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

How Online Resources Will Permanently Change the Way I Teach

Module 2 has introduced me to many new online resources that I plan to embed in my instruction or use to help create/plan my instruction in the coming school year.  Thank you Dr. Wirtz for introducing me to Rubistar!  It will make my life so much easier since I use a lot of Rubrics for my class assignments and projects.
 I have encountered HotChalk before but I want to make use of it this year.  HotChalk is the resource that I recommend.  It will enable you to create quizzes and the system will grade the quiz.  You can also create and assign lessons!
The Wiki got me excited about some really cool resources that I can't wait to try!  For instance the resource that Bill Pilgrim posted, http://edmodo.com/, is the perfect resource to create assignments, interact with students as well as parents.  I can't wait to explore and hopefully be able to use this in my classroom this year.  Other websites that were posted that will change the way I teach are http://www.tenmarks.com/, http://www.freerice.com/, http://www.epals.com/ (I'm so excited about this one for writing), http://www.carlscorner.us.com/or (this one will help out with reading interventions), and of course there are many, many more.

I have an eno board (similar to a smart board) so I am really interested in the sites such as, http://www.nlvm.usu.edu/ed/nav/vlibrary.html, http://exchange.smarttech.com/details.html?id=f0400a83-0731-40fe-a8ad-a98e2aaa18c1, http://www.ppst.com/, and http://exchange.smarttech.com/search.html to allow me a more hands on interactive style of teaching.

So, how will all these online sources change my teaching?  They will allow me to create interactive lessons in which to actively engage my learners, have activities on the computer that my students will be able to access and learn from, make assignments, grade assignments and much more.  With all this immersion of technology into my class, my teaching will never be the same, it will be changed forever and I will only learn how to implement more strategies and new technologies as time goes by.

My video blog is below this blog ;)

Videos I Will Use In My Instruction

Every year I celebrate Pi day.   Sometimes I have already taught about pi other times I haven't so I do a brief intro and inform the students that they will discover the beauty of pi at a later date. It's on 3/14 at 1:59 with 26 seconds past...get it 3.1415926...Ok, I'm a nerd!  My husband makes fun of me but he did contribute to my madness by buying me a pie container (pictured above) with the symbol pi in the center and the number going around the circumference of the pie holder.  I show the students my pi holder and then fill up the holder with Little Debbie Oatmeal Pies (No, I don't bake a real pie) and pass out cakes and we eat at 1:59.  The two videos I chose will allow me to make musical ties with pi!

Nathanshields (Poster). (2010, August 4).

          Pi rap battle [Video].

          Retrieved June 18, 2011 from http://www.teachertube.com/viewVideo.php?video_id=191208&title=Pi_Rap_Battle

Ddpeck (Poster). (2011, March 10). What
         
          pi sounds like [Video].
         
          Retrieved June 18, 2011 from http://teachertube.com/viewVideo.php?video_id=224868&title=What_Pi_Sounds_Like

Ways that I am Currently Engaging My Fifth Grade Learners

     I would like to think that I am actively engaging all my learners all the time but let's face it, we all need a little help and new strategies that will actively engage our learners.  That's why we're taking this class right?!

     I actively engage learners in my math class by using manipulatives.  During instruction, I model the concept and how to use the manipulatives correctly.  The students have them at their desks and follow along while I'm modeling and then they're off to solve thier own problems!  The students love to get their hands on something and go but you do have to lay the law down from the beginning; manipulatives are not toys or weapons...and there must be consequences (good and bad) for proper use of manipulatives.

    My school is trying to install intelligent classrooms in every room but of course it's very expensive.  We do a walk-a-thon every year and this past school year the PTA donated all their proceeds from fundraisers to the technology fund.  We were able to purchase laptops for all teachers and seven intelligent classrooms.  All of our rooms have projectors and document cameras so we were purchasing the Eno board and stylus, software, and teacher slate.  Since there were only seven, the technology committee decided that there would be one per grade level and the technology lab.  If you were interested, you had to write an essay on how you already use technology and how you would use the new technology.  I did this and won the Intelligent classroom for my room.  Unfortunately, the items weren't installed until the last week of April when testing began.  We did state testing and more testing that the district requires and then RTI benchmarking...needless to say between the kinks in the system and the late install date, I barely had a chance to use the wonderful stuff.  However, I created several things the kids could interact with and had the Everydaymathgames.com on during recess so students could play against each other.  I plan to use my intelligent classroom to actively engage all learners.  Hopefully, down the line, I'll get the clicker system that goes with the Eno products.

     I use a system of accountable talk in my classroom to keep the students actively engaged.  I teach four to five of the ideas each week for the first few weeks and then we're ready to use accountable talk for the rest of the year across all disciplines.  There are signs posted in my room that have each piece of accountable talk as a reminder.  Examples of accountable talk include pair/share, defend a position, defend your position, back it up, make a chain of responses...I can't recall off the top of my head all of them; there's like 15 to 20.  The book I chose, Number Talks, uses defend your position (solution) and back it up.  Parrish (2010) states, "However, students are asked to defend or justify their answers to prove their thinking to their peers.  In number talk classrooms, students have a sense of shared authority in determining whether an answer is accurate.  The teacher is not the ultimate authority, and students are expected to think carefully about the solutions and strategies presented." (p. 11)  I too use this strategy, especially in math.  I don't sit/stand with my teachers book in my hand.  I stand with a blank journal just like the kids (and no it doesn't have the answers in it either) and work through the problems too.  I don't record my answer and then I ask, "What did you get for number 4 Johnny?"  He tells me his answer and I ask if anyone else has that answer too (they show by thumbs up or thumbs down) and then I ask him to explain his answer in words and last have him show his strategy on the board.  If his was right I see some of the thumbs down change to thumbs up when I do a reassessment and I'll usually ask someone, "You had your thumb down before, why did you change it to thumbs up?"  The child saying I was wrong is not sufficient they have to explain their reason and justification of a thumbs up.  If the child was wrong to begin with I'll ask someone who had an opposing idea to explain why he thinks Johnny's answer isn't working and see if he can fix the visual on the board and/or create a new visual.

     Another tool I use to actively engage my students would be the use of math games to support the content learned in the lesson or to use during RTI to help solidify a struggling math concept.  My school adopted the Everyday Math program so it does help that a lot of the math games I use, I have the materials needed.

Parrish, S. (2010). Number Talks: Helping
     Children Build Mental Math and
     Computation Strategies.  Sausalito,
     CA: Math Solutions