Graffiti Removal

Teacher(s): Jake Manning
Date: 4.19.13      Building: Godfrey-Lee High School      Grades: 9-12
Semester: Extended Learning
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Project Overview

Give a brief description of the project you are planning.

Students will be giving back to the Godfrey-Lee community by painting, cleaning and otherwise removing graffiti from numerous homes, fences, and garages.

 

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 need is to improve the appearance for the neighborhood in which Lee High students reside. This was determined by reaching out to residents and asking for their permission to paint over, clean, and otherwise remove graffiti from numerous homes, fences, garages in the district.

What service will you provide to address the need?

Painting, cleaning, and otherwise removing of graffiti from numerous homes, fences, and garages in the district.

 

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?

ELA: Students have written up proposals as well as discussed their options in large and small groups.

Geography/Math: Students will be measuring homes, fences, garages for paint and other supply needs.

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

1. APPLIED ACADEMIC SKILLS (basic reading writing and mathematical skills covered)

2. DEVELOPING AND PRESENTING INFORMATION (Students developed the ideas and presented those ideas to teacher leaders as well as neighborhood residents.)

3. PROBLEM SOLVING (This will be more of a factor during the actual week of Rebel Heart.

4. PERSONAL MANAGEMENT (Students have had to develop ideas and expand upon them during the course of preparation)

5. ORGANIZATIONAL SKILLS (Each student is responsible for a piece of the project and must organize accordingly)

6. TEAMWORK & NEGOTIATION SKILLS (Because there were many ideas available, students had to negotiate as a team in order to make the final choice for this project.)

7. USING EMPLOYABILITY SKILLS (The behaviors learned throughout this process will help them in future career situations.)

ELA Standard 1, 2, 3 Meaning and Communication

Social Studies Standard III.3 Democracy in Action

Social Studies Strand IV. Economic Perspective

Social Studies Standard V.2 Conducting Investigations

Math Standards I. Patterns, Relationships, and Functions and II. Geometry and Measurement

 

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 provide a written and verbal reflection after this project is complete.

 

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?

There is a representation of different cultures, learning styles, ability levels and grade levels represented in this particular group of students. Each student brings something to the project that will promote the understanding of diversity and mutual respect by working together on this project. In addition, the group as a whole will be displaying respect for others of differing backgrounds and cultures by providing a useful service free of charge.

 

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 complete ownership of this project while teachers are there to guide, as are two student ambassadors.

 

Effective Practice: RECIPROCAL PARTNERSHIPS

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

Who will you partner with for this project?

We are partnering with GLPS neighborhood residents.

How will the partner benefit from this collaboration?

These residents will benefit by having their residences cleaned and refurbished from graffiti.

 

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?

Teacher and student ambassadors will provide ongoing assessments and feedback during the project. As well, students will self-assess.

 

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 have been preparing for this project throughout this year by having team meetings once a month. Students will be measuring and ordering materials and mapping out the addresses in order to most efficiently clean all projects during the week of Rebel Heart Project.

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

Students have prepared proposals, contacted residents and made calls about supplies needed for this project.

 

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.

Students have decided that their goals are to visually improve numerous homes, fences, and garages by removing graffiti. This will be a permanent change pending any reapplication of graffiti or other defacement.