The group collaborates to plan, carry out, and reflect on an authentic service project that meets the health and safety needs of the community. This is based on the needs assessment conducted through surveying community members in previous lessons.

After learning about the definition of respect toward self and others, we explore the idea of respect for property or the environment. 

We all want our schools and other places we gather to feel safe, a place we all can be ourselves. In this lesson, we explore how respecting ourselves and others can promote an inclusive and safe community of belonging.

In this activity, the learners discuss and illustrate what it means to show respect for their personal identity, values, and emotions. 

Learners define respect first for themselves, then as a group, they discuss the meaning of respect in different situations.

Participants gain exposure to how citizens organize in response to a need. They observe the benefits of group cooperation. They review data they have collected from surveys and work in collaborative groups to identify focus areas for the service-learning project.

Using a brainstormed list of health and safety issue areas, participants design and implement a survey. They poll a group of friends and family to determine what health and safety issues are of greatest concern in their community. 

Together we define philanthropy and identify health and safety issues we encounter in the community. The group creates a visual display showing issues of health and safety that are important to them.

The participants will distinguish the difference between wants and needs and learn that many times refugees are without basic needs. They respond to a story about a refugee camp, “Four Feet, Two Sandals” and come to a consensus on a service project to benefit refugees or others in need, and plan and implement a youth-driven service project.