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Service Learning Lesson Plan
Childrens Books
Grade Level ____9-12_______
Content Learning About :
How to design a book for a child
Service Need:
Creating a book for a K-3rd grade students
Service Idea:
Desktop publishing students will create a
lasting product to be put in the hands of
elementary students and teachers.
Curr icu lar Connect i ons
Engl ish/Language Ar ts:
Use proper grammar and punctuation
Use of literary elements and plot structure
Social Studies/History:
Mathemat ics :
Sc ience:
Ar t and Music :
Story illustrations
Charact er Deve lopment :
Stories relay a moral or character lesson.
Other: Using computers to create the
book
Preparat ion :
Students use all the tools that they have
been shown and mastered in desktop
publishing to create the book
Act ion :
Create the book and then read their book to
a child
Reflect ion/Celebrat ion :
Reading the book and hearing from the
children how much they liked it
Demonst ra t ion o f Learn ing :
Will post pictures of the students reading
their books on the wall for the whole school
to see.
Will also post pictures of this activity on the
KPARK web site and the televisions
throughout the school
Ski l l Deve lopment (Academic
and/or Affect ive): Academ ic and
Af fec t ive
Students are able to develop relationships
with younger students in feeder pattern.
Youth Vo ice and Choice:Students choose the story topic.
Books/Resources :
Popular childrens books for examples.
Notes
Teacher Emai l :
Communi ty Contacts
Elementary school literacy coaches
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Service Learning Lesson Plan
Differential Communication
Grade Level ___9-12__________
Content Learning About :
Differential Communication
Service Need:
The need for understanding of the TEK of
differential communication between your
average audience and to elementary school
students. Also motivational speaking to the
elementary ESL students.
Service Idea:
Trip to visit North Belt Elementary.
Perform a few performances of childrensstories with and emphasis on reading.
Also, we would like to add in a
motivational speech and discussion with
the ESL students of the school.
Curr icu lar Connect ions
English/Language Arts: Reading up to date
childrens books. Showing the students that
older kids read as well and that its fun.
Social Studies/History: n/a
Mathematics: We have a math game that we
can play with them where we act out a math
machine and the kids must figure out the
arithmetic. (This is only if we have extra time
to kill)
Science: n/a
Art and Music: n/a
Character Development: n/a
Other: n/a
Preparat ion :
We would prepare select groups who must
apply for the field trip to perform different
skits whether it be Dr. Suess or Disney. We
will also prep ourselves by using the districts
TV/Cam to get to talk to the students first andpractice formal discussion with children. Last
we will coordinate a confidence building
exercise for the ESL students.
Act ion :
We already have been in contact with Ms.
Andrea Barela of North Belt to plan dates and
possibly a follow-up trip next semester. We are
also studying different teaching techniques and
the communication/discipline practices of
elementary school teachers.
Reflect ion/Celebrat ion :
We will reflect by doing a follow-up survey
and thank you letters to the children. Even talk
to them after the trip with the TV/Cam again to
ask them what they thought about it.
Ski l l Deve lopment (Academic
and/or Affect ive):
This will be affective skill development
since we have already taken Comm Apps.
We are wanting this trip because we loved
it so much from last year. We feel like
were teaching the children and we have
something to pass on.
Youth Vo ice and Choice:
Reading is the Key
ESL is the Pathway to Success
(Motivational Speeches From us to the
children)
Books/Resources :
Application Communication Textbook
Notes:
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Demonst ra t ion o f Learn ing:
We would demonstrate our learning by
showing proper model behavior. We will show
that we understand the difference of interacting
with children in a formal setting along with
proper discipline with Ms. Barelas guidance.
We will also have shown advance speech skill
during our motivational speech to the ESL
students.
Teacher Emai l :
Erin.kel ly@hum ble.k 12.tx .us
Commun i ty Con tac ts
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Service Learning Lesson Plan
Project Name: English I Service Learning Project
(Writing a Business Letter)
Grade Level 9Department: English
Course: English PreAP/GT
Contact:Himel
Why is the Service Needed?To teach students the need and value of service
learning and encourage them to discern the needs in
their community
Learning Object ives:
To wr i te a bus iness le t ter
To present a repor t t o the c lass
To wr i te a re flec t ion o f what w as
learned
To evaluate peer presentat ions
Preparat ion:
Learning how to write a business letter and contact
community members, establishing criteria, viewing
samples
Student Ownership/Youth Voice and
Choice:
Students were able to choose their own service
learning projects and ways to carry them out
Act ion Plan :
1.
Establ ish a plan.2. Contac t c ommuni ty members .3. Do the serv ic e.4. Present project t o peer group.5. Evaluate othe rs/ref lect
Teacher Emai l :
Method of Ref lect ion and Celebrat ion:
Students w rote a re f lec t ion on how
serv ice learning touc hed the i r l i ves ,
w hat serv i ces they per formed, and
who w as a ff ec ted .
Notes :
Students a l so d i scussed t he pro jec ts
determin ing poss ible c areer cho ices .
Learning Assessment :
Ref lect ion piecePresentat ion
Student evaluat ions
A t t achments :
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Communi ty Par tners:
Kingwood Public Library
FOLK (Friends of the Library Kingwood)
PALS Animal Protection Agency
Birthright of Humble
Humble ISD school carnivals
The Learning Center of Kingwood
Various community churches
HAMM
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Service Learning Lesson Plan
Eye Scream
Grade Level 10th
gradeDepartment: High School Science
Course: Biology I
Contact: Glenda Rice
Why is the Service Needed?To provide the opportunity for high school students
to collaborate with 5th
graders on identifying the
structures of a mammalian eye while performing a
hands-on dissection.
Learning Object ives:
1. Learn s t ruc tures o f eye andthe i r func t ions .
2. Cooperat ive learning sk i l l s3. Estab l i sh ing a rapport betw een
students
Preparat ion:
1. Expectations guidelines on behavior2. Academics review of eye structures &
functions
3. Hands-On Trial Run practice dissection4. Coordinate timing and plans with
Stephanie Fisher of Woodland Hills
Elementary
Student Ownership/Youth Voice and
Choice:
High school students were responsible for the
lesson they determined the comfort level of their
5th
grader and how best to assist and guide them
during the dissection. This is an on-going activity
each year students share their skills with a younger
student.
Act ion Plan :
Fif th-grader sc ienc e c lasses v is i ted
KHS on a block day. Each 5t h grader
w as randomly pa ired w i t h a h igh
school buddy. High school s tudents
prepared name ta gs for 5t h graders
and them selves.
Teacher Emai l :
Method of Ref lect ion and Celebrat ion:
H igh school s tudents cont r ibuted
money for i ce c ream cup t reats for
the i r 5 t h grade students and
themselves . Lab w as t i t l ed Eye
Scream and w e surpri sed them w i th
the i r t reats a f ter the d i ssec t ion w as
comple ted.
Notes :
Pictures to fo l low
Learning Assessment :
1. Oral assessment dur ingd issec t ion by h igh school
s tudents
2. Wri t ten lab prac t i c a l examfo l low ing ac t i v i t y
A t t achments :
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AHS Action Plan For H2JoJo :What are wegoing to do?
Who wil l beresponsible, andwho w il l beinvolved?
Whatresources w illwe need?
When will thisactivity begin?
Whenwil l itend?
How wil l weknow w e havecompleted theactivity?
Provide Water toSouth AfricanSchools
Fund-raise for trip:1. Cell phones2. House comp3. grants4. sponsorships
Provide HISDteachers/studentstrip to complete theservice in SouthAfrica in Dec. 2010
1. 6 teachers2. 6 students
Campaign
Development &Presentations:
1. Dr. Sconzo2. Rotary
CurriculumDevelopment
1. lesson plans2. media
packets3. electronic
networking
Dr. Sconzopromote projectdistrict wide
SLC Coord,Kim HusemanBobbie Rogina AHS TeachersTara BainShannon OBrienHillary Fortenberry HISD
TeachersAMS - TrichelleStephanie Fisher Social StudiesHigh School rep
Middle School repElementary rep StudentsLeaders fromcampuses forcampaign group6 Students Selectedto attend trip.(Taras children)(Shannonsdaughter)Sherri Ondrusek &
her son)
PublicRelations:
HISD e-mailsJaime MountRobin McAdamsCharlotte HoyaHouston area media
$3500 Per personfor travel
andaccommodationexpenses10 12peoplesent ontrip.
March - identify anon-profit to handle
the money, search forgrants, cell phonefundraiser, and createpresentation
$2,400 -Jo-Jowaterbottles($600
each goalis topurchaseat least 4).
Total - $44,400
Timeline:
April form studentgroups, visit with Dr.Sconzo, Dr. Hawkinsand Rotary Clubs,create website andfacebook accountsMay set summermeeting dates, enlistsocial studies teachers
from each level toresearch curriculumties.June CreateCurriculum Packetsand get to Dr. SconzoJuly- Aug. - Peoplegoing to Africa getvacinations, passportsand sponsors.Sept. Nov. - HouseCompetition for Jo-Jo
bottles & itemcollections, and s-llessons in classrooms.Dec. Travel to AfricaJan - S-L ProjectReflection/Celebration-students and teachersshow-case theirproject at facultymeeting and studentassemblies.
May 2011and ongoing as
the lessonscan berecreatedeach year.
Reflection practices:
Pre-Reflection &Awareness Activities
District-wide supportand use of service-learning lessons.
Meet financial goalsand complete trip toprovide water to SoutAfrican schools.
Communication to all
stakeholders before,during and afterservice trip.
Post- Reflection:Practice interviewsDr. Sconzos TV Show
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Service Learning Lesson Plan
Grade Level ______9______
Content Learning About :
Make a connection with the non-fiction story,Havent I Made a Difference by finding a way
to make a difference in our community.
Service Need:
Find an area of need in the community and
find a way that you can make a difference.
Service Idea:
Individually or with classmates,
over a period of one month perform
two hours of service that is
connected with James Harriotsnon-fiction story Havent I Made
a Difference?
Curr icu lar Connect ions
Engl ish/Language Ar ts:
Literary analysis
Written reflections and proposals
Public Speaking
Social Studies/History:
Mathemat ics :
Sc ience:
Ar t and Music :
Charact er Deve lopment :
Other:
Preparat ion :
Read Havent I Made a Difference
Read childrens book, Somebody Loves You,
Mr. Hatch
Listen to the song,Dont Laugh at Me
Fill out a personal interest inventory
Write service proposal
Act ion :
Make a difference by performing two hours of
service in the community.
Write a reflection about the experience
Make a presentation to the class with pictures
from the service project.
Reflect ion/Celebrat ion :
Small group discussion telling about their
experience.
Demonst ra t ion o f Learn ing :
Students will write a reflection of the serviceperformed and present it to the class with
pictures documenting their service work.
Turn in a written reflection to be graded
Ski l l Deve lopment (Academic
and/or Affect ive):
Service learning is true academics in
action. It takes students beyond the
traditional classroom by integrating service
to the community into the academic
curriculum. Service learning is a powerfulstrategy for teaching and learning that
allows young people to deepen and
demonstrate their learning and, at the same
time, develop a strong sense of civic
responsibility. In forming new
connections to their communities, students
experience career orientation and social
development as well as an increase in
academic achievement.
Youth Vo ice and Choice:Students choose an area of personal interest
and research a way to make a difference by
performing two hours of service in that area.
Books/Resources :
Notes
Teacher Emai l :
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Communi ty Contacts
Community speakers and non-profit
organizations
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Service Learning Lesson Plan
Learning Garden
Grade Level __10-11-12_______
Content Learning About : How
flowering plants & vegetables are grown andused in modern & ancient Roman times while
interacting with college campus programs &
staff and our KPHS students who are eligible
for the MOSAIC program (HISD/LoneStar
College cooperative program for older students
with intellectual and physical disabilities).
Service Need: greater interaction in the
Lone Star College(LSCSK) learning garden
for area public school students
Service Idea: Establish a Roman Garden,
researched, planned, planted and maintainedby KPHS Latin students and fellow MOSAIC
program students
Curr icu lar Connect ions
Engl ish/Language Ar ts: XX
Social Studies/History: XX
Mathemat ics :
Scienc e: XX
Art and Music :
Charact er Deve lopment : XX
Other: Learning to work alongside others inthe Lone Star College Learning Garden and in
various other campus locations
Preparat ion : Plants were researched, then
grown from seed or purchased and planted
according to a student designed 15x15 garden
plot within the LSCSK Learning Garden
Act ion : Once the garden was planted, we
continue to tend and harvest while interacting
with our KPHS fellow students and LSCSKand MOSAIC students and staff
Reflect ion/Celebrat ion : Latin students
have written reflection papers about their
experiences to date and the larger KPHS group
will celebrate at their last garden visit May 3,
2011.
Demonst ra t ion o f Learn ing:
The garden plot itself and tri-fold poster board
prepared by the students to demonstrate what
the project is all about.
Ski l l Deve lopment (Academic
and/or Affect ive): Primarily affective
skills with academic skills as secondary were
the focus of this project
Youth Vo ice and Choice: Students
lead in all project choices
Books/Resources :Some online
resources were consulted in plant selection
Notes
Teacher Emai l :
dorot hy.rhoda@hum ble.k 12.tx .us
Communi ty Contacts :
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Service Learning Lesson Plan
Meet the Animals Videoconference
Grade Level ____9-12 __________
Content Learning About :
Animal care, management, anatomy,physiology, and biological natures
Service Need:
Meets the needs of elementary students in
Urban areas who do not have traditional access
to livestock
Service Idea:
Reach out to as many children as possible
across the United States and Canada by
presenting the animals to students live viavideoconferencing. Interactive sessions allow
the elementary students to ask questions.
Curr icu lar Connect ions
Engl ish/Language Ar ts:
Socia l Studies/History:
Mathemat ics :
Sc ience:
Ar t and Music :
Charact er Deve lopment :
Other:
Preparat ion :
Students prepare by researching swine, lambs,
goats, cattle, poultry and rabbits and then align
their finds with the TEKS
Act ion :
Students develop lesson handouts and compile
samples of feed and wool to send to each of
the participating schools. Students prepare
presentations for videoconferencing episodes.
Reflect ion/Celebrat ion :
At the end of each episode students and
teachers reflect on the presentation.
Demonst ra t ion o f Learn ing :
Live presentations of animals and information
to students of various schools
Ski l l Deve lopment (Academic
and/or Affect ive):
Speaking skills
Rapport with younger students
Organizational skills
Lesson development
Youth Vo ice and Choice:Students develop the lessons, take ownership
of each episode and decide who hosts the
different episodes. Individual students show
their personal animals.
Books/Resources :
Notes
Teacher Emai l :
Communi ty Contacts
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Service Learning Lesson Plan
Pro jec t Name:Memory Project
http://www.thememoryproject.org/
Learning Objectives:
To reproduce from a photograph, a childsportrait.
Research of the childs country; to include,economic status, poverty rates, orphanages,and other relevant factors that could lead tochildren being displaced and abandoned.
Grade Level: 11-12
Department: Art
Course: IB Art
Contact Name & Email: Amanda Petree
Action Plan:
Each students is assigned a child from athird world country that currently resides inan orphanage.
They are given a photograph of that child andare assigned to render a portrait in return.
Medium and creativity are encouraged, but arealistic portrait is expected.
Why is the Service Needed?
This project helps support the efforts beingconducted world-wide for displaced childrenin orphanages. It helps by providing life-longmemories to these children and gives (formany of them their only) portrait of their life.
Method of Refection and Celebration?
Student showcase their work at HHS andcelebrate and reflect on the date of shipping.
Additional celebrations occasionally occurwhen letters of videos of portrait being givenare sent back to HHS.
Learning Assessment?
Students are assessed through the TEKS onportrait, use of medium, and creativity.
Learn to serve something greater than yourself!
Service-Learning opportunities at Humble ISD are made possiblethrough the generous funding of the
Texas Learn and Serve Grant.
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Service Learning Lesson Plan
Memory Writing
Grade Level _9____________
Content Learning About :
How to edit and publish a book using adesktop publishing program
Servic e Need:
To produce a book based on a senior
citizens self-authored life history
Servic e Idea:
High School Student s v is i t
ass is ted l iving comm uni t ies to
capt ure the s tor ies o f sen ior c i t izens to produce a book.
Curr icular Connect ions
English/Language Arts:
Social Studies/History:
Mathematics:
Science:
Art and Music:
Character Development:
Other:Journalism
Preparat ion :
Teach students how to use desktop
publishing programs to edit and produce a
book.
Connect with an assisted living community
social director to organize seniors to write
their stories and arrange for student
visitations.
Act ion :
Students receive seniors stories and type
into a word processing program to edit
Students copy flow the text into a
publishing program to create a book
template.
Students visit seniors with the rough drafts
for interviewing, additions, and illustration
ideas.
Students complete books.
Ref lect ion/Celebrat ion :
Students and seniors have a social where
the books are presented by the students to
their senior partners.
Ski l l Development (Academic
and/or Af fec t ive) :
Academic s tudents ed i t and
produce a book.
Af fec t ive : Students w orked
w i th sen ior c i t i zens to cap tu rehistory and forge re lat ionships.
Youth Vo ice and Choice:
Students ads w ere ab le to
publ ish a book of personal
h is tor ies .
Books/Resources:
In terv iew ing tec hn iquesCopyr ight w ebs i te
Teacher Emai l :
Bobbie .schrockrog ina
@hum ble .k1 2.t x .us
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Demonst ra t ion o f Learn ing :
Students books demonstrate their skills.
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Service Learning Lesson Plan
Pro jec t Name:Resume Project
Learning Objectives:
Students will learn about homelessness intheir community. They will interview womencurrently residing in a shelter to gain anunderstanding of their situation and thenobtain personal information to create aprofessional resume for that partner.
Professional Resumes are created for thewomen in the shelter to help them findemployment to better their personal situation.
Grade Level: 9-12
Department: SpeechCourse: Communication Application
Contact Name & Email: Stacey Hamlet
Action Plan:
Students must be paired with a women currently livingat the shelter or identified by the shelter as in need.
Each student does a telephone or written interview toobtain all the information needed to create aprofessional resume for their partner.
Students create the professional resume for theirpartner, highlighting their skills, experiences, andbackground. These are formatted, edited, and printedon bond paper to ensure their professional quality.
Students are then bussed to the shelter to meet theirpartner and present them with the resumes.
Why is the Service Needed?
This service provides professional resumesfor women with families currently living in ashelter so that they are able to apply for jobs.
Method of Refection and Celebration?
Students are bussed to the shelter topersonally give the resumes to their partners.
Each partnership is given time to meet andshare. Groups are then asked to reflect aloudabout what this experience means to them.
Women from the shelter are asked to sendfollow up letters letting their partner knowhow their job hunt goes and the results.
Learning Assessment?
Using TEKS assigned to resume writing,interviewing, and professionalcommunication, students are assessed in thefollowing areas:
Professional Interview to gain information
Professional Telephone communication
Resume Format and Professionalism
Learn to serve something greater than yourself!
Service-Learning opportunities at Humble ISD are made possiblethrough the generous funding of the
Texas Learn and Serve Grant.
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Humble ISD Service-Learning Planning GuideSheldon Park Wetlands Project
School: Atascocita High SchoolTeachers/Sponsors: Lori K ittrell / Regina RaibornClass: Environmental SystemsNeed:1 bus on two separate days, and 2 subs for two separate days(4 total)
Service-Learning Idea:Students will be working with Texas Fish and Wildlife rangers and adultvolunteers to replant / re-establish wetland and prairie areas in SheldonState Park.
Preparation:Students have learned the importance and background of wetlands andprairies, as well as the negative impacts humans have on them.
Intended Results:Students will give back to the environment in a lasting way, and in turn, willhave a better understanding of the structure of wetlands and prairies, thetype of plants found there, and the living conditions required to keep themestablished. This will lead to an appreciation of these habitats.
Action:Students will learn the histor y of the Sheldon Park area, in terms ofhow the land has changed as a result of human manipulation, andwill physically replant and re-establish native species to these areas.
Results:
Reflection/Celebration/Demonstration of Learning:
Whats NextBack in class, we will discuss the species that we planted, and describehow their roles are important in supporting a wetland or prairie habitat. Wewill also discuss the roles of many of the macro invertebrates that wecatch during our trip.We will look at the total human impacts on wetlands around the globe,specifically the Florida Everglades and the restoration project that iscurrently taking place there.
Curricular Connection s (TEKS)4) Science concepts. The student knows the relationships of biotic and abiotic
factors within habitats, ecosystems, and biomes. The student is expected to:
(A) identify native plants and animals using a dichotomous key;
(B) assess the role of native plants and animals within a local ecosystem and
compare them to plants and animals in ecosystems
within other biomes;
(F) predict how the introduction or removal of an invasive species may alter the
food chain and affect existing populations in an ecosystem;(H) research and explain the causes of species diversity and predict changes tha
may occur in an ecosystem if species and genetic diversity is increased or reduced.
(8) Science concepts. The student knows that environments change naturally. The
student is expected to:
(A) analyze and describe the effects on areas impacted by natural events such a
hurricanes, flooding, and population growth;
(C) examine how natural processes such as succession and feedback loops
restore habitats and ecosystems;
(9) Science concepts. The student knows the impact of human activities on the
environment. The student is expected to:
(E) evaluate the effect of human activities, including habitat restoration
projects, species preservation efforts, nature conservancy groups, on the
environment;
(F) evaluate cost-benefit trade-offs of commercial activities such as municipal
development, farming, deforestation, over
-harvesting, and mining;
Skill Development (Academic/Affective):1. Improved communication skills2. Improved understanding of possible careers3. Improved appreciation for environment4. Use of charts and keys for identification of organisms5. Planting skills
Youth Voice and Choice:
Resources:
Notes:
Teacher Email: [email protected]
Community Contacts:Tom Olson (Park Ranger at Sheldon State Park)[email protected]
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Service Learning Lesson Plan
Cultural Exploration
Grade Level 11-12Department: Foreign language
Course: Spanish IVContact: Wendy Otsuka
Why is the Service Needed?To promote multicultural understandingamong elementary and high schoolstudents
Learning Object ives:
Students will develop their interviewingskills in Spanish. Students will practicevocabulary and grammar with heritage
speakers.
Preparat ion:
KHS Spanish 4 students discussimmigration issues in general andprepare questions for potential interviewswith heritage speakers at the elementaryschool.
Student Ownership/Youth Voice
and Choice:
Students will brainstorm a list ofquestions about customs and traditionsthat provide an insight into howimmigrants adapt to life in the UnitedStates.
Act ion Plan :
Form partnership with River PinesElementary school. Discuss ideas withthird and fourth grade teachers andadministration.
Teacher Emai l :
[email protected]@humble.k12.tx.us
Method of Ref lect ion and
Celebrat ion:
KHS students will re-enact a wedding inApril drawing upon some of theinformation they learn about Hispanictraditions from the elementary students.The younger students will in turn visit ourcampus that day and also participate inthe wedding. Afterwards, there will be a
discussion to tie all the events togetherand discuss the questionnaire completedby the parents of the elementary schoolchildren. Cake and refreshments will beserved at the reception.
Notes :
This project will take place springsemester of 2009. Students will meetwith the elementary students andinterview them based on a list ofquestions they developed. The fourthgraders can then take home the templateof questions to ask their parents.
Learning Assessment :
Communi ty Par tners:
River Pines Elementary School BetsyCross (Principal) Louis Garcia
(Counselor), Stephanie Argueta (teacher)
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Teacher Emai l :
Tanya.rh oades @hum ble.k 12.tx .us
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Service Learning Lesson Plan
Grade Level _9_
Content Learning About :
Students gain social awareness about theneeds of individuals in Veteran hospitals
Servic e Need:
A call by Ann Landers to remember the
sick and elderly in our veteran hospitals at
Valentines
Servic e Idea:
High School S tudents c reate
Valent ines Cards for veteransin veteran hosp i ta ls .
Curr icular Connect ions
English/Language Arts:
Social Studies/History:
Mathematics:
Science:
Art and Music:
Character Development:
Other:Advisory Classes
Preparat ion :
Students research to find addresses of
veteran hospitals
Students gain art supplies for cards
Act ion :
Students create hand-made Valentines forveterans
Mail the Valentines to hospitals
Ref lect ion/Celebrat ion :
Announce the number of Valentines the
school created
Demonst ra t ion o f Learn ing :The production of Valentine cards
demonstrate what students gained with this
service project.
Ski l l Development (Academic
and/or Af fec t ive) :
Academ ic student s use ar t
and wr i t ing sk i l l s to produce
Valent ines
Af fec t ive : Students ga in soc ia law areness about veterans in
hosp i ta ls
Youth Vo ice and Choice:
Students get t o express the i r
apprec ia t ion for those w ho
have served our count ry
Teacher Emai l :
Bobbie.rogina
@hum ble .k1 2.t x .us
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Humble ISD Service-Learning Planning GuideH2Hope - Water for Haiti
School: Atascocita High SchoolTeachers/Sponsors: Kap McWhorterClass: Social ActionNeed: Understand and engage issue of water bo rn di sease and raisefunds/awareness to purchase water puri fier for Haitian refugees
Service-Learning Idea:H2HopeWater project for displaced Haitian s after earthquake
Preparation:Multiple activities on water crisis, guest speakers from Living WaterInternational, and New Life International, water purifier demonstration bycommunity partner Tom Dake
Intended Results:Deepen student understanding of social issues surrounding access toclean water, health effects of water born disease, raise communityawareness while raising funds to purchase, ship, and install McGuirewater filtration system in Haiti.
Action:Produce awareness video and feature it at mu ltiple campuses as wellas community events, demonstrate the purifier and function, raiseawareness on campus and community to the impending health crisisin Haiti (cholera, etc.); ultimately to partner with victims to save the
lives of the most vulnerable in their community.
Results:More than 2,500 people getting clean water in one of most devastatedsections of Haiti (mostly children)
Reflection/Celebration/Demonstration of Learning:Community wide viewing of video of water purifier being installed by NewLife Intl, and shared through Humble ISD leadership team presentationand television program
Whats Next
Curricular Connections (TEKS)1. Provide students with an opportunity to identify the societal problem
issue, or concern (113.52.1.c), of water born disease whilecollaborat[ing] with appropriate professionals (113.52.3.a), andconcluding with reflect[ion] on personal learning experiences of thestudy.(113.52.4.f).
Source: The provisions of this 113.52 adopted to be effectiveSeptember 1, 1998, 22 TexReg 7684
Skill Development (Academic/Affective):1. Improved communication skills2. Research skillexperiential and interviewing3. Advocacy
Youth Voice and Choice:Totally student led from which issue they wanted to address to the projectdesign/implementation, and final reflection activities.
Resources:Living Water International, New Life International, Healing Every Nation
Notes:
Teacher Email:[email protected]
Community Contacts:
Living Water International, New Life International, Healing Every Nation
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Service Learning Lesson Plan
Grade Level _______High School______
Content Learning About :
Veteran Day
Service Need:
Provide the community with a celebration of our
local veterans.
Service Idea:
To celebrate and show our appreciation to all
veterans and especially to those living locally.
Curr icular Connect ions
Social Studies/History: Veterans Day
Character Development: Pride in country and
respect
Other: Advisory was used as the tool to
disseminate lessons on Veterans Day to the entire
student body
JROTC
Band
Choir
Student Council
Key Club
Preparat ion :
Lessons were provided by JROTC cadets that were
disseminated to entire student body
Schedule event for school
Set up commons to replicate the Tomb of the
Unknown Soldier
Acquire donations of food and drinks
Order chairs
Coordinate all participants
Act ion :
Veterans Day Celebration
(see photos)
Ref lect ion/Celebrat ion:
See photos
Demonst ra t ion o f Learn ing :
Ski l l Development (Academic and/or
Af fec t ive) :
Respect for our veterans and country
Youth Vo ice and Choice:
JROTC selected type of celebration Tomb of
the Unknown SoldierJROTC created lessons for Advisory to all students
Books/Resources:
Notes :
Teacher Emai l :[email protected]
Comm uni ty Contac t s
VFW
American Legion
Chamber of Commerce
Kroger
Shipleys donuts
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Service Learning Lesson Plan
WWI Memorial
Grade Level 6-8Department: all
Course: all
Contact: Jan York
Why is the Service Needed?*To involve students with our nations history and
be a part of preserving that history
*To honor those who served by way of a WWI
national memorial which has sadly been neglected
in our nations capital
Learning Object ives :
We hope to raise awareness that the only WW1
Memorial in Washington DC is actually a local
monument and in a sad state of disrepair. Ted Poe
has introduced legislation to refurbish it and bringthe monument into prominence with other war
memorials on the Mall by adopting it into the
National Park System. Photographer, David
DeJonge has created a portrait exhibit of 11 of the
last survivors of that war. As a traveling exhibit, it
is the centerpiece of the WW1 Memorial Fund. By
learning of the issues in WW1, learning their own
family histories, and hearing more from these
speakers, our students can carry that message to the
community and collect donations to help honor this
history. Many will travel to the capital in their
lifetime and know they have made a meaningful
contribution.
Preparat ion:
*Departments will plan curriculum connections
*Arrange for traveling portrait exhibit and speakers,
David DeJonge and Ted Poe
*Secure grant money for exhibit and speakers
*Prepare informational flyers and plan outreach and
publicity to groups in the Humble area
*Organize the collection of donations
Student Ownership/Youth Voice and
Choice: After learning the background of the
war, students will research their own families to see
if they served. Students will learn of the last 11
survivors and tell their stories at the public exhibit.
They will seek donations for the WW1 memorial.
They will hear of legislation currently proposed by
our local congressman
Act ion Plan :
1. Create a teacher committee2. Set dates3. Secure exhibit and speakers4. Design flyers5. begin curriculum lessons6. Publicize events7. Plan exhibits, collections, and assembly
Teacher Emai l :
Method of Ref lect ion and Celebrat ion:
An assembly with music of the era, speakers to
highlight the effort, and a presentation of donations
for the memorial
Notes :
Learning Assessment :
Assessments will be done within departments asappropriate with curriculum connections
Communi ty Par tners:to be added
Well be contacting veteran groups throughout the
area. ROTC groups will be contacted. The DAR
and both republican and democratic womens
groups will be invited. Well be reaching out to
parents and the entire community to come to the
Humble Civic Center to see the exhibit and hear our
students bring the WW1 veterans stories to life.
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