Righteous Rubrics--Step Two: Solution Criteria
  1. Strand PHIL.IV Volunteering and Service
    1. Standard VS 03. Providing Service
      1. Benchmark MS.2 Describe the goals of the project and their impact.
      2. Benchmark MS.3 Describe the task and the student role.

Students brainstorm the elements that make an effective service-learning project. They discuss the important elements and take responsibility for making sure these are carried out in the final project. They review the rubric and discuss expectations for a presentation of a service-learning project proposal.

PrintOne 30-Minute Class Period

The learner will:

  • brainstorm positive elements of a service-learning project.
  • describe the goals of the project and the consequences for the school, neighborhood or local community.
  • describe the task and the student's role.
  • chart paper and markers or whiteboard for T-chart
  • student copies of Handout One: Rubric
  1. Anticipatory Set:

    Ask the students, "What makes an effective service-learning project?" Tell them to think of some words that describe an effective service-learning (what it looks like, feels like, and does). Then they can turn to a partner and share some of their words.

  2. Make a T-chart on the board with "Effective Service-Learning Project/Ineffective Service-Learning Project" as categories. Based on their previous experience, students may have suggestions such as the following positive elements: makes an impact, addresses real needs, makes a measurable difference, fun, related to learning, working with a community partner, involves collaboration, everyone is involved, feels good. If students do not come up with ideas, ask questions to help them brainstorm, such as, "How does a service-learning project relate to community needs? "Have students take turns writing positive and negative traits on the T-chart. Provide important points if students have little experience with service-learning.

  3. Discuss the students' responses. Tell them to each think of which element seems most important to him or her. Discuss, and encourage them to take responsibility to make sure that trait is part of this service-learning project.

  4. Tell the students that they will be creating a proposal for a service-learning project in Lesson Five of this unit. A proposal is a complete plan with expectations, budget, and outcomes spelled out. They will present their proposal with the expectations outlined in the Presentation Rubric.

  5. Give each student a copy of the Presentation Rubric (Handout One). Review the details of the presentation expectations so that students understand the parameters from which they will be working. This project includes a large amount of student choice, so complete understanding of the final project is important.

  6. Tell the students that their proposals will be shown to the community during an expo later in the unit where community members ask the students clarifying questions.


Students highlight or circle the major aspects of the rubric that must be completed during the unit.