Save The Rain

Teacher(s): Brooke Holt, Steve Vree, Dave Stuart, Erica Beaton
Main Contact: Brooke Holt Email: brooke.holt@csredhawks.org
Date: 12/3/11 Building: Cedar Springs HS Grade Level: 9th/10th
First Trimester: ____X_____ Second Trimester: __________ Third Trimester: __________
First Semester: ___________ Second Semester: __________
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Project Overview

Give a brief overview of the project you are planning.

Rain Barrels are used to reduce storm water, pollution and eutrophication. The cross-curriculum overview of the concept to increase access to clean drinking water, students can learn the effects of storm water on the environment. Contaminated rain and storm water is the leading source of water pollution in our community (West Michigan). Students will be able to see the effects of a rain barrel and how to make one.

 

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?

Students will address the concerns of polluting local streams and rivers and the effects it has on the community. Students will learn to apply knowledge and skills acquired in science, math, language arts and social studies classes.

To reach the global community, students will address the need of one billion people without access to clean water or having sufficient amount of water.

What service will you provide to address the need?

Students will serve the school and community. Students will create their own rain barrels. Students will educate the community around them and sell their rain barrels at affordable prices for the community.

 

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

  1. watersheds/ground water
  2. pollution
  3. water cycle

Math

  1. determine project costs
  2. manage budgets and funds
  3. building of rain barrels
  4. optimizing supplies

Humanities

  1. Regional civilation  (a.africa   b. 500-1500 ad)
  2. Argumentative writing
  3. Reading informational text

Communications Standards

  1. Prepare and present spoken, written, and visual texts to persuade students and staff members across the district.

Technology Standards

  1. Design and produce online information sites
  2. Stimulate and maintain water bottle boycott through social media

What are the educational goals?

The students will:

  1. explore 21st century problems
  2. develop a solution to 21st century issues related to pollution
  3. build and develop new employability and life skills
  4. provide meaningful service to their school and families in their community
  5. inform other students, families, and the community about storm water pollution and preventatives

 

Curriculum Crafter Connections www.curriculumcrafter.com

Strand: Geo1: (Geometry and Trigonometry)
TLW: Identify and sketch three-dimensional figures, their symmetries and cross sections, and solve multistep problems involving surface area and volume.

Additional State Standards and Benchmarks

List standards and benchmarks met by this project.

All standards are based on the COMMON CORE STANDARDS for Mathematics

MATH

• N.Q.2 Define appropriate quantities for the purpose of descriptive modeling

• A.CED.3 Create equations that describe numbers or relationships.

• A.REI.1 Understand solving equations as a process of reasoning and explain the reasoning. Master linear; learn as a general principle

• A.REI.3 4aSolve equations and inequalities in one variable. Linear inequalities; literal that are linear in the variables being solved for real solutions

• A.REI.34b Solve systems of equations.

• 7.G.4, 5, 6 Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.

• 7.G.6 Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms

• G.SRT.5 Use congruence and similarity criteria for triangles to solve problems and to prove relationships in geometric figures.

COMMUNICATION » Grades 9-10

• SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

• SL.9-10.2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

• SL.9-10.4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

• SL.9-10.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

• SL.9-10.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

TECHNOLOGY » Grades 9-10

• 9-12.CI.2. create a web page

• 9-12.CI.3. use a variety of media and formats to design, develop, publish, and present projects (e.g., newsletters, websites, presentations, photo galleries)

• 9-12.CC.2. use available technologies (e.g., desktop conferencing, e-mail, videoconferencing, instant messaging) to communicate with others on a class assignment or project

• 9-12.CC.3. collaborate in content-related projects that integrate a variety of media (e.g., print, audio, video, graphic, simulations, and models)

• 9-12.RI.4. distinguish between fact, opinion, point of view, and inference

• 9-12.RI.5 evaluate information found in selected online sources on the basis of accuracy and validity

• 9-12.RI.6. evaluate resources for stereotyping, prejudice, and misrepresentation

• 9-12.RI.7. understand that using information from a single internet source might result in the reporting of erroneous facts and that multiple sources must always be researched

Common Core Reading Standards for Literacy in History/Social Studies:

• TLW determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

 

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?

• journaling

Student portfolios including

  • sketches of rain barrels/blue prints
  • photographs
  • similarity proofs

• websites/ videos

 

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)

Economic Diversity: Students will determine appropriate costs to meet the needs of the community as well as reaching others in the market.

 

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 speak to other classrooms, the school board and community groups about rain barrels and their benefits. Students will be advocates for reducing pollution in Cedar Springs. The project will be visible around the community and in the homes of many of our students.

 

Effective Practice: RECIPROCAL PARTNERSHIPS

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

Who will you partner with for this project?

Wood Recycling, 8250 Federal Road, Howard City, Michigan, 231-218-5091

Rain Garden of West Michigan, 1007 Lake Drive SE, Grand Rapids, MI 49506, 616-451-3051 ext 29

WMEAC-Daniel Schoonmaker, 1007 lake Dr. SE, Grand Rapids, Mi 49506, 616-451-3051, www.wmeac.org

Rowland Warehouse Distributors-Jim Rowland, 130 W.Muskegon Street NE, Cedar Springs, Mi 49219, 616-696-9716, jim@rowlandwarehouse.com

How will students benefit from this partnership?

Students will:
1. explore 21st century career pathways and job skills

  • optimism
  • social intelligence
  • gratititude
  • curiosity

2. learn to construct blue prints
3. learn to manufacture rain barrels
4. address the needs of the community and provide solutions to community issues
5. develop relationships with private businesses and employers

How will the partner benefit from this collaboration?

Private partners will be able to expand their business opportunities

As an advocacy organization for Rain Water will benefit from an increase in participants raising awareness across the county.

 

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?

Academic goals and math, science, social studies will be measured through assessments in the subject areas. Participation and contributions to the project will be measured through portfolio products.

How will you assess your service goals?

Students will be measured through:
1. the time management of students contributing to the service project
2. the portfolio documentation of the services provided to the school or community
3. optimizing material usage and creation of product

 

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 study:
1. math, science, social studies and language arts related to this project
2. community needs of rain barrels
3. cost effectiveness

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

1. Study other methods to reducing pollution from storm water
2. Build/construct rain barrels
3. design rain barrels
4. manage the selling of rain barrels
5. manage the production of rain barrels
6. marketing the rain barrels
7. presentations to board members and the community

 

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

Rain Barrel production:

  • continue to reduce storm water pollution in the environment which reduces pollution cost
  • business opportunities and partnerships formed to keep the community together
  • opens opportunities to reach other communities