Students will work with their class to determine a service project that they would like to perform. After listening to a Youth Advisory Committee member, they will write a grant proposal to help fund their project. They will evaluate the success of their project.
The unit will introduce students to the idea of helping others through a series of read-a-loud books, leading to the understanding that they can also be philanthropic. (They have time, treasures and/or talents to share.) The class will develop a list of possible service projects. They will listen and respond to a presentation given by a member of a Community Foundation Youth Advisory Committee. They will write a mini-grant proposal to obtain funds for the service project, perform the service and evaluate its effects on the community and themselves.
The learners will:
- listen to a collection of stories about philanthropic acts.
- brainstorm, within groups, a list of service projects that could be performed by their own class.
- review with the class the list of service projects.
- share research that he/she gathered at home.
- discuss the options with the class.
- work with the class to determine the steps necessary to complete the project.
- listen and respond to a member of a Community Foundation Youth Advisory Committee.
- explain the purpose of a YAC
- list the duties of a Youth Advisory Committee and how it can help the class.
- work with the class to write a section of a grant proposal
- brainstorm a project budget.
- participate in a community service project.
- evaluate the service project
Although lessons in this unit contain service project examples, decisions about service plans and implementation should be made by students, as age appropriate.
The students will participate in a community service project that will be determined by the class.
A scoring guide will be used in lesson four to evaluate the studentsí written evaluations of the service project.
Notes for Teaching:
The anticipatory set for this unit is unusual in that you will read several books with philanthropic themes during your normal read-aloud time over a two-week period. The students will determine the experiential component. This unit can take place over several weeks or the entire school year, depending on the service project the students select. It may be helpful to use the web sites listed, but not necessary to complete this unit.
State Curriculum and Philanthropy Theme Frameworks:
See individual lessons for benchmark detail.