Two, Four, Six, Eight, Let's All Collaborate--Step Four: Picking a Solution

Grades: 
6, 7, 8

Students form groups based on issue areas on which to base their service-learning projects. They 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.

Lesson Rating 
0
Duration 
PrintOne 45-Minute Session
Objectives 

The learner will:

  • select the service project based on interests, abilities and research.
  • identify outcomes from the service.
  • collaborate with group members to develop an effective service-learning project.
Materials 

student copies of the three handouts (the term "workshop" in Handout Three refers to mini-lessons provided by the teacher as needed)

Vocabulary 
  • budget (n): the total amount of money allocated for a certain purpose including both income and expenditures
  • collaborate (v): to cooperate or work with another person or organization
  • service-learning: goes beyond volunteerism, community service and youth service by connecting the service to the school curriculum and by requiring students to reflect on the meaning they attach to the service they performed 

 

Instructions

Print
  1. Anticipatory set:

    Show the following Heifer International video in order to build interest in philanthropy. https://www.youtube.com/watch?v=-VqMrvvWUgQ&feature=youtu.be. Discuss whether the video is persuasive and how they feel about helping others.

  2. Students form small groups according to similar interests for their service-learning projects. They will be working in these groups for the rest of the project.

  3. Hand out the packet of worksheets (Handouts 1-3) and briefly discuss the process of completing the group agreement. Give an overview of how the groups use the worksheets to assist in delegating tasks.

  4. Allow the students time to complete the worksheets in their small groups.

  5. The teacher will begin mini-lessons with select individuals while the rest of the group begins outlining the project. They outline details about budget, scope of project, action steps, and presentation media to be used.

Assessment 

Teacher will monitor student participation, group agreements, and task lists, to make sure groups are formed and handouts are completed.

Philanthropy Framework

  1. Strand PHIL.IV Volunteering and Service
    1. Standard VS 02. Service and Learning
      1. Benchmark MS.1 Select a service project based on interests, abilities and research.
    2. Standard VS 05. Integrating the Service Experience into Learning
      1. Benchmark MS.3 Identify outcomes from the service.