Bringing The Beauty
Teacher(s): Katie Fuelling, Renae Hackley, Bill Mull, Austin Riebel, Sally Schneider, Dawn Sobleskey, and Jessica Surdam
Main Contact: Renae Hackley Email: email@example.com
Building: Godwin Heights Middle School Grade Level: 6th
First Trimester: __________ Second Trimester: __________ Third Trimester: __________
First Semester: ___________ Second Semester: __ X __
Give a brief overview of the project you are planning.
The project we plan on doing involves the beautification of our 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?
The teachers posed the question, “How can we show our generosity to those in our community?” The students decided that beautifying our community would be a good way to show our generosity. Generosity was a character trait that our school was working on at the time of this discussion. The area around our school and in our city tends to not be kept up and has quite a bit of litter. The students wanted to help promote the care of our Earth around us.
What service will you provide to address the need?
Cleaning up litter in surrounding areas and working with the land around our school is the service we plan to provide.
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?
This project covers all core subject areas: ELA, math, science, and social studies.
What are the educational goals?
The ultimate goal of this project is to get the students to understand how human interactions affect the Earth around them.
Curriculum Crafter Connections www.curriculumcrafter.com
Strand: 06SCI: (Life Science)
TLW: Identify the interactions and interdependence of populations, communities, and ecosystems and explain the factors that affect ecosystems. (Gist: Environmental Impact of Organisms)
Additional State Standards and Benchmarks
List standards and benchmarks met by this project.
-RI-5(Integration of knowledge and ideas)
-W-5-4, 5, and 6(production and distribution of writing)
-W-5-7 and 8 (research to build and present knowledge)
-W-5-1, 2, or 3(text types and purposes)
-W-5-10(range of writing)
-SL-5-1, 2, or 3(comprehension and collaboration),
-SL-5-4, 5, or 6(presentation of knowledge and idea
-L-5-3(knowledge of language)
-Soil (ES.9.06.11, 12 and 13)
L.EC.06.11 communities in the Great Lake Region
L.EC.06.22 organisms mutually benefits
-Living Things (L.EC.06.31and 32)
-Impact on the Environment (L.EC.06.41
-M.TE.06.03 surface area and volume
-N.MR.06.02 compute fractions
-N.FL.06.02 using math in applied situations
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?
The students will create a presentation using web 2.0 resources.
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)
-Generational, abilities: cleaning up litter for those that may have a hard time doing it themselves.
-learning styles: students will be active, creating, working together, writing, etc.
-global: they are thinking about how it affects the community and world
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 are the ones who came up with the theme of beautification and truly want to help our school community. They will be forming the direction of the project and leading every step of the way.
Effective Practice: RECIPROCAL PARTNERSHIPS
Service learning partnerships are collaborative, mutually beneficial, and address community needs.
Who will you partner with for this project?
Hopefully: Home Depot, MSU, and other agricultural resources. Plus, we will be cleaning up litter for many local businesses.
How will students benefit from this partnership?
They will learn how to effectively communicate with their elders while learning about how human interaction affects the environment.
How will the partner benefit from this collaboration?
Their surroundings will be clean. Also, if Home Depot or another business provides product, they would get free advertising.
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?
Their reflection presentation can double as an assessment. The teachers will also be monitoring student learning throughout the process.
How will you assess your service goals?
Participation in the service aspect with a positive attitude will be the assessment of our serice goals. Positive feedback from partners will be another aspect of this assessment.
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?
Building background knowledge on the Earth issues will be the biggest way to prepare them for this project. Allow them research time to look into their concern areas will also help better prepare them. Ongoing facilitation and checks along the way will make sure that products don’t go out that are not of good quality.
What are some sample possible activities students might do as part of this project?
-trash clean up
-brochure about pollution and how to reduce it
-studies on different plants
-planting of items around the school property
-science experiments with soil
-writing letters to businesses and government
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 students are becoming environmental stewards by promoting less pollution and adding oxygen to the air with more plants. By beautifying our community, more people may want to shop and contribute to our economic growth. The students are becoming more proficient in positive conversations with each other and their elders in order to achieve a common goal.