Charity Carnival

Teacher(s): Brian McKanna & Jill Collins
Main Contact: Brian McKanna
Date: 2/2013       Building: Godfrey-Lee High School      Grades: 9-12
Semester: Extended Learning

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Project Overview

Give a brief overview of the project you are planning.

We are planning on putting on a charity carnival to benefit Helen DeVos Children’s Hospital.


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 are seeking to provide funds to support the mission of the DeVos Children’s Hospital. Several members of our group have had friends or family members that have used the hospital in either an emergency or extended capacity.

What service will you provide to address the need?

Our carnival will raise funds to help support the mission of the hospital.


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 a specific curriculum?

Students will be engaged in the following curriculum-related activities:

  • English: Writing invitations, creating marketing posters, speaking to groups about the goals of our carnival
  • Science: Discussing what types of care are provided by the hospital
  •  Math: Budgeting for the carnival, projecting profits, depositing funds
  • Social Studies: The nature of charities, the role of hospitals in the community, the psychological impact of disease

State Standards and Benchmarks List standards and benchmark met by this project.


  • CE 1.1.1: Demonstrate flexibility in using independent and collaborative strategies for planning, drafting, revising, and editing complex texts.
  • CE 1.3.1: Compose written, spoken, and/or multimedia compositions in a range of genres: pieces that serve a variety of purposes and that use a variety of organizational patterns.
  • CE 1.3.6: Use speaking, writing, and visual presentations to appeal to audiences of different social, economic, and cultural backgrounds and experiences.


  • S4.2.2: Apply probability concepts to practical situations, in such settings as finance, health, ecology, or epidemiology, to make informed decisions.


  • B1.2k: Analyze how science and society interact from a historical, political, economic, or social perspective.
  • B2.3f: Explain how human organ systems help maintain human health.
  • B2.r6e: Analyze the body’s response to medical interventions such as organ transplants, medicines, and inoculations.

Social Studies:

  • 1.1.1: Identify roles citizens play in civic and private life, with emphasis on leadership.
  • 5.4.3 Explain why meeting personal and civic responsibilities are important to the preservation and improvement of American constitutional democracy.
  • 6.2.7 Participate in a service-learning project, reflect upon experiences, and evaluate the value of the experience to the American ideal of participation 


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 students use to show what they have learned and accomplished?

Students will keep a video journal of their project that will be shared with the students and the community.


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.)

We will be exploring the how the experience of illness and disability can affect our community. With this in mind, we will be exploring how we can help families dealing with these issues.


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 this project?

The students have selected the project, the charity that we are benefiting and are in charge of marketing, designing, operating and wrapping up the carnival.



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

Who will you partner with for this project?

We will be partnering with Helen DeVos Children’s Hospital.

How will the partner benefit from this collaboration?

They will be able to use the funds raised to benefit programs at the hospital.



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?

Student progress will be measured weekly with our two student leaders in charge of collecting evidence. The group has been divided into 4 different teams with specific roles within the project.



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

How will you prepare students for this experience?

I have given them contact information, catalogs for carnival supply companies and helped proof-read their letters.

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

Students have written emails to the hospital, designed promotional posters and have started to budget for the ordering of supplies.



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.

We will have recycling and garbage bins throughout the carnival. We will use biodegradable supplies when possible. The hospital is an established institution with a good probability of long-term success.