Improving Health and Safety

Grades: 
3, 4, 5

Students collaborate to plan, carry out, and reflect on an authentic service project that meets the health and safety needs of the community.

Lesson Rating 
0
Duration 
PrintTwo or Three 45-Minute Class Periods, plus time to carry out a service project
Objectives 

The learner will:

  • analyze choices and make a group decision.
  • compare and contrast potential outcomes.
  • identify ways for individuals to contribute to the whole project.
  • calculate time, materials, and funds needed to complete the project.
  • carry out the service-learning project.
  • reflect through discussion and writing on his or her personal response to project and learning outcomes.
Materials 
  • notes from each group brainstorming in the previous lesson
  • materials depend upon the selected project
Home Connection 

Invite family members to a presentation/demonstration at which students share the impact of their service-learning project.

Reflection 

Reflect on how students feel about their project--from survey to selection to carrying out to demonstration. Create another large puzzle with six pieces on butcher paper. Put the six pieces at six different stations. Students can move from station to station and write their thoughts on the giant puzzle pieces. On one puzzle piece they write a word that describes how they feel inside. On another piece they write a word that descibes their impact. On another, they write words that descibe the people they worked with. On another puzzle piece, they write what they want to do next. On the fifth piece, they each draw a face representing the success of the project. On the sixth puzzle piece, they write how they felt about the process. (As a group you may decide alternative topics for the puzzle reflections.)

Instructions

Print
  1. Anticipatory Set:

    Ask groups to share their project ideas from the brainstorming at the end of the previous lesson.

  2. Creat a list of the top 3-5 issue on the board. Allow students to compare and contrast the project ideas presented in a class discussion. Each student may tell the class his or her recommendation for a project idea (from the presentations at the beginning of class) and explain why he or she thinks it is the best project idea based on their interests, talents, and resources. Explain to the class that because of time and resource restaints the class will only complete one project but individuals or groups may choose to address additional concerns on their own.

  3. When students have presented their opinions, hold a vote to determine which project the class wants to plan and carry out.

  4. Brainstorm a list of steps and roles for students in order to plan the project and the demonstration after the project. Think about communication, supplies, instruction, writing, donations, possible challenges, and other tasks. Discuss the expected and possible outcomes.

  5. It is helpful to create a three column chart for organizing the project (Task, Who, Time). Have students brainstorm all the steps needed to complete the project on sticky notes. Then have them determine the order of the steps by moving the sticky notes on the poster under the Task column. The next step is to assign students to complete each task (they volunteer for whatever tasks they want to take on). Then work together to put deadlines on each task.

  6. Facilitate the needed permissions, rides, purchases, and other logistics, but encourage the students to plan and carry out the majority of the project.

  7. Have students carry out the plan, referring to the chart regularly to make sure they are on task and staying responsible. They may add to and edit the chart, as needed.

  8. After the service project, have students make a demonstration to an audience outside the classroom. They can describe what they did, the outcomes, who was impacted and how, and what they learned. The demonstration may be in the form of ask it, song, slideshow/movie, media article, letters, or other method of communication.

  9. Reflect on how students feel about their project--from survey to selection to carrying out to demonstration. Create another large puzzle with six pieces on butcher paper. Put the six pieces at six different stations. Students can move from station to station and write their thoughts on the giant puzzle pieces. On one puzzle piece they write a word that describes how they feel inside. On another piece they write a word that descibes their impact. On another, they write words that descibe the people they worked with. On another puzzle piece, they write what they want to do next. On the fifth piece, they each draw a face representing the success of the project. On the sixth puzzle piece, they write how they felt about the process. (As a group you may decide alternative topics for the puzzle reflections.)

Cross Curriculum 

Students collaborate to plan, carry out, and reflect on an authentic service project that meets the health and safety needs of the community. The project is selected based on the survey results and students' interests, talents, and resources.

Philanthropy Framework

  1. Strand PHIL.IV Volunteering and Service
    1. Standard VS 02. Service and Learning
      1. Benchmark E.1 Select a service project based on interests, abilities, and research.
    2. Standard VS 03. Providing Service
      1. Benchmark E.1 Provide a needed service.
      2. Benchmark E.3 Describe the task and the student role.
      3. Benchmark E.4 Demonstrate the skills needed for the successful performance of the volunteer job.
    3. Standard VS 04. Raising Private Resources
      1. Benchmark E.3 Describe a service plan.
    4. 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.