human, and capital resources needed for production of a good or service in a community.
2 – P3.1.2 Use graphic data and other sources to analyze information about a public issue in the local community and evaluate alternative resolutions.
2 – P4.2.1 Develop and implement an action plan to address or inform others about a public issue.
2 – P4.2.2 Participate in projects to help or inform others.
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?
Second graders often respond to reflection questions like, “What was your favorite part?” I would pick a few key spots during the project and have the students reflect through writing or drawing a picture about what has been their favorite thing to learn about so far. I would use these reflections to make sure the students were indeed learning content while working on the project. Any students who were not able to show their learning, I would have one-on-one conferences with to make sure they are aware of what they are learning. Again, if they cannot orally tell me this, I would make sure I am being more explicit in explaining to all the students what they are learning as they work on the project.
As part of a culminating reflection, the students could be videotaped talking about what they learned and how the project helped them understand diversity and their own communities better. This video could be shared with the senior center as a thank you for partnering with the class.
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)
My students come from a rich variety of cultural backgrounds- Dominican, Hispanic, Honduran, American… When the students are collecting their recipes that are tied to a special occasion in their culture, they are showing and teaching about their culture to others. Also, because the students will be interacting with the senior citizens, they will be able to see and understand the differences between them and how they can learn from one another. The culminating activity will allow the students and seniors to try foods and hear stories from various cultures.
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?
The students will help decide on the item(s) that will be purchased for the senior center. They will be in charge of writing and typing up a note to be sent home to parents, describing the project. The students will also help create the template for the recipes. Once the recipes have been collected, the students will be responsible for typing them into the computer and formatting them correctly. They will help design a cover for the recipe book and decide on a reasonable cost. The students will market the recipe books through posters and public speaking and help deliver the books when completed. They will help count the money raised and help decide on the best source for actually purchasing the item(s) for the senior center.
Effective Practice: RECIPROCAL PARTNERSHIPS
Service learning partnerships are collaborative, mutually beneficial, and address community needs.
Who will you partner with for this project?
The Wyoming Senior Center in Wyoming, MI
How will students benefit from this partnership?
The seniors will help the students understand diversity and how to work together to meet a need. The seniors will provide guidance and aid in decision making.
How will the partner benefit from this collaboration?
The money raised will be used to purchase something needed at the center.
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?
Much of my assessing will be on-going as I watch the students take charge of the project. Quizzes on diversity and various aspects of community can also be used throughout the project to gauge understanding.
How will you assess your service goals?
If I see the students working together with one another and with the seniors, are able to create a simple recipe book that they feel proud of, and are able to sell enough copies to buy a small item for the senior center, I will feel as if the students met their service goals. It will not matter to me if enough money is not raised to buy the intended item as long as the students were able to see the project through to the end.
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?
I would launch the project by showing clips from the KISD Service Learning web site about projects that other students have done. I would then give a basic outline of the project (without too many overwhelming details). A visit to the Wyoming Senior Center is also something we would do in the beginning stages.
What are some sample possible activities students might do as part of this project?
Voting on the item to be purchased for the senior center; working in small groups in the computer lab to create a template in Microsoft Word for the recipes; working in groups to decide on how to explain the project to parents and then translating the note into Spanish; simple team-building exercises; and many more.
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?
The project is meant to raise money for the Wyoming Senior Center, but anything gained above that amount would be used to fund future projects. This project will also create a bond between the school and the Wyoming Senior Center that could be tapped into during many other parts of the year.