Students form groups, sign group agreements, delegate tasks, and begin forming their service-learing project proposal. The teacher provides mini-lessons to individuals, as needed, who bring information back to groups on presentation skills, budgeting, and service-learning procedure.
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.
In this lesson, students dream big and envision what it would look like to have the problem solved. They discuss steps to take and what they need to learn in order to accomplish the task. They take personal responsibility for carrying out the expectations they set for the final service-learning project proposal.
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.
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.