Neighborhood Clean-Up

Teacher(s): Susan Odo
Main Contact: Susan Odo Email:
Date: 10/11/2012 Building: Godfrey Lee Early Childhood Center Grade Level: Kdgtn
First Semester: X Second Semester: X

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Project Overview

Give a brief overview of the project you are planning.

The kindergarten class of Godfrey-Lee Early Childhood Center will be doing various beautification projects for the three block neighborhood directly in front of their building. The students will be delivering postcards door to door in the three block neighborhood in front of their school and on the postcards they will offer yard work service to these residents done by the students. This yard work will include racking in the fall and flower planting in the spring. They will also offer to make yard art that they will be making with donations of wood scraps from their local lumber yard, Tontin Lumber. There will be contact information for the residents to inquire about receiving these yard work services and once they get responses they will start racking as soon as October 19th 2012. In February 2013 they will be going on a fieldtrip to Home Depot where they will receive a class about building and tour of Home Depot. In the spring they will be asking for donations of flowers from local floral shops and planting them either at residential homes or businesses around the neighborhood.


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 community need we will address is the importance of taking pride in the appearance of your neighborhood and the education about yard beautification. This need was determined by observing the number of residents who do not take care of their yard and the curiosity of whether these residents are able to take care of their lawns or if they know how to take care of their lawns.

What service will you provide to address the need?

The students will serve this neighborhood by helping beautify the resident’s yards by racking the leaves, doing garden work and planting.


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 is related to our curriculum in the following ways, by going in their neighborhood and helping others to see the value is having a well-kept yard, this relates to the lessons on purposeful observation of the natural world, identifying that living things have basic needs, identifying economic want, using measurement skills to make the yard art, using writing and drawing skills to sign and decorate the postcards. There is a variety of ways that this project is related to our curriculum.

What are the educational goals?

The educational goals are to educate these students about altruism, supply and demand, colors, shapes, and building skills. Also, we have a goal for these students to learn that they can make a difference in their community no matter what their circumstances may hold and no matter what age they are.

Curriculum Crafter Connections

Strand: 00SS: (History)
TLW: Use time and chronology as a means for understanding past, present, and future events. (Gist: Past – Present – Future)

Strand: 00SCI: (Science Processes)
TLW: Demonstrate an understanding that scientific inquiry and reasoning involves observing, questioning, investigating, recording, and developing solutions to problems by using their five senses to explore the natural world. (Gist: Senses)

Additional State Standards and Benchmarks

List standards and benchmarks met by this project.

s.1p.0011 – purposeful observation of the natural world.
S.IP.00.K1 – manipulate simple tools for data collection.
S.1FT.00.12 – Share ideas about science through purposeful conversation.
S.L.OL.00.11 Identify that living things have basic needs.

K-H2.0.1 – able to distinguish between yesterday, today, and tomorrow.
K-GI-.0.1 – Understands maps and globes represent places.
K-C2.02.2 – Explain why people do not have the right to do whatever they want.
K-E1.0.1 – Can identify an economic want.
K-P4.2.1 and 2 – Develop, implement, and participate in projects to help or inform others addressing a public issue.

MATH – count to 100 by ones and tens. write numbers from 0 – 20, – understand the relationship between number names and objects counted., count to answer how many? – identify groups of objects as greater than, less than, or equal to the number of objects in another group,
K.MD.1 – Describe a measurable attribute of objects, such as length or weight, compare two objects with a measurable attribute in common to see which has more or less,
K.MD.3 – Classify objects into given categories; count the number of objects in each category

W.K.3 – Uses a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in order in which they occurred, and provide a reaction to what happened.,
SL-CCR.1 – Prepare for and participate effectively in a range of conversations and collaborations with diverse partners.
SL_CCR.4 – Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.


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?

For reflection after doing this project, the students will create Journals, art work, have share time conversations, video reflections, and do role play of seeing how their service affected all those involved from their perspective and through the perspective of the residents they will be serving.


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)

The diverse perspectives that will be explored through this project are generational and abilities. The act of having a kindergartener making a difference for a home owner will give the students the perspective of helping others no matter what your age. Also, if there are residents who are physically incapable of taking care of their lawn, they will learn about the perspective of someone who struggles with their basic needs being met do to a disability.


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 take ownership of this project by being able to go door to door and handing the residents postcards offering their services and they also will have ownership during their creation of their lawn art.



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

Who will you partner with for this project?

We will partner with the city of Wyoming to get leaf trucks when racking, multiple floral shops for flowers, Home Depot in Wyoming, and Tontin Lumber in Wyoming.

How will students benefit from this partnership?

Twenty-five to fifty students will benefit potentially from this partnership, if we can get more than one class to participate.

How will the partner benefit from this collaboration?

The partner will benefit by the profit or the advertising that we will provide whether we buy products for the project from them or we may have t-shirts for the students to wear with free advertisements on them of the businesses who donated.



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?

The student learning goals will be assessed through informal assessment, conferencing, writing/drawing assignments, and presentation to the class.

How will you assess your service goals?

The service goals will be assessed through their reflection activities and are closely connected to their learning goals.



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

How will you prepare students for this experience?

The curriculum that is already prepared as stated in the standards we will be using above, these will be anticipatory events to our service experiences in October, February, and in the spring when they start planting flowers.

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

First the students will be going door to door to hand out postcards about their service to local residents, then they will be racking lawns, then they will be building lawn art out of wood scraps and then they will be planting flowers.



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 addresses the issue of sustainability through environmental stewardship, and social progress. The environmental stewardship can be seen through their beautification of the lawns of the neighborhood in front of their school. Social progress sustainability will be seen through the education we may be giving to the residents of the importance of taking pride in how their lawn appears.