What Will We Become?

6, 7, 8

Learners will build community through identifying and implementing an action plan addressing one issue as identified in the School Climate Survey.

PrintThis lesson will take two forty-five to sixty-minute sessions. The length of the experiential component will vary according to the activity each group designs. It is recommended the experiential component be limited to the equivalent of five fifty-minute

The learner will:

  • create an action plan based upon the results of the School Climate Survey.
  • implement the plan as demonstrated by a daily log of activity.
  • complete group and individual reflection and evaluation activities.
  • demonstrate his/her understanding of the term philanthropy by giving of his/her time, talent and treasure.
  • compose a two-paragraph essay describing and evaluating the effect of his/her activity on school climate.
  • Writing utensil
  • What Can You Do to Make a Difference? (Attachment One)
  • The Action Plan (Attachment Two)
  • Idea Generators (Attachment Three) Note to instructor: The list of materials will vary with each plan that is created by the learners. In some cases plans may call for financial fund raising, etc. Individual schools and/or districts may require special permission forms or have unique procedures to follow for fundraising activities.
Home Connection 

If there is a school/home newsletter, the following may be so placed or a letter to parents/guardians can be handed to each learner to take home. The (name of class) will be studying how diversity in our life and history has created obstacles for achieving our greatest potential as individuals and society. We will take what we have learned and conduct a survey about what may be concerns here for us. Our learners will then design an activity for others in our school so that we can have a better school climate.

  • Lewis, Barbara A. The Kid's Guide To Service Projects. Minneapolis: Free Spirit Press, 1995. ISBN 0915793-82-2


  1. Anticipatory Set:The learners will be asked to think quietly for two minutes about the best gift that they have ever received or given. In rapid succession, the learners will tell what that best gift was. After this set of responses, again ask the learners to tell what the greatest gift was. Tell the learners that this time it, their best gift, cannot be financial in nature.

    Note to instructors:Procedure for the first set of responses. After the learners have been given the two minutes to think about the greatest gift they ever received, ask for a volunteer to go first. After that, continue around the entire class, giving each learner an opportunity to respond. In order for this procedure to be effective, all learners must be attentive to other comments, without giving feedback. Learners can simply say "pass" if they prefer not to share. However, learners should be encouraged to speak up in round two. Explain to learners that they are about to plan and participate in a service project during which they will give of their time, talent and treasure for the betterment of their school community. They will be using the data they gathered from their School Climate Survey.

    Activity 1: Organization

  2. The instructor will organize learners into groups of three to five. Allow learners to group according to their interests developed in the last lesson. A group representative should place that group's issue on display so all other groups can see what has been selected. Try not have two groups addressing the same issue.

  3. Distribute Attachments One and Two (What Can You Do to Make a Difference? and Action Plan). Read through the directions to complete the sheets. All learners will show their own work within the group.

  4. Activity 2: Planning

  5. The instructor will review the individual plans. Further time will be needed in order to implement or attempt to implement the plan.

  6. Activity 3: Implementation

  7. Learners may need ideas to help them create their plan and this activity accomplishes this objective.

  8. Distribute Attachment Three: Idea Generators.

  9. Give learners time to read through the sheet.

  10. Learners should then be given time to share ideas and edit their own lists.

  11. Activity 4: Reflection

  12. Learners will engage in ongoing reflection during their service activity.Learners will keep a log of activity with an assessment of what went well, what could be changed and their feelings positive or negative about the activity. Classroom space should also have a large sheet of paper for each group to document progress.

  13. Activity 5: Celebration

  14. Learners will be presented with certificates of achievement.


The learners will be assessed on their written plan. See the rubric on the bottom of Attachment One. Learners will write a short constructed essay describing their activity in which they assess whether they believe their service project made a difference to the school climate.

Cross Curriculum 

Implement action plan using the School Climate Survey to give of the learners' time, talent and treasure for the common good.

Philanthropy Framework

  1. Strand PHIL.III Philanthropy and the Individual
    1. Standard PI 01. Reasons for Individual Philanthropy
      1. Benchmark MS.5 Describe the responsibility students have to act in the civil society sector to improve the common good.
  2. 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 03. Providing Service
      1. Benchmark MS.2 Describe the goals of the project and their impact.
    3. Standard VS 05. Integrating the Service Experience into Learning
      1. Benchmark MS.2 Evaluate progress on the service-learning project before, during, and after the project.