humble isd service learning examples

8/6/2019 Humble ISD Service Learning Examples

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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 :

[email protected]

Communi ty Contacts

Elementary school literacy coaches


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Differential Communication

Grade Level ___9-12__________


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.


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.


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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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 :

[email protected]

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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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.


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


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 :

[email protected]


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


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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Grade Level ______9______


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?



Literary analysis

Written reflections and proposals

Public Speaking


Mathemat ics :

Sc ience:

Ar t and Music :


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.


Small group discussion telling about their

experience.


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


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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[email protected]

Communi ty Contacts

Community speakers and non-profit

organizations


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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


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.


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 :
mailto:[email protected]:[email protected]:[email protected]


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Meet the Animals Videoconference

Grade Level ____9-12 __________


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.



Socia l Studies/History:

Mathemat ics :

Sc ience:

Ar t and Music :


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.


At the end of each episode students and

teachers reflect on the presentation.


Live presentations of animals and information

to students of various schools


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 :

[email protected]

Communi ty Contacts


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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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Memory Writing

Grade Level _9____________


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:


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.


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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Students books demonstrate their skills.


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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

[email protected]

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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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


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.


Communi ty Par tners:

River Pines Elementary School BetsyCross (Principal) Louis Garcia

(Counselor), Stephanie Argueta (teacher)
mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]


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Teacher Emai l :

Tanya.rh oades @hum ble.k 12.tx .us


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Grade Level _9_


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 .


English/Language Arts:


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


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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Grade Level _______High School______


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.


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


Ski l l Development (Academic and/or

Af fec t ive) :

Respect for our veterans and country


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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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


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 :

[email protected]


An assembly with music of the era, speakers to

highlight the effort, and a presentation of donations

for the memorial

Notes :


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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humble isd service learning examples

Documents