Deciding and Providing Service

Grades: 
3, 4, 5
The purpose of this lesson is to teach students to make group decisions and to give students an opportunity to provide service to others by sharing what they have learned and produced.
Lesson Rating 
0
Duration 
PrintOne Forty-Five Minute Class Period (plus time to deliver service)
Objectives 
The learners will:
  • work cooperatively with a partner.
  • participate in reaching a group decision via consensus.
  • plan, carry out and evaluate a service project involving the arts.
Materials 
  • Paper for brainstorming
  • 3” x 5” cards
  • Pencils
  • Student products created in Lessons One-Three
  • Other materials, as determined by student groups (These materials may include paper for invitations, supplies for creating an art exhibit, etc.)

Instructions

Print
  1. Anticipatory Set:Review the lessons learned in the previous three lessons of this unit. Ask the students to state qualities/attributes they have that make them unique. Discuss the importance of recognizing uniqueness and appreciating our own talents. Ask the students to think about to whom they can pass on this message. Are there some people who particularly need to hear this?

  2. Tell students that they are going to take their message to people outside of their classroom who seem to need a boost of confidence. They will provide a needed service in the form of sharing the skits, artwork, readings and songs from the first three lessons. The first task is to decide who would benefit from seeing their work. Divide the class into small groups to brainstorm who specifically would benefit from their performance. Allow them to work for five–ten minutes.
  3. Ask each group to narrow their list down to five potential audiences. They should write the potential recipients on 3” x 5” cards.
  4. Meet again as a whole class in a circle. Students take turns sharing their ideas and placing the cards in the center of the circle.
  5. When everyone has shared, ask students to group similar audiences together (same location, same age group, etc.) by grouping the cards together. They may add ideas that springboard from this.
  6. Discuss the resources (such as time and transportation) that are available or unavailable for providing the service. Ask them to evaluate the potential recipients according to the available resources. Discuss their ideas and work toward consensus (check for understanding of this concept) in reaching a decision about the recipient(s) of their service.
  7. After the group has reached consensus about to whom they would like to offer their service, confirm the appointment with the audience and start planning the service event.
  8. Using a similar decision-making model, the class will come to consensus about what they will perform, teach and share. They need to determine their goals and what they will perform, create or teach to meet those goals. They need to assign roles, practice, create materials, display artwork and plan the order of events.
  9. Perform the planned production for the audience(s). After the performance the group will meet to evaluate whether the goals were reached. Use the following rubric to assign a number value to the quality of effort performed by each student. There is a possible 12 points for meeting the crieria.
Assessment 
Use the following rubric to assign a number value to the quality of effort performed by each student. There is a possible 12 points for meeting the crieria. Work cooperatively with a partner (or small group) 4 Agrees with partner on where to work. Stays with partner. Speaks politely. Shares own ideas. Shares materials and the work. Generates a list with more than ten ideas. 3 Stays with partner. Speaks politely. Accepts ideas of others. Shares own ideas. Shares materials and the work. Generates a list with between five and ten ideas. 2 May need help in getting down to work. Speaks politely. Accepts ideas of others. Shares own ideas. May need assistance in sharing materials and the work. Generates a list with fewer than five ideas. 1 Needs help in getting down to work. Speaks impolitely or in a way that disturbs other groups. May need assistance in sharing materials and the work. Generates a list with fewer than five ideas. Participate in reaching a group decision via consensus 4 Speaks politely. Accepts ideas of others. Shares own ideas and helps others to express and clarify their ideas. Expresses preferences. Participates in the decision-making process. 3 Speaks politely. Accepts ideas of others. Shares own ideas. Expresses preferences. Participates in the decision-making process. 2 Speaks politely. Accepts ideas of others. May need encouragement to share own ideas or to express a preference. Participates minimally in the decision-making process. 1 Student refuses to state ideas or preferences or may disrupt the decision-making process of others. Plan and carry out a project designed to serve a targeted population 4 Takes a leading role in planning the project and encourages others to work cooperatively in deciding where to give service. Volunteers for more than one task in preparing to give service and takes responsibility for completing the task. Participates in giving service. 3 Participates in planning the project by working cooperatively to decide where to give service. Volunteers for at least one task in preparing to give service and takes responsibility for completing the task. Participates in giving service. 2 Participates in planning the project by working cooperatively to decide where to give service. Volunteers for at least one task but needs guidance to complete the task. Participates in giving service. 1 Fails to work cooperatively in deciding where to give service. May volunteer to complete a task in preparing to give service, but does not complete the task. Participation in giving service is minimal or not present.
Cross Curriculum 
Students will create a plan for delivering service. They will carry out their plan to create a presentation of the dramatic, musical and visual art works they created in the first three lessons of this unit.

Philanthropy Framework

  1. Strand PHIL.II Philanthropy and Civil Society
    1. Standard PCS 07. Skills of Civic Engagement
      1. Benchmark E.3 Participate in acts of democratic citizenship in the classroom or school, such as voting, group problem solving, classroom governance or elections.
  2. Strand PHIL.III Philanthropy and the Individual
    1. Standard PI 01. Reasons for Individual Philanthropy
      1. Benchmark E.5 Give examples of actions students can take to improve the common good and list or describe responsibilities that go with those actions.
  3. Strand PHIL.IV Volunteering and Service
    1. Standard VS 01. Needs Assessment
      1. Benchmark E.1 Identify a need in the school, local community, state, nation, or world.
      2. Benchmark E.2 Research the need in the school, neighborhood, local community, state, nation, or world.
    2. Standard VS 02. Service and Learning
      1. Benchmark E.1 Select a service project based on interests, abilities, and research.
    3. Standard VS 03. Providing Service
      1. Benchmark E.1 Provide a needed service.
      2. Benchmark E.2 Describe the goals of the project and their impact.
      3. Benchmark E.3 Describe the task and the student role.
      4. Benchmark E.4 Demonstrate the skills needed for the successful performance of the volunteer job.