Permanent Changes for My Teaching!

There are several things that I have learned during this summer course that will permanently change the way I teach.

1. Rubistar-I will use this often since rubrics are an effective assessment to be used with many assignments.

2. Skype-I signed up the night I followed the links in Module 4.  One of my team members already has a Skype account and we have been using it to call each other.  I also informed her of Teacher Skype and she has already signed up so we will both enter this endeavor together which will help.  She speaks Italian and I speak French so we thought if we joined our classes together sometimes we could show the students that people can communicate (the importance of a second or third language) effectively in a foreign language.

3. Edmodo-I signed up but I haven’t had time to play with this yet due to the fact that I am taking three summer courses and my portfolio was due July first.  I am very interested in all this site has to offer.

4. The importance of service learning and student ownership of service learning.  I have done small service learning (recycling, buying animals, and farm supplies from World Vision) but I didn’t really know how to structure the project so that students had ownership and now I do.

5. Blogging- There will definitely be blogging going on in my class!

6. Number Talks-It was the idea of the book I chose to read for this class.  I am definitely going to implement these in my classroom.  I’ve already been using my son as a guinea pig and well, it blew me away.  The conversations we have about math problems and how to solve them (he has a summer bridge book) is unbelievable (he is 7).  After using several methods on him unknowingly, we had a conversation because in his book addition of 2 digits by 2 digits popped up.  (22+35) He has not had those types of problems yet.  This is the gist of our conversation.  Mom, I can’t do these problems, I need help.  Ok, let me see…you can do these problems look, how many tens does the first number have (he answers two) which stands for (20).  How many tens are in the other number (3, oh so 30) what is 20 plus 30 (well 2+3 is 5 so 50).  Ok how many ones are there (7 so the answer is 57).  He then, on his own, talked out loud and solved the other 9 problems correctly.  When my husband came home Joshua was so excited that he had a Number Talk with his daddy!  The book is Number Talks: Helping Children Build Mental Math and Computation Strategies by Sherry Parrish.

7. Implementing ideas from The Highly Engaged Classroom by Marzano and Pickering will be a must for me this coming school year.  I also purchased this book recently and now I know what all the hype is about for Marzano. I would like to purchase several more of his books!

8. The importance of partnering with outside educators.  Student will truly be engaged if you choose people and places that tie to what you are teaching and tie to real life.  I think I have done a disservice to students in my past by not having enough fieldtrips or visitors to the class.  I will never be able to make it up to them but I can ensure that future students of mine get that opportunity.

9. Thinking of ways everyday to implement technology into my lessons and the importance of keeping up with technology.  It has been three years since my last technology class and in that time the game has changed dramatically.  As teachers it is very important that we keep up with the changes and teach using these technologies.  Knowing about them isn’t enough.  Our students are immersed in a technological world and most of them already know more than I do but we have to show them there is more…

10.  Videos from Teacher Tube and You Tube.  I created another blog to store videos on since you can’t always control what pops up around videos.  When I want a video for a lesson I will search for it ahead of time and will embed it in my blog to be easily accessed!

Summary of Unit Plan

Title: Greek Mythology and Heroes

Unit Overview:

This Greek Mythology unit is for fifth graders.  Myths are created by cultures to celebrate the diverse, the heroic, the unbelievable, and the unknown.  Students may question how Greek mythology relates to their lives but after this unit of study they will come to realize that myths have provided us with explanations, have influenced our vocabulary, have entertained people for many generations, and continue to teach us many lessons.  This unit will include graphic organizers, understanding of conflict and resolution, word maps, work on punctuation, work on recognizing Greek roots, predictions, analysis, descriptive writing, class debates, collaborative writing, Readers Theater, transactive writing, games, technology, community involvement and much more.

Highlights:

Students will randomly choose a god or goddess who they will research (and step into the role of that person).

Students will create and present a PowerPoint on their god/goddess.

Students will read and analyze Greek myths.

Students will create a blog about Greek Mythology.

Students will participate in interactive lessons using intelligent classroom materials.

Students will create a scrapbook on mythology about their god or goddess.

Students will Skype.

Students will work with Greek roots.

Students will create a newspaper article (feature article) about the Trojan War.

Students will create a script using Reader Theater format and present.

Students will identify a hero from US history and create a speech as well as dress up and participate in a Wax Museum.

Students will identify a hero in their daily lives and invite them to our hero celebration.

Students will identify how they can become a hero in their community and create a service learning project.

Key Leaner Outcomes:

Students will respond to inferential and critical questions with 85% accuracy.

Students will recognize the following Greek roots: chron, photo, phon, hydro, graph, cycl, biblio, tele, astro, scope, bio, geo, dem, gram, metr, hydr, and gen with 85% accuracy.

Students will be able to give proficient oral presentations and debates.

Students will create a feature article that scores at least a 3 on the Kentucky Writing Rubric.

Students will create a proficient scrapbook of mythology on his/her god or goddess.

I will determine if the plan was successful if:

·         Students achieve learner outcomes

·         Students are actively engaged in content

·         Students successfully plan, and engage in a service learning project to become a hero in their community

·         Students enjoy and seek out other mythology (Egyptian, Roman, etc.)

Locating and Partnering with Co-Teachers

Plan Elements:

1-           Co-Educator Number One:

a.    Cathy Collopy

b.    Education Director

c.    Dinsmore Homestead Foundation

5656 Burlington Pike

Burlington, KY 41005

(859) 586-6117

2-           Plan:

a.            Antebellum Kentucky Farming

The Dinsmore Homestead is only a few minutes away from Stephens Elementary.  It will be a great opportunity to take a short trip that allows them to see what their community has to offer.  I will receive a Teacher Packet of materials that includes pre and post visit activities.  This program is designed for students in grades 4 through 6.  Created to complement Kentucky History, issues of agriculture, labor, and gender will be highlighted.  Students will be asked to adopt the identity of a historical figure from the Dinsmore Homestead, either a member of the Dinsmore family, an enslaved African American, or a member of a tenant family.  Activities included in this program are:
- Tour of the house, with students imagining their own role with relationship to the house and the Dinsmore family.
- Self-guided discovery tour of the outbuildings, including the graveyard, used on the farm, focusing on how their character would have fit in to the world of work around them.
- Hands-on parlor & outdoor games played by different groups on the farm, focusing on their different purposes to different groups.
- Students will be videoed (interviewed) at the end of the day 1-2 minute clip where they describe what it was like to be the character they portrayed and explain their role on the farm and in the family. These clips will then be reviewed by the entire class. The class will then discuss each person and their role; in this way, every student is exposed to every character and/or role describing what it was like to be the character each student portrayed.  Students will then download their videos to the blog created for Mr. Hall (see service learning project blog).
-Pictures will be taken of students throughout the day by chaperones and me.  Students will use these pictures to create a PowerPoint of their experience to be presented to parents on conference night.

b.            The technologies that will be incorporated into this plan will be
             the use of video, downloading videos to Mr. Hall’s blog, and
             pictures to be used in a PowerPoint presentation.

3-           Standards to be addressed:

a.             Social Studies

SS-05-2.1.1 - Students will identify early cultures (e.g., English, Spanish, French, West African) in the United States and analyze their similarities and differences.

SS-05-2.2.1 - Students will describe social institutions (government, economy, education, religion, family) in the United States and explain their role in the growth and development of the nation.

SS-05-2.3.2 - Students will give examples of conflicts between individuals or groups and describe appropriate conflict resolution strategies (e.g., compromise, cooperation, communication).

SS-05-4.1.3 - Students will describe how different factors (e.g. rivers, mountains) influence where human activities were/are located in the United States

SS-05-4.3.1 - Students will explain patterns of human settlement in the early development of the United States and explain how these patterns were influenced by physical characteristics (e.g., climate, landforms, bodies of water).

b.             Technology

Students will use a variety of tools and formats (oral presentations, journals and multimedia presentations) to summarize and communicate the results of observations and investigations

Students will develop, publish and present information in print and digital formats

4-           Student Assessments will include:

a.    A rubric will be created using Rubistar for the interview presentations.  The students will be given a list of questions that will be asked of certain characters. 

b.    A rubric will be created using Rubistar for the PowerPoint presentations.  The PowerPoints created will not only reflect on their time at the Dinsmore Homestead but will focus on answering questions provided by the teacher that directly tie to the social studies standards.

Cost: $2.00 per student, $3.00 per chaperone plus the cost of using county buses.

Plan Elements:

1-          Co-Educator Number Two:
a.    Kate Aug
b.    Educator
c.    Cincinnati Zoo and Botanical Garden
       3400 Vine Street
       Cincinnati, OH 45220
       (513) 559-7726
       cell phone (513) 846-8980

2-           Plan:

1. This plan involves going to the Cincinnati Zoo and Botanical Garden.  I will go in advance and do the activities (the zoo will allow me to do this for free) so that I am aware of the process.  We will be using the Wild Pack for our visit.  The Wild Packs revolve around three inquiry investigations:  Do leaf cutter ants carrying leaves travel faster than ants without leaves?  Are more primates left of right handed? And which seed designs fly best?  Each Wild Pack contains enough supplies for a maximum of 10 students per pack. Each investigation includes clear and detailed steps on how to engage students in inquiry including observing, questioning, predicting, data collecting and recording. Supported by the National Science Foundation, the Wild Packs advance district, state, and national standards while improving student achievement in core concept areas. The best part is everything is formatted in an easy and fun way that any chaperon can lead and all students can enjoy.  There are pre and post activities that I can do with my class to prepare them for this trip. Use the hyperlinked words to view activities. 
   Make sure you hit the back button instead of close; these hyperlinks do not open in new windows.  Inquiry Minds, Leaf Cutter Ant Relay, Lefty or Righty?, and Spreading Seeds
   .  Below is a description of what each activity will provide for the students.

Do leaf cutter ants carrying leaves travel faster than ants without leaves?
Using inquiry skills, students will observe the leaf cutter ant colony in the Zoo’s Insect World to determine whether ants with or without leaves travel faster. Results from this inquiry can be taken to the classroom and groups can share findings and graph the information

Are more primates left of right handed?
Students will think about their hand preference. Using inquiry and a variety of tools, they will discover whether the Zoo’s primates are right handed or left handed. Continue the investigation and find out if other animals have a hand preference.

Which seed designs fly best?
Discover whether all seeds fall at the same rate. Do small or big seeds fall more slowly? Students will use inquiry to discover answers to these and other questions.

2. Technology used in this plan:

a.    Students will use word (and insert tables for data) to create their own experiment (more information on this under what is to be assessed).

b.    Have students explore the following websites: http://www.biology4kids.com/files/studies_scimethod.html

http://www.science-fair-projects-and-more.com/scientific-method-for-kids.html#SMSteps

http://www.uga.edu/srel/kidsdoscience/kidsdoscience-fun.htm

Using our interactive whiteboard we will view The Scientific Method to get the students started on their own experiment plan.

3-           Standards to be addressed:

a.    Science

                      i.        Do leaf cutter ants carrying leaves travel faster than ants without leaves?

Subdomain: Biological Science
Organizer: Unity and Diversity

SC-05-3.4.1 Students will describe and compare living systems to understand the complementary nature of structure and function.

Observations and comparisons of living systems at all levels of organization illustrate the complementary nature of structure and function.

Important levels of organization for structure and function include cells, tissues, organs, organ systems, organisms (e.g., bacteria, protists, fungi, plants, animals), and ecosystems. Examining the relationship between structure and function provides a basis for comparisons and classification schemes.

Subdomain: Biological Science
Organizer: Biological Change

SC-05-3.5.1 Students will describe cause and effect relationships between enhanced survival/reproductive success and particular biological adaptations (e.g., changes in structures, behaviors, and/or physiology) to generalize about the diversity of populations of organisms. Biological change over time accounts for the diversity of populations developed through gradual processes over many generations. Examining cause and effect relationships between enhanced survival/reproductive success and biological adaptations (e.g., changes in structures, behaviors, and/or physiology), based on evidence gathered, creates the basis for explaining diversity.

Subdomain: Unifying Concepts
Organizer: Interdependence

SC-05-4.7.1 Students will:

· Describe and categorize populations of organisms according to the function they serve in an ecosystem (e..g., producers, consumer, decomposers);

· Draw conclusions about the effects of changes to populations in an ecosystem.

Populations of organisms can be categorized by the function they serve in an ecosystem. Plants and some microorganisms are producers because they make their own food. All animals, including humans, are consumers, and obtain their food by eating other organisms. Decomposers, primarily bacteria and fungi, are consumers that use waste materials and dead organisms for food. Food webs identify the relationships among producers, consumers and decomposers in an ecosystem. Using data gained from observing interacting components within an ecosystem, the effects of changes can be predicted.

ii  Are more primates left of right handed?

Subdomain: Biological Science
Organizer: Unity and Diversity

SC-05-3.4.1 Students will describe and compare living systems to understand the complementary nature of structure and function.

Observations and comparisons of living systems at all levels of organization illustrate the complementary nature of structure and function.

Important levels of organization for structure and function include cells, tissues, organs, organ systems, organisms (e.g., bacteria, protists, fungi, plants, animals), and ecosystems. Examining the relationship between structure and function provides a basis for comparisons and classification schemes.

Subdomain: Biological Science
Organizer: Biological Change

Students will describe cause and effect relationships between enhanced survival/reproductive success and particular biological adaptations (e.g., changes in structures, behaviors, and/or physiology) to generalize about the diversity of populations of organisms.

Biological change over time accounts for the diversity of populations developed through gradual processes over many generations. Examining cause and effect relationships between enhanced survival/reproductive success and biological adaptations (e.g., changes in structures, behaviors, and/or physiology), based on evidence gathered, creates the basis for explaining diversity.

iii     Which seed designs fly best?

Subdomain: Physical Science
Organizer: Motion and Forces

SC-05-1.2.1 Students will interpret data in order to make qualitative (e.g., fast, slow, forward, backward) and quantitative descriptions and predictions about the straight-line motion of an object. The motion of an object can be described by it relative position, direction of motion and speed. That motion can be measured and represented on a graph.

SC-05-1.2.2 Students will understand that forces are pushes and pulls, and that these pushes and pulls may be invisible (e.g., gravity, magnetism) or visible (e.g., friction, collisions.)

Subdomain: Biological Science
Organizer: Unity and Diversity

SC-05-3.4.1 Students will describe and compare living systems to understand the complementary nature of structure and function. Observations and comparisons of living systems at all levels of organization illustrate the complementary nature of structure and function.

Important levels of organization for structure and function include cells, tissues, organs, organ systems, organisms (e.g., bacteria, protists, fungi, plants, animals), and ecosystems. Examining the relationship between structure and function provides a basis for comparisons and classification schemes.

Organizer: Biological Change

SC-05-3.5.1 Students will describe cause and effect relationships between enhanced survival/reproductive success and particular biological adaptations (e.g., changes in structures, behaviors, and/or physiology) to generalize about the diversity of populations of organisms.

Biological change over time accounts for the diversity of populations developed through gradual processes over many generations. Examining cause and effect relationships between enhanced survival/reproductive success and biological adaptations (e.g., changes in structures, behaviors, and/or physiology), based on evidence gathered, creates the basis for explaining diversity.

b.    Technology

Students will use a variety of tools and formats (oral presentations, journals and multimedia presentations) to summarize and communicate the results of observations and investigations

Students will develop, publish and present information in print and digital formats

4-           Student Assessments will include:

a.    Upon returning to school, students will journal write their experiences using the scientific method to describe what they did.

b.    Students will create their own experiment using the steps in the scientific process.  They will ask a question (of something they can solve or do, for example, how many licks will it take to get to the center of a tootsie roll pop?), form a hypothesis, test their hypothesis, record observations (data), draw a conclusion, state whether they accept or reject their hypothesis.  A rubric will be made using Rubistar.

c.    Students will type their experiment in a word document inserting a table for the data that they collect.

Cost: $5.00 per student, one free adult per 10 children, other adults $5.00, each Wild Pack is usually $10.00 Kate said this year they will be free, cost of county buses, parking for buses is free.

Plan Elements:

1-           Co-Educator Number Three:

a.    Matt Buddenberg

b.    Estimating Manager

c.    Messer Construction

5158 Fishwick Drive

Cincinnati, OH 45216

1-865-388-8222

2-           Plan:

a.    Matt will be coming to my classroom to share about his career.  He will demonstrate how to use a scale (for drawings of buildings) and will teach math lessons related to his job.  For example if he had a building that he was estimating the cost for and his client wanted to know about flooring, specifically that the client was only willing to spend $10,000 on flooring, Matt would have to estimate the cost for each type of flooring to be used based on the blue prints of the building.  He will pose problems such as I need 50% to be carpet, 1/3 to be tile, and 1/6 to be sealed concrete.  What is the cost for the carpet, tile, and sealed concrete? (based on the $10,000)

b.    Matt will use a scale and the interactive whiteboard.

3-           Standards to be addressed:

a.     Math:

CC.5.NF.2

Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7 by observing that 3/7 < 1/2.

CC.5.NF.4

Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.

CC.5.NF.6

Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.

CC.5.NF.7c

Solve real-world problems involving division of unit fractions by nonzero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. For example, how much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins?

CC.5.MD.1

Convert among different sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multistep real world problems.

b.     Vocational Studies

PL-05-4.1.3
Students will identify a range of academic skills acquired in school (e.g., mathematics, reading, and writing) and explain their importance in the workplace.
PL-05-4.1.4
Students will describe how knowing one’s own interests and abilities is helpful when selecting and preparing for a career path.

4-           Student Assessments will include:

Students will be assessed by using similar real world word problems on a quiz.

Plan Elements:

1-           Co-Educator Number Four:

a.    Josh Turner

b.    Senior Estimator
c.    Messer Construction

5158 Fishwick Drive

Cincinnati, OH 45216

(513) 242-1541

2-           Plan:

a.    I am going to be teaching the gifted kids during RTI intervention time.  My husband has agreed to come in and teach these students how to play chess so that we may form a chess club at Stephens.

b.    Technologies to be used during the lesson are the Interactive Whiteboard and websites such as: http://mytopfreegames.com/lp/?game_id=flash-chess-3&lp=1053&sub_id=1579&ce_cid=000F.L0000003Y7vw70AtGXLp.000000

http://www.learn4good.com/games/board.htm

http://www.kidchess.com/gamestoplay.html

3-           Standards to be addressed:

a.     Practical Living
PL-05-2.2.5
Students will explain how rules of play and sportsmanship for spectators and participants during games and/or activities make them safe and enjoyable.
PL-05-2.2.2
Students will explain the importance of practice for improving performance in games and sports.

b.     Math
Apply and adapt a variety of appropriate strategies to solve problems (from NCTM standards)

4-           Student Assessments will include:

RTI is not formally assessed (graded) but I will do formative assessments to see who understands how to play, who understands the game and needs to be challenged, and who will need more one-on-one instruction with Josh.

Service Learning Project Plan

 

Title of Project: Home Connections for
                   Mr. Hall

Timeframe: Sept. ’11 thru May ‘12

School: Stephens Elementary

District or County: Boone County School
                     District

Teacher/s: Mrs. Turner

Grade Level: Fifth Grade

Number of Students Participating:   26 

Completed Date:                              

Number of People Served:              

Money/Goods/Services Students Generated:                                                         

Overview/Description of Project: Mr. Hall has taught fifth grade at Stephens Elementary for the past 7 years.  He joined the Reserves and has been called into active duty for the next 400 days.  He will most like be stationed in Afghanistan.  My goal is to create a rapport with the group of soldiers stationed with Mr. Hall.  I would like to give the students choices for what they actually want to do for Mr. Hall and his fellow comrades.  I will also offer suggestions of ideas that include writing class letters to Mr. Hall and setting up pen pals for his unit if possible.  Care packages centered around Halloween, Veteran’s Day, Thanksgiving, Hanukah, Christmas, Valentine’s Day, St. Patrick’s Day, Easter, Mother’s Day (if there are women in his unit), Memorial Day, and Father’s Days.  Other ideas include making cards to go in care packages, sending magazines students’ families are willing to donate, trying to communicate with soldiers through podcasts and Skype.   Creating a blog about what is going on at Stephens so Mr. Hall feels right at home. Students can use podcasts or voice recordings to record songs for holiday cheer or for a read aloud to soldiers.

Goals: My goal is for my students to create a rapport with the group of soldiers stationed with Mr. Hall and be the units’ support system.

Who will be involved in the plan? Mrs. Turner, Mr. Hall, students, parents, service men and women who are in Mr. Hall’s unit.  To get the community involved, not just the participants in my class, we will have the whole school donate candy after Halloween to Mr. Hall and his unit as well as other soldiers serving.

Core Content Areas:

Social Studies (Geography, culture)

SS-05-4.1.1

Students will use geographic tools (e.g., maps, charts, graphs) to identify natural resources and other physical characteristics (e.g., major landforms, major bodies of water, weather, climate, roads, bridges).

Character Education

Sharing, Caring, Responsibility, Kindness, Respect, Manners, Empathy, Collaborative Skills

Math

CC.5.NBT.5

Fluently multiply multi digit whole numbers using the standard algorithm.

CC.5.NBT.6

Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

CC.5.MD.3

Geometric measurement: Recognize volume as an attribute of solid figures and understand concepts of volume measurement.-- a. A cube with side length 1 unit, called a “unit cube,” is said to have “one cubic unit” of volume, and can be used to measure volume.-- b. A solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units.

CC.5.MD.5

Geometric measurement: Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.

CC.5.MD.5b

Apply the formulas V=(l)(w)(h) and V = (b)(h) for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real world and mathematical problems.

Music

AH-05-4.1.5

Students will sing alone and with others a varied repertoire of music.

Art

AH-05-4.4.1

Students will create artwork using the elements of art and principles of design.

AH-05-4.4.2

Students will use a variety of media and art processes to produce two-dimensional (2-D) and three-dimensional (3-D) artwork.

Language Arts

CC.5.L.1

Conventions of Standard English: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

CC.5.L.2

Conventions of Standard English: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

CC.5.L.3

Knowledge of Language: Use knowledge of language and its conventions when writing, speaking, reading, or listening.

CC.5.SL.5

Presentation of Knowledge and Ideas: Include multimedia components (e.g. graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

CC.5.W.4

Production and Distribution of Writing: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.(Grade-specific

Reading

CC.5.R.F.4

Fluency: Read with sufficient accuracy and fluency to support comprehension.

CC.5.R.F.4.a

Fluency: Read grade-level text with purpose and understanding.

Spelling

CC.5.L.2.e

Conventions of Standard English: Spell grade-appropriate words correctly, consulting references as needed.

Science

SC-05-2.3.4

Students will analyze global patterns of atmospheric movement; explain the basic relationships of patterns of atmospheric movement to local weather.

SC-05-4.7.2

Students will understand that a population consists of all individuals of a species that occur together at a given place and time. All populations living together and the physical factors with which they interact compose an ecosystem.

Practical Living

PL-05-4.1.1

Students will identify and explain why people need to work (e.g., to earn money, to work with other people) to meet basic needs (food, clothing, shelter) and to provide self-satisfaction and enjoyment.
Technology

Students will use technology to communicate in a variety of modes (e.g., audio, speech to text, print, media)

PL-04-4.3.1

• Students will explain how technology tools (e.g., computer programs, Internet, email, cell phones) are used in homes, schools, and jobs. DOK2
• Students will use a variety of tools and formats (oral presentations, journals and multimedia presentations) to summarize and communicate the results of observations and investigations 
• Students will use online collaborative tools (e.g., email, videoconferencing)
• Students will develop, publish and present information in print and digital formats
• Students will use technology to collaborate and engage in interactive projects with others (e.g., local, national and global) and credit all participants for their contribution to the work 
• Students will use proper social etiquette with any technology (e.g., email, blogs, IM, telephone, help desk)

STEP 1: Investigation

• Waiting to find out where Mr. Hall will be stationed.
• Once I know his location, I will gather all the contact information I’ll need for this project.

STEP 2: Preparation

Planting the seed…This will involve having a discussion about Mr. Hall and his departure.  Then we’ll have a brainstorming session for how to do something beneficial for Mr. Hall! I will get the kids percolating on the idea, and they will make suggestions on what to do.  At this point we’ll have to decide if decisions are feasible and what resources we’ll need to embark on our endeavor.

Plan It
I will help the students organize the project themselves. This is good training for students in planning, collaborating, and taking responsibility. We will develop a work plan. We will brainstorm a list of tasks and determine their most logical sequence.

We will then begin initial contact as a class writing Mr. Hall a letter and informing him of our intentions as well as seeking his help in communicating with his unit.

We will lay out a realistic timeline for getting the work done.  The timeline will show when the class expects to finish each step, as well as when we will accomplish the major goals.   If we foresee any problems or obstacles, we’ll strategize ways to manage or eliminate them.

We will define the roles of each student and group of students.  Students will share the leadership of the project. We will decide how the work will be distributed fairly and appropriately among the class, as well as what outside resources will be needed. We will discuss and agree on how the students will support and coordinate with each other’s efforts to attain the common goals of the project (e.g. who will depend on whom to carry out the work?). This will deepen the students’ sense of responsibility and commitment to the project.  I will emphasize the principles of collective responsibility and collaboration, which are critical for the success of the project.

STEP 3: Action

When:	Activity:	Time length:
Beginning of the year	Write an introduction letter to Mr. Hall explaining our project and saying hello.	1-2 days
Beginning of the year	Setting up pen pals	1 to 2 weeks More if needed
Beginning of the year	Create a blog about Stephens	1 week
Beginning of the year	Students study Geography of Mr. Hall’s location	1 to 2 days
Beginning of the year to end on a weekly basis	Students reflect on progress figure out what is next and how to do it.  Students write reflections in journals and have discussions with classmates.	Through the year
Throughout the year	Continue communication with pen pals through letter writing, postcards, podcasts, Skype	Through the year
Throughout the year on a weekly basis	Maintain and update blog	Through the year
Throughout the year	Create care packages for the Mr. Hall and his unit	Through the year
Throughout the year	Students will create cards to go with care packages	Through the year
Throughout the year	Students will read aloud to soldiers	Through the year
Throughout the year	Students will calculate weight and volume of care packages as well as the cost to send the packages.	Through the year
Around holidays	Students will sing for soldiers	Through the year Prep time 1-2 weeks
February	Students study the ecosystem of Mr. Hall’s location	1 day
March	Students study climate of Mr. Hall’s location	1 day
End of year	Students will make thank you cards for all those involved in making their service learning project a success	2 to 3 days
End of year	Create a PowerPoint presentation about this service learning experience and will present to PTA	2 weeks

STEP 4:  Reflection

Types of Reflection
   • Cognitive reflection examines the new knowledge and skills the students gain from their service experience. This includes the kind of learning that is addressed in the curriculum (math, science, writing, social studies, etc.).
   • Affective reflection looks at what students feel as a result of their experience. How has this experience changed their attitudes or opinions or sensitivities?
   • Process reflection considers what students learn from the process, itself. This includes things like how to work with others, and understanding the consequences of actions.

QUESTIONS FOR REFLECTION:

Ø  What?

§  What are we doing?  

§  What have we accomplished?  

§  What have we learned?

Ø  So What

§  What difference does/did it make? 

§  Why should we do it?  

§  How is it important?

§  How do we feel about it?

Ø  Now What

§  What’s next?  

§  Where do we go from here?

§  What has this prepared us for?

Other Questions I will consider using before, during or after my project:

What do you think you will do and what impact do you think you will have?

What needs did/does/will your project help fill?

What are the causes of those needs?

ACTIVITIES FOR REFLECTION:

Doing
Students make a video or slide show
Students draw a picture
Students create a collage
Students make a scrapbook

Writing
Students write in a personal journal
Students will write a news article for a the school newsletter
Students will write thank you notes to all who were involved in the project

Telling
Students will have informal discussions
Students will make a presentation to the PTA

Reading
Read stories or books about service and relate them to the service work

STEP 5: Demonstration

v  Students will present a PowerPoint show for the PTA and be recognized for their efforts during the May PTA meeting

v  Students will earn a Service Learning Certificate and pin

v  Announcement/Recognition in the Stephens Buzz (only faculty and staff contribute to this newsletter)

Measuring Success

ü  I will write reflections as we go along so I can help work out any kinks.  I will document the steps of the process along with the students.

ü  I will read students journals to see what their thoughts are about the project

ü  I will question Mr. Hall about the progress of the project to see if it helping the soldiers and himself. 

ü  I will read the students’ questions from the beginning of the year and compare them to the questions at the end of the year.

Benefits for my Students

  The intrinsic reward of “I helped someone”

  Pride in knowing they have made the life of a U.S. soldier more tolerable during wartime

  Self awareness turns into awareness for others’ wants and needs

  Satisfaction in knowing they have made a fellow Stinger feel loved, wanted, and missed

  My students will also grow academically and technologically