|
How used in
a classrm? |
Following
Health, Civic lessons on littering/civic duty. |
Small
groups. |
Within
framework of community helpers. Also good to link with recycling, especially bottle
bill update. Older than k-2, they shouldn’t be messing with broken glass,
even with gloves on. |
|
Which
grades? |
3
– 5 with older students as helpers |
K-2 |
2-5,
plus 7-10 |
|
Subjects? |
Phys. Ed.,
Health, Social Studies |
Health, FACS |
SS, Health/PE |
|
Appropriateness,
possibility to strengthen: Learning Goals/Academic subjects |
Yes. |
These goals
are fine. |
First one
yes, 2nd one no. This isn’t really MST 7. However, it has plenty of
SS 5, Career 3a and ELA 1, 3, 4. Possibly ESL, in correct setting. |
|
Community
needs |
Yes. |
This
section is satisfactory. |
Yes.
More specific: Scouts, alderpersons, block associations, rod and gun clubs
(rural places get trashed too). |
|
Character
virtue prominence |
Great
extent. |
This section
is fine; add caring. |
Good |
|
SL
activities |
Yes – you
just need to be careful about invading private property. Taking “junk” from residents in a community
without permission can be considered trespassing and even theft without
property owner’s consent. |
This section
is good. |
Trash and
treasure exercise is vague, seems irrelevant. More related to values re.
Consumerism; wants v needs; Marlow’s hierarchy (8th grade health curric.); solid waste (reuse, repair, recycle); resource
management. |
|
Reflection
activities |
(n/a) |
Activities
are fine. |
Superficial,
general |
|
Costs |
? |
$0-$150. |
Not
specified |
|
Time needed |
? |
Year long |
Not
specified |
|
Teacher
preparation required |
|
Organize a
timeline for each grade level/school to work together. |
|
|
Possible
improvements |
|
NA |
Increase
contact and communications between older and younger students. |
|
Assessment
items |
Relevant. |
Questions are
good. Rubric too general. Assessments should be done individually. |
Plenty of
potential, but needs expansion. Great opportunities for GIS tie-ins. |
|
Experience
needed in CE |
Little or no
experience. |
Little or no
experience. |
Little or no
experience |
|
Experience
needed in SL |
Little or no
experience. |
Little or no
experience. |
Little or no
experience |
|
Rate the
project in the following area: |
|||
|
Doability |
(n/a) |
Strong |
Strong |
|
Addressing
the character virtues |
(n/a) |
Strong |
Strong |
|
Relevance
to actual academic content |
(n/a) |
Average |
Average |
|
Reflection
activities |
(n/a) |
Average |
Weak |
|
How strongly are
each of the character virtues addressed by this project…. |
|||
|
Caring |
Somewhat. |
Very strong. |
Somewhat |
|
Citizenship |
Strongly. |
Very strong. |
Strongly |
|
Fairness
|
Somewhat. |
Not at all. |
Not at all |
|
Giving |
Somewhat. |
Somewhat. |
Somewhat |
|
Respect |
Strongly. |
Strongly. |
Somewhat |
|
Responsibility |
Strongly. |
Strongly. |
Strongly |
|
Trustworthy |
Somewhat. |
Not at all. |
Strongly |
Curriculum Title Reviewed:
Adopt-A-Cop.
|
How used in
a classrm? |
N/A |
Whole
classroom |
|
|
Which
grades? |
3
– 5 |
3-5 |
3-5 |
|
Subjects? |
ELA/Social Studies |
ELA, SS, Art |
Social
Studies/LA/Art |
|
Appropriateness,
possibility to strengthen: Learning Goals/Academic subjects |
The goals
look good, but I don’t see in any of the activities where they compare/contrast
police officers around the world with the |
Learning
goal #2 is not reflected in the activities. |
Perhaps
there should be some mention of increased writing skills and knowledge of the
mural-writing experience. |
|
Community
needs |
Excellent
tie in – very relevant. |
This
section is fine. |
Good |
|
Character
virtue prominence |
Good job
with this. |
This section
is good. Add the character virtues “trustworthy,” “fairness,” and “justice”. |
Okay |
|
SL
activities |
They could
be easily replicated in the classroom. |
This section
is good. |
Okay |
|
Reflection
activities |
(n/a) |
Reflection
activity #2 is unclear. |
Okay |
|
Costs |
Other than the
creation of the mural, the rest is relatively inexpensive. |
$0-$150 |
Manageable |
|
Time needed |
This could
be adjusted to fit any time frame. |
Semester
long. |
Year-long |
|
Teacher
preparation required |
(n/a) |
Teacher will
contact appropriate people needed to implement project and find useful
websites for students. |
Need to
foster strong relationship with local |
|
Possible
improvements |
(n/a) |
Learning
goal #2 needs to be addressed in the instruction by teacher. |
|
|
Assessment
items |
Looks good. |
Assessment
questions reflect a weak part of the project. Rubric is too general. |
I’d like to
see some reflection of the artistic knowledge the students will gain from
working on a mural with an artist. |
|
Experience
needed in CE |
Moderately
experienced. |
Little or no
experience. |
Moderately
experienced |
|
Experience
needed in SL |
Moderately
experienced. |
Little or no
experience |
Moderately
experienced |
|
Rate the project in the following
areas: |
|||
|
Doability |
(n/a) |
Strong |
Average |
|
Addressing
the character virtues |
(n/a) |
Strong |
Average |
|
Relevance to
actual academic content |
(n/a) |
Average |
Average |
|
Reflection
activities |
(n/a) |
Average |
Average |
|
How strongly
are each of the character virtues addressed by this project…. |
|||
|
Caring |
Strongly. |
Somewhat. |
Somewhat |
|
Citizenship |
Very
Strong. |
Very strong. |
Strongly |
|
Fairness
|
Strongly. |
Very strong. |
Somewhat |
|
Giving |
Strongly. |
Not at all. |
Somewhat |
|
Respect |
Strongly. |
Very strong. |
Strongly |
|
Responsibility |
Somewhat. |
Somewhat. |
Somewhat |
|
Trustworthy |
Not at all. |
Very strong. |
Somewhat |
Curriculum
Title Reviewed: Adopt a Hallway
|
How used in
a classrm? |
I would
expand this beyond a study of decomposition to an understanding of the
relationships in the hallways ecosystem.
|
To
compliment or inspire school pride. Very relevant for constructivist
activities, esp. in science. |
|
||
|
Which
grades? |
Jr.
high school |
6-8 |
6-12 |
||
|
Subjects? |
MST
(Ecology) |
Science,
English, SS (could be a good team project) |
Science/Math |
||
|
Appropriateness,
possibility to strengthen: Learning Goals/Academic subjects |
What other activities
go on in the hallway besides decomposition?
|
I think they
are very straightforward and infused in an integrated manner. Very hands-on. |
Great |
||
|
Community
needs |
Students
need to meet with representatives from the local department of sanitation and
environmental groups. |
Seems
relevant to the creators-element of “school” clean-up may not be as usable to
other schools, though. Community partners can be used even if school-based:
local environmental groups-EPA, Sierra Club, etc. |
Good.
Maybe add a local recycling company. | ||