Students will reflect on their service project, and its impact on them and the community. They will determine the best presentation method(s) to use (may include presentation software, poster, rap, video, skit, podcast, etc.) in creating a class presentation that demonstrates the project's learning and impact. The class will collaboratively create the presentation.

The learner will:

• reflect on the things they learned and how they shared with the community through their service project.
• plan and implement a visual demonstration of what they did.

Teacher Note: The demonstration may include one or more of the following elements:  poster, storyboard, video or photos, skit, rap, cheer, podcast, or visual presentation slide show using computer software. The type of presentation or demonstration depends on available resources and student choice of which resources to use. Extra class time or homework to complete the demonstration may be assigned as needed.

Anticipatory Set:
Ask for one or two volunteers to share with the class their thoughts and feelings about how they personally benefitted from the service project experience.  Ask students to think about how they initially felt about the service project before they started and how they feel now.  Tell them that in the next part of today’s lesson they will reflect on the entire experience and what it means to them.
If a post-service survey was used, share results at this time and compare results with pre-service survey, draw conclusions about the impact of their service on others.

• Give each student three self-stick notes, each with a different color if possible. On one of the sticky notes have the students write their response, using one or two words, to the question, “How did you feel about participating in the service project prior to being involved?”
• On the second self-stick note, ask students to respond to this question, “How did you feel after the service project was over?”
• On the third sticky note, ask the students respond to the question, “What steps might you take in the next few weeks or month) to improve the way I manage money?  Remind students of the four things they can do with money: spend, save, invest, and donate.
• Place the following headings on the display board: Before, After, Future. Ask students to place their sticky notes under the appropriate heading on the display board.  Allow time for them to walk around to view and read the comments of others. Discuss the results.
• After this reflection, ask students: “If you were going to share this service experience with others, what are the key points, important messages, and impact  you would want to share?  Brainstorm and build a list on the board or paper of the major points they would want to include in a presentation.
• Explain that the whole class will plan and perform one demonstration that could include components like posters, a storyboard, video or photos, a skit, rap, cheer, or other performance, or a presentation slide show using computer software.  Emphasize that the choice of what and how to create the presentation will be a student-driven process.
• If video or photographs are available from recording the service project planning and activities, begin by showing appropriate segments to the class while congratulating them on a job well done.  After, ask, “Now, how do we share this service experience?  How do we tell the story with others?” 
• With students, refine and prioritize the list of important points to communicate in their demonstration, so that at least the top three most important messages to be communicated are identified.
• Develop a class plan for creating the demonstration.  The plan should include: What do we want to communicate?  How do we want to present?  What kind(s) of media will we use?  Who will be responsible for each kind of media?  How will the important parts of the service experience be communicated?
• Allow the class to form groups, each group responsible for a part of the demonstration or a type of media.  Each group should develop a plan for delivering their part of the demonstration content.  As a class, ask each group to share their plan and timeline to determine if the plans will all work together resulting in organized “story.”
• Group work to complete their tasks can be done in class or partially as homework.
• Arrange for the class to tell the “story” of their service experience, and to celebrate their accomplishment, to another group or class in the school, family members, and/or service partner organizations.
   

• Money Smart Choices http://moneysmartchoices.org
• Noling, John. Money Smart Children: Financial Literacy and Philanthropy, A Parent Guide. 2006. Learning to Give Press.
• Jump$tart Coalition (www.jumpstart.org)—Financial management guides for youth.
• National Teen Resource Bureau (www.ntrbonline.org)—Money management resources for teenagers.