Service Learning UnitGrowing a Community

Michelle Vader

Winter 2013

This unit focuses on first developing an understanding of who each student is and what positive qualities they possess. Then, the learning becomes

steadily broader, reaching into the neighborhood community, and eventually the world. By the end students will have understood that they can make a

positive difference. The project is centered upon the planting and growing of seeds.

Circle Maps(It is recommended that the “I” part of this lesson be interwoven with The Giving

Tree lesson)

Materials: Paper to draw circles (larger than 8.5x11”) End Product circle made from Microsoft Word (attached) Sharpies of varying colors

Objectives:By the end of the lesson, the students will have an understanding of who they are and of their surrounding community, both in the classroom and the school.At the end of the lesson, the students will have a completed circle map representing “Me, My Classroom, and My School.”

Procedure:1. Each student will be given a large piece of paper for a rough draft.

They will be instructed to draw an oval in the middle about 3-4 inches high and 5-6 inches wide. The teacher should model all of the steps and make a class circle map combining everyone’s ideas as they go through the activity.

2. In the oval they will write their name along with 2-3 gifts that they give others (ex: creativity, humor). These gifts must not be tangible and should be cost-free.

3. Next (could be done a different day), the teacher will facilitate a discussion about the classroom and the many components of it (teacher, desks, etc.). All the things that are named should be obvious/noticeable. In other words, probably not something in a box somewhere or a toy of some sort.

4. The students will draw another oval beyond the 1st one that they drew. This will be for “My Classroom” and students will write 5-6 things in their class. It is important for them to think beyond objects, but they should not name more than 2-3 people.

5. The final piece of the circle map is “My School.” Students will draw their final oval around their previous one and name 5-6 things that are in their school. This needs to include classrooms, principal, and other obvious things.

6. Once students are finished, they will write it in sharpie on their final draft (see attachment).

Assessment: The students will be assessed based on their completion of the final circle map.

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The Giving TreeMaterials:The Giving Tree by Shel SilversteinApples- printout attached Tree to hang apples onCut lined paper

Objectives:By the end of the lesson, students will have an understanding that they can give cost-free gifts to the classroom. They will be able to specify one gift that they give the class and how they do it.

Procedures:1. Read aloud The Giving Tree by Shel Siverstein2. Ask questions: What types of gifts does the tree give the boy? Did

those gifts cost anything? The teacher will talk about cost-free gifts and what that means.

3. The teacher will lead a discussion following the primary question of the lesson: What types of cost free “gifts” can you contribute to the class?

4. Each student can reference the “I” section of their circle map at this point from the previous lesson.

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5. Each student will be given a small piece of lined paper. On it, they will write one gift they give the class. Once they are finished, they should have a chance to share.

6. Every piece of lined paper will be attached to an apple. Students can cut these out. Once everyone is finished, they will be able to hang them on the tree. A possible title for the tree could be “Our Giving Tree.”

7. Final questions may include: Who are people that give to you? What do they give you?

Assessment:The students will be assessed based on their accurate completion of the giving tree apple.

This is an example of the giving tree that was made for my class:

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Mapping it Out

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(It is recommended that this lesson be spread between 2 days.)

Materials:Different types of maps (recommendation: use a power-point)Graph paperCompass RosePre-made map keyMarkersGraph paper worksheet for final draft*Circle-maps from previous lessons

Objectives:By the end of the lesson, students will be able to identify the compass rose, map key, cardinal directions, and symbols of a map with 100% accuracy.By the end of the lesson, students will be able to create their own maps using accurate locations of objects and correct map key to graph correspondence.By the end of the lesson, students will be able to define a community and state how their classroom is a community.

Procedures:1. Ask the students what a community is. Write the definition on the

board: A community is a place where people live, work, and/or play. 2. Use a power-point or other method to show different types of maps.

Do you think these represent a community? Finally, end on a map of a classroom. Do you feel that this is a community? Is our classroom a community? It is. (It is recommended that the circle map for My Classroom is done at this point).

3. What are some important objects that our classroom has? Why don’t we want to draw people on our map?

4. Whip Around Pass: have each student name an object. Challenge them to come up with something that hasn’t already been named.

5. Brainstorm about making a class map of the classroom. What should we have on it? Make a list on the board of everything the students say that is an object.

6. Put a star next to the ones that are most important and give the class a reason why those need to be on the map: desks, tables, chairs, doors, windows, etc. Only choose 6-10 items based on the ability of the students.

7. The teacher will come up with a map key on the board and will type it before the making of the maps.

8. Each student will be given a piece of graph paper. They will practice making the map key shapes on it before they work on the final draft. They should be encouraged to follow the lines. (This is the recommended end to day 1).

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9. The teacher will hang up a sign that says “North” on the north wall of the classroom. From there, he/she will have another student put up South and then others put up the remaining two directions. These should be referenced throughout the making of the map.

10. The teacher will model how to make the map using the Doc Cam. 11. The students will put their name at the top of the graph paper and add

a title.12. Each student will be given a typed up map key. As a class, each object

will be drawn based on the symbols used in the key. 13. Students will outline their objects in black marker once they are

finished.14. Once everyone is finished, each student will be given the same color

marker and the first object in the key will be colored with it. The object on the map and the one in the map key should both be colored. This will be done with each symbol using different colors.

15. As a final step, students will be handed a compass rose to put in the bottom left corner of the graph paper, the map key will go on the right. These will both be glued on the map to complete it.

Assessment:The students will be assessed based on their ability to identify the cardinal directions, compass rose, map key, and symbols. The students will be assessed based on the accuracy of their classroom map.

Some maps that can be shown:

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NORTH9

SOUTHEASTWEST

Positive Posters(It is recommended that this lesson be spread between 2 days.)

Materials: (These are recommendations, there can be any variety)Mascot Cut-Outs (panthers and paws)Clip-Art and Google Images relevant to school spirit (paw prints and panthers)Cardstock White page with a faded paw printColored construction paperMarkers

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Laminating machineSticky Tack

Objectives:By the end of the lesson, students will realize that they are able to have a positive influence within their school environment. By the end of the lesson, students will understand the steps to solving a problem.

Procedures:1. Begin by discussing what the students see as being an issue within the

school. Be sure that the names of students are being put into the conversation. It should be kept “generally speaking.” The teacher will make a list of these ideas on the board.

2. The teacher will ask: How is the school spirit at this school? How is the motivation for being here? The teacher will facilitate a conversation, asking specific questions as to why the school spirit is so low.

3. The next discussion point will be talking about how to solve the problem. How do we get students more excited and feel more supported? How will this make a difference?

4. Using the Doc Cam, students will help to form a list of positive sayings that would encourage their peers. Many will be based on the Panther Pledge. The teacher will add examples once the ideas have stopped flowing:

a. You are pawsome!b. Be positive and respectful today!c. You can make a difference!

5. Each saying will be cut and handed out to students so that no one has the same one as a peer.

6. The students will pick either a neon cardstock or the white sheet with the faded paw. Those that choose the white sheet can pick out a colored construction piece to put behind it.

7. Students will be able to choose 2 items to put on their poster, including pictures and cut-outs.

8. The students will lay out their cut outs the way they want on their poster. Then they will write their saying lightly and big where they want it.

9. Once the teacher is satisfied with the overall look of the poster, the student will glue their items in place and trace over the words. They will not be allowed to draw anything additional, including speech bubbles. They can color in the background, but nothing else.

10. When the students have finished, the students will put their name in the bottom right corner and the posters will be laminated.

11. Each student will be given the opportunity to hang up their own positive poster in the hallway at school.

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12. Once everyone has hung up their posters, the teacher will lead a discussion about how hanging up their posters will help the school community. Additional questions will include: How did hanging up the posters make you feel? How do you think other people will feel when they read them? What are other ways we can improve the school environment?

Assessment:The students will be assessed based on their completion of a poster and participation in the discussions that take place before, during, and after the project.

RulesMaterials:Writing JournalsChapter 8 of Living in Communities by Steck and Vaughn (level B)Doc cam

Objectives:By the end of the lesson, students will express their opinion in writing while staying on topic and using supporting details.By the end of the lesson, students will be able to name at least one rule that have followed today and one rule that everyone must follow. By the end of the lesson, students will have explored rules by completing Chapter 8: Rules and Laws for Everyone with 100% accuracy.

Procedures:1. Writing Prompt: What would school be like if kids were in charge? Once

students have written for about 20 minutes and have 5-6 sentences, have them share if they want.

2. The teacher will lead a discussion: Why are rules important? Why can’t we just do whatever we want? What are some rules that we follow in the school? Are rules in school different than those that we follow at home?

3. On the doc cam, the teacher will model how to complete Chapter 8: Rules and Laws for Everyone. Each student will be responsible for completing the packet. The teacher will read out loud and students will follow along. When they come to a part that involves them writing, the teacher will wait until everyone has written something before the teacher puts something in their space and has students share.

4. At the end, students will share one thing that they learned or thought was interesting within the lesson.

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Assessment:The students will be assessed based on their completion of the Chapter 8: Rules and Laws for Everyone. They will also be assessed based on their ability to effectively express their opinion in the writing prompt.

Seed Venn-DiagramMaterials:Marigold and Sunflower seedsVenn-Diagram print out Magnifying glassesDoc camWriting notebooks

Objectives:By the end of the lesson, students will be able to identify 5-8 similarities and differences between a marigold and sunflower seed using a Venn-Diagram with 100% accuracy.After completing a Venn-Diagram about the seeds, students will be able to write 4 sentences that relate to the identified similarities and differences, while remaining on topic and using appropriate grammar mechanics as well as a beginning and conclusion.By the end of the lesson, students will be able to name all of the 5 senses and tell which are used in completing the Venn-Diagram, with 100% accuracy.

Procedures:1. Discuss the 5 senses and some describing words that stem from

each sense. Go over the definition of property in terms of science: A property is a characteristic or trait of an object. Point to the describing words on the board: Could these all be properties?

2. The teacher will discuss which senses are most appropriate for using once they begin the assigned task (see, smell, touch). The teacher will outline expectations for when the seeds are passed out:

a. The seeds must not be touched until the student is instructed to do so.

b. The seeds may not be moved in any way. c. The students should sit quietly and wait for further instruction.

3. Pass out one of each type of seed to every student along with a Venn-Diagram. Put one seed on the far left of their desk and the other on the far right. Afterward, have the students fold their Venn-Diagram hot dog style and open it. They will be instructed not to write below the folded line.

4. Using a doc cam, the teacher will model where to write their name and how to label each side of the circle. He/she will review the

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components of a Venn-Diagram (where the similarities and differences go).

5. As a class, they will complete the Venn-Diagram. The teacher will model how to fill it out. The students should not be allowed to touch their seed until they are told to do so during the “touch” part. For sight, they will each be given a magnifying glass, however they will be encouraged to keep the seed on the paper/desk so that the seeds are not lost. The teacher should go through each of the 3 senses one at a time (see, smell, touch).

6. When a student makes an observation about either seed, the teacher should ask the class how many people agree. If a majority of the class agrees, the observation can go on the Venn-Diagram.

7. Once the diagram is complete with about 5-8 words in each section, the students will write 4 sentences about the seeds: a beginning sentence, one similarity, one difference, and one conclusion.

8. The title will be “Seeds.” The teacher will ask the class what a good opening sentence would be. The teacher should facilitate the discussion in a way that ends up with something similar to the following: Marigold and sunflower seeds are similar and different.

9. The teacher will begin the 2nd sentence and will model it on a piece of notebook paper on the doc cam: They are similar because _______.

10. The teacher will begin the 3rd sentence and will model it on the same piece of notebook paper. They are different because ______.

11. The teacher will wait and provide assistance until everyone has completed the three sentences. Once they are finished, they will come up with a conclusion sentence similar to the following: These are ways the seeds are similar and different.

12. Students that would like to share will share what they have written.

Assessment:At the start of the lesson, students will be assessed based on their ability to name each of the 5 senses and come up with describing words for each.During the lesson, the students will be assessed on their input when completing the Venn-Diagram.After the lesson, students will be assessed on their final writing, including: a beginning, 2 sentence middle, and an end.

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Needs and WantsMaterials:Brain Pop VideoLaptop and ProjectorPicture cards of needs and wants

Objectives:By the end of the lesson, students will be able to define a need and a want with 100% accuracy.By the end of the lesson, students will be able to give an example of a need and a want with 100% accuracy.During the lesson, students will be able to classify picture cards into needs and wants.

Procedures:1. The students will view the Brain Pop Jr. video about needs and

wants: http://www.brainpopjr.com/socialstudies/economics/needsandwants/preview.weml

2. The teacher will lead a discussion about what a need and a want is. 3. The students will each be given 2-3 picture cards and 2-3 pieces of

tape.

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4. The teacher will call on students one at a time to place one of their photos on a t-chart on the board. On one column will be needs and the other will be wants. Once the student has placed their picture under a column they will say why they put it there. The other students in the class will give a thumb up if they agree and thumb down if they disagree. If there is a lack of agreement, the item should be discussed further.

5. Each student will have a chance to hang up each of their picture cards.

Assessment:The students will be assessed based on their ability to correctly place picture cards into either the needs or wants column.

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