Habitat for Humanity in Chicago

Teacher(s): Peter Grostic
Main Contact: Peter Grostic Email: peter.grostic@kentwoodps.org
Date: 11/30/11 Building: East Kentwood High School Grade Level: 10
First Trimester:           Second Trimester:            Third Trimester:   X
First Semester:              Second Semester:
________________________________________________________________________________________________________________

Download PDF or Word

Project Overview

Give a brief overview of the project you are planning.

I am planning on taking my students to Chicago (a city of interest in their History class) to help build houses for Habitat for Humanity. This trip will take place in May 2012. Many Geometry standards will be met in the process of building this house.

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?

We will help address the need for affordable housing in the greater Chicago community.

What service will you provide to address the need?

We will help an already underway Habitat for Humanity housing project toward completion.

 

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?

There are many geometry standards that are met through the construction of a house. Students will study lengths, measurement, angle properties, and slopes.

What are the educational goals?

The goals are to teach students the relevance of Geometry while also serving a need in the greater Chicago community. Students will specifically learn about parallel and perpendicular lines, perimeters, and triangle properties.

 

Curriculum Crafter Connections www.curriculumcrafter.com

Strand: Geo1: (Geometry and Trigonometry)
TLW: Solve multistep problems, construct proofs, and demonstrate geometric constructions involving triangles and their properties, including congruence and similarity. (Gist: Triangles and Their Properties)

Additional State Standards and Benchmarks

List standards and benchmarks met by this project.

G-GPE.4. Use coordinates to prove simple geometric theorems algebraically. For example, prove or disprove that a figure defined by four given points in the coordinate plane is a rectangle; prove or disprove that the point
(1, √3) lies on the circle centered at the origin and containing the point (0, 2).
G-GPE.5. Prove the slope criteria for parallel and perpendicular lines and use them to solve geometric problems (e.g., find the equation of a line parallel or perpendicular to a given line that passes through a given point).
G-GPE.6. Find the point on a directed line segment between two given points that partitions the segment in a given ratio.
G-GPE.7. Use coordinates to compute perimeters of polygons and areas of triangles and rectangles, e.g., using the distance formula.★

 

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 contacts while in Chicago and will continue to communicate with those contacts to see the completion of the house through. Any additional support that can be done from Kentwood (i.e. raising money, or helping furnish the home for the new family) will be done after returning from Chicago.

Students will create a diagram of the house and study the mathematical properties. For example, students will find the slope of the proposed roof and make sure it is up to code. They will also use the distance formula to find the perimeter and area of the roof in order to gauge the number of shingle bundles that must be purchased. They will also use the Pythagorean Theorem to show the corners of the house are 90 degree angles.

 

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)

Students will be exposed to diversity as they work in the Chicago area. While Kentwood is a diverse school to begin with, experience with Habitat for Humanity will expose students to economic diversity as well as cultural and generational diversity.

 

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 decided to work with Habitat for Humanity on their own. They also chose to work in Chicago because it related to lessons in their History class. They will decide how and to what scope communication with the Habitat connections will continue.

Students will also decide whether to continue this project next year or to start fresh.

 

Effective Practice: RECIPROCAL PARTNERSHIPS

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

Who will you partner with for this project?

Habitat for Humanity

How will students benefit from this partnership?

They will help build a home for a family in need while also seeing relevant uses for mathematical properties.

How will the partner benefit from this collaboration?

Habitat will gain meaningful man-hours from our students work. With 100 students and adults, Habitat will be able to divide us into groups to work on different parts of a single house or different houses altogether.

 

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?

I will evaluate the diagrams that the students will create. It will be important that the diagrams are marked with the proper mathematical principals to show proof and evidence of their learning.

How will you assess your service goals?

We will be in contact with Habitat for Humanity to monitor the progress of the house and how our help impacted the date of completion or the quality of completion.

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 visit a Habitat for Humanity house being built here in Kentwood. They will learn basic uses of tools and safety procedures so that they can be as efficient and effective as possible when working in Chicago.

Additionally, students will continue to learn about Chicago in their History class. They will study the culture and customs of the local community to better prepare them for the trip.

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

Students will build a model house to explore the geometric properties before viewing them on a larger scale. They will use Popsicle sticks to build the model.

 

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?

Our project is as sustainable as they come because helping to build an affordable house for a family could last more than a lifetime.