Students explore what it means to be responsible citizens and identify ways they are (or can be) responsible at home, in school, and in the community. They create a survey related to people's perceptions of community health and poll members of the community to identify needs.

Students examine their personal healthy habits and their school (and neighborhood) environments to collect information about nutrition and fitness in the community. Students consider what changes they can make to the school or neighborhood to create a more healthful environment.

This lesson focuses on the language of human rights. Learners examine the Universal Declaration of Human Rights and analyze the rights from a personal perspective. They discuss how well they perceive that the rights are enforced.

The youth reflect on basic needs that may be difficult to meet when one doesn’t have a home. They take action by creating personal hygiene kits or asking a local nonprofit how they can help support their efforts to assist people who are homeless.

Learners discuss the word homeless and how it is used in a sentence (as adjective and noun). After reading an article about homelessness by Anna Quindlen, they discuss a respectful way to use the language that describes a group of people who are vulnerable.

The youth learn how water safety is fragile. Even with good intentions, people and processes can cause major problems. They raise awareness of water issues and the importance of being vigilant about this shared need.

The learners review the water cycle and come to an understanding about the need to sustain the quality of the world's water for the common good.