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Directions for Completing
the Curriculum Template These
directions should be used as a guide to completing the curriculum
template. The purpose of the template
is to create a consistent format and structure for development of a
curriculum that integrates service learning and character education into an
academic content area. The templates
will be used by the curriculum writer as well as other teachers. Therefore, each element within the template
should be described with as much specificity and in
as much detail as possible. Using the
template, any other teacher should be able to replicate this service learning
project. Curriculum Title Give your curriculum a title which represents the
major activity in which students will be involved. You may decide to create the title after
completing the other sections of the template. Ex. From Seed to Soup Grade Level Circle the grade level that most closely
corresponds to the population of students who will be involved in the service
activity. If there is a specific
grade, please indicate that as well. Ex. Grade
Level (circle one): K-2
3-5 6-8 9-12 Duration of Service Indicate the length of time that students will be
involved in the service activity. This
time should encompass the very first planning activity through the
celebration. Only include the time
needed for student involvement –
if additional time is required for teacher preparation or wrap up (e.g.
making contacts or grading) do not include that time in the duration
of service. Ex. __1-2
weeks __1-2 months __ semester-long X Year-long Academic Area Circle the academic area which the service activity
will be linked to. If the academic
area is not included, please write it on the line provided (e.g. Computer Science). Ex.
Academic
Area (circle one): Language
Arts, Social Studies, Mathematics, Science, Other __________ Character Virtue Identify at least two character virtues which will
be addressed through the service activity.
Consider which virtues relate to the actual activity as well as the
level and needs of the students. Refer
to the list of definitions of the character virtues before selecting. Only
select virtues which will be addressed through goals and reflection during
the project. Ex. Character Virtue: Giving Respect X Caring X
Responsibility Justice and Fairness Trustworthiness Civic virtue and
Citizenship Service Area Identify the service areas which most closely match
the activity that students will participate in. If the area is not represented, make sure
to check “other” and fill in an explanation next to your selection. Select whether the students’ service
learning project is a direct, indirect or advocacy project. Refer to the list of definitions of the
service learning areas and types before selecting. Ex. Service Area: Education/Tutoring X Environmental
X Direct X Human Services Indirect Public Safety Advocacy Homeland Security Other Describe the Service Learning Activity In this box, describe the service learning project
with as much detail as possible. This
description should allow another teacher to understand the basic elements of
the service activity. The description
should be self-explanatory and comprehensive.
The service learning project must be clearly tied to the academic
content and the community need. The description should include all of the following
elements: ·
Activities – include all
major activities of the project. ·
Academic connection
– how does this service connect to what students are learning/have learned in
class ·
Character links
– how will character virtues be stressed and infused throughout the project ·
Participants and partners–
who will be involved in the project – students, teachers, support staff,
community or business partners, parents, other schools, etc. ·
Location – all locations
where the service/planning/reflection/celebration will take place ·
Timing – when and for
how long will the service take place. Is weather a factor in the project (e.g.
creating a garden), during school time or after school/weekends, requires
short blocks of time or a full day, etc. In addition, include any of the following elements
that are relevant to the service learning project: ·
Guest speakers ·
Special materials Note: You
may decide to write this section after completing the other sections of the
template. Ex.
of a complete description: Students will plant and manage a vegetable garden in the
school’s courtyard. Because of seasonal growth patterns, freshmen will begin
the project in the spring and will continue it through the fall and spring of
their sophomore year. They will be in charge of managing the budget for the
garden, researching types of plants that will thrive in the local climate as
well as how to appropriately care for them, creating and carrying out a water
and fertilization schedule as well as a watering system, and charting growth
and production of plants. Character virtues of caring and responsibility will
be stressed throughout. Students will donate the produce from the garden to
local food banks and soup kitchens, and will help clean and prepare the
produce for use in the soup kitchens. Academic The academic section should include the learning
goals and standards which will be taught during or in preparation for the
service learning project. The learning
goals should clearly tie-in to the service project. Learning goal The two learning goals
should reflect the major goals for the student for the entire unit of
instruction connected to the service project.
These goals should be clearly tied to the service project. The goals should be specific and tied to
the NY State standards. Ex. Students
will understand the workings of their local environment, including how the
climate affects plant growth. Standard List the NY State
learning standard which corresponds to each learning goal. Note the content area and the standard
number. EX. MST, (4) Students
will understand and apply scientific concepts, principles, and theories
pertaining to the physical setting and living environment and recognize the
historical development of ideas in science. Service The service section should include the service
objectives for the service learning project.
The objectives should be clearly stated and specific to the project
described. Community need This need must be linked
to the service the students are providing.
This should be an actual need that exists in the local
community. Ex. Lack of fresh vegetables in area soup
kitchens and shelters. Possible community
partners Include any partners who
will/could be involved in the project. Ex. Local food banks and soup kitchens Objective State the goals for the
service project. These should be
stated in concrete and specific terms. Ex. Students will help clean and prepare
vegetables for use in food banks and soup kitchens. Character This section should include the student objectives
for character education connected to the service learning project. Virtue List the two virtues
which were selected at the beginning of the template. Ex. Caring Objective For each virtue listed,
include the objective for student development for the entire unit. Ex. Students
will gain compassion for those who do not have enough to eat. Activities The activities included here will give an outline
of the entire service learning project, from start to finish. Describe the activities in as much detail
as possible (so that another teacher could replicate them easily). These activities should follow the format
of the four basic elements of service learning. Planning activities List two activities that
will be used to prepare for the service project. At least one of these
activities must include student planning or preparation. Make sure to identify how these activities
will prepare the students for their project. Ex. Students will research types of vegetables
to determine which ones
will thrive in the local climate. Service activities List at least two of the
primary activities that students will engage in as part of the service
project. These activities should
clearly follow from the description of the service activity on the first
page. Each activity should include
the participants and where and when it will take place. Also include at what point in the project
this activity will take place (throughout, the beginning, middle, end). Ex. Students will harvest and deliver
vegetables to local food banks and soup kitchens, and will help to clean and
prepare the vegetables for use at those facilities. Reflection activities List three activities
that will be used to reflect on the project. These reflection activities
should connect directly and explicitly to the character virtues. The
list should include one oral, one written and one performance based
reflection. Include in the description
when during the unit these activities will take place. They may take place at the beginning,
middle or end of the project. Ex.
(Oral) Students will meet as a group to discuss how creation of a vegetable garden
in the school courtyard benefits the community and their role in its
creation. They will be asked to
consider how they felt about creation of the garden and how they think others
in the community would describe their efforts. Attention will be paid to the
character virtues and how students’ activities provided opportunities in
these areas. (Written) Students
will write about an event that was significant to them related to creation of
the garden. They will answer the
following questions. Why was it
significant? What role did they have
in making this a meaningful event? How did this event make them feel? Did it change them in any way? (Performance) At
the beginning of the service learning project, students will draw pictures of
what they anticipate the vegetable garden will look like in 10 years. They
will then make a list of ways their vision of the garden will benefit the
community. Celebration List an activity which
will celebrate the completion of the service learning project. Include where and when this activity will
take place. Ex. Around Thanksgiving
time, students will throw a feast at a local soup kitchen. Using some of the
produce from their garden, students will help to clean and prepare the
vegetables, under the supervision of facility personnel. The culmination of
the feast will feature a student-given slide show presentation of the garden
project. Also, include how parents
and community members will be involved. Ex.
All patrons of the facility will be
invited. Parents and other
participating community members will be invited to attend. |