Let's Show What We Know

K, 1, 2

Students collect donations, continue to motivate and inspire the other classes, and share information about the organization and how the money collected will be used. The students sort and count the money and chart the collections by classroom and by day or week. The teacher creates graphs from the collected data and students analyze and interpret the data. They record and publicize their progress toward the fundraising goal. Students reflect on what they have learned and demonstrate the impact of the fundraising project (on themselves and the people they helped).

PrintThree 20-Minute Class Periods, plus collection time for the fundraiser, practice time for the demonstration event, and a scheduled demonstration

The learner will:

  • collect money from the different classrooms on a regular basis.
  • record collected amounts on a chart.
  • analyze graphs with the data from the collections.
  • show what they have learned through their choice of writing, drawing, singing, or acting.
  • demonstrate to others the impact of the service-learning project at a demonstration event.
  • sticky notes, one for each learner
  • chart for recording collection amounts by classroom (use Handout Two: Collection Chart for a model)
  • teacher-created graphs for analysis of data (on the amount collected in the fundraising project)
  • labeled envelopes for collecting money from classrooms
  • large sheet of paper for demonstration event reflection
  • video camera/ digital camera (optional)
  • student copies of Handout One: Rubric
Home Connection 

Invite families and community members to observe the student demonstration. As part of the demonstration process, the students may present their results and demonstrate what they have learned ata Community Night or School Board meeting.

  • McGovern, Ann. The Lady in the Box. Turtle Books, 1997. ISBN-13: 978-1890515010
  • "Great Nutrition Resources for Children." Guide to Nursing Schools. http://www.guidetonursingschools.com/library/childrens-nutrition  This site is full of up-to-date facts, information and activities for different ages, and links to interactive sites. [no longer available] 


  1. Day One (and subsequent days of the collection period)

    Anticipatory Set:

    Say to the students, "Now that the Stop Hunger Buckets are in the different classrooms, how can we continue to encourage other classes to bring in loose change? How can we keep the needs of people who are hungry on their minds? Listen to the student ideas and take action on the ideas that make sense and they are excited about. If necessary, reread some of the facts about hunger from Lesson One: Handout One: Hunger Facts.

  2. Each day of the collection time (or however frequently you decide), send students to the different classrooms to collect money from the buckets. (Collect in labeled envelopes to keep track of which classroom the money comes from.) Have the students count the money from each classroom and record the amount collected on a chart. (Use the chart in Handout Two: Collection Chart.)

  3. Several times over the collection period, use data from the chart to make graphs, compare data from different classrooms, tally totals, compare to the goal, etc. Publish information to communicate progress to rest of the school.

  4. Talk about the money collected and what it can be used to buy. Look at food prices (on packages and in newspaper flyers) to estimate how much food they can buy with the collected money.

  5. Have students write or draw in their journals what they hope their collected money will buy.

  6. Day Two (at or near the end of the collection period)

    Note: Involve the students in counting the money and bringing/sending it to the nonprofit organization that will use the money to help feed people who are hungry. Record the final amount on the charts and discuss the value. Discuss in detail what impact the amount of money collected will have.

    Anticipatory Set:

    Write along the bottom edge of board the words write, sing, draw, and act. Give each student a sticky note. Tell them to put a sticky note above the word that tells how they want to demonstrate (share with people outside the classroom) their learning and results from the fundraising service-learning project. Create a bar graph by aligning the student responsesin a straight line above each ofthe words. Talk about how many students want to write, how many want to sing, how many want to draw, and how many want to act. Ask the students to compare and add the different categories (e.g., How many more students want to draw than act? How many students want to either draw or act?).

  7. Based on the student responses, decide what the final demonstration format will be. You may choose to have students do different contributions to the final demonstration or choose one demonstration format for everyone.

  8. The final demonstration has the goal of informing others about the fundraising for hunger project--how it worked and its impact.

    • They may write a song about hunger and how it affects people.
    • Students may draw a series of pictures showing the stages of their project.
    • They may write an essay telling facts about hunger, why people are hungry, and what we can do about it.
    • Or they may write and act out a skit showing different ways people can help people who are hungry.
  9. Help the students get started with creating a performance piece to share with others. All demonstrations should include the five vocabulary terms from Lesson One.

  10. Use Handout One: Rubric for assessing student presentations.

  11. Day Three

  12. After students practice their presentations, set up a demonstration event. Invite families, the principal, representatives from the nonprofit organization to whom the donation was given, and other classes. Have the students practice all elements of the demonstration before the event. (See below for ideas for the demonstration event.)

  13. Demonstration Event:

  14. Students show to their guests the charts and graphs of donations collected.

  15. Announce the amount collected and how the nonprofit organization will use the money.

  16. They perform their songs or skits and display their stories and drawings.

  17. Students may display examples of nutritionally balanced menus.

  18. Serve healthy beverages and snacks, if desired.

  19. Hang a large sheet of paper on the wall for guest feedback. Provide writing tools and the following writing prompt: Tell us what you think of the impact of this project on yourself, the school, and the community. Do you have any ideas for extensions or future service-learning projects? Students and other guests may write on the graffiti board.

  20. Note: take pictures of the event to publish in the school newsletter or to share with the press (or invite the press to the event).


The teacher will observe student performance in the data collection/analysis and presentations.

Philanthropy Framework

  1. Strand PHIL.I Definitions of Philanthropy
    1. Standard DP 04. Operational Characteristics of Nonprofit Organizations
      1. Benchmark E.1 Describe how citizens organize in response to a need.
  2. Strand PHIL.II Philanthropy and Civil Society
    1. Standard PCS 01. Self, citizenship, and society
      1. Benchmark E.3 Describe a benefit of group cooperation.
    2. Standard PCS 03. Philanthropy and Economics
      1. Benchmark E.13 Describe limited resources and scarcity.
    3. Standard PCS 07. Skills of Civic Engagement
      1. Benchmark E.1 Explore and research issues and present solutions using communication tools.
  3. Strand PHIL.III Philanthropy and the Individual
    1. Standard PI 01. Reasons for Individual Philanthropy
      1. Benchmark E.1 Describe one reason why a person might give or volunteer.
      2. Benchmark E.4 Give an example of how citizens act for the common good.
  4. Strand PHIL.IV Volunteering and Service
    1. Standard VS 03. Providing Service
      1. Benchmark E.2 Describe the goals of the project and their impact.
      2. Benchmark E.4 Demonstrate the skills needed for the successful performance of the volunteer job.
    2. Standard VS 04. Raising Private Resources
      1. Benchmark E.2 Describe a project budget.
    3. Standard VS 05. Integrating the Service Experience into Learning
      1. Benchmark E.2 Evaluate progress on the service-learning project before, during, and after the project.
      2. Benchmark E.3 Identify outcomes from the service.