We Are All Better Off

6, 7, 8

In this lesson, the students carry out their service plan to promote a positive school climate, then reflect on its impact and demonstrate their service-learning process to an audience.

PrintOne 45-Minute Class Period and sufficient time to complete the project

The learner will:

  • identify and give examples of an individual's reserved power to act.
  • provide a needed service for students in the school, or citizens in the neighborhood, or the local community.
  • evaluate progress on the Service-Learning project before, during, and after the project.
  • identify outcomes from the service.
  • mascots made in Lesson Two
  • tools for promoting the character trait (computers, cameras, posters)
  • character education: curriculum used in schools to develop awareness and tolerance of other people and to develop a standard set of morals or values
  • service: help given to others; useful work that one is not paid for
  • bias: personal judgment; a way we think about things that is formed by our experience
  • persuasion: the process of convincing someone to accept a point of view
Home Connection 

None for this lesson.


Have students write a summary report of the service-learning process, including description and a reflection on their contributions and feelings about the project and outcomes.


For information about Reserved Power to Act, see Learning to Give Briefing Paper "Freedom of Speech" /resources/freedom-speech


  1. Anticipatory Set:

    Give students a brief introduction to multiple intelligences using the handout. Tell them that we all have these intelligences, and we are stronger in some than others. When you want to persuade a variety of people, it is good to use a variety of these intelligences in your presentation.

  2. Students share with the class and school their mascots and a presentation of their character trait. They use creativity and persuasion to share how it helps everyone if everyone practices the trait/behavior.

  3. Students observe behavior at school and continue to promote a positive school climate.

  4. Carry out the service plan.

  5. After a few weeks, have students reflect on their presentations and the impact they had. Discuss the concept of "reserved power to act" to make a difference. Discuss what they might do in the future when opportunities arise. This may include small acts that promote positive culture and behaviors that are good for all. Acting for the common good may be done at anytime, and probably without any permission needed.

  6. Students adapt their original survey (Lesson One) to assess school attitudes about the social contract at school. Has there been an improvement in the climate? What is going well, and what still needs improvement?

  7. Students administer the survey and analyze the results before and after their advocacy campaign.

  8. Follow-up Demonstration:

  9. Help students set up a public demonstration to share the service-learning process they used -- from analyzing needs, planning an event, carrying out the project, and reflecting on impact. The demonstration may be for other students, administration, or families. Encourage them to be creative in their presentations to the public audience and share survey documentation and examples.


The students will assess the results of their service-learning project by comparing the results of the final survey with the results of the initial survey. Additionally, students will write a short report summarizing the results of their service-learning project.

Cross Curriculum 

Students carry out a plan to promote a positive school climate through mascots that advocate for specific character traits or behaviors.

Philanthropy Framework

  1. Strand PHIL.I Definitions of Philanthropy
    1. Standard DP 01. Define Philanthropy
      1. Benchmark MS.4 Give examples of how individuals have helped others.
  2. Strand PHIL.III Philanthropy and the Individual
    1. Standard PI 01. Reasons for Individual Philanthropy
      1. Benchmark MS.4 Identify and describe the actions of how citizens act for the common good.
      2. Benchmark MS.7 Identify and give examples of an individual's reserved power to act.
  3. Strand PHIL.IV Volunteering and Service
    1. Standard VS 03. Providing Service
      1. Benchmark MS.1 Provide a needed service.
    2. Standard VS 04. Raising Private Resources
      1. Benchmark MS.3 Develop a service plan.
    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.
      2. Benchmark MS.3 Identify outcomes from the service.