Students evaluate their learning about philanthropy and the process of selecting a service-learning project. They write a guided reflection on their experience.
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Students evaluate their learning about philanthropy and the process of selecting a service-learning project. They write a guided reflection on their experience.
After learning about the definition of respect toward self and others, we explore the idea of respect for property or the environment.
Students determine which community need they want to address with a service project. Once a priority need has been determined, they research related nonprofit organizations with a student-generated list of questions.
Students are introduced to philanthropy and service-learning. They learn about different needs in the community and community organizations that address these needs. Students are introduced to the full scope of the Project Based Learning (PBL) project. This unit follows the six steps of project based learning. Students establish the "Knows and Need to Knows" for the project. They make a problem statement that drives their service.
A positive school or community climate is made up of people making choices about how to act and treat one another. It is everyone's responsibility to follow the established social contract. To make a deliberate social contract, participants identify how they want to act together and survey the whole school population to identify what is going well and what needs improvement.
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.
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.
Students explore the meanings of community and healthy. While moving around the classroom in an organized game, they have conversations about healthy communities and healthy choices for themselves.
This lesson explores the components of healthy living: eating healthy foods and exercise. Children identify their favorite healthy foods and forms of exercise that help them live a healthy life. Focus question: What foods and activity choices are important for healthy living?
Students define community and recognize that a class or after-school group is a community because the members share interests and goals and work together. Focus Questions: What is a community and what is my role? What is health and why is it important?