Washington Best Practices in Service Learning
Goal 3: Exploring the Context
Unit: Community Service-Learning for Creative Foods
Subject area: Civics
Integrated subjects: Civics, writing, communications
Teacher: Janine Vig and Carol Stumpf, (253) 891-5500
School: Sumner High School, Sumner School District
Grade level: 10-12
Abstract: Students complete a project using a planning process.
Students list important community concerns that could be addressed using the
skills learned in class. The student chooses a project by listing advantages
and disadvantages and possible courses of action for three of the concerns.
The goal set must be specific and will require a minimum of two documented hours.
The student then plans the project by listing all of the necessary details of
who, what, when, where and how, and lists potential problems and possible solutions.
They will develop a one-page proposal which includes a timeline, who they will
collaborate with, and why they selected the project.
Essential Academic Learning Requirements
Communication 3 The student uses communication strategies
and skills to work effectively
with others.
Communication 3.1 The student uses language to work effectively
and responsibly with others.
Communication 3.2 The student works cooperatively as a member
of a group.
Writing 2 The student writes in a variety of forms for different audiences and
purposes.
Assessment: The project is documented using a learning log
and proof from pictures, videotape, letters, certificates, etc. A parent signature
is required but does not count as proof of project. After completing the service
the student writes a one- to two-page follow-up paper analyzing successes and
problems, giving ideas for improvement, and discussing other related projects.
The student must describe how this project relates to class curriculum and what
new information was learned. In addition, the project includes a list of thank-you
letters to be sent out and copies of each. Everything is organized in a notebook.
A rubric assists in evaluating the project, based on the following attributes.
Identify Concern
- Emerging: Student identifies one community concern. Concern
is somewhat related to class curriculum.
- Competent: Student identifies a few community concerns.
Brainstorm includes concerns related to class curriculum. Advantages and disadvantages
are listed for one concern.
- Exemplary: Student identifies many important community
concerns. Brainstorm includes concerns related to class curriculum. Important
community concerns are included. Narrows choices to three and lists advantages
and disadvantages.
Set Your Goal
- Emerging Goal is brief and stated in nonspecific terms;
not realistic and not related to class curriculum.
- Competent: Goal is stated in specific terms but is not
in-depth enough to cover two hours. It is somewhat realistic and related to
class curriculum.
- Exemplary: Goal is short term, meaningful, attainable,
realistic, and will include a minimum of 2 hours work to complete. It is in-depth
and related to class curriculum.
Form a Plan
- Emerging: Plan is briefly listed but not detailed.
- Competent: Plan is broken down into parts but detail is
limited.
- Exemplary: Plan is detailed and includes who, what, when,
where, and how. Resources necessary to complete project are identified. Plan
includes possible barriers for project.
Act
- Emerging: Proof of project is limited. Learning Log is
incomplete. Parent signature is included.
- Competent: Learning Log is included with 1-2 hours documented.
Proof is limited or incomplete. Project includes parent signature.
- Exemplary: Learning Log is included with a minimum of
two hours documented. Project includes proof of completion. Parent signature
is included.
Follow Up
- Emerging: Brief follow-up is attached which is a summary
of project.
- Competent: One page or less which summarizes project with
a discussion of problems and successes.
- Exemplary: One to two page paper analyzes project successes
and problems. Gives ideas for improvements and discusses additional projects
which could be completed. Describes how this project relates to class curriculum
and what new information you learned. The project includes a list of thank-you
letters to be sent out and copies of each.
Format
- Emerging: Project is not divided into sections and does
not include all of the necessary information. The project was rushed, is not
legible and needs extensive editing.
- Competent: Sections are not clearly identified. Project
is neatly handwritten and has some writing errors. Project is readable and
easy to follow.
- Exemplary: Includes Title Page, Table of Contents, and
identifiable sections for Identify Concern, Set Goal, Form Plan, Act, and
Follow-Up. The project must be typed and placed in a folder or notebook. Project
must include less than 3 writing errors. Project is self-explanatory.
