Taking Action—Are We Making a Difference Yet?

9, 10, 11, 12
Students will continue to plan, carry out and reflect on the success of the service project.
PrintOnce Forty-Five Minute Class Period a Week for 14 Weeks
The learner will:
  • identify and work out logistical problems related to the project.
  • provide a minimum of 10 hours engaged in the Service-Learning project.
  • reflect on their experiences in journals and in small group discussions.


  1. Anticipatory Set:Quickly go around the room having students name the type of service they are providing in their Service-Learning project. (This activity will update the entire class on the scope of their volunteer service.)

  2. Students will volunteer a minimum of 10 hours outside class.
  3. At least once a week, students should meet in small groups to share experiences, reflect on their feelings about what they are doing, identify problems and recommend necessary adjustments in plans.Note: During this part of project, it is important that the teacher serve only as a facilitator, occasionally steering the group in the right direction, but requiring that the group solve its problems. To avoid potential liability problems (e.g., students too young to drive), it is important that students are aware of school policies and follow them.
  4. Check with school administrators for appropriate parental permission forms for any work completed outside the classroom.
Cross Curriculum 
Students will engage in a minimum of 10 hours in an Academic Service-Learning project.

Philanthropy Framework

  1. Strand PHIL.IV Volunteering and Service
    1. Standard VS 05. Integrating the Service Experience into Learning
      1. Benchmark HS.2 Evaluate progress on the service-learning project before, during, and after the project.