WEST VIRGINIA’S SERVICE-LEARNING LESSON-PLANS FOR K-12
CHALLENGED STUDENTS
David Stewart
State Superintendent of Schools West Virginia Department of
Education
Table of Contents
Foreword v
Acknowledgements vi
A Be K. I. N. D. Program 1
ABC’s of Colonial Life 4
A Dog Biscuit for Our Animal Friends 7
Adopt an Angel 10
A Mountain Rhapsodies Celebration of the George Washington
Bicentennial 12
Barboursville Elementary Hand-in-Hand with Senior Citizens
Center 16
Candle Lighting Ceremony 20
Celebration of History Through Drama 22
Civic Activism 25
Community Assessment and Evaluation 28
Computer Training in Non-School Settings 31
Creating an Aquatic Garden 33
Creating a Database for Work Based Learning 36
Creek Clean-Up 38
Crisis Center Caring and Sharing 41
Dangers and Facts About Alcohol in High School 44
Donuts by the Dozen 47
Earth Watch 50
Education Preserves Cemetery History 52
Empty Bowls Soup Supper 54
Energy Express Students’ Beautification Project 57
Energy Express: Putting Books in the Hands of Children 59
Family Centered Philosophy 62
Food Drive 65
Giving Something Back: Park Beautification 68
Giving Something Back: Repairing and Building Picnic Tables
71
Giving Something Back: Sand Volleyball Courts 74
Giving Something Back: Walking Trails 77
Grant Writing 80
Healthy Relationships 83
Heart, Healthy, Happenings for the Hungry 86
History in the Making 89
How Does Your Garden Grow? 92
Kids First: Parents Insight Into their Child’s Literary
Development 95
Kids First: Giving Children the Opportunity to Experience,
First-Hand, an Intergenerational Relationship 98
Kids First: Aiding Struggling Readers 101
Kids First: Taking the Joy of Reading to Sick Children 104
Kindergarten Granny and Grandpa 107
Learn to Drive the Computer Highway 109
Mentoring Physical Fitness to Promote a Healthy Community
112
Micro Society at Riverside Elementary 115
Multigenerational Activities 118
Nature Trail Benches 121
Noah’s Ark Petting Park 124
Promises for a Better County 127
Puppy Love 131
Read and Rap 134
ROAR: Reaching Out As Role-Models 136
S3: Students Shop for Seniors 139
Salute to the Armed Forces 142
School Clothing Bank 145
Squeaky Clean Hands 147
Stanford Nine Tutoring 149
Students and Senior Citizens: Success for All 151
Students Take Seniors for a Trip Around the World 154
Students Restore Beauty and Pride to Fayette’s Parks 157
Students take Pets to Visit Nursing Home 161
TASK: Tutoring After School Kids 163
The Great Can Race 165
The Mountain School Goes to Kindergarten 167
The New Canaan 170
T-Shirts Against Violence 173
Valuing Diversity: YMCA After School Program 176
Veterans Homecoming 179
Walk 5 Miles Club 182
White Sulphur Elementary After School Program 184
Winterize Senior Citizens Homes 186
Won’t You Be My Neighbor? 188
Youth and Local History 192
Foreword
Throughout West Virginia and the nation, service-learning is
an important part of the K-12 educational experience. Aided by the Corporation
for National Service’s (CNS) Learn and Serve America grants, the West Virginia
Department of Education provides funding for service-learning programs that
address local needs in: Education, public safety, human services, and the
environment. These programs engage young people in community activities which
help them learn how academic skills can be used to solve real life problems. While
doing so, servicelearning programs help students understand the meaning of
citizenship, civic engagement and their own ability to determine and affect the
quality of life in their communities.
This publication has two qualities which are especially
helpful to ServiceLearning educators and students. The lesson-plans have a
section which indicates needed conditions for use by challenged students. And,
academic objectives from Instructional Goals and Objectives for West Virginia (WV
IGOs) Are listed in each lesson-plan.
West Virginia schools which have been actively involved in
developing these Lesson-Plans received national recognition for their
servicelearning programs. Elkins Mountain School and the West Virginia Schools
for the Deaf and Blind were selected in 1999 as National Service Learning
Leader Schools by the Corporation for National Service. And Morgantown High
School and the Davis-Stewart Center were selected in 2000 as National Service
Learning Leader Schools. These schools have thoughtfully and effectively
integrated service into the curriculum and life of their students, promoted
civic responsibility, improved school and student performance, and strengthened
their communities.
West Virginia is proud to make its Service-Learning
Lesson-Plans for Challenged Students available throughout the state, to other
State Education Agencies (SEAs) And the “National
Peer-Based Service-Learning Exchange” to help support civic engagement in
the 21st Century.
___________
David Stewart State Superintendent of Schools Acknowledgements
Many folks have dedicated hundreds of hours to the completion of this document.
Most of the credit belongs to West Virginia’s K-12 students,
school staff, and local volunteers who so painstakingly documented each and
every detail of their projects as they developed and field -tested these
lesson-plans. As usual, there was a supporting cast which included community
and government workers. A warm thank you for their expertise and support
throughout the project must be extended to: Paula Flaherty and Karli Price of
the West Virginia Service-Learning Consortium; Jean Ambrose and her staff at
West Virginia’s Commission for National and Community Service; And Pat Givens,
Jim Carter, Jack Newhouse, Fred Harrington and Sallie Harrington at the West
Virginia Department of Education. Thanks also to Angie Senic and Kathy
Humphries for compiling, typing and editing the lesson plans. Finally, thanks
to the Corporation for National Service for making this publication possible. As
you browse through the pages laden with the creativity of West Virginia, keep
these people in mind.
For more information about this document, you may contact:
Dr. Fred W. Harrington Division of Technical and Adult Education
Office of Special Programs and Support Services West Virginia Department of Education Building
6, Room 230 1900 Kanawha Boulevard, East
Charleston, WV 25305 (304) 558-7881 phone (304) 558-3946 Fax.
E-mail: Fharring@access. K12. Wv. Us © Copyright 2000 by the
West Virginia Department of Education. All Rights Reserved. This resource may be duplicated, in
whole or in part, without the written permission of the West Virginia
Department of Education as long as the credit line appears. This document, in
whole or in part, may not be sold for profit. June 2000
Academic Objectives
The West Virginia Board of Education has established
instructional goals and objectives for use in promoting student success
throughout the state. Senate Bill 300 challenges all state educators to develop
a school system that fosters higher student achievement by combining a rigorous
academic program with a realistic understanding of work place expectations. To
meet the mandate of this legislation, a partnership of teachers, principals,
county administrators, college and university faculty, State Department of
Education representatives, and business and community members collaborated in
the production of Instructional Goals & Objectives for West Virginia
Schools.
English language arts, mathematics, science and social
studies are the four basic cornerstone subjects from which the total learning
system of a school, county or state evolves. Mastery of grade level objectives
in these core areas is essential for students' future success.
The process of developing a strong learning system begins
with the clearly stated instructional goals and objectives. These instructional
goals and objectives are challenging and rigorous with content based on sound
educational research.
Educators on the county and school levels use the goals and
objectives to design innovative academic programs, select high quality
instructional materials and provide targeted staff development.
Following each state academic objective there is a number in
parentheses.
The characters in parentheses (example: 12.16 9,10,11) May
be interpreted in the following manner.
The first character (12) Indicates grade 12. This character
can vary from K, for Kindergarten, through grade 12, and include: AM1 or AM2
for Applied Mathematics’ courses; A1 for Algebra I; A2 for Algebra II; AGP for
Algebra/Geometry Preparation; B for Biology; C for Civics/Government; CH for
Chemistry; CTC for Chemistry-Technical/Conceptual; DM for Discrete Mathematics;
E for Economics; ES Environmental Earth Science; G for Geometry; HAP for Human
Anatomy & Physiology; IP for Instructional Practices; PS for Probability & Statistics; PC for
Pre-Calculus; P for Physics; PTC Physics Technical/Conceptual; PW for Process/Workplace;
And T for Trigonometry.
The normal size numbers, following the decimal point, are
sequential numbers within each category which are also broken into
subcategories such as: Listening, Reading, Writing, etc. In English.
The subscript (s) Indicate that the objective will be
assessed at additional grade level (s).A Be K. I. N. D. Program (Kids Inspired
to do Nice Deeds) Community Objective To encourage acts of kindness by
elementary school children.
Background “K. I. N. D.”
is the name given to the program developed by the Marshall County Animal
Rescue League and adopted by the Marshall County School System to encourage
kindness and respect for others. Humane and environmental education addresses
the most challenging and serious problems facing society today: Violence and an
unhealthy environment. The subject of humane education can play a very
important role in any school curriculum. Unfortunately, it is not yet possible
to teach humane and environmental education as its own course due to the fact
that schools are inundated with required courses. Until humane education can be
taught as its own course, it can be integrated into other course material.
K. I. N. D. Is a competition of kindness that challenges
educators to integrate acts of kindness toward people, animals, and the earth
in other required class studies.
Challenged Student Conditions ~Project inclusion of special
students requires no unique preparation. Teachers design suitable acts of
kindness according to his/her team’s capabilities. Each teacher’s freedom to
outline his/her own program increases participation and the possibility of
success for all students.
Resources ~Uncomplicated record keeping sheets. ~Teachers
who are seeking ways to improve attitudes of students while teaching the
required curriculum. ~Funding to cover supervisory help, transportation,
supplies, and field trip expenses, etc. ~Community volunteers of seniors and
other service organizations for the awards picnic. ~Local businesses to provide
billboard space for recognizing “kindest kids”.
Timeline of Service Activities September ~Introduce program
as elective, open to all teachers and explain that each class within a school
becomes an individual team. ~Introduce and explain the keeping of records,
making sure this is a simple process that will not deter an interested teacher
from program involvement.
September-April ~Organize and distribute a monthly
newsletter to participating classes in each school covering examples of acts of
kindness being performed and ideas for other acts of kindness.
November ~Arrange for sponsors and billboard space.
January ~Begin plans for awards picnic.
February-April ~Solicit support for picnic and awards.
April May ~Collect records, score and determine the winners
of plaques and billboard recognition. ~Photograph winning classes for
billboards and deliver pictures to advertising agency for reproduction. ~Hold
awards picnic to accommodate all participating students and teachers.
Reflection ~Teachers discuss and record all acts of kindness
of students in Record Book during the school year. ~Faculty and school
personnel watch for and report acts of kindness and respect to the classroom
teacher. ~Bulletin boards display thank you notes to the students for service. ~Parents
may submit written documentation of children’s acts of kindness. ~Fishbowling
activity in which some students take on the roles of those who committed acts
of kindness. Other students take on the roles of those receiving benefits from
the acts of kindness. Each group discusses possible reactions and then reports
orally to the other group.
Celebration ~All accumulated acts of kindness are recognized
before a gathering of all participants at the picnic. Awarded classes come
forward for recognition and are cheered by all students. After the awards are
presented, the students are entertained with music, games, crafts, and
refreshments. The picnic lasts for approximately four hours and allows students
from various county schools, to interact in a non-competitive atmosphere.
Academic Objectives WV IGOs
Civics ~Explain why citizens voluntarily contribute their
time and talents to the community. (K. 6) ~Identify public agencies in the
community that provide services and investigate opportunities for volunteerism.
(4.5) ~Explain and experience the benefits of volunteerism in the community and
at school. (1.5)
Economics ~Identify the need to conserve resources through
recycling and litter education. (1.10)
Social Studies ~Choose and participate in a project of
volunteer service to the school (2.4) ~Identify people in the community who
volunteer for public service. (3.6) Elementary West Virginia Studies ~Given a
local problem, propose solutions and investigate opportunities for public
volunteerism. (WV. 6) "Contact Information Barbara Scanlon"
"Marshall County Elementary Schools P. O. Box 578" Moundsville, WV 26041-0578 (304) 843-4427 ABC’s of Colonial Life Community Objective (s)
To help the local historical society and colonial
reenactment groups provide factual and authentic information; To enhance
community awareness of the George Washington Bicentennial; To promote tourism
to our Mountain Rhapsodies Festival, an official George Washington Bicentennial
event; To help other students through peer exchanges; And to promote the
concept of individuals working together for the benefit of the entire community.
Background
This project is to involve students in researching the life
and customs in western Virginia during the 1700’s. Students will gain
information about George Washington’s travels through our county and the survey
work that he did here. Students will also gain the knowledge that in colonial
times, individuals worked together for the survival of the family and growth of
the community. Working together for the benefit of the community ties directly
into the service-learning concept. Students will be putting their computer
skills to work and be searching the Internet for facts about colonial music,
crafts, games, clothing, and foods.
They will compile all their information into a booklet and
share their knowledge and skills with other classes through peer exchange. Students
involved in this project will also be attending the Mountain Rhapsodies
Festival and sharing their knowledge of colonial music, crafts, etc with the
public. Mountain Rhapsodies will be the culmination of a two-month effort to
learn about colonial history.
Challenged Student conditions
Students involved in this project are in grades three and
four and are legally blind or visually impaired. Some students are also
mentally and physically challenged. All Students can be active participants and
service providers by; ~Providing all materials in large print or Braille
~Providing computer access with large print or speech ~Providing sighted
helpers for totally blind students ~Providing templates for coloring and
cutting curved lines ~Allowing all students to participate in activities
Resources ~Computer access and copy machine access ~Brailler
and braille paper, art supplies, markers, rulers, templates ~Book binder for
booklet ~Colonial clothing, books, music, materials and artifacts if possible
~Refreshments for celebration ~Awards and certificates ~Parent volunteers and
community volunteers ~Video camera and recorders for activities
Timeline
Month 1 ~Brainstorm questions related to colonial life from
students ~Read a variety of book about colonial life ~Do Internet research on
colonial life ~Start to compose booklet on colonial life ~Write letters asking
for volunteers Month 2 ~Learn and practice some colonial songs ~Make colonial
decorations such as three-cornered hats ~Plan a schedule for sharing and the
activities ~Make costumes with help from volunteers ~Participate in peer
exchange ~Use a recipe and prepare a colonial food ~Write invitations to other
classes to participate
Month 3 ~Attend Mountain Rhapsodies Festival and share
knowledge of Colonial music, art, clothes, crafts, etc. ~Take pictures of
events ~Include the Media for coverage of the event
Reflection ~Write an article and send pictures for the local
newspaper ~Discuss how the students felt about sharing their activities with
others
Celebration ~A celebration will be held for the students at
the completion of the activities ~Refreshments will be served ~At this time the
ABC book will be presented to the school principal to pass along to other
schools in the county ~A picture will be taken for publication in the newspaper
~Certificates will be given out to all student participants
Academic Objectives
WV IGOs ~IGOs can be modified by grade level to meet the
diversity of students in each grade level and the special needs population
Computer Technology ~Using a word processor input information such as stories,
reports and narratives (C 3.85)
History ~Make historical inferences by analyzing artifacts
and pictures (H 3.37) General Music ~Sing West Virginia heritage songs (M 4.2)
Art ~Create art that reflects a style of culture from
history (A 4.22)
Writing ~Develop various types of writing including, but not
limited to, narrative, informative, and persuasive (W 4.50)
Contact Information
Sherry Eglinger, Wendi Durst and Cheri Beverage West
Virginia Schools for the Deaf and the Blind Romney, WV 26757 (304) 822-4884
A Dog Biscuit for Our Animal Friends
Community Objective
(s)
To help raise funds to build and maintain a local Humane
Society facility and to provide humane treatment for abandoned animals
Background
This project originated in a residential school setting for
students who are deaf and blind. Through the local news media and staff members
involved in our local ASPCA, these physically challenged students were able to
identify the need for an animal shelter. The students= goal was to improve the
quality of life for homeless animals. To meet this goal, the students decided
to help raise money to establish and maintain an animal shelter. To raise funds
the students decided to make, package, and market dog biscuits. The proceeds
were donated to the Humane Society.
Challenged Student Conditions
Involved in this project are visually impaired elementary
and middle school students. Some are also mentally and physically challenged. All
students can be active participants and service providers in this project by: ~Providing
adaptive equipment and close supervision where needed for safety purposes
~Making necessary adaptive measures so all students can participate and provide
all materials in large print or Braille
Resources ~Working kitchen containing utensils, oven, etc
~Recipe: Whole Wheat dog Biscuits (unknown author) 2-1/2 cups whole wheat flour
1 Tbsp. Molasses 1/4 cup wheat germ pinch of salt
1/4 cup milk 1 beaten egg 1 clove of crushed garlic 4 Tbsp.
Softened margarine ~Combine flour, wheat germ, garlic, and salt. Cut in
margarine. Stir in beaten egg, molasses, and milk. Add enough water to shape
mixture into a ball. Roll dough onto a floured board to 2 inch thickness. Cut
into shapes (bones). Place on greased baking sheet. Bake at 375 degrees for 20
minutes. Remove from oven and let cool. Yields 30 biscuits. ~Project
coordinator and contact person from the humane society ~Refreshments for
celebration event at the end of project
Timeline
September ~Get permission from administration to implement
project ~Find funding sources for the project ~Obtain a recipe if different
from the one enclosed ~Train students to measure and use the kitchen October
~Purchase ingredients ~Advertise ~Determine price and quantity of product
~Schedule dates for making the biscuits and distribution ~Schedule dates for
celebration and reflection November to June ~Make and distribute the biscuits
~Keep records of all sales, including individual and group sales ~Present the
money raised to the Humane Society at a specially scheduled celebration
Reflection ~Review and examine the various steps of the
project and the results ~Discuss how it makes the students feel to help the
homeless animals ~List what they personally have gained from the project ~Make
journal entries for each activity
Celebration ~Plan an appropriate event, such as a picnic or
party serving bone shaped cookies for all volunteers involved in the project
~Present certificates ~Invite the media to cover the event ~Take pictures and
make a photo journal of the project ~Send the dog biscuits to prestigious
people in the community such as the governor, legislators, and local officials
to inform them about the project
Academic Objectives
WV IGOs ~IGOs can be modified by grade level to meet the
diversity of students in each grade level and the special needs population
Process/Workplace Objectives/Problem Solving ~Systematically
analyze the component parts of a given situation or process, then plan,
organize, and implement a concept to improve the situation or process. (PW. 1) ~Given
a set of rules, directions, or instructions, apply them to solve a problem or
accomplish a task. (PW. 2)
Measurement ~Count coins and bills and identify correct
change (4.48) Economics ~Describe the relationship between supply, demand, and
the price of a product (7.12)
Consumer and Family Economics ~Follow a recipe ~Prepare dog
biscuits as a product to sell for income ~Market the product ~Share the recipe
with the buyer
Contact Information
Sherry Eglinger and Cheri Beverage
West Virginia Schools for the Deaf and the Blind Romney, WV
26757 (304) 822-4884
Adopt an Angel
Community Objective
To have local student groups adopt angels in continuous
counties and provide them with Christmas gifts. This allows students who have
been or are recipients of servic e the opportunity to be providers to
neighboring counties.
Background
The Salvation Army places paper Angel decorated Christmas
trees in various business establishments during early fall for the purpose of
being adopted for Christmas. Each angel represents a child in need of Christmas
gifts and contains age, sex, clothing sizes and a special gift that child may
want. Many of our students are on assistance programs and are angels on the
Taylor County Salvation Army list. We wanted the students to become the
providers for other needy children. The students choose angels close to their
own age group. The students use profits from fundraisers to purchase gifts for
their angels.
Challenged Student Conditions ~Physically challenged
students can be service providers in this project if we (1) Include them in the
planning, and (2) Recruit them to be a part of the project. ~Academically
challenged students can be service providers in this project if we (1) Recruit
them to be part of the project, and (2) Have them assist students who are less
skilled than they are.
Resources ~Salvation Army provides information needed to
adopt angels. ~Funds provided for shopping through raffle for trash can full of
groceries. ~Parents willing to participate in raffle sale. ~Transportation for
shopping and delivery of gifts.
Timeline of Service Activities
October ~Recruit teachers and parents to participate. ~Acquire
trashcan and contents through donation and/or purchase. ~Make raffle tickets
for trash can of groceries and distribute.
October
November 15 ~Fill trashcan with groceries.
November 17 ~Draw winning raffle ticket and deliver can of
groceries prior to Thanksgiving.
November 30 ~Obtain paper angel from Salvation Army Angel
Tree
December ~Have students make shopping list for gifts. ~Shop
for gifts. ~Wrap gifts and deliver to drop-off point designated by Salvation
Army.
Reflection ~Students will keep journals on the experience,
writing their feelings about this project and how they think the recipients
might feel. ~Analyze the choices of gifts. ~Discuss the affect this project
made on both the providers and receivers.
Celebration ~Recognition of project in school and local
community paper. ~Give students a certificate for participation.
Academic Objective
WV IGOs
Process/Workplace ~Given an event or activity, identify the
resources needed and develop a plan of action. (PW. 5) ~Demonstrate the ability
to operate computer equipment. (PW. 26) ~Demonstrate self-motivation. (PW. 37) ~Given
a fixed amount of funds, create a budget and demonstrate the ability to balance
the amount of funds that are deposited and withdrawn. (PW. 41) ~Provide
community service and assess entrepreneurial opportunities that exist within
the community, the region, the state, or the nation. (PW. 49)
Contact Information
Sue Coole, Taylor County Middle School Route 2, Box 148A,
Grafton, WV 26354 (304) 265-0722
A Mountain Rhapsodies Celebration of the George Washington
Bicentennial
Community Objective
(s)
To involve schools, businesses, and civic organizations who
are interested in promoting an awareness of the affect that George Washington
had on our local history and to inform the community of the Mountain Rhapsodies
events through brochures, newspaper, and radio announcements. We want to
involve the community in the Mountain Rhapsody celebration as guests and
participants.
Background
This project originated in a residential school setting for
students who are blind and visually impaired. Through our local historical
society and historical reenactment groups, our students were able to identify
the need to promote awareness of the George Washington Bicentennial. As a group
that usually receives services, these participants became service providers
rather than service recipients.
Mountain Rhapsodies is a celebration of our mountain
heritage. Students and staff will work hard to discover lost “treasures” in and around our community.
These “treasures” have been searched
for in the form of original music, crafts, food, and traditions. So much of our
heritage has been kept alive by the forefathers of earlier generations, who
selflessly passed these gifts on through the ages.
Mountain Rhapsodies is an attempt to re-capture the spirit
of old -time music, enjoy the flavors of the past, see the artistry, fashions
and crafts, and enjoy some games our ancestors played during the period when
George Washington surveyed our local area. Students learn much more than
history from this project. They enhance their skills in music and art, and
learn to use the Internet and develop leadership, organizational, and social
skills, as well.
Challenged Student Conditions ~Students involved in this
project are in grades K-12 and are blind or visually impaired. Some students
are also mentally and physically challenged. All students can be active
participants and service providers in the Mountain Rhapsodies celebration by: ~Providing
all materials in large print or in Braille including computer screens with
large print or speech ~Providing sighted guides when necessary ~Including each
student in a least one stage of planning, preparation, or implementation of the
project according to grade and/or ability level
Resources ~Project coordinator and volunteers ~Copy machine
and other office equipment ~Brailler and braille paper ~Various classroom and
art supplies ~Computer and computer software for certificates and research work
on Internet ~Craft supplies ~Decorations ~Make colonial games and toys ~Book: Willard
Wirtz (1990. Capon Valley Sampler, Sketches of Appalachia from George
Washington to Caudy Davis. Bartleby Press, 11411 Georgia Ave. Silver Spring,
Maryland 20902. (301.949.2443) ~Useful Internet addresses: Http: // loc. Nls
http: //wwwaph. Org/Amazon. Com. Bookstore http: //earlyamerica. Com/review/lives/chaptl/text.
Html/1998 http: // GeorgeWashington
Timeline
September-October ~Set date and get approval for facility
and implementation of the project ~Get approval to use all facilities and
equipment ~Explain the project to the students. Provide an overview of George
Washington’s life and character ~Divide the class into groups and assign topics
for Internet research
November-December ~Make student assignments according to
individual talents and abilities ~Appoint a chairperson to supervise the layout
of the brochure ~Continue Internet research ~Make all community contacts ~Make
all activity assignments January-February ~Complete all data from Internet
research to incorporate into the program ~Plan and develop program ~Print
brochure describing the Mountain Rhapsodies event March-April ~Distribute the
brochure ~Practice the program ~Prepare the decorations ~Advertise the event in
the medial May ~Set up all displays and decorate ~Implement the event according
to the schedule ~Carry out the event ~Clean up and return the equipment at the
end
Reflection ~Students will complete a journal describing how
they felt about the project ~Students will discuss and evaluate the project
Celebration ~Students will receive certificates of
recognition upon completion of the project at a pizza party ~Receive public
recognition in the local media
Academic Objectives
WV IGOs
IGOs can be modified by grade level to meet the diversity of
students in each grade level and the special needs population
Understanding Music in Relation to History and Culture
~Identify familiar folk songs (K. 27) ~Sing at least three patriotic songs (1.27)
~Discuss music’s role in society (4.28) ~Research and report the evolution of
Appalachian folk music (Fl. 36) Process/Workplace Objectives/Problem Solving
~Given a set of rules, directions, or instructions, apply them to solve a
problem or accomplish a task (PW. 2) ~Given an event or activity, identify the
resources needed and develop a plan of action (PW. 5) ~Demonstrate an
understanding of oral, visual, and written information by summarizing it and
following through with appropriate action (PW. 8)
History ~Research historical facts, customs, foods,
clothing, music, and social activities that occurred during George Washington’s
formative years
Contact Information
Sherry Eglinger, Wendi Durst and Cheri Beverage West
Virginia Schools for the Deaf and the Blind Romney, WV 26757 (304) 822-4884
Barboursville Elementary Hand-in-Hand with Senior Citizens
Center
Community Objective
To build a service-learning bridge between the students,
staff, and parents of Barboursville Elementary and the senior citizens and
staff of the center.
Background
This project is an opportunity for the elementary school and
the senior citizens center to become actively involved with each other. This
will provide an excellent opportunity for the students, parents, and staff of
both the elementary school as well as the senior citizens and staff to develop
and enjoy a sense of community awareness and responsibility by working and
planning activities together. ~Students will participate in fund-raising
projects to purchase items that are needed by the seniors. ~Students, parents,
and teachers will participate in read-a-loud, art, music and drama productions
for the seniors’ entertainment. ~Students will develop letter-writing skills by
participating in a pen-pal project with the seniors. ~Students, parents, and
teachers will develop computer classes and computer related activities that
will benefit both students and seniors. ~Seniors will be encouraged to
participate in read-a-loud and storytelling activities for the children’s
entertainment. ~Seniors will be encouraged to mentor children by helping them
with projects and homework. ~Seniors will be invited to attend special events
in and around the school. ~The school and the center will work together to
develop educational and recreational activities that will be enjoyed by all.
Challenged Student Conditions ~All students including
physically challenged, mentally challenged, socially challenged, and culturally
challenged students will be actively involved: ~Include students in planning
the projects and activities ~Recruit them to be a part of a program ~Assign
aides, volunteers and/or peer tutors to assist challenged students to enable
them to be actively involved ~Inform and teach seniors how to relate to the
challenged students’ needs and limitations ~Insure that the physical facilities
at the center are accessible for challenged students
Resources ~Barboursville Elementary School ~Barboursville
Computer lab ~Barboursville Senior Citizen’s Center ~Fund-raising projects to
help cover expenses for supplies and materials ~Funds for educational training
~Student, school, community, and senior citizen volunteers ~Books, supplies,
materials, computers and software, and nutritious snacks
Timeline for Service Activities
April 1999 June 1999 ~Discuss service-learning project and
enlist committee members from the elementary staff, students, parents, and
seniors. ~Plan activities and a schedule of operation for children, staff and
volunteers
September 1999 ~Begin the “Hand-in-Hand” project
Reflections ~Students share information through discussion
and journal entries done on a weekly basis ~Students write an end-of-year
statement relating how they felt about community involvement ~Observations of
how individuals, both the children and the seniors, were affected by this
community project
Celebration ~Special programs will be held twice a year with
refreshments bringing together school staff, parents, volunteers, seniors and
center staff to share accomplishments and plan for improving the program
~Students will receive recognition and rewards for community service hours
~Articles will be given to the media whenever possible applauding the
volunteers
Academic Objectives
WV IGOs
Listening/Speaking ~Listen to a story, remember information
to interpret or extend meaning, evaluate material, or perform a task (2.5) ~Participate
in class discussions, following rules for conversation, using communication
technologies. (2.11) ~Demonstrate appropriate listening and speaking behaviors
after differentiating between active listening and hearing (2.18)
Reading comprehension ~Interpret recreational, textual and
functional material. (2.20) ~Use informational text (2.21) ~Read to perform a
task (2.43) Writing ~Develop various types of writing including, but not
limited to: Personal narratives, stories, descriptions, friendly letters, book
reports, poetry, and journal entry (2.78)
Language ~Differentiate between common and proper nouns (2.94)
~Express experiences adequately to relate ideas (2.107) Study Skills ~Use the
dictionary for pronunciation, spelling, and meaning (2.109) ~Acquire
organizational skills to manage school materials, personal time management, and
information to be studies (2.110)
History ~Explore American heritage through children’s
literature (2.24)
Civics ~Choose and participate in a project of volunteer
service within the school (2.4)
Computer/Technology ~Using a word processing program, input
information such as journal writing, letter writing, etc. (2.121)
Contact Information
Dolly Click
Barboursville Elementary School 718 Central Avenue
Barboursville, WV 25504 (304) 733-3000
Candle Lighting Ceremony
Community Objective
(s)
To provide a service for a local cemetery by helping prepare
containers with sand, positioning a candle in the center, and lighting these
candles on grave sites at their annual holiday service. To enhance pride and
create a sense of belonging in the community.
Background
A local cemetery contacted our school to see if any of the
students would like to help with this service. The students wanted to
participate and the project began.
Challenged Student Conditions ~Physically, mentally,
educationally and socially challenged students can be service providers in the
candle lighting service by: ~Including them in the planning ~Providing
assistance when necessary ~Working in teams ~Assigning appropriate
responsibilities
Resources ~Volunteers ~Means of transportation ~Containers
with sand ~Candles
Timeline
Month #1 ~Contact the site ~Seek volunteers ~Assign duties
~Schedule a date for the service ~Advertise the service date in media Month #2
~Gather all the materials ~Perform the service
Reflection ~Journal entries on the service ~Discussion about
the activities ~Evaluation of the experience
Celebration ~Display the photo essay of the service at
school ~Award certificates to participants
Academic Objectives
WV IGOs
Process/Workplace Objectives ~Use encouragement, persuasion,
and motivation to complete an assignment as a team. Develop an effective team
using good communication skills and decision-making practices. (PWE. 17, PW 17)
Mathematics ~Use math skills to estimate and compute
measurements. Select an appropriate process for estimating and computing. (11.11,11.12)
Contact Information
Sallie Pat Tackett
Cedar Grove Community School
P. O. Box J
Cedar Grove, WV 25039 (304) 949-1642
Celebration of History Through Drama
Community Objective
(s)
To provide a drama celebrating the history of the founding
of Scott’s Run Settlement House and its impact upon the community.
Background
The concept of Celebration of History through Drama came
from the Establishment of Scott’s Run Museum and research that was done in the
area for a book called
The History of Blacks in Monongalia County. The
students want to take an active part in the celebration of local history and do
so by writing, producing, and performing dramas highlighting memorable events
during this time in history.
Challenged Student Conditions ~Socially, educationally,
culturally, and mentally challenged students can be service providers in this
project if we: (1) Include them in the planning,
(2) Recruit them to
be a part of the project, and (3) Have them plan how they can relate present
time to history.
Resources ~Community persons who either lived during this
time period or have knowledge of this era ~Survey listening tool to compile
information ~Computers to correlate information and to write historical
production ~Donated facility for rehearsal of drama and set construction
~Willing student participation ~Community, school, and church arenas willing to
facilitate the performances of this group ~Volunteers to help teach basic
theater skills, oversee set construction and costuming ~Volunteers to research
and write grants to cover funding of the project ~Scott’s Run Settlement House
Board of Directors to participate in fund raising for drama projects.
Timeline of Service Activities
October
November ~Contact school administrators, counselors,
students, and parents to set up program. ~Recruit volunteers to help with the
project.
December
January ~Make arrangements to interview persons who either
lived during or have knowledge of this time period. ~Draft script from
interview results.
March
May ~Complete construction on mobile set and costumes. ~Contact
schools, senior centers, civic organizations, and churches/synagogues for
possible dates.
June
July ~Plan and implement a schedule for volunteers and
students to rehearse. ~Plan a news release for the local newspaper, radio, and
TV. ~Finalize dates for performances.
August
September ~Perform historical drama with last performance to
coincide with an annual community street fair.
Reflections ~Students will keep a journal of service
experiences, writing about their feelings ~Students will participate in weekly
discussion groups where they will have the opportunity to share feelings, both
positive and negative about the program and address problems ~Each student will
examine his or her attitudes about working with school peers, community
personnel, and the children ~Each student will analyze his or her feelings as a
result of working with the children ~Students will share their thoughts about
how working on the program affected their lives and the lives of others ~Students
will make observations about how the individual children’s lives were changed
~Students will share information from their journals
Celebration ~A chronological log will be kept to record the
consistency and longevity of each person involved. ~Certificates will be
presented to each participant upon completion of the project. ~A party will be
held to celebrate and reflect on the completed project. ~A cabaret celebration
will showcase the skills developed and implemented by the group. ~The drama
will be published and copyrighted. ~The local media (newspaper, radio and TV),
will be contacted to cover the project.
Academic Objectives
WV IGOs
English/Language Arts ~Use appropriate software to practice
and master desktop publishing incorporating text, graphics, and various fonts
in a variety of formats (LA 11.96)
Process/Workplace ~Given an assignment with two or more
individuals, use encouragement, persuasion, and motivation to complete the
assignment (PW. 15). ~Perform effectively in both leadership and non-leadership
roles (PW. 16) ~Stay with an assignment or task to completion (PW. 34). ~Demonstrate
self-motivation (PW. 35). ~Work independently without direct supervision (PW. 36).
Contact Information
Ruth Simmons & Karen Sowell Scott’s Run Settlement House
P. O. Box 398, School Street
Osage, WV 26543 (304) 599-5020
Civic Activism
Community Objective
To provide students with a working knowledge of community
organization, social activism and leadership skills.
Background
Civic activism will help students work with a local planning
and coordinating organization (Family Resource Networks FRN) Where they can
learn about impacting the community and systems for social change. They will
determine what is necessary to assist in organized activities and act as student
community leaders.
Challenged Student Conditions
Learning disabled and socially challenged junior high
students can participate in the service learning activity if we: ~Include them
in the planning ~Recruit them to be a part of the program ~Help them plan how
to work with committees, boards, state and government agencies, and non-profit
organizations ~Have other students share their success stories to promote the
servicelearning project
Resources ~A local planning and coordinating organization such
as Family Resource Networks (FRN’s) That is willing to give youth meaningful
roles for assisting in the planning of community needs and systems change
~Funding to cover transportation, supplies, and other necessary items ~Student,
community activists, and school volunteers ~Computer accessibility and
nutritious snacks
Timetable (school year)
One Month ~Contact the lo cal Family Resource Network to
review needs assessment and identify needs of the community ~Arrange for
adequate funding and resources from local businesses and others ~Plan a
schedule of monthly activities with students, teachers, and volunteers ~Plan
and coordinate transportation needs ~Plan program activities that include
academic enrichment, cultural enhancement, mentoring, and actions to influence
the community for social change
Reflection ~Students will keep journals on activities
~Students will discuss changes that need to take place and those that have
taken place ~Students will assess needs of the community
Celebration ~Invite media to share in the project ~Have a
party inviting all participants at the end of the project
Academic Objectives
WV IGOs
Civics ~Describe the different types of local government,
and compare their functions and powers. Explain the purpose of the legislative,
judicial, and executive branches of government. Discuss complexities facing
local governments. Identify aspects of strong leadership explaining the purpose
of political parties in government and how special interest groups attempt to
influence politics and politicians. Explain the functions of community support
systems in local government. Distinguish between rights and duties of citizens.
(9.1,9.10,9.11)
Civics/Government ~Explain the rule of law, tensions between
individual liberties and society’s need for order. Describe the characteristics
of government and civil society that relates to civic participation. Understand
protection of rights by government and the common good. Compare
representational government and a republic. (C. 2,3,4,5,6,7,8,9)
Career Development ~Identify multiple career options,
practice interview strategies, provide community service and assess
entrepreneurial opportunities (PW. 45,48,49) ~Identify the student academic
skills from the curricula that will be enhanced through working in social and
community activism ~Involve various school personnel, parents, and local
businesses in planning and carrying out the activities
Contact Information
Cathleen Davis, James A. Johnson and Barbara Davis
Summersville Junior High School
40 Grizzly Road
Summersville, WV 26651 (304) 872-5092
Community Assessment and Evaluation
Community Objective (s)
To identify a local planning and coordinating organization
such as the Family Resource Networks (FRN), where students will be taught how
to conduct assessment and evaluation of service learning projects.
Background
Community assessment and evaluation will introduce students
to the importance of conducting an assessment of community needs before
planning service-learning projects designed to enhance or improve some aspect
of the community. Meeting an expressed community need increases public partic
ipation and support for the service-learning project. Evaluation of the project
insures that effort, time, and money were wisely expended, and that the
service-learning project accomplished what it was designed to do.
Challenged Student Condition
Learning disabled and socially challenged junior high
students can participate in the service learning activity if we: ~Include them
in the planning ~Recruit them to be a part of the assessment and evaluation
process ~Help them plan how to implement the assessment and evaluation process
~Have other students share their success stories to promote the servicelearning
project.
Resources ~A local planning and coordinating organization
where students will learn how to impact the community members and social
systems through assessment and evaluation ~Funding to cover transportation,
supplies, and other necessary items ~Student, community activist, research professional,
and school volunteers ~Handicapped accessible facilities located conveniently
for all ~Supplies, materials, computer accessibility and nutritious snacks
Timeline (school year)
August ~Contact Family Resource Network to receive
assistance in assessment and evaluation activities by reviewing various
assessment styles to determine which method is preferred
September ~Students, teachers, and volunteers will plan and
coordinate transportation needs
October ~Arrange for adequate funding and resources from
local businesses, funders, and various other entities
November ~Review a chosen project to be evaluated December
~Students, teachers, and volunteers will plan and design an assessment tool to
be used to assess the chosen project
January ~Compare the results of this assessment with any
previous assessments
February ~Publish the results of the assessment and
evaluation by March
April
May ~Students will hold open policy forums for other
students and community to discuss findings ~Publish findings from the policy
forums ~Present the findings from the assessment and evaluation to project
members for consideration
Reflection ~Students will reflect on new skills gained in
the project ~Students will share attitudes about influencing programs through
this project ~Students will share information from journals kept while
participating in the project ~Students will submit articles to the media
expressing their thoughts about the project ~Students will analyze their
feelings about knowledge gained in career choices in the field of assessment
and evaluation, teaching, and social work
Celebration ~A special evening program with refreshments for
all involved. ~Media coverage of the project completion ~Award presentation
~Recording of the community service learning hours in the students’ personnel
files
Academic Objectives
WV IGOs
Applied Math I ~Collect, organize and interpret data using
graphs, charts and tables; Create graphs, charts, and tables from given date; Collect,
organize, analyze data to predict outcomes using mean, mode, median, range and
standard deviation (9. A. M. 1.12,1.15,2.10)
Probability and Statis tics ~Frequency distribution, and
predict outcomes, interpret and calculate central tendency and measures of
dispersion (PS. 2,6,7,8,9,10)
Chemical Technical/Conceptual ~Apply scientific approach to
seek solutions to everyday problems, problem solve using model and exhibit
scientific skills, attitudes and the value of scientific inquiry measuring,
communicating, categorizing, classifying, hypothesizing, predicting, inferring,
and applying (CTC 6,8)
Contact Information
Cathleen Davis, James A Johnson and Barbara Davis
Summersville Junior High School, 40 Grizzly Road Summersville, WV 26651 (304) 872-5092
Computer Training in Non-School Settings
Community Objective
(s)
To provide computer training for elementary age students in
a non-school setting.
Background
Older students will be responsible for teaching basic
computer skills to elementary age children in non-school setting, such as housing
complexes or public libraries.
Challenged Student Conditions ~Mentally, physically,
educationally, and economically challenged students can be service providers in
a computer training program by: ~Recruiting them in the planning ~Teaching them
what needs to be done ~Pairing them with others if necessary ~Assisting them in
their work ~Make sure the facility is accessible to all
Resources ~Facility with computers that the public may use
~Funding ~Volunteers from schools, businesses, and community ~Assistance from a
housing authority if possible and needed
Timeline
Month #1 ~Identify a site for the computer training
~Advertise for volunteers ~Advertise the classes at the site for elementary
students ~Schedule the volunteers with the elementary students Month #2 ~Begin
the sessions for the elementary students Month #3 ~Maintain the class sessions
~Have refreshments at the end of the classes
Reflection ~Students will keep a log relating lessons taught
and activities completed along with the success on the assignments ~Students
will develop a presentation on a specific lesson to present to their class at
the end of the program ~Students will conduct peer review of the presentation
Celebration ~An exit program will be scheduled in order for
volunteer students to show their presentations to parents, teachers, etc. ~A
Certificate of Completion will be given to each student volunteer ~The Media
will be invited to the exit program
Academic Objectives
WV IGOs
Instructional Objectives ~Use of a variety of audio -visual
and multi-media materials to practice and master instructional objectives (10.64,11.56)
~Use of appropriate software to practice and master instructional objectives (11.55,10.63,1.112,2.31,7.163)
Additional Objectives ~To work in small groups ~To enhance
decision-making skills Process/Workplace Objectives ~Use encouragement,
persuasion, and motivation to complete an assignment as a team. (PWE. 16)
Contact Information
Karen Moore, Williamson High School Walter Catron, Birch
High School Clay Moore, Matewan High School Route 1, Box 310
Williamson, WV 25661-9746 (304) 235-3333
Creating an Aquatic Garden
Community Objective
To plan, organize, build and maintain an aquatic garden
within our school community.
Background
This project is designed to be a school wide project
involving grades 5-8. The purpose is to design and build an aquatic garden
inside the school building. In this plan, students become both the providers
and recipients of service.
Challenged Student Conditions ~Physically challenged
students may be service providers in our project if we (1) Include all students
in both planning and design of the project, and (2) Utilize teamwork to allow
students to overcome physical challenges. ~Academically challenged students may
be service providers in our project if we (1) Invite all students to become
part of the planning and decision-making process, and (2) Use hands-on
activities utilizing teamwork to accomplish the actual construction and
maintenance.
Resources ~High school students participating in the
aquatics program of the county vocational-technical center. ~Community members
with areas of expertise (electricians, carpenters) ~Funds to provide for
purchasing fish and other aquatic life. ~Funds for maintaining aquatic life. ~Student
volunteers to care for living organisms. ~Research information on proper care
and handling of organisms. ~Research information on maintaining proper water
quality.
Timeline of Service Activities
Week 1 ~Contact county administration and school officials for
approval of aquatic garden project. ~Secure funding for project through fund
raising, grants, or donations from local businesses and organizations.
Week 2 ~Students identify the site for the aquatic garden
and purchase an appropriate aquatic garden kit.
Week 3 ~Students will research information on the proper
care and maintenance of an aquatic garden.
Weeks 4-5 ~Students will contact and meet with volunteers to
install the aquatic garden.
Week 6 ~Students will meet with high school volunteers to
fill the aquatic garden with living organisms.
Week 7 ~Students will develop a schedule for the continuous
care of the aquatic garden. Students begin caring for the aquatic garden.
Reflection ~Students will record their thoughts, feelings,
and ideas in a journal throughout each stage of the project. ~Students will
analyze their feelings as a result of working with their team. ~Students will
share their journals with other group members. ~Students will consider,
discuss, and evaluate the installation process. ~Students will analyze their
feelings about a career involving aqua culture or marine biology.
Celebration ~The project will be included in the yearbook. ~Area
business leaders and school and community members will be invited to a ribbon
cutting ceremony. ~Pictures will be taken throughout all stages of the
installation process and displayed in the school. ~Articles and pictures will
be included in the school newspaper. ~A brochure and pictorial will be
developed and handed out at various conferences and meetings. ~Students will
receive a brochure and be recognized at the end of year graduation exercises. ~Local
media will be contacted to provide public coverage of the project throughout
the building stages and the ribbon cutting ceremony.
Academic Objectives
WV IGOs
Nature of Science ~Investigate career choices in the area of
aquatics and marine biology. (6.4) ~Formulate conclusions through close
observations, logic objectivity, perseverance, and integrity in data collection.
(6.13,6.86) ~Describe the interactions of various cycles that provide energy
and/or materials for growth, repair and shelter. (6.27) ~Develop rational
thinking processes to analyze how systems work together, factors which impact
the environment, and ecological consequences of human interactions. (6.19,6.32)
~Demonstrate safe techniques for handling and manipulating equipment and living
organisms. (6.23) ~Explain changes in common patterns of interdependence among
organisms. (6.80)
Contact Information
Amy Jo Llewellyn & John Watson Frankfort Middle School
Route 3, Box 170
Ridgeley, WV 26753 (304) 726-4341
Creating a Database for Work Based Learning
Community Objective
(s)
To develop a database to be used in the School-to-Work
program
Background
Students will be responsible for creating a survey,
administering the survey and entering data from the survey in order to create a
database for the School-toWork program. Businesses will participate by working
with the students to insure that relevant information as well as accurate information
is available to the students. Information will be used to schedule work-based
learning opportunities for students.
Challenged Student Conditions ~Physically, mentally,
educationally, and socially challenged students can be service providers by: ~Including
them in the planning ~Assisting them when needed ~Providing facilities that are
accessible to all ~Pair up the volunteers for their work
Resources ~Volunteers to create, administer, and analyze the
survey ~Volunteers to train the students ~Funding ~Facility to assimilate the
data collected ~Media coverage telling community about the survey and project
Timeline
Month #1 ~Make plans and create the survey ~Develop the
database to be used ~Recruit volunteers ~Plan the schedule ~Set up training sessions
Month #2 ~Print survey ~Install database on computers ~Begin
telephone survey ~Gather information and data Month #3 ~Enter data into the
computer
Reflection ~Students will keep journals of their experiences
~Students will keep a log of their business contacts ~Students will develop
graphs on the information ~Students will discuss progress and evaluate the
project
Celebration ~An exit program will be scheduled for the
volunteers ~The database will be available as a link on the school webpage
~Certificates of Merit will be given to the volunteers ~Media coverage at the
end of the project
Academic Objectives
WV IGOs
Science/Technology ~Practice inputting data using correct
keying, editing and formatting techniques (10.65,11.57) ~Design and use a database
to analyze, compare and interpret information (10.68,11.60) ~Critically
evaluate information obtained from telecommunications and other technical
resources (11.62)
Contact Information
Karen Moore Williamson High School 801 Alderson Street
Williamson, WV 25661 (304) 235-2518
Creek Clean-Up
Community Objective
To instill in sixth grade students an awareness for the
environment of the local creek.
Background
This activity incorporates high school and middle school
students in a service-learning project based upon literature and science. In
this project, high school students visit sixth grade classrooms to read
Is This a House for Hermit Crab? By Megan McDonald. After
reading the story aloud, the high school students ask the sixth graders to make
a list of the various water sources in the area. After the sources have been
listed, the students will then list the various types of aquatic life in the
local water sources. Students will be looking for tadpoles, frogs, crayfish,
bass, and trout. Students then research in the school library to find out what
types of homes these creatures have. Students will also look for algae, water
plants, ferns, and wildflowers.
Challenged Student Conditions ~Physically challenged
students can be service providers in our project if (1) Include them in the
planning and (2) Allow them to collect and analyze water. ~Students with
learning disabilities can be service providers in our project if we (1) Include
them in the planning, and (2) Pair them with peer assistants as needed.
Resources ~Is
This a House for Hermit Crab? By Megan McDonald. Orchard
Books, 1990. $15.95.0-531-05855-7. ~An available creek for clean up. ~Nets,
buckets, water boxes. ~Trash bags. ~A microscope. ~Litmus paper, beakers. ~Clothing:
Shorts, t-shirts, old sneakers.
Timeline of Service Activities
Week #1 ~High school students visit sixth grade classroom
and read aloud. ~Sixth grade teacher plans creek field trip with high school
students. ~Sixth grade students visit library to research aquatic life.
Week #2 ~Field Trip Activities ~Students report to the water
source and divide into groups. ~One group picks up trash in the water. ~One
group takes water samples to be tested for foreign chemicals. ~One group
catches plant and animal specimens in the water. ~An experienced science
teacher identifies the flora and fauna. ~One group inventories the organisms
since they are good indicators of the water quality. ~The collected trash is
disposed of. ~The inventory and water samples are taken back to class to be
analyzed. ~Results will determine what chemicals were found in the water. ~Plants
and animals found will determine if the water is polluted. (No plants or
animals are to be kept.)
Reflection ~Students will write papers describing their
activities which will be compiled into a class journal. ~High school students
will visit the sixth grade classrooms to hear about the journal and share their
thoughts about the project.
Celebration ~A class party will be held where all “green” food and drinks will be served. Sixth
grade and high school students will attend.
Academic Objectives
WV IGOs
Science ~Cooperate and collaborate to ask questions, find
answers, solve problems, and conduct investigations for further appreciation
and joy of scientific discovery. (6.10) ~Formulate conclusions through close
observations, logic, objectivity, perseverance and integrity in data collection.
(6.13)
Oral Communication ~Think critically about oral selection to
foster exploration, questioning and imagining. (6.14) ~Listen to specific oral
information and interpret it to construct meaning in and beyond the text. (6.8)
Contact Information
Justin Hale & Cassie Rowan Keyser High School
Rt. 4 Box 110
Keyser, WV 26726 (304) 788-4230
Crisis Center Caring and Sharing
Community Objective
(s)
To provide needed materials for a local community Crisis
Center.
Background
This project was designed for a 7th grade home economics
class to allow students an opportunity to apply sewing skills acquired through
class curriculum to a real world situation. As the students utilize the sewing
skills, they will participate in a community service project that will benefit
a local family crisis center.
Challenged Student Conditions ~Physically challenged middle
school students may be service providers in our project if we (1) Include all
students in both planning and design of the project and (2) Utilize teamwork to
allow students to overcome physical challenges. ~Educationally challenged
middle school students may be service providers in our project if (1) We allow
students to become part of the planning and decision-making process and (2) Use
hands-on activities utilizing teamwork to accomplish the actual construction of
items.
Resources ~sewing supplies, materials, cloth, thread,
needles, pins, sewing machines ~work tables ~patterns for sewing blankets and
pillows ~community crisis center resource personnel ~donations of fabric or
funding to cover supplies and materials ~transportation of students to crisis
center (optional)
Timeline of Service Activities
Week #1 ~Contact crisis center to determine needs of the
center ~Allow students the opportunity to choose an area of need Week #2 ~Hold
meeting with students and crisis center representative ~Discuss physical and
emotional needs of children at the crisis center ~Students identify ways that
meeting physical needs of children in a crisis center can also aid in meeting
emotional needs
Week #3 ~Students choose teams and decide which project they
will complete, either a pillow, a five patch baby blanket or a six patch baby
blanket ~Teams plan and design their chosen projects
Week #4 ~Students gather materials and begin working on
projects Week #5 ~Students complete all blankets and pillows
Week #6 ~Students deliver project items to crisis center
Reflections ~Each student will record his/her thoughts,
feelings, and ideas in a journal throughout each stage of the project ~Each
student will analyze his/her feelings as a result of working with the other
team members ~Students will share their journals with other group members
~Following their visit to the crisis center, students will record their
feelings upon meeting children from the crisis center
Celebration ~Each group will have their picture taken with
their completed project ~Finished projects will be displayed in the school for
one week ~Pictures of groups will be displayed in the front lobby of the school
~local newspaper will interview students and take pictures of students with
their projects. An article will be placed in the local paper.
Academic Objectives
WV IGOs
Process/Workplace Objectives ~Use encouragement, persuasion,
and motivation to complete an assignment as a team. Develop an effective team
using good communication skills and decision-making practices. (PWE. 16, PW. 17)
Mathematics ~Use basic mathematical skills to estimate and
compute measurements. Select an appropriate process for estimating and
computing measurements. (7.11,7.12,7.19)
Additional Objectives ~To work in small groups ~To enhance
decision-making skills
Contact Information
Amy Jo Llewellyn & John Watson Frankfort Middle School
Route 3, Box 170
Ridgeley, WV 26753 (304) 726-4341
Dangers and Facts About Alcohol in High School
A Peer Education Program
Community Objective
(s)
To promote learning and serving through the presentation of
information about drugs through interactive activities.
Background
Morgantown High School in Morgantown, WV, started its Peer
Education Program in 1993. Educators present information on various topics such
as AIDS, STDs, the importance of social health, and other similar issues to
high school students participating in the project. Each year, new lessons are
added as different students join the Peer Ed program and new needs arise. Through
Peer Education, these students not only learn about important issues, but also
serve their peers by becoming teachers themselves in their school community. This
project promotes positive peer pressure while educating about alcohol,
presenting facts, myths, information, and outcomes of alcohol use and abuse.
Challenged Student Conditions ~Physically challenged high
school students may be service providers in our project if we (1) Include all
students in both planning and design of the project and (2) Utilize teamwork to
allow students to overcome physical challenges. ~Educationally challenged high
school students may be service providers in our project if we use hands-on
activities to teach the initial lessons of the Peer Education program.
Resources ~An educational environment ~Student volunteers to
participate ~Educators to train students ~Funding for materials and traveling
expenses
Timeline of Service Activities
February
May ~Complete final lesson plans and secure funding for
materials and traveling expenses
September
November ~Recruit student participants ~Certify educators to
present lessons
December ~Secure presentation date, time, place, with school
contact person ~Produce game components and activities January ~Present lessons
~Allow time for students and faculty evaluation of presentations ~Establish (and
maintain throughout project) A display board of pictures of student educators
Reflections ~Each peer educator will write a journal entry
after each presentation describing the activities he or she facilitated and the
results of these activities as well as personal feelings on the success of the
presentation. ~Peer educators will participate in regular meetings to provide
the opportunity for sharing of personal experiences and fine tuning of the
project. ~Following each presentation, the audience will be asked to complete
an evaluation of the presentation content and peer educator. This information
will be shared during meetings and used to improve the effectiveness of the
project.
Celebration ~Each peer educator will receive certificates
and awards for their services. ~A display will be made to depict the
experiences of the peer educators during the project. ~The peer educators will
present tokens of appreciation appropriate to each lesson to the other high
school students participating,.
Academic Objectives
WV IGOs
Process/Workplace Objectives ~Given a set of rules,
directions, or instructions, apply them to solve a problem or accomplish a task
(PW. 2). ~Demonstrate an understanding of oral, visual, and written information
by summarizing it and following through with appropriate action (PW. 8). ~Use
active listening and observation skills to understand the positions of others,
and use verbal and nonverbal cues from others to communicate effectively in
return (PW. 15). ~Understand what it takes to develop an effective team,
including team rules, behavior norms, team roles, communications, and
decision-making practices (PW. 16). ~Be able to participate effectively in
making group decisions, and be able to support those decisions to measure
progress and take actions to meet those goals (PW. 24). ~Understand what is
expected of a person in a given situation or process, and be able to clarify,
modify, and/or meet those expectations (PW. 34). ~Provide community service and
assess entrepreneurial opportunities that exist within the community, the
region, the state or the nation (PW. 49)
Contact Information
Ann Simon
Morgantown High School 109 Wilson Avenue
Morgantown, WV 26505 (304) 291-9260
Donuts by the Dozen
Community Objective
To introduce Mildly Mentally Impaired (MMI) Service
providers to the community as productive citizens.
Background
Donuts by the Dozen works in conjunction with a Work Study
Program for the mildly mentally impaired (MMI) Students at Wheeling Park High
School. The project is designed to provide MMI students with an opportunity to
give something back to the community while gaining knowledge about the work
experience.
Donuts by the Dozen helps to address the need to learn how
to serve individuals, agencies and businesses by providing tasty, inexpensive
pastries to the community. Additionally, MMI students can acquire and improve
communication skills while developing organizational and interpersonal skills
for successful co-existence in society.
Challenged Student Conditions ~MMI students can be service
providers in this project if we (1) Explain how they can serve their school and
business community by providing tasty pastries, (2) Include them in the
planning, (3) Invite community representatives to visit and meet with the
students, (4) Enroll students in a work-study class for training (5) Explain
and demonstrate the required behaviors they must exhibit, (6) Orient them to
the physical operations of carrying out the project, and (7) Provide peer
mentors as needed for them during the training session and actual operation.
Resources ~A high school that promotes inclusion of
special-needs students and programs. ~Funding from a local grant to purchase
equipment, supplies, etc. ~A student body that supports and purchases baked
goods. ~Community resources that place orders for baked goods.
Timeline of Service Activities
September ~Collaborate with school officials and community
business leaders for needs assessment. ~Analyze skills necessary for completion
of projected service. ~Determine funding sources and secure funding needed. ~Obtain
permission from County Food Service Administrator. October ~Schedule students
for study, training, and service orientation. ~Contact county health/safety
office for food handling cards. ~Find local distributor for products (donut
mix, icing, sprinkles, etc.)
November ~Determine avenues to provide service and product
to school and local community (Donuts as a breakfast supplement two time a
week, donate as prizes for various school competitions, teacher appreciation
events, special community functions.) ~Process information for scheduling,
preparation, packaging and delivery with students. ~Prepare Donuts by the
Dozens and continue throughout year.
Reflection ~Students will examine their attitudes about
working with school peers and community personnel. ~Students will share their
thoughts about how service on the project affected their lives and the lives of
others. ~Students will brainstorm for ways to expand and improve the
servicelearning project. ~Students will keep weekly journals of service
experiences, writing specific anecdotes about their feelings. ~Instructors will
meet with each student individually to discuss that student’s evaluation. ~Students
will be asked to identify their individual strengths and weaknesses.
Celebration ~The school-based television station will
highlight the project on the air. ~Students participating in the project will
have an end-of-year “Donut Party” in
which the games/activities revolve around donuts (i. E. “Pin the Hole on the Donut, Donut Relays, etc.) ~Information will be placed
in each student’s personnel file explaining his or her participation in this service-learning
project.
Academic Objectives
WV IGOs
Reading Comprehension ~Read
directions necessary to perform a task, then perform the task (9.19) Listening and
Speaking ~Understand multi-step oral instructions and complete a task. (8.5) ~Listen
to specific information and sequence to proper order. (8.7) ~Review appropriate
classroom speaking and listening skills. (9.1) Study Skills ~Set goals for learning
in school and beyond and review progress in meeting goals. (10.89) Process/Workplace
~Students will stay with an assignment or task until it is completed. (PW. 34) ~Students
will work independently without direct supervision. (PW. 36) ~Provide community
service and assess entrepreneurial opportunities that exist within the community,
region, state, or nation. (PW. 47)
Measurement ~Solve application
problems using measurement. (6.44) ~Count coins and bills and identify correct change.
(4.48) ~Read scales of length, temperature, weight or capacity and select appropriate
units. (4.49)
Civics ~Compare similar
responsibilities in public and private sector jobs. (5.10) ~Explain and experience
the benefits of volunteerism in the community and at school. (1.5) ~Identify appropriate
safety responses to a variety of dangerous situations. (2.6)
Contact Information
Linda Boyd, Wheeling Park
High School RD 4 Park View Road
Wheeling, WV 26003 (304)
243-0400
Earth Watch
Community Objectives
To organize and operate
a quality after school environmental program where children will learn to be productive
community members by volunteering.
Background
Earth Watch will teach
students to be part of a community by caring for fellow community members. It also
allows children to be part of a movement to take care of our planet. Typical elements
of Earth Watch include cleaning up, planting flowers, planting trees, recycling
and building a pond. Students will learn to help others and to take care of their
own communities. The pond will be constructed at the school or community playground
so that everyone can enjoy it for years to come.
Challenged Student Conditions
~Physically, mentally, socially, educationally and culturally challenged students
can be service providers in this program by: ~Including them in the planning ~Recruiting
them to be a part of the project ~Providing instruction and guidance in performing
their jobs
Resources ~A school willing
to perform these duties ~Community involvement and volunteers ~Trash and recycling
facilities ~Media coverage and advertisement ~Funding for plants, garden supplies,
etc
Timeline
February ~Contact school
officials for permission and volunteers ~Contact all community to be involved ~Arrange
funding ~Plan daily schedule for the project
March ~Begin cleaning up
the school yard and area ~Teach the students about recycling and trash removal ~Plan
the sites that will receive the plantings, trees, flowers, etc ~Prepare the areas
that will receive the plantings April ~Prepare and begin construction of the pond
~Contact media for coverage of the project ~Plant flowers, trees, etc
Reflection ~Students will
keep journals as the project progresses ~Students will discuss the results and evaluation
of the project
Celebration ~Have a special
evening program with snacks, pizza, refreshments for all involved in the project
~Have the media there to cover the celebration ~Award certificates to all participants
~Display photo journals at the celebration
Academic Objectives
WV IGOs
Science ~Explain the changes
in nature given a series of pictures illustrating changes (4.4) ~Realize that science
is never finished by observing changes in the environment (4.7) ~Sort, classify,
and compare objects, and events based on properties (4.17) Additional Objectives
Environmental ~Involve
students in cleaning up their communities ~Teach the children that they have a responsibility
for their community Mentoring ~Provide each child with a buddy to be her/his companion
Contact Information
Donna O’Brien, Riverside
Elementary School 5 Parkway Drive
Williamson, WV 25661 (304)
235-2520
Education Preserves Cemetery
History
Community Objective
(s)
To restore historic cemetery
headstones at a nearby site by contacting and working with a local historical society.
Background
There is a need to restore
the local cemeteries headstones especially those that have been neglected for years.
There may be a need to repair the roads and paths along the way.
Challenged Student Conditions
~Physically and educationally students may be service providers in the project if
we (1) Include all students in the planning and design of the project (2) Utilize
teamwork to allow students to overcome their challenges.
Resources ~Coordinator
of volunteers ~Lawn supplies and equipment ~Funding ~Local historians to help with
proper restoration ~Cemetery books ~Internet: WV Library Commission: Wvlc. Wvnet.
Edu National Park Service: Cr. Nps. Gov Save our Sculpture 2000 project: Nic. Org/sos/sos.
Html ~List of historical societies in WV
Timeline
School year ~Identify a
site ~Contact historical society ~Research ownership of headstones ~Identify and
prioritize needs ~Determine a budget ~Schedule time to begin work at cemetery
Reflection ~Ongoing journal
entries ~Bulletin Boards ~Testimonials ~Service poems ~Evaluation and discussions
Celebration ~Dedication
ceremony with all community involved ~Awards and certificates for all participants
~Reception for participants and community
Academic Objectives
WV IGOs
Process/Workplace Objectives
~Use encouragement, persuasion, and motivation to complete an assignment as a team.
Develop an effective team using good communication skills and decision-making practices.
(PWE. 16, PW. 17)
Mathematics ~Use basic
math skills to estimate and compute measurements. Select an appropriate process
for estimating and computing. (11.11,11.12)
Additional Objectives ~To
work in small groups ~To enhance decision-making skills
Contact Information
Karen Payne, DuPont High
School Nancy Pauley, Malden Elementary Linda Ayers, Capital High
Lora Lamarre, WV State
Historic Preservation Officer 200 Elizabeth Street
Charleston, WV 25311-2119
(304) 348-1934
Empty Bowls Soup Supper
Community Objective
To increase community awareness
of world hunger, and to encourage donations for the local food pantry.
Background "Believe
that we here on Earth can learn to feed one another as well. " Empty Bowls
is a nationally known program that was started in Detroit, Michigan, to raise money
to feed the hungry. At Keyser Primary Middle School, Keyser, West Virginia, the
whole-school Project involves creating a functional product--a ceramic bowl--and
making soup to raise funds for addressing a local need.
Challenged Student Conditions
Physically, mentally, socially,
educationally, and economically challenged students can be service-providers, if
we: ~Include them in the planning ~Provide help and guidance when needed ~Teach
them what is expected and needed to do the job ~Assign appropriate work ~Make sure
the facilities are accessible for all.
Resources ~Food pantry
director, speaker ~School cafeteria with kitchen ~Student, teacher, and parent volunteers
~Ceramic kiln, non-toxic paints and ceramic white clay ~Donated ingredients for
vegetable-beef soup ~Vegetable soup recipe for a large quantity ~Coordinator to
schedule, advertise, and enlist volunteers, head cook
Timeline of Service Activities
September ~Order ceramic
clay and non-toxic paints through the art teacher. ~Introduce project idea to fifth
graders through developmental guidance class, including lesson on local, state,
national, world -wide hunger needs. Why are people hungry? ~Make soup bowls in art
class.
October ~Put advertising
in place with newspaper, PTO newsletter. ~Send parent letters home about the soup
supper, encouraging donations of desserts, soup ingredients, and the upcoming sale
of bowls, assigning specific items to each grade level.
November ~Schedule two
2-hour sessions of vegetable chopping by middle school students, parent volunteers,
and coordinator. ~Schedule donations of canned and fresh vegetable donations for
the soup, one week prior to the supper. ~Day of Supper: Organize student volunteers
from the Builders' Club to set up Empty Bowls display, drinks and desserts table,
set the tables with baskets of crackers and bread, train student cashiers, waitresses,
greeters and servers. Soup ingredients put together after last lunch shift. Supper
from 5: 00 to 7: 00 PM ~One week later: Prepare a check for the local food pantry
for 50% of the project funds, leaving 50% for next year's materials for making bowls.
Reflection ~Student volunteers
will do a graffiti wall about their thoughts and feelings regarding the Empty Bowls
Soup Supper for the bulletin board in the cafeteria for all to enjoy. ~Encourage
fifth graders to help each other and talk together as they work with the clay.
Celebration ~Photos and
videotapes will be taken of the bowl production and the preparation of the soup,
as well as the soup supper. ~Invite the director of the local food pantry to come
to school to meet with the fifth graders to talk about how the pantry works with
volunteers and to receive the check of donated funds. ~Present service-learning
certificates for middle school soup supper volunteers for their school-to-work portfolios.
Academic Objectives
WV IGOs
Civics ~Students will increase
in their awareness of local needs, as in hunger, and the function of a local agency,
the Food Pantry. ~Students will work together, cooperatively as a member of a team,
in a whole-school effort to raise funds to help meet a local need, experiencing
the benefits of volunteerism.
Art Education ~Fifth grade
students will use the clay medium to create a three dimensional and functional form.
(5.3,5.4,5.13,5.22) ~Fifth graders will identify historical uses of clay and some
of the artists who work with it. (5.19,5.24,5.25)
Health Education Workplace
Process Goals ~Students will apply core content skills and knowledge to a "real
world" problem-hunger. ~Students will increase their awareness of careers in
food service, social service, and janitorial service.
Contact Information
Mrs. Robin Mussen
Keyser Primary-Middle School
700 Harley 0. Staggers Sr. Drive
Keyser, WV 26726 (304)
788-4220
Energy Express Students’
Beautification Project
Community Objective
(s)
The Energy Express Students
will participate in a beautification project that includes their school and their
community.
Background
Energy Express is a six-week
summer enrichment program promoting the school success of rural children in low-income
communities. The program consists of 48 children, six-AmeriCorps mentors, one-Vista
member, and fivemini-mentors. The mentors complete a community service project.
All volunteers then complete a group project, which includes trash pick-up, mulching,
planting and painting to beautify the community. All projects are tied into books,
which the children have read during the summer.
Challenged Student Conditions
~All students in Energy Express will be able to participate in the planning and
operation of the program which will insure productive satisfaction for everyone
involved.
Resources ~Volunteers ~Funding
for the project, flowers, paint, etc. ~Materials to use in the project, trash bags,
rakes, etc.
Timeline
Summer ~Obtain permission
from administrators ~Contact town to see if they can aid with trash pick-up and
removal ~Read books on recycling and the community ~Obtain funds for purchasing
needed items ~Schedule for planting, painting, etc ~Carry out beautification project
Reflection ~Students will
keep journal of their experiences ~All volunteers will discuss and evaluate the
project
Celebration ~Make a photo
journal of the experience ~Give certificates and have a party when the project is
complete
Academic Objectives
WV IGOs
Reading ~Read literary
works by national and international authors to include, but not limited to: Humor,
irony, make-believe, fiction, nonfiction, fairy tales, tall tales, and poetry ~Listen
to a variety of literary forms ~Make maps of the community and the town ~Develop
respect and responsibility for the environment ~Develop an understanding of the
need for community service
Contact Information
Ann Henson
White Sulphur Elementary
School 150 Reed Street
White Sulphur Springs,
WV 24986 (304) 536-2244
Energy Express: Putting
Books in the Hands of Children
Community Objective
(s)
To recruit, train, and
schedule volunteers to participate in Read-Aloud, one on one reading, art and writing
activities based on the books that the students will receive each week. Students
will be taking these books home to keep. Other books will be given away to community
children not in the energy Express program.
Background
Energy Express is a six-week
summer enrichment program promoting the school success of rural children living
in low-income communities. Parents, schools, and community partners have joined
forces with state agencies and organizations to make Energy Express a success. Each
day small groups of five to eight children work with college student mentors. Using
a curriculum that encourages reading, mentors guide the children through enriching
experiences that make reading meaningful in their lives. They create books, read
aloud, write and perform plays. One of the great aspects of the program is that
each child receives a free book each week. This puts books in homes that might not
have a lot of reading materials available. Our students and mentors each complete
a community service project. This year our group of M & M’s (mini-mentors) Will
also complete a service project. They will be collecting used books that are still
in good condition to be given out to visiting students who come to our Open House
Celebration at the end of the project. This will put more books into the hands of
children.
Challenged Student Conditions
This project is: ~Open
to all students at White Sulphur Elementary School, but priority is given to students
who need help academically, nutritionally, or socially ~Facilities are accessible
for all students
Resources ~Students who
wish to receive extra enrichment ~Elementary schools that are willing the have the
Energy Express program ~School and community volunteers ~Funding for books and materials
for the children
Timeline
February ~Secure funding
March ~Hire AmeriCorps
mentors
April ~Sign up mini-mentors,
order books and supplies May ~Contact mentors and train
June ~Meet with the mini-mentors,
parents, and community volunteers July ~Schedule project
August ~Celebration of
Open House and evaluate the project
Reflection ~Volunteers
keep journals of experiences ~Evaluate the project
Celebration ~An open house
celebration will be held during the last week of the program. Areas will be set
up to match the six themes of the program: Myself, friends, family, home, community,
and world. Visiting children will get to move to each area and participate in reading,
writing, and art activities. Parents will be invited to attend a nutritional workshop.
Refreshments will be provided
and each visiting child will be able to pick a used book to take home. ~Newspaper
and TV media will be invited ~Certificates will be given to all volunteers
Academic Objectives
WV IGOs
Reading ~Read literary
works by national and international authors to include, but not limited to: Humor,
irony, make-believe, fiction, nonfiction, fairy tales, tall tales, and poetry ~Use
context clues to determine a reasonable meaning of an unknown word ~Use graphic
organizers such as Venn Diagrams to compare, contrast, and construct meaning ~Use
story content and prior knowledge to make predictions ~Listen to a story, and draw
conclusions about the story ~Draw conclusions regarding character feelings, moods,
traits, motives, and point of view ~Develop an understanding of the need for community
service
Contact Information
Ann Henson
White Sulphur Elementary
School 150 Reed Street
White Sulphur Springs,
WV 24986 (304) 536-2244
Family Centered Philosophy
Community Objective
To teach students ways
to deal effectively with consumers of services using a philosophy that emphasizes
respect, self-advocacy, and personal empowerment.
Background
Family Centered Philosophy
is based on the premise that providers must treat consumers with dignity and respect,
cognizant of their wishes and needs, and that consumers must be taught to be self-advocating,
expressing their needs and wants clearly. Students will work with local Family Resource
Network Board of Directors and Council members, learn to work collaboratively with
various entities such as community members, consumers, students, school personnel,
and social service organizations; How to assist the FRN in planning and coordinating
the Family Centered Philosophy Training; Arrange for adequate funding and resources;
And plan and coordinate the trainings, meeting facilities, and transportation needs.
Challenged Students Conditions
~Academically and socially challenged students may participate in this project if
we (1) Include them in the planning, (2) Recruit them to be a part of the project,
(3) Help them plan how to implement Family Centered Philosophy in their lives, school,
and community, and (4) Have other students share their success stories to promote
the project.
Resources ~A local planning
and coordinating organization (FRN) Where students can learn how to impact the community
members and social systems through Family Centered Philosophy. ~Trainers versed
in Family Centered Philosophy. ~Funding to cover transportation, supplies, and other
necessary items ~Student, community activist, social service organizations, consumers,
and school volunteers. ~Handicapped accessible facilities located conveniently for
all. ~Supplies, materials, computer accessibility and nutritious snacks.
Timeline of Service Activities
April ~Contact Family Resource
Network to assist in planning and coordinating the Family Centered Philosophy training
~Educate the community about the need for Family Centered Philosophy through various
media sources.
May ~Arrange for adequate
funding and resources from local businesses, funders, grants, etc. ~Plan a schedule
of trainings with students, teachers, and volunteers to be provided by the FRN.
~Arrange for handicapped accessible facilities located conveniently ~Invite community
members, consumers, students, school personnel, and social service organization
to participate in the trainings and the project.
June ~Students, teachers,
and volunteers will plan and coordinate transportation needs in the community.
July ~Receive training
to obtain a working knowledge of the 9-Key Principles of Family Centered Philosophy
~Begin holding workshops open to the community teaching
Family Centered Philosophy.
Reflection ~Each student
will maintain a journal during the entire project where he or she will record skills
gained in communicating with community members, attitudes about cultural diversity,
enhanced personal empowerment, influencing the community for social change, thoughts
about how the project affected their lives and lives of others, and knowledge in
career choices in the fields of community organizing, teaching and social work.
~Each student will participate in weekly meetings with the project coordinator in
which the topics covered in the journals will be discussed at length and concerns
and questions addressed by the group.
Celebration ~A special
evening program with refreshments for the students, teachers, and trainees will
follow the completion of the Family Centered Philosophy training to allow informal
visitation and reflection on the project. ~Newspaper articles highlighting the activities
will be prepared and presented to the media. ~All who participate in the program
will receive a certificate with special awards going to those who exhibit exemplary
service. ~Information will be placed in each student’s personnel file listing his
or her hours of Service Learning and personal accomplishments.
Academic Objectives
WV IGOs ~Given a set of
rules, directions, or instructions, apply them to solve a problem or accomplish
a task. (PW. 2) ~Given multiple tasks, prioritize them according to importance and
prepare a time frame and schedule to accomplish the tasks. (PW. 3) ~Demonstrate
an understanding of oral, visual, and written information by summarizing it and
following through with appropriate action. (PW. 8) ~Use correct grammar when speaking
and writing. (PW. 9) ~Use active listening and observation skills to understand
the positions of others and use verbal and nonverbal cues from others to communicate
effectively in return. (PW. 15) ~Placed in situations of conflict, demonstrate ability
to mediate and resolve the conflict. (PW. 19) ~Work independently without direct
supervision. (PW. 38) ~Provide community service and assess entrepreneurial opportunities
that exist within the community, the regions, the state, and the nation. (PW. 49)
Health Education ~Propose
strategies to enhance connections between adolescents, school, and community. (8.12)
Contact Information
Cathleen Davis, James A.
Johnson & Barbara Davis Summersville Junior High School
40 Grizzly Road, Summersville,
WV 26651 (304) 872-5092
Food Drive
Community Objective
To donate non-perishable
food to the local mission.
Background
Bread of Life Mission is
operated by volunteers to provide food and clothing for people in need. The mission
provides meals on a daily basis and relies on donations to operate. Therefore, the
students involved in this project will facilitate donations to keep the mission
in operation.
Challenged Student Conditions
~Physically challenged students may be service providers in this project if we (1)
Include them in the planning, and (2) Recruit them to be a part of the project.
~Academically challenged students may be service providers in this project if we
(1) Recruit them to be a part of the project, and (2) Provide peer mentors to them
as needed.
Resources ~Teachers and
parents needed to supervise activities. ~Dunking Booth. ~Teachers to be dunked.
~School storage room for food collection. ~Boxes, tape and markers needed for food.
~Transportation to deliver food.
Timeline of Service Activities
March ~Make posters and
send out letters asking for donations. Posters that are within school will advertise
special events the students may attend by making a donation. ~Arrange for storage
space for cans of food.
April ~Make a chart for
marking amount of food donated. For example, a giant thermometer to be marked regularly
to represent progression towards goal. ~Obtain boxes for packing food.
May ~Arrange a contest
between homerooms to see which one can generate the most donations. ~Arrange for
dunking booth to be delivered. ~Make a schedule for teachers sitting in the dunking
booth. ~Inform student body that, through posters, announcements, and teacher/team
meetings, they will have one ball to throw and dunk a teacher, for each can of food
donated. ~Collect food each day. ~Count and fill in chart. ~Pack food.
June ~Contact news media
to cover project and delivery of food. ~Schedule a day for the dunking booth. ~Do
a final collection, count and packing of food. ~Arrange for trucks and drivers to
deliver food to the mission. ~Arrange for a representative of the mission to meet
the food delivery.
Reflection ~Journals will
be kept by students participating in the project to reflect on their feelings. ~Students
will write a “Note of Appreciation” to be published in the school paper and
the local community paper thanking all those who helped with the project. ~Students
will examine attitudes about working with the teachers on the dunking booth. ~Students
will share thoughts on how this affects providers’ lives and the lives of the
receivers.
Celebration ~Local media including newspaper and TV station
will cover the delivery of the food to the mission. ~An article will be
featured in the school newspaper. ~Each participating student will receive a
certificate recognizing his or her efforts.
Academic Objectives
WV IGOs
Process/Workplace ~Given a set of rules, directions, or
instructions, apply them to solve a problem or accomplish as task. (PW. 2) ~Given
an event or activity, identify the resources needed and develop a plan of action.
(PW. 5) ~Establish a procedure and method for maintaining and retaining
information relative to the workplace assignment. (PW. 7) ~Given an assignment
with two or more individuals, use encouragement, persuasion, motivation, and
other effective communication skills to complete the assignment. (PW. 17) ~Be
able to participate effectively in making group decisions, and be able to
support those decisions to measure progress and take actions to meet those
goals. (PW. 24) ~Demonstrate the ability to select and use multiple software
packages for specific purposes. (PW. 29) ~Given a fixed amount of funds, create
a budget and demonstrate the ability to balance the amount of funds that are
deposited and withdrawn. (PW. 43) ~Provide community service and assess entrepreneurial
opportunities that exist within the community, the region, the state or the
nation. (PW. 49)
Contact Information
Sue Coole, Taylor County Middle School Route 2, Box 148A
Grafton, WV 26354 (304) 265-0722
Giving Something Back: Park Beautification
Community Objective
To provide beautification and upkeep in a state park to
enhance tourism.
Background
Park Beautification is a project that involves students in
community pride, a learning environment, utilization of problem solving skills,
academic research and comprehension, computer technology, group processing,
planning, diagramming, physical labor and working as a team. This project
involves students in cleaning brush, designing and constructing flower beds,
planting seeds and nurturing plants and flowers, mulching areas and providing
upkeep and maintenance.
Challenged Student Conditions ~Mentally impaired, learning
disabled, emotionally disturbed and behaviorally disordered students will be
partnered with peer tutors when needed to (1) Assist in the planning of the
project, (2) Participate in the implementation of the plan, (3) Be an active
participant in each phase of the project, (4) Remain involved through the
completion of the project. ~Students identified as having dysfunctional or
emotional behaviors will
(1) Utilize group
processing and feedback to maintain on-task behavior and attention span, (2) Serve
as leader assistants. ~Students who are socially and culturally challenged will
(1) Be utilized as researchers, (2) Serve as construction workers, (3) Plan for
and purchase materials, (4) Be paired with peer tutors. ~Each group of ten or
less students will include special needs students in each phase of the project
to (1) Assist in determining safety issues,
(2) Work as safety
monitors.
Resources ~An existing state park that is available for
community use year-round. ~Facilities and area available for recreational use. ~Facilities
and equipment available for research purposes. ~Supplies and materials
consisting of: Computers, software, shovels, rakes, seeds, hand tools, dirt
shrubbery, mulch, landscape timbers, gloves, safety glasses, plans and diagrams.
Timeline of Service Activities
April ~Research the subject matter and plan the project. ~Make
plans for and contact the school administration for permission to implement the
project. ~Contact the park administrative board for permission. ~Determine
safety issues and plan for emergency procedures. ~Advertise through the local
media and invite the community to become involved in the project. ~Plan and
organize a work schedule for each group. ~Determine types of flowers to be
planted, when to plant, where to plant and plant care. ~Purchase flats, soil
and seeds and plant and maintain seeds.
May ~Identify park areas for beautification. ~Construct
flower beds and transplant plants.
June ~Complete all beautification projects and maintain each
area.
Reflection ~Each group will keep a log of their achievements
during each phase of the project. ~Photographs will be taken throughout the
project and displayed. ~The students will keep an individual journal of their
group’s achievements and note what role they played in the project. ~All
members of the group will write a statement on what they feel they accomplished
for themselves and the community.
Celebration ~The school administration will present each
member of the group a certificate upon the completion of their project. ~Certificates
will be presented at a special ceremony. ~The community media will be asked to
advertise the project. ~Each student will receive community service credit for
their work. ~For our student population, community service credit will be
reported to the facility administration, probation officers, courts, parents
and school personnel.
Academic Objectives
WV IGOs
Mathematics ~Identify pictorial representations of fractions
and decimals. (6.6) ~Use estimation to solve problems with whole numbers and
decimals, including money. (6.8) ~Use order of operations to solve multi-step
problems. (6.13) ~Represent and solve real world problems by choosing the
appropriate strategy, such as guess and check, make a table, write a
proportion, find a pattern, work backwards, use a formula, write an equation,
or make a scale drawing. (6.19)
Listening/Speaking ~Listens to oral directions and
successfully completes task. (6.6) Reading Comprehension ~Locate key words and
other explicit information to construct initial meaning to a text. (6.20)
Computer/Technology ~Use a database to enter and edit data. (6.64)
~Use graphics software to select the appropriate type of graph to display a set
of data. (6.62)
Science ~Associate hands-on activities to daily life
experiences. (6.25) ~Use a variety of activities and investigations to produce
a sense of wonder about the nature world and the joy of discovery. (6.8)
Study Skills ~Acquire organizational skills to manage school
materials and time on task. (4.86)
Contact Information
Dianna Moore & David Lancaster WVDE-Institutional
Programs Pressley Ridge School
RR 2 Box 65
Walker, WV 26180-9719 (304) 679-3653
Giving Something Back: Repairing and Building Picnic Tables
Community Objective
To provide safe and appropriate picnic tables within a park
setting for public use.
Background
All students at our school will be involved in the project. Special
needs students will be involved in all aspects of project. Those students will
consist of mental impairments, learning disabilities, behavior disorders
culturally deprived, socially and emotionally challenged.
The students will have the park maintenance identify tables
to be repaired and the amount of new tables to be built. The students will then
order the supplies, get blueprints of how to construct tables from the
Internet, develop a work timeline and repair and build picnic tables.
Challenged Students Conditions ~Mentally impaired, learning
disabled, emotionally disturbed and behaviorally disordered students will be
partnered with peer tutors when needed to (1) Assist in the planning of the
project, (2) Participate in the implementation of the plan, (3) Be an active
participant in each phase of the project, (4) Remain involved through the
completion of the project. ~Students identified as having dysfunctional or
emotional behaviors will
(1) Utilize group
processing and feedback to maintain on-task behavior and attention span, (2) Serve
as leader assistants. ~Students who are socially and culturally challenged will
(1) Be utilized as researchers, (2) Serve as construction workers, (3) Plan for
and purchase materials, (4) Be paired with peer tutors. ~Each group of ten or
less students will include special needs students in each phase of the project
to (1) Assist in determining safety issues,
(2) Work as safety
monitors.
Resources ~The group assigned to this project will determine
the amount of lumber, nails, screws and paint needed for the projects. ~Student
designated as safety officer and Transportation.
Timeline of Service Activities
January
February ~Contact the park board and identify tables that
need to be repaired. ~Elect safety officer for each group of students. ~Student
group leaders will present proposal to school administration.
March
April ~Arrange for transportation through school
administration. ~Order and purchase supplies.
April
May ~The group will repair identified picnic tables. ~Build
new picnic tables. ~Contact local media to advertise project.
Reflection ~Each group will develop a power point
presentation of their project. ~Each student will maintain a log on each phase
of the project, their involvement, and feelings of accomplishment. ~The
students will develop a group list of new skills they have learned. ~All
members of the group will write a statement of how they feel their group did in
planning, constructing, and completing this project.
Celebration ~Students will receive certificates at a special
ceremony upon completion of the project. ~The community media will be asked to
advertise the project. ~Students will receive community service hours.
Academic Objectives
WV IGOs
English/Language Arts ~Listen to oral communication and
retell in either oral or written form. (6.5) ~Listen to oral directions and
successfully complete the task. (6.6)
Writing ~Use a writing prompt to develop a composition that
has smooth transition. (6.55)
Social Studies ~Identify where responsibility rests for
upkeep of public and private property. (6.16)
Science ~Associate hands-on activities to daily life
experiences. (6.25)
Math ~Estimate and/or measure the length of real objects in
parts of an inch up to 1/8 inch, whole inches, feet, yards. (5.36)
Contact Information
Dianna Moore & David Lancaster WVDE-Institutional
Programs Pressley Ridge School
RR 2 Box 65
Walker, WV 26180-9719 (304) 679-3653
Giving Something Back: Sand Volleyball Courts
Community Objective
To provide a safe and enjoyable recreational activity in a
state park.
Background
The purpose of this project is to provide a recreational
sand volleyball court within Mountwood Park which will be utilized by private
and public groups or individuals. All students will be involved in the
development of the plans for designing and making the sand court.
Challenged Student Conditions ~Mentally impaired students
can be service providers in our project if we partner them with a peer mentor
to assist in planning and construction. ~Students identified as having
dysfunctional behaviors or emotional problems can be service providers in our
project if we (1) Utilize group processing and feedback to maintain on-task
behaviors and attention spans, (2) Allow them to serve as leader assistants, (3)
Allow them to serve as planners and purchasers, and (4) Allow them to work as
safety monitors. ~Students who are socially, culturally, and educationally
challenged can be service providers in our project if we (1) Utilize them to
work as researchers, construction workers, planners and purchasers, and
(2) Pair them with
peer tutors for the project
Resources ~Supplies and materials consisting of: Blueprints,
railroad ties, shovels. Padding, tape measure, sand, back hoe, rakes, drain
pipe, gravel, poles, net and volleyball. ~Identified park area to construct the
court. ~Student and community volunteers. ~Computer software and technology. ~Transportation
to and from the work site. ~Assign work crews to each phase of the project. ~Stake
out the dimensions of the court. ~Park maintenance staff to operate the backhoe.
~Group schedule, blueprints and timelines that determine the planning,
construction and completion of the volleyball court.
Timeline of Service Activities
January
February ~Obtain permission for project from park board. ~Safety
factors will be determined. ~Determine need for community assistance. ~Request
supervision and transportation from the school principal.
March
April ~Complete a scale drawing of the court area. ~Determine
groups, group leaders and specific tasks for workers. ~Determine all tools and
materials needed.
April
May ~Stake out court area, develo p a book of volleyball
rules. May
June ~Build a sand volleyball court.
Reflection ~The students will keep an individual log on project
accomplishments, their involvement and feelings of accomplishment. ~Each group
will maintain a video library of the planning, construction, and finished
product and use these pictures to develop a power point presentation. ~The
students will develop a narrative of the project and in conjunction with the
power point presentation, present their project to the staff. ~The students
will develop a list of new skills they learned and utilized during this project.
~Each member of the group will write a statement of how they feel their group
did in planning, constructing and completing the project. ~Each student will
write a statement on what he feels he did for the community.
Celebration ~Students will receive certificates upon
completion of the project. ~Certificates will be presented during a special
ceremony. ~The community media will be asked to publicize the project. ~Students
will receive community service hours. ~For our student population, community
service hours will be reported to the courts, probation officers, DHHR, parents
and facility administrators.
Academic Objectives
WV IGOs
Mathematics ~Represent and solve real world problems by
choosing the appropriate strategy, such as guess and check, make a table, write
a proportion, find a pattern, work backwards, use a formula, write an equation,
or make a scale drawing. (6.19) ~Recognize line symmetry and rotational
symmetry. (6.36) ~Determine measurements indirectly from scale drawings. (6.47)
~Determine sequence of events. (2.410) ~Select and use appropriate units of
measurement according to type and size of unit. (3.42)
Computer/Technology ~Use a calculator to do computations in
problem-solving situations. (6.49) ~Locate sources. (2.440) ~Draw conclusions. (2.620)
English/Language Arts ~Exhibit appropriate speaking etiquette (e. G., speaking
in turn, using proper communication technologies, demonstrating interpersonal
communications. (6.2) ~Listen to oral directions and successfully complete the
task. (6.6) ~Write sentences that are complete, varied, and economical. (6.52)
Contact Information
Dianna Moore & David Lancaster, WVDE-Institutional
Programs Pressley Ridge School
RR 2 Box 65
Walker, WV 26180-9719 (304) 679-3653
Giving Something Back: Walking Trails
Community Objective
Students are providing walking trails for the community to
utilize for physical fitness, observing nature and for leisure activities.
Background
The students will construct walking trails throughout the
state park for enjoyment by citizens. The students will survey the park area,
develop blueprints of the trails and clear the area. The trails will vary in
length and terrain.
Challenged Student Conditions ~Mentally impaired students
can be service providers in our project if we partner each with a peer
assistant. ~Students identified as having dysfunctional or emotional behaviors
can be service providers in our project if we utilize group processing and
feedback to maintain on-task behaviors and attention span. ~Students who are
socially and culturally challenged can be service providers in our project if
we utilize them as researchers, construction workers, planners and purchasers
while pairing them with peer tutors for the project.
Resources ~Maps of the park and established landmarks. ~Saws,
weed eaters, gloves, boots, safety glasses, rakes, shovels and a compass.
Timeline of Service Activities
January
February ~Contact park board and identify areas in the park
to construct the trails.
March
April ~Order tools and construct maps of the trails they are
to construct.
May
June ~Construct trails throughout the park area.
Reflection ~The students will keep a group log of their
achievements during the different phases of the project. ~Each group will
photograph parts of the trail they made and display them on a bulletin board. ~Each
student will keep a diary of his own achievement of this project and his
feelings about their participation. ~Each student will write a statement on
what he feels was accomplished for the students and the community.
Celebration ~Students will receive a certificate upon
completion of their project. ~Certificates will be presented during a special
ceremony. ~The community media will be invited to advertise the project. ~Students
will receive community service hours for their participation. ~Community
service hours will be reported to the courts, probation officers, social
workers, parents and facility administrators.
Academic Objectives
WV IGOs
Reading Comprehension ~Represent and solve real world
problems by choosing the appropriate strategy, such as guess and check, make a
table, write a proportion, find a patter, work backwards, write an equation or
make a scale drawing. (6.19)
Measurement ~Determine measurements from scale drawings. (6.47)
~Select and use appropriate units of measurement according to type and size of
unit. (3.42) ~As part of a problem solving situation, conduct a survey,
organize data, and display the finding on a bar, line and circle graphs. (4.27)
Study Skills ~Identify and use sources for specific types of
information. (6.143) ~Use a time line to display a sequence of events. (3.30)
Computer Technology ~Use graphic software to create, read,
interpret and organize information in the form of tables, graphs, diagrams and
charts. (6.162)
Contact Information
Dianna Moore & David Lancaster WVDE-Institutional
Programs Pressley Ridge School
RR 2 Box 65
Walker, WV 26180-9719 (304) 679-3653
Grant Writing
Community Objective
(s)
To identify a local planning and coordinating organization (Family
Resource Networks FRN) Where students could learn how grant writing skills can
impact the community and systems for social change.
Background
To provide students with working knowledge of researching,
seeking, writing, implementing, and administrating community grants that will have
a positive impact on their world.
Challenged Student Conditions
Learning disabled and socially challenged junior high
students can participate in the service learning activity if we: ~Include them
in the planning ~Recruit them to be a part of the program ~Help them plan how
to work with school personnel, parents, local businesses and local, state, and
national foundations ~Have other students share their success stories to
promote the service learning project
Resources ~A local planning and coordinating organization
such as FRN willing to give youth assistance in grant writing ~Funding to cover
transportation, supplies, and other necessary items ~Student, community
activist, and school volunteers ~Supplies, materials, computer accessibility
and nutritious snacks
Timeline
Month 1 ~Research various grant writing modalities with
assistance from the local agencies ~Arrange for adequate funding and resources
from businesses, funders, and various other entities
Month 2 ~Plan a schedule of monthly review of appropriate
grant narratives with students, teachers, and volunteers Month 3 ~Students,
teachers, and volunteers will plan and coordinate transportation needs
Month 4 ~Contact modalities and request assistance, time
frames, writing styles, list of funded grants, etc.
Month 5 ~Chose a simple grant that will affect the student’s
world and submit to funder. ~Plan program activities that include academic
enrichment, cultural enhancement, mentoring, and ways to influence the
community for social change
Month 6 ~Planning and coordinating the monthly reviews,
transportation needs and monitor the grant process
Reflection ~Students will discuss their new skills in grant
writing, finding appropriate grants for specific needs ~Students will share
their ideas with others about coordinating the activities ~Students will keep a
journal of their progress throughout this program
Celebration ~Periodic gatherings with all concerned parties
to discuss and celebrate their successes during this program ~Media coverage of
the results of the program
Academic Objectives
WV IGOs
Problem Solving ~Systematically analyze the component parts
of a given situation or process and plan, prioritize tasks, organize, implement
a concept to improve that situation; Demonstrate understanding of material by
summarizing material in written, visual and oral means and following through
with appropriate action (PW 1-8)
Communication ~Use correct grammar when speaking and writing;
Use correct punctuation, spelling, vocabulary, and grammar in all written work;
Compose correspondence for a variety of audiences that is correct, easily
understood, and reflects all the necessary information (PW 9-15)
Working with Others ~Understand what it takes to work with
others; Use effective communication techniques to motivate others; Perform both
leadership and non-leadership roles; Analyze verbal and non-verbal
communication; Provide effective feedback to others (PW 16-25)
Career Development ~Provide community service (PW 49) Technology
~Demonstrate ability to set up and use computer equipment; Obtain information
on-line; Select software packages; Use word processing skills; Create and use
databases, spreadsheets, and graphics; Demonstrate the ability to use
telecommunications (PW 26-33)
Contact Information
Cathleen Davis, James A. Johnson and Barbara Davis
Summersville Junior High School
40 Grizzly Road
Summersville, WV 26651 (304) 872-5092
Healthy Relationships
Community Objective
To promote service learning utilizing the presentation of
information about relationships through interactive student activities.
Background
Peer education is an excellent way to learn and serve in
communities.
Through the process of having health issues taught to middle
school classes by high school peers, positive peer pressure is promoted. This
lesson will present the facts, myths and outcomes of both good and bad
relationships. By allowing high school students to present this information,
they are provided with the opportunity to share their knowledge with others and
also learn and serve through their experiences.
Challenged Student Conditions ~Educationally challenged
students can be service providers in our project if we (1) Include them in the
planning, and (2) Pair them with partners who can provide academic guidance. ~Physically
challenged students can be service providers in our project if we (1) Include
them in the planning, (2) Assure that all facilities are handicapped
accessible, and (3) Pair them with partners who can provide physical assistance
when needed.
Resources ~A receptive educational environment. ~Student
volunteers. ~Grant funding for materials and traveling expenses (if applicable).
Timeline of Service Activities
February
May ~Secure permission from education administrators. ~Complete
final lesson plans. ~Secure funding.
September
November ~Certify student educators to be presenters.
December ~Finalize presentation dates, times, and places. ~Produce
game components and activities.
January ~Present lessons. ~Allow time for students and
faculty evaluation of the presentations.
Reflection ~Each peer educator will write a journal entry
after each presentation describing his or her feeling and thoughts. ~In order
for peer educators to enhance their presentation skills, the audience will be
asked to complete an evaluation at the end of every presentation.
Celebration ~Peer educators will be recognized by the
presentation of certificates and awards for their service. ~A display will be
made to depict their experiences from their service learning projects.
Academic Objectives
WV IGOs
Process/Workplace ~Given a set of rules, directions, or
instructions, apply them to solve a problem or accomplish a task. (PW. 2) ~Demonstrate
an understanding of oral, visual, and written information by summarizing it and
following through with appropriate action. (PW. 8) ~Use active listening and
observation skills to understand the positions of others, and use verbal and
nonverbal cues from others to communicate effectively in return. (PW. 15) ~Given
an assignment with two or more individuals, use encouragement, persuasion,
motivations, and other effective communication skills to complete the
assignment. (PW. 17) ~Perform effectively in both leadership and nonleadership
roles. (PW. 18) ~Placed in situations of conflict, demonstrate ability to
mediate and resolve the conflict. (PW. 19) ~Provide effective, corrective, and
positive feedback to others in the appropriate situation. (PW. 21) ~Understand
what is expected of a person in a given situation or process, and be able to
clarify, modify, and/or meet those expectations. (PW. 34) ~Be able to check the
details and quality of one’s work and to take action to correct mistakes. (PW. 44)
~Provide community service and assess entrepreneurial opportunities that exist
within the community, the region, the state or the nation. (PW. 49)
Contact Information
Ann Simon
Morgantown High School 109 Wilson Avenue
Morgantown, WV 26505 (304) 291-9260
Heart, Healthy, Happenings for the Hungry
Community Objective
(s)
To make students and the community aware of how a healthy
life style and how exercise and good eating habits can affect your heart and
your overall physical and emotional health.
Background
This project will get people physically “a movin” and aware of the importance of a healthy lifestyle. Students,
teachers, community guests, and volunteers will be participating in a two-hour
activity, which will include walking and visiting four different health
stations at 15-minute intervals during the walk. The stations will include
blood pressure check, pulse and respiration, body fat measurement, height and
weight assessment, as well as a healthy snack station. Students and the
community will gain first hand information about their own personal wellness (local
Firefighters and Emergency Medical Technician’s will be assisting with the
stations as well as demonstrating equipment.) Prior to the activity, students
will learn nutritional facts and the A Food Pyramid in class. At the conclusion
of the event, food will be donated to local food pantries, walkers will be
given participation ribbons, and community volunteers will be awarded special
recognition pins.
Challenged Student Conditions ~Blind, deaf, deaf-blind
multi-handicapped students in grades K-12 can be active participants and
service providers in this project by; ~Including them in the planning
~Assisting special needs students according to safety issues and individual
requirements ~Including all students in a least one stage of the planning,
preparation or implementation of the program
Resources ~Project coordinator, student volunteers,
community volunteers, fire fighter and EMT volunteers ~Health textbook and
information on the Food Pyramid ~Computer and copy machine access, Brailler and
braille paper ~Interpreters and Blind Guides ~Supplies, tables and chairs for
stations ~Station equipment, blood pressure cup, etc ~Awards and certificates
Timeline
Month 1 ~Set date and get approval from administration for
implementation of the project ~Obtain permission to use track area for walkers ~Explain
project to students and get their input ~Divide students into their volunteer
groups ~Develop informational flyer and give out in the community ~Assemble
volunteers from local rescue squads ~Invite senior citizens groups, clubs, and
organizations from the community
Month 2 ~Assign students to stations ~Plan and organize
station activities ~Advertise the event ~Assign duties to volunteers ~Make or
order awards and certificates Month 3 ~Distribute the flyers ~Set up the
stations, decorate, and implement the project on event day ~Assemble walkers
prior to health walk, divide into groups, and give instructions for break times
and station visits ~Deposit donated food to appropriate area on the Food
Pyramid ~Broadcast the event if possible ~Begin health-walk and visit the
stations ~Present food donation to the food pantry representatives ~Present
awards after program ~Clean-up and return the equipment
Reflection ~Students complete a self-evaluation of height,
weight, and body fat to see if any adjustments need to be made in individual
diet and exercise plans ~Write a personal self-health improvement plan ~Discuss
the difference a food donation will make in the lives of hungry people and talk
about how it feels to be hungry ~Evaluate the nutritional value of the donated
food ~Discuss their concerns about possible personal emergency health care with
the emergency service volunteers
Celebration ~Award special recognition ribbons for
participating the Health Walk at the conclusion of the activity; Special pins
to the Emergency Service volunteers and certificates of recognition to the Food
Pantry volunteers ~Adjourn to the school dinning room for a healthy lunch and
fellowship following the event
Academic Objectives
WV IGOs ~IGOs can be modified by grade level to meet the
diversity of students in each grade level and the special needs population.
Lifetime Wellness ~Assess personal fitness related to the
five components; Develop a personal fitness program and monitor results at
specific time intervals in journals, logs, portfolios, etc. (8.3) ~Participate
in lifetime fitness activities like walking (8.4) Physical Activity ~Analyze
the benefits of physical activity in relationship to the reduction of specific
health risks (8.12) Social Skill Development ~Discuss methods of advocating for
personal, family and community health (8.19)
Contact Information
Sherry Eglinger and Cheri Beverage
West Virginia Schools for the Deaf and the Blind Romney, WV
26757 (304) 822-4884
History in the Making
Community Objective
(s)
To develop intergenerational friendships between students
and elderly
Background
History in the Making has two components. The first is for
students to make contact and develop friendships with residents in a nursing
home or a senior center. The second is to encourage students to develop oral,
written and historical data gathering skills.
Challenged Student Conditions ~Educationally, socially,
physically, and economically challenged students can be service providers by: ~Actively
recruiting them in the planning ~Making sure that the facilities are accessible
to all ~Providing help and guidance to those that need it ~Providing travel to
and from the site
Resources ~Teachers to provide guidance and instruction on
how to make an oral history project ~Local nursing home or senior center
~Funding ~Guest speakers on the aging (National Institute on Aging 1.800.222.2225)
~Guest speakers from the Veterans Administration Office, the American Heart
Association, Eldercare, etc ~Cassettes and tape recorders, camcorders, video
equipment, cameras, etc ~Writing workshop instruction from the English
department
Timeline
School year ~Locate the site ~Schedule speakers from the
site to instruct the volunteer students ~Introduce a unit on the study of the
elderly ~Organize transportation to the site ~Guest speakers from community
organizations ~Writing workshop in the classroom ~Develop rapport and tape
conversations with the elderly ~Compile the data ~Find a publisher ~Publish the
oral histories ~Celebrate the finished product ~This could take several months
or the entire school year
Reflection ~Students will record in a journal their feeling
as the project progresses ~Students will discuss their findings in class
discussions ~Students will compare oral histories and draw conclusions about
the time period ~Organize conferences with teachers concerning liaison with the
elderly ~Present these oral histories to the seniors at a luncheon
Celebration ~Hold a luncheon for the elderly involved in the
project and read the oral histories to them ~Present them with a copy of the
oral history collection ~Award certificates to the volunteer students and
others ~Invite media
Academic Objectives
WV IGOs
Process/Workplace Objectives ~Use encouragement, persuasion,
and motivation to complete an assignment as a team. Develop an effective team
using good communication skills and decision-making practices. (PWE. 16, PW. 17)
Health ~Investigate facilities, types of activities,
services, and programs available within the community to promote a health
lifestyle (HE. 15)
Listening and Speaking ~Identify barriers to listening and
generate methods to overcome them (LS 11.3) ~Compare and contrast shared
personal cultural experiences (LS 11.4)
Reading ~Compare and contrast the multiple meanings of words
in the context of oral and written communication (R. 11.74)
History ~Identify major historical events in chronological
order (H 11.51)
Contact Information
Susan Lloyd & Leigh D’Agostino Ben Franklin Career
Center
500 28th Street, Dunbar, WV 25064 (304) 766-0369
How Does Your Garden Grow?
Community Objective
To prepare, plant and maintain a plot of ground at a local
park to be used as a flower garden.
Background
Sunbeam Child Care Center, a small childcare center in a
residential setting in Fairmont, WV, is a “School-Day
Plus” extended day care participant. The concept is part of a movement to
provide a nurturing, learning environment for elementary school children during
times that school is not in session and their parents are working.
Children enjoy gardening. Whether they choose to raise seeds
in a plastic bag, grow sunflowers in a raised bed, or plant carrots for their
lunch. Gardening is an enriching activity for all ages of children. While they
are having fun, they are learning valuable concepts that will help them later
in life.
Challenged Student Conditions ~Physically challenged
students can be service providers in our garden project if we (1) Include them
in the planning, and (2) Insure that physical facilities at the garden site are
accessible. ~Academically challenged students can be service providers in our
garden project if we (1) Include them in the planning, and (2) Demonstrate
hands on planting techniques.
Resources ~A local park with area in need of landscaping. ~Funding
to cover transportation, plant supplies, tools, miscellaneous landscaping
materials. ~Local Park Ranger. ~Local greenhouse supplier. ~Home Extension
Agent. ~Potting soil, seeds, egg cartons, seedlings, 3-4 watering cans, hose
and access to water supply, flower boxes, gardening tools, gloves, gravel or
wood chips, sawed off logs (sitting stools)
Timeline of Service Activities
April ~Contact park.
May ~Plant seeds. ~Tour nursery/college or university
greenhouse. ~Schedule guest speaker from area Home Extension Office.
June ~Plant flowers in designated areas. ~Add mulch/wood
chips. ~Build and install sitting log.
June
August ~Weed, water, and maintain garden plot. September
~Clean garden area and prepare it for winter.
Reflection ~Each students will draw his/her vision of how
the garden should look. ~Take photos before, during, and after planting process.
~Post pictures on bulletin board. ~Measure plants regularly and graph growth. ~Make
a chart of the parts of a flower.
Celebration ~Plan regular outings to the park to play and
maintain the garden plot. ~Plan a picnic at the park. ~Invite parents to the
picnic. ~Invite a botanist to talk to students about the flowers they have
planted. ~Pick a bouquet of flowers from the garden and share with others, (nursing
homes, hospital, etc.) ~Contact the local media (TV, newspapers, radio) To
provide coverage of the students’ accomplishments.
Academic Objectives
WV IGOs
Civics ~Explain and experience the benefits of volunteerism
in the community and at school (K. 3,1.5) Science ~Explore/compare and contrast
objects and events using the five senses. (K. 3,1.3,2.3) ~Trust observations of
living and non-living things in the environment and accept results of personal
discoveries. (K. 11) ~Understand that the study of living and nonliving things
in the natural world integrates living organisms, earth materials and physical
properties of matter. (K. 27) ~Observe the properties of plants. (K. 32) ~Identify
needs of living things (food, water, light) (1.33) Process/Workplace ~Given
multiple tasks, prioritize them according to importance and prepare a time
frame and schedule to accomplish the tasks. (PW. 3) ~Stay with a task or
assignment to completio n. (PW. 36)
Contact Information
Helen Post-Brown Sunbeam Child Care Center
1654 Mary Lou Retton Drive
Fairmont, WV 26554 Marion County (304) 366-8590
Fax (304) 366-5006
SunbeamCCC@aol. Com
Kids First: Parents Insight Into their Child’s Literary
Development
Community Objective
To organize and operate an evening workshop devoted to
sharing with parents ways they can become involved in their child’s literary
development.
Background
Parents are the first and primary teachers of their children.
One of the most effective ways to encourage a child’s emerging literacy and to
support growing reading skills is by reading aloud. The students at Morgantown
High School provided a workshop to enable parents to become more active in
their children’s literary development. The evening workshop was offered three
different times, providing an opportunity for all parents to attend. The books
purchased from the Newbery and Caldecott Book List were recommended and
available for parents to peruse. A reading specialist was brought in to inform
parents of the research being done in the area of literary development.
Challenged Student Conditions ~Academically challenged
students can be service providers in our program if we (1) Include them in the
planning (2) Invite them to be a part of the program, and (3) Provide adequate
training on our goals. ~Physically challenged students can be service providers
in our program if we ensure that the physical facilities at the site are
handicap accessible.
Resources ~Parents who wish to be involved in their
children’s literary development. ~A senior citizen, an adult, or student
volunteer to coordinate the workshops. ~A reading specialist who is familiar
with the latest techniques in literary development. ~Community libraries and
librarians. ~Funding of books and materials.
Timeline of Service Activities
February
May ~Secure funding of materials to be purchased. ~Make
plans to work with local libraries to set dates for workshops.
March ~Design flyers advertising the program.
April ~Develop a preparatory training session to share
materials and ideas for the service project.
May ~Prepare and publish a book list as well as guidelines
for reading with children.
September ~Begin workshops.
Reflection ~Parents will keep a journal of each time they
read with their child, noting any improvements in interest in reading. ~Parents
will note the kind of materials children enjoy. ~The students leading the
workshops will communicate with the parents through writing, e-mailing,
phoning, or otherwise successfully communicating the direct influence reading
aloud has had on their child.
Celebration ~Prepare bulletin boards of libraries with book
choices. ~A special evening program (with refreshments) Is planned for parents,
their children, and the service providers. ~Certificates will be presented to
both participating parents and children.
Academic Objectives
WV IGOs
Language Arts ~Properly follow a specific set of
instructions (10.30). ~Demonstrate use of reading strategies necessary for
various reading purposes (11.25). ~Use correct grammar when speaking and
writing (PW. 9). ~Perform effectively in both leadership and non-leadership
roles (PW. 16). ~Stay with an assignment or task to completion (PW. 34). ~Demonstrate
self-motivation (PW. 35).
Contact Information
Nancy Colebank & Steve Bradley
Marcie Rice Melinda Poland Natalie Voithofer Jackie Doyle
Morgantown High School 109 Wilson Avenue
Morgantown, WV 26501
Monongalia County (304) 291-9260
Kids First: Giving Children the Opportunity to Experience,
First-Hand, an
Intergenerational Relationship
Community Objective
To promote interaction between a community of different
generations.
Background
The intergenerational gap is often a progress-halting
barrier in this country. The students at Morgantown High School created a
program aimed at alleviating this gap. The program involved both elementary
students and senior citizens. It was advertised in local schools and libraries,
where elementary students were encouraged to adopt a “grandparent” from a local retirement home, and spend time with him
or her on a regular basis. The students and senior citizens took turns reading
to each other and sharing in activities related to the reading material, which
broke the ice between the pair and lead to a relaxed conversation.
Challenged Student Conditions ~Academically challenged students
can be service providers in our program if we (1) Include them in the planning
of book selections
(2) Invite them to be
a part of the program, and (3) Recruit them to help design flyers advertising
the program. ~Physically challenged students can be service providers in our
program if we ensure that the physical facilities at the reading site are
handicap accessible.
Resources ~Local retirement home willing to cooperate. ~Challenged
students, senior citizens, elementary students. ~Student volunteers and adult
volunteers to coordinate the program. ~Nursing home personnel to explain the
procedures and policies of the nursing home to students. ~Funding for books
from the Newbery and Caldecott award winning list. ~Supplies including
materials for the “All About Us “book construction
paper, markers, crayons, stapler and staples, glue, white paper, colored paper,
camera, film, journal, name tags, parchment papers ~Refreshment items including
punch and cookies, plates, cups, and napkins.
Timeline of Service Activities
February
May ~Secure funding of
materials to be purchased. ~Make plans to work with local retirement homes to set
dates for beginning the program.
March ~Design flyers and
pamphlets to be distributed in local schools and libraries advertising the program.
April ~Develop presentation
to take to retirement homes and sign up senior citizen volunteers.
May ~Develop an idea sharing
session for senior citizen volunteers. ~Contact each participant for a biography.
September ~Pair each student
with a grandparent and discuss a scheduled time to meet.
October ~Begin program.
Reflection ~Each student
and senior citizen pair share their thoughts on the experience and how the program
affected their lives by writing an entry in a journal. ~The coordinators conduct
a survey comprised of simple questions to be completed by both students and senior
citizens. ~The students and adult coordinators hold a meeting to review the responses
from the surveys and discuss the project.
Celebration ~A special
afternoon program will be planned at the retirement home to bring together the students,
their parents, and the “grandparents”. ~Students and “grandparents” will share their feelings about the program and
parents will also be given a chance to respond. ~Students and “grandparents” will be presented with
certificates and refreshments. ~The pair will be encouraged to keep in contact
and visit with each other frequently to continue building the friendship formed
by the program.
Academic Objectives
WV IGOs
Language Arts ~Properly follow a specific set of
instructions (10.30). ~Demonstrate use of reading strategies necessary for
various reading purposes (11.25). ~Use correct grammar when speaking and
writing (PW. 9). ~Perform effectively in both leadership and non-leadership
roles (PW. 16). ~Stay with an assignment or task to completion (PW. 34). ~Demonstrate
self-motivation (PW. 35).
Contact Information
Nancy Colebank Steve Bradley Marcie Rice Melinda Poland
Natalie Voithofer Jackie Doyle
Morgantown High School 109 Wilson Ave.
Morgantown, WV 26501 Monongalia County (304) 291-9260
Kids First: Aiding Struggling Readers
Community Objective
To promote literacy development of community children by
providing struggling readers with tutors.
Background
The Shack Neighborhood House provides a free after school
program held from 2: 30-5: 30 each evening. The majority of students are from
low-income families, 62.36% receiving free or reduced meals. Of the 40
currently attending students, 10-15 desperately need special attention in the
area of reading. Many are failing reading in school and are grade levels behind.
The students at Morgantown High School tutor the struggling readers in the
after school program. The high school students work with the children on their
homework as well as in reading or any other area in which the student is
struggling.
Challenged Student Conditions ~Academically challenged
students can be service providers in our program if we (1) Include them in the
planning and (2) Invite them to be a part of the program. ~Physically
challenged students can be service providers in our program if we ensure that
the physical facilities at the site are handicap accessible.
Resources ~Struggling readers who wish to receive help. ~Parents
willing to be involved in their children’s education. ~High School tutors. ~Coordinators
of the after school program. ~A senior citizen, adult, or high school student
coordinator specifically for the reading program. ~Funding of books and
materials.
Timeline of Service Activities
February
May ~Secure funding of materials to be purchased. ~Make
plans with Shack Neighborhood House to set dates for beginning the program.
March ~Design flyers advertising the program. April ~Sign up
student volunteers as tutors.
May ~Develop a preparatory training session to share
materials and ideas for the program, such as becoming familiar with the reading
materials.
September ~Begin tutoring program.
Reflection ~Tutors keep journals of the children’s progress.
~Children keep journals of their thoughts after each tutoring session. ~Midterm
reports and report cards are analyzed to see evidence of improvement.
Celebration ~A recognition ceremony takes place the last day
of the tutoring program. ~Certificates are presented to the participating
children. ~Refreshments are served.
Academic Objectives
WV IGOs
Language Arts ~Properly follow a specific set of
instructions (10.30). ~Demonstrate use of reading strategies necessary for
various reading purposes (11.25). ~Use correct grammar when speaking and writing
(PW. 9). ~Perform effectively in both leadership and non-leadership roles (PW. 16).
~Stay with an assignment or task to completion (PW. 34). ~Demonstrate
self-motivation (PW. 35).
Contact Information
Nancy Colebank Steve Bradley Marcie Rice Melinda Poland
Natalie Voithofer Jackie Doyle
Morgantown High School 109 Wilson Avenue
Morgantown, WV 26501 Monongalia County (304) 291-9260
Kids First: Taking the Joy of Reading to Sick Children
Community Objective
To promote companionship between high school volunteers and
young patients at local hospitals.
Background
Children receiving medical care at local hospitals are often
lonely and bored when family members cannot visit them and there are no
activities to occupy their time. Morgantown High students, under the direction
of the Child Life Specialist and the Key Club, will visit the children at the
local hospitals and spend time with them reading and enjoying each other’s
company. After reading with the children, the students will lead them in
activities relating to the book they will have just read. Reading the book is a
way to break the communication barrier and provide a place to begin
conversation. The patients feel more at ease with the high school students and
open up to them more after a book has been read. At the conclusion of the
visit, patients are presented with a gift bag from their new friend containing
reading materials to enjoy.
Challenged Student Conditions ~Academically challenged
students can be service providers in our program if we (1) Include them in the
planning of book selections
(2) Invite them to be
a part of the program, and (3) Recruit them to help design flyers advertising
the program. ~Physically challenged students can be service providers in our
program if we ensure that the physical facilities at the reading site are
handicap accessible.
Resources ~Patients in local hospitals with a need for such
a program. ~High school volunteers and an adult or senior citizen coordinator. ~The
Child-Life Specialist at the hospital to provide instruction about hospital
policies and procedures. ~Funding for books from the Newbery and Caldecott
Award winning list. ~Supplies and materials including construction paper,
markers, paints, glue, white paper, parchment paper, gift bags, coloring books,
Children’s Golden Books and bookmarks.
Timeline of Service Activities
February
May ~Secure funding and seek materials to be purchased
including books, construction paper, markers, crayons, paints, glue, paper,
gift bags, coloring books, Children’s Golden Books, and bookmarks.
March ~Contact the Child -Life Specialist at the hospital to
set guidelines for project as well as appropriate dates.
April ~Develop a preparatory training session where the
Child-Life specialist can come and talk to the volunteers informing them of
hospital policies and procedures.
May ~Prepare and publish a book list and the correlating
activities.
Reflection ~Volunteers will keep journals of each time they
read with a patient, recording what they thought went well and possible
suggestions for future reading times. ~Small groups will be conducted by an
adult volunteer to discuss the emotional repercussions of working with ill and
terminally ill children. ~Volunteers will be encouraged to express the feelings
generated by this project through art projects, poetry, and/or music.
Celebration ~Certificates will be presented to the patients
participating in the sessions. (Due to the nature of the illnesses,
certificates will be presented at each visit.) ~Patients will place their
drawings, puppets, etc. On display around the hospital. ~Gift bags containing
reading materials such as Children’s Golden Books, crayons, coloring books, and
bookmarks will be given to patients.
Academic Objectives
WV IGOs
Language Arts ~Properly follow a specific set of
instructions (10.30). ~Demonstrate use of reading strategies necessary for
various reading purposes (11.25). ~Use correct grammar when speaking and
writing (PW. 9). ~Perform effectively in both leadership and non-leadership
roles (PW. 16). ~Stay with an assignment or task to completion (PW. 34). ~Demonstrate
self-motivation (PW. 35).
Contact Information
Nancy Colebank Steve Bradley Marcie Rice Melinda Poland
Natalie Voithofer Jackie Doyle
Morgantown High School 109 Wilson Ave.
Morgantown, WV 26501
Kindergarten Granny and Grandpa
Community Objective
To provide a “Kindergarten
Granny or Grandpa” for each kindergarten classroom. They will spend
approximately three hours per day at school.
Volunteers will be recruited from the community.
Background
Our school has had the good fortune of being selected as a
site for a “Granny Aide”. A Granny or
Grandpa aide is a retired volunteer that spends time in each kindergarten class.
Travel expenses and lunch is provided through a federal program. Their
responsibilities are reading aloud, helping with activities and sharing their
wealth of knowledge with the students. The need for additional grannies or
grandpas is apparent due to the success of our existing granny program.
Challenged Student Conditions
Mentally challenged students can be service providers in our
project if we: ~Allow extra time to be spent with the students who need
assistance. ~Emotionally challenged students can be service providers in our
project if we provide a positive nurturing atmosphere within the school day by
interacting with the grannies. Oftentimes these students do not have
grandparents within their families
Resources ~Senior citizen volunteers willing to come to the
elementary school ~Funding to cover lunches and travel for the seniors
Timeline (school year) ~Organizational meeting to recruit
volunteers ~Set schedule to begin the program
Reflection ~Students will draw pictures and other art
activities to share with their grannies ~Students will interact with the grannies
to build friendships ~Teachers and grannies will meet to reflect and plan
activities for the children
Celebration ~Invite local media to attend special events to
report on the program ~Have a class party with the volunteers at the end of the
program ~Volunteer certificates will be presented to the grannies and the
students
Academic Objectives
WV IGOs
Listening, Speaking ~Listen to a variety of literary form (K.
1) ~Participate in choral speaking, reciting poems, rhymes, songs, and stories
with repeated patterns and creative dramatics (K. 2)
Reading Comprehension ~Read literary work by national and
international authors to include but not to be limited to fairy tales, science
fictions, tall tales and poetry (K. 14)
Additional Objectives ~Mentoring, each student will be
actively involved with a senior citizen to be their companion and confidant
Contact Information
Debra Bowen and Donna Hall Fort Gay Elementary
P. O. Box 427
Fort Gay, WV 25514 (304) 648-5488
Learn to Drive the Computer Highway
Community Objective
To provide a computer literacy program for students who then
will teach others as well as senior citizens.
Background
The Scott’s Run Area of Monongalia County is economically
deprived; Very few families own computers and their children have limited
access to them in school. This program is designed to enhance each student’s
computer skills and also make computers accessible to family members. Due to
welfare reform and the WV Works Program, people are going to need marketable
skills to seek employment. Children as well as adults may get these skills at
the Computer Lab at Scott’s Run Settlement House.
Challenged Student Conditions ~Socially, academically,
culturally, and mentally challenged students can be providers in our computer
literacy program if we (1) Include them in the planning, (2) Recruit them to be
a part of the program, (3) Have them plan how they can act as
tutors/instructors with the School-Day Plus participants.
Resources ~Facility to set up a computer lab with Internet
capability. ~Supplies, materials, software, and nutritious snacks. ~Students,
community, school, and senior citizens volunteers to teach basic computer
skills. ~Funding through grants to cover staff time for supervisory help and
transportation. ~Computers for the lab.
Timeline of Service Activities
September
November ~Contact potential school administrators,
counselors, students, and parents to determine the potential for setting up the
program.
December ~Work with Mission West Virginia (or similar organization)
To have “rehabbed” computers
delivered to an appropriate location for the computer lab. ~Make arrangements
for separation telephone lines for Internet hook-up. ~Plan a schedule for
volunteers, teachers, and students. ~Plan to contact local senior citizens to
determine their desire to learn basic computer skills. ~Plan a news release to
the local newspaper and radio stations to inform the public of the new computer
lab/program. ~Work with school administrators, counselors, students, and
parents to set up an after school computer program. ~Work with West Virginia
University through the Kellogg
Community Partnership Grant to provide 10 other computers
and printers as well as computer literacy tutors. ~Organize a mentoring program
for each student enrolled so that he or she has a personal tutor. ~Set up a
schedule for students to share their new knowledge concerning the computer with
a senior citizen. ~Work with parents, volunteers, and staff for transportation
to and from the program.
September ~Have internet connections completed and begin
program. ~Make program flexible to meet needs of participants. ~Continue public
service announcements to keep the public informed and to recruit new students.
Reflection ~Each participant will maintain a check-off list
of computer skills learned. ~Each participant will keep an electronic diary of
skills learned and experiences of the program. ~A comparison document will be
kept which demonstrate changes in students’ grades before and after
participation in the program. ~E-mail exchanges between senior citizens and
youth will occur. ~Students and seniors will meet once a month away from the
computers to share joys and frustrations about working in a multigenerational
model.
Celebration ~Certificates of completion will be given to
each student once a year. ~A party will be provided for a celebration of all
involved. ~The school will be notified of the time students spent teaching
others. ~The local news media will be informed of the event so that coverage
can be provided to inform the local community of the success of the program.
Academic Objectives
WV IGOs
English/Language Arts ~Incorporate correct grammar, spelling
vocabulary, and graphic presentations for both written and oral multimedia
presentations. (11.96)
Process/Workplace ~Given a set of rules, directions, or
instructions, apply them to solve a problem or accomplish a task. (PW. 2) ~Given
an event or activity, identify the resources needed and develop a plan of
action. (PW. 5) ~Demonstrate the ability to set up computer equipment. (PW. 26)
~Demonstrate the ability to operate computer equipment. (PW. 27) ~Demonstrate
the ability to obtain and exchange information by using online services. (PW. 28)
~Demonstrate the ability to select and use multiple software packages for
specific purposes. (PW. 29) ~Demonstrate the ability to use a word processor. (PW.
30) ~Demonstrate the ability to create and use a data base, spreadsheet, and
graphics. (PW. 31) ~Given a problem, assignment, or task, select and use the
appropriate technical procedure for a resolution or solution. (PW. 33).
Contact Information
Ruth Simmons & Karen Sowell Scott’s Run Settlement House
P. O. Box 398, School Street
Osage, WV 26543 (304) 599-5020
Mentoring Physical Fitness to Promote a Healthy Community
Community Objective
(s)
To reach at-risk and challenged community members for the
purpose of promoting fitness and a healthier lifestyle by providing
individualized physical fitness programs. This will be done through a
mentorship program.
Background
A group of volunteers, some from the GED and Precision
Services programs, will become service learning providers to support the
Wellness Center staff in implementing exercise programs for those participating
in the children’s gym at the Wellness Center, the Braxton County Senior
Citizens, and Energy Express summer school programs at Little Birch and
Frametown Elementary Schools. The purpose of this project is to reach community
members to provide individualized physical fitness programs using the mentoring
approach with high school physical education students.
Challenged Student Conditions ~Physically, emotionally,
socially, and economically challenged students may be service providers in the
project by: ~Including them in planning ~Making sure that the facilities are
accessible ~Including target population into the planning ~Recruiting GED and
Precision Services in the planning ~Provide support for preparation and
leadership roles
Resources ~A project coordinator ~Braxton County Memorial
Hospital to provide physicals ~Precision Services and GED programs and their
coordinators ~Funding ~Wellness Center facility and some staff members
~Elementary schools that participate in the Energy Express summer program
~Supplies for celebration
Timeline
Month #1 ~Contact Board of Education, GED classes, Braxton
County memorial Hospital, Braxton County High School, and various other
community volunteers and the Wellness Center
Month #2 ~Organizational meetings, involve groups, finalize
site ~Develop plan of implementation ~Schedule of duties Month #3 ~Design,
implement and evaluate fitness programs for targeted students
Month #4 ~Develop individualized and age-appropriate group
fitness programs for participants
Month #5 ~Ongoing development and implementation of program
Ongoing ~Arrange for proper expenditure of funds, completion of reports and
local media coverage
Reflection ~Students will review and discuss their workout
files ~Participate in ongoing group work and evaluation of program ~Design a
photo mural of the program participants
Celebration ~Provide a fun day activity celebration for all
participants ~Award certificates to students upon completion of the project
~Provide a membership to one lucky participant to the Wellness Center ~Publish
the fun day activities in the local media
Academic Objectives
WV IGOs
Physical Education ~Analyze the role of individual
responsibility for enhancing health (HE. 22) ~Identify the purpose and
procedures of physical exams (HE. 27) ~Give examples of individual involvement
that can improve the health of the community (HE. 29) ~Develop and analyze
methods of changing undesirable patterns of behavior (i. E. Sedentary
lifestyle…) (HE. 53)
Contact Information
Barbara Cox
Braxton County High School 200 Jerry Burton Drive Sutton, WV
26601 (304) 765-5566 ext. Cox
Micro Society at Riverside Elementary
Community Objective
(s)
To organize and operate a micro society in a local
elementary school that will teach students about their community and involve
them in various community projects as service providers.
Background
Micro society is a program that teaches students life skills.
This project has several parts. The heart of the project teaches the students
about community service. They gain service time through volunteering in
hospitals, community functions and various organizational programs. All
students are required to perform at least ten hours of community service. In
this program the students will learn different community jobs such as: Banking,
police work, owning a business, etc. Students will spend several weeks working
at these jobs and earning micro money. Students also earn money for each day
that they attend school and lose money for negative behaviors.
Challenged Student Conditions ~Physically, mentally,
socially, educationally, and economically challenged students can be service
providers if we: ~Include them in the planning ~Provide help and guidance when
needed ~Teach them what is expected and needed to do the job ~Assign
appropriate work ~Make sure the facilities are accessible for all
Resources ~An elementary school that wants to participate
~Volunteers, both school and community ~Funding for the project ~Supplies to
operate the micro jobs ~Refreshments for the final celebration
Timeline
School Year ~Contact school administrators for permission
for the program ~Recruit volunteers from faculty and staff as well as community
~Explain to teachers of what the program consisted ~Plan program schedule
~Explain the program to the students ~Begin the mini classes of the program ~Begin
the mini businesses and related career exploration ~Plan how many days of week
the project will encompass ~Once the program is in place, pay the students for
their work ~Hold auctions occasionally to allow the students to spend their
micro money ~Plan for the final celebration and auction at the end of the
program
Reflection ~Students will keep a journal and photo album of
the project ~Students will discuss their progress ~Students will evaluate the
program
Celebration ~Invite the media for coverage ~Have awards
assemble and give certificates ~Display photo journals
Academic Objectives
WV IGOs
Social Studies/Civics ~Explain the role of voting in the
democratic process and practice the voting process (4.2) ~List the primary
responsibilities of public officials (4.9) ~Give examples of people as
consumers and producers of goods and services in the public and private sectors
(4.14,3.5,6,7,8,9,10)
Career Development ~Identify multiple career options and
establish goals toward pursuit of selected career path. (PW 46) ~Prepare a job
or college application, resume, and write appropriate cover and follow up
letters (PW 46) Instructional Practice ~Identify the need for rules and
authority figures (K. 4) ~Identify the consequences for breaking rules, practice
conflict resolution (2.7)
Contact Information
Donna O’Brien
Riverside Elementary School 5 Parkway Driveway
Williamson, WV 25661 (304) 235-2520
Multigenerational Activities
Community Objective
To organize community, school and senior citizen volunteers
in mutually rewarding activities.
Background
This project entails locating a local residential elder care
facility where the residents would be enriched by sharing and interacting with
students. Students will determine what will be necessary to plan programs with
organized activities such as meet and greet, make and take, bring and sing,
look and book, share and care.
Challenged Student Conditions ~Academically challenged
students may be participants in our project if we we include them in the planning
stages by matching them with appropriate senior partners. ~Physically
challenged students may be participants in our project if we allow for physical
limitations.
Resources ~Local Family Resource Network to assist in
assessing and planning. ~Senior citizen center willing to participate
~Students, teachers, and volunteers ~Personnel to arrange for funding
~Resources from local businesses
Timeline of Service Activities
March ~Contact Family Resource Network to assist in locating
a site. ~Arrange for adequate funding and resources. ~Plan a schedule of
monthly activities. ~Plan and coordinate for transportation needs.
July ~Meet and Greet activity. Students will plan an
afternoon tea for the grandparents at which all will get to know one another.
August ~Make and Take activity. Both students and
grandparents will make and send handmade cards to each other on special days. ~Students
will begin working on a biographical scrapbook with photo and information on
their grandparent.
September ~Look and Book activity. Students and grandparents
will be asked to find and write their five favorite recipes. The grandparents
will write short stories about the events surrounding these recipes. Students
will research the paralleling events in the stories as they relate to the
historical, social, and economic times.
Students will then utilize a desktop publishing program to
publish the cookbook.
October ~Care and Share activity. The students and
grandparents will plan and coordinate the dinner menu for the formal dinner to
be held in December. The students and grandparents will work with a print shop
program to create a graphically enhanced color menu and invitations for the
meal.
November ~Bring and Sing activity. Students will bring
materials to create homemade Christmas ornaments, chains, and decorations for
the senior center’s tree that are appropriate to the grandparents’ past
Christmas memories. Students and their grandparents will decorate the tree and
center. Caroling will be done after the decorations are complete.
December ~Partake and Participate activity. The students and
grandparents will make and eat the formal dinner. The students will present the
grandparents with their biographical scrapbooks. The students will report on
their historical, social and economic research of the grandparents’ recipes.
Reflection ~Students will maintain reflective journals
throughout the project. ~Attitudes about working with elderly, volunteers,
businesses, teachers and other students will be explored and discussed. ~Students
will share with each other thoughts about how working with the project affected
their lives and the lives of others. ~Students will reflect on the value of
giving vs. Receiving. ~Students will gain knowledge of careers in the area of
geriatrics.
Celebration ~A special evening program will be held with
refreshments for the students, teachers, volunteers, and elderly every six
months. ~Articles highlighting the activities of the project will be provided
to the local media. ~All participants will receive awards and certificates
during the formal dinner in December. ~Information in each student’s personnel
file will include a listing of his or her Service-Learning hours and
accomplishments.
Academic Objective
WV IGOs ~Systematically analyze the component parts of a
given situation or process and then plan, organize, and implement a concept to improve
that situation or process. (PW. 1) ~Given a set of rules, directions, or instructions,
apply them to solve a problem or accomplish a task. (PW. 2) ~Given multiple tasks,
prioritize them according to importance and prepare a time frame and schedule to
accomplish the tasks. (PW. 3) ~Establish a procedure and method for maintaining
and retaining information relative to the workplace assignment. (PW. 7) ~Demonstrate
and understanding of oral, visual, and written information by summarizing it and
following through with appropriate action. (PW. 8) ~Use writing strategies to address
specific writing purposes, such as research, creative, journalistic, essay, narrative,
informative and persuasive. (LA 6.54) ~Use writing strategies to address specific
types of writing. (LA 7.60) ~Make use of functional types of writing. (LA 8.63)
~Use electronic and traditional editing strategies. (LA 8.64) ~Select and use appropriate
software and/or other technologies to locate and use reference sources. (LA 8.155)
Contact Information
Cathleen Davis, James A. Johnson & Barbara Davis, Summersville
Junior High School, 40 Grizzly Road, Summersville, WV 26651 (304) 872-5092
Nature Trail Benches
Community Objective
To design, build, and install benches on the existing nature
trail.
Background
A school/community nature trail has been developed by previous
service learning activities. The trail is connected to the outdoor classroom. This
area provides students and community residents an area for large group instruction.
The students identified a need for resting areas along the trail. This rest area
would provide a place for students to work in small groups, and a place for community
members to relax, reflect, and enjoy nature.
Challenged Student Conditions ~Physically challenged students
may be service providers in our project if we (1) Include all students in both planning
and design of project, and (2) Utilize teamwork to allow students to overcome physical
challenges. ~Academically challenged students may be service providers in our project
if we (1) Allow students to become part of the planning and decision-making process,
and (2) Use hands-on activities utilizing teamwork to accomplish the actual construction
of the benches.
Resources ~Technology education teacher or volunteers from the
community ~Students will develop a bill of materials for each bench ~Suggested materials
needed per bench 1 2x4x8 1 4x4x8 1 1/2 2x6x8 2 60 lb. Bags of Sacrete 8 4 inch x
3.8 lag bolts with flat and lock washers 3” decking screws (galvanized) ~Work tables
~Various digging tools ~Access to water for preparing Sacrete
Timeline of Service Activities
Week 1 ~Students will divide into groups to complete the activity
~Students will identify the site for placing the benches
Week 2 ~Students will prepare the site by removing any weeds
or rocks and trimming overhanging branches. ~Students will dig holes. ~Students
will level and brace 4x4s in the holes ~Students will add Sacrete to 4x4s
Week 4 ~Students will cut 4x4s to the proper height ~Students
will attach 2x4 on each side of 4x4 with lag screws ~Students will attach 3 2x6s
(cut to 4’length) With 3” galvanized decking screws ~Students will develop and distribute
a pamphlet to make school and community members aware of the improved outdoor facilities
Reflection ~Each student will record his thoughts, feelings,
and ideas in a journal throughout each stage of the project ~Each student will analyze
his feelings as a result of working with members of his assigned team. ~Students
will share their journals with other group members. ~Students will consider, discuss,
and evaluate the construction process. ~Students will analyze their feelings about
a career involving physical labor or construction trades.
Celebration ~The project will be included in the school yearbook.
~Area business leaders and school and community members will be invited to a ribbon
cutting ceremony. ~A video tour of the nature trail and ribbon cutting ceremony
will be shown to the entire school body.
Academic Objectives
WV IGOs
Measurement ~Students will use accurate measurements and mathematics
calculations to determine the necessary dimensions of the benches. (7.39,7.42,7.44)
Computer and Technology ~Students will use a calculator to solve
problems with fractions and integers, and will identify technological skills required
for various careers. (7.48,7.49,7.50,7.52,7.59)
Science ~Students will use critical thinking skills and logical
reasoning in order to formulate conclusions. Students will research and gather data
to find answers and solve problems. (7.10,7.11,7.13,7.19,7.20,7.23)
Contact Information
Amy Jo Llewellyn & John Watson Frankfort Middle School
Route 3, Box 170
Ridgeley, WV 26753 (304) 726-4341
Noah’s Ark Petting Park
Community Objective
To assist in the operation of a small business within the community,
and to relate successfully with patrons of the business.
Background
Elkins Mountain School (EMS) Is a juvenile treatment facility
for males ages 12-17. Students are court-ordered resid ents of the facility. Education
is provided on-sight. Service-learning is an established part of the curriculum
of EMS. Most students are required by the court system to complete a designated
number of community service hours. Integrating this requirement with Servicelearning
makes the experience more meaningful to the student. This project also provides
the opportunity for students who have traditionally been receivers of services to
become providers. EMS students are given the opportunity to learn skills in a setting
which enhances the classroom experience such as animal care, small business operation,
public relations, and communication skills. Working with animals is often a safe
way to learn to express feelings. Many of these students have been rejected by family
and society and, as a result, have virtually lost the ability to share their feelings.
Animals do not discriminate nor do they reject.
Challenged Student Conditions ~Academically challenged students
will participate in this program if they receive appropriate training and plan how
they can assist students who are less skilled than they. ~Behaviorally challenged
students will participate in this program if they are making significant progress
toward behavior goals, progressing through the level system, and maintaining consistent
behavior (earning 85% of points) In class.
Resources ~Petting Zoo and staff eager to participate. ~Internet
access. ~Word 97 Desk Top Publishing (or similar program) ~Funding to cover transportation
and supplies (maintenance equipment provided by Noah’s Ark Petting Park). ~Coordination
between EMS and Noah’s Ark Petting Park.
Timeline of Service Activities
March ~Survey students to determine participants. April ~Visit
Park to observe operations. ~Develop a list of animals and needs. ~Implement research
projects across the curriculum. Each student will research an animal on the Internet.
The information gathered will be compiled into an Animal Library to be displayed
at the the Park for visitor use.
May ~Develop a schedule of planned visits and individual responsibilities
June
July ~Implement weekly visits to the zoo. ~Complete Animal Library
in English and Journalism Classes
Reflection ~Students will complete surveys which focus on knowledge
of animal care, small business procedures, and interest in careers related to the
field. ~Students will maintain journals with entries being made prior to and following
each visit. ~Students will participate in weekly discussion groups where they will
have the opportunity to share feelings, both positive and negative about the program
and in which problems may be addressed. ~Each staff involved in project will complete
an evaluation. ~Each student involved in project will complete an evaluation.
Celebration ~The local newspaper will be provided with information
on the success of the program. ~Students will participate in a picnic at the Park
hosted by the owner to take time to celebrate the success of the program and reflect
on changes for the next year. ~Upon completion of the program, students will receive
certificates to be included in their portfolios. ~The success of the program is
shared with other EMS students and staff. ~Participating students are recognized
at an EMS Awards Ceremony where they are encouraged to discuss the program in panel
form.
Academic Objectives
WV IGOs
English/Language Arts ~Understand the importance of listening
for the purpose of asking questions to foster comprehension (9.11) ~Locate specific
information in reading text. (9.25) ~Develop a composition that uses complete sentences
and has appropriate and precise word choice. (9.44) ~Use appropriate software to
practice and master desktop publishing. (9.93) Process/Workplace ~Given a set of
rules, directions, instructions, apply them to solve a problem or accomplish a task.
(PW. 2) ~Provide community service and assess entrepreneurial opportunities that
exist within the community, the region, the state and the nation. (PW. 49)
Science ~Conduct explorations in a variety of environments. (9.19)
~Use computers and other electronic technologies. (9.20)
Contact Information
Angie Senic
Elkins Mountain School 100 Bell Street
Elkins, WV 26241
Randolph County (304) 637-0313 asenic@hotmail. Com
Promises for a Better County
Community Objectives
To collaborate with Town Council, County Courthouse staff, and
Fayette County House of Delegate representatives to provide leadership opportunities,
volunteerism, and literacy. We will send two students to a leadership training camp
(Camp Horseshoe); Participate in community problem solving; And set priorities for
service as well as develop promises for a better community.
Background
The natural beauty of Fayetteville, West Virginia, attracts hundreds
of thousands of tourists to our area each year. The community is faced with important
decisions that the rapidly growing new and exciting enterprises bring to this historic
community. More than ever, our students need to acquire the literacy and leadership
skills needed to become volunteers and leaders for a better community. This project
collaborates with the Town Council, County Courthouse, and legislators to voice
our concerns and promises for a better Fayette county. Our Promises for a Better
Tomorrow, documents what each participating student values. Some of these concerns
are: Feeding the poor; Finding homes for stray animals; Visiting the elderly; Keeping
our natural beauty free of litter; School and community safety; And literacy. These
are the promises that our young students make. This document will be displayed through
out Fayette County.
Challenged Student Conditions
Educationally challenged third and forth grade students identified
as scoring below their peers or identified as having special needs can be service
providers to others by: ~Including them in the documentation of our Promises for
a Better Fayette County ~Recruiting students, teachers, parents, and volunteers
to participate ~Participating in service learning projects as promised in our covenant
with the town and county representatives
Resources ~A school near the County courthouse available for
summer programs and activities ~Funding for the following professionals: Project
Supervisor and Service Learning Coordinator ~Teacher’s resource materials: Service
Learning Teacher Training Manual, Active citizenship today Field Guide and Handbook,
Developing Student’s Multiple Intelligences ~funding for the costs of sending students
to Camp Horseshoe
Timeline of Service Activities (extended year project)
September October (year 1) ~Identify a site for the summer program
and get permission November December (year 1) ~Attend WV State Reading Conference
and Lesson Plan Workshop January February (year 2) ~Participate in the Martin Luther
King Day of Service ~Order materials and supplies needed for project ~Arrange for
matching funds ~Contact collaborating agencies March April (year 2) ~Design T-shirts
and brochures
May (year 2) ~Begin contacting city and county elected officials
about meetings ~Arrange a tour of the County Courthouse June (year 2) ~Develop covenant,
Promises for a Better Fayette County
July (year 2) ~Continue the summer literacy project through matching
title I funds and send students to Camp Horseshoe for leadership training
August (year 2) ~Contact the Fayette County Chamber of Commerce
to volunteer for community service on Bridge Day
September (year 2) ~Prepare and schedule Bridge Day activities
October (year 2) ~Bridge Day celebration and Make A Difference
Day activities
Reflection ~Students will document their promises for good citizenship
in their journals ~Discuss results of the meetings with elected officials and write
about them in daily journals ~Photo story of student’s experiences at camp
Celebration ~Provide each student with a picture album and copy
of the covenant ~Schedule a pizza buffet and entertainment on the Courthouse lawn
in conjunction with our field trip and meetings ~Participate in Bridge Day 1999
and showcase the Promises for a Better Fayette County document ~Recognize volunteer’s
accomplishments in the school newsletter, newspaper, and brochures ~Give each student
and elected official a Beanie Baby to keep with a special “feel pride” message on each ~Receive special certificate from the mayor’s
office proclaiming recognition for community stewardship
Academic Objectives
WV IGOs
Health ~Demonstrate attentive listening skills and effective
interpersonal communication skills which demonstrate caring, consideration, and
respect. (3.1) ~Compare different environments and how they relate to health and
well being (3.16) ~Discuss the role of conflict resolution in maintaining healthy
relationships (3.21) ~Practice positive peer reinforcement skills to influence and
support others in making positive decisions (3.22) ~Assess personal use of positive
communications skills (4.1) ~Name the steps used in making a healthy decision (4.2)
Social Studies ~Explain and experience the benefits of volunteerism
in the community and at school (3.5) ~Work with state and local representatives
to develop plans for improving our community
Contact Information
Carolyn Sizemore & Lee Jones Fayetteville Elementary School
200 Wiseman Avenue
Fayetteville, WV 25840 (304) 574-1011
Puppy Love
Community Objectives
Students will clean and beautify the Mercer County Humane Society
Animal shelter and grounds. We want to reinforce that all living beings should be
treated with kindness and respect. We hope that the students will learn the rewards
and responsibilities of pet ownership. Also we want the students to investigate
the job opportunities available in humane education and animal control.
Background
Wade Elementary School is located within the city limits of Bluefield,
WV. Directly across the street from the elementary school is a low-income housing
project and the K-5 students from this area attend our school. Most of our students
are economically, culturally, and socially disadvantaged. Our free lunch is 97%.
Many of our students are from single parent households and several
are being cared for solely by their grandparents. With this in mind, the service
learning projects at Wade are important in changing the lives of the students. Helping
others by volunteering seems to build self-esteem in the students. Wade was one
of the pioneers in service learning in West Virginia and the differences that the
experiences have made in our students are appreciable. The students’ morale and
attitudes are better and they look forward to helping their neighbors and community.
Challenged Student Conditions
Students who are educationally, physically, culturally, and economically
challenged can participate in the benefit from the projects if we: ~Provide sufficient
adult supervision ~Insure that any aggressive animals are inaccessible to students
~Reinforce that all living beings should be treated with kindness and respect ~Insure
that the facilities and grounds at the shelter are accessible and safe for all students
Resources ~Ground cover plants, hanging baskets, potting soil,
bedding plants, garden tools ~Dry and canned cat and dog food ~Kitty litter ~Cleaning
supplies such as paper towels, laundry detergent and bleach ~Funding from Learn
and Serve America ~Use of school buses ~Computers with Internet services ~Brochure/Articles
concerning humane education ~Mission Statement of the Humane Society ~” Teach Kids
How to Act Around Dogs” ~FAQ About Spaying and Neutering ~Humane Society Officer,
shelter worker with two volunteers and two board members ~Wade School teachers,
student volunteers and parent volunteers
Timeline (school year)
The chairpersons for the project will do the following: ~Contact
the animal shelter manager about the needs of the shelter ~Arrange for shelter personnel
to describe their jobs and answer students’ questions ~Arrange bus transportation
and permission slips ~Research humane education and related topics on the Internet
~Shop for supplies and animal food ~Discuss with students the available printed
materials, our goals, and what to expect on a visit to the animal shelter ~Demonstrate
proper procedures for each activity: Planting flowers and ground cover plants, arranging
the placement of the hanging baskets, feeding the animals and cleaning their cages
and runs, bathing the animals, and walking the dogs ~Divide students into groups
of five or six with at least one adult ~Each of the groups will be assigned to specific
duties
Reflection ~Students will discuss and reflect on all aspects
of the project ~They will compare their attitudes and perceptions about pets before
and after the activities ~They will share their thoughts concerning animal care
jobs ~Students will suggest ways to improve the shelter and animal care ~Students
will write an essay or draw a picture of their most memorable event connected with
the project
Celebration ~Invite WVVA-TV and the Bluefield Telegraph to cover
the projects ~Include information about the project in the school’s newsletter ~Snacks
and free sample packs of animal care products and coupons will be given to all volunteers
~Mercer County Humane Society will send the volunteers a thank you letter and individual
certificates of appreciation.
Academic Objectives
WV IGOs
Listening/Speaking ~Contribute to group discussions (4.13) ~Exhibit
appropriate speaking etiquette (5.4) ~Exhibit appropriate audience étiquette (5.6)
~Relate personal experience to construct new meaning from information heard (5.14)
Reading Comprehension ~Identify and or draw conclusions regarding
details and the purpose of a set of directions (4.27,5.32) ~Read and make use of
information in a functional selection (4.31,5.16) Science ~Describe the environments
and conditions that are needed for the survival of living things (for example, water,
food, and climate) (4.36)
Additional Objectives ~Career Education Investigate the job opportunities
available in humane education and animal control ~Provide examples of proper work
habits and ethics
Contact Information
Sandra Puckett, Paula Blevins, and Barbara Waddell Wade Elementary
School
1400 Highland Ave., Bluefield, WV 24701 (304) 327-9410 Mercer
County
Read and Rap
Community Objective
(s)
To help improve high school students’ reading skills by having
them read children’s books to local elementary students and to build community between
older and younger students.
Background
High school students that need extra help in reading may volunteer
to read to younger students in order to practice their own reading skills. This
may build community between the students and build self-esteem in the older students.
Challenged Student Condition ~Physically, educationally, and
socially challenged high school students may be service providers in the project
by: ~Including them in the planning and design of the project ~Utilizing them in
a team ~Providing them assistance when needed
Resources ~Books to read to the younger children ~Video equipment
to video the readers and the children ~Costumes and props when needed
Timeline
School year ~Students will volunteer to participate in the project
~Books will be selected and schedule for reading set up ~Elementary schools will
be contacted ~Read and Rap project will begin when all is coordinated ~Sessions
will be videotaped for review and media release
Reflection ~Students may analyze themselves from the videos ~Students
will keep a journal ~Students will discuss the project
Celebration ~Snacks will be provided at the end of each reading
session ~At the end of the project certificates and a party will be given
Academic Objectives
WV IGOs
Process/Workplace Objectives ~Use encouragement, persuasion,
and motivation to complete an assignment as a team player. Develop an effective
team using good communication skills, and decision-making practices (PWE. 16 and
PWE. 17) ~Experience the benefits of volunteering in the school and in the community
Contact Information
Ruth Adkins, Chapmanville High School Ann Thornhill, Logan High
School
Patsy O’Brien and Cora Staten, Man High School
P. O. Box 477
Logan, WV 25601-0477 (304) 752-3711
ROAR: Reaching Out As Role-Models
Community Objective
(s)
To apply academic and vocational skills learned in the classroom
to help children come to school and stay in school.
Background
ROAR (Reaching Out As Role-Models) Is a project designed to identify
potential dropouts, provide tutoring services, and implement the CHARACTER COUNTS!
Program. Participants in this service project will be working with students from
Pre-school through 6th grade, including Preschool Handicap, MMI, and P1 (a transition
class). They will provide tutoring in all subject areas. Participants will be mentors
through the Character Counts! Program in an effort to build self-esteem through
activities such as games, crafts, reading, etc.
Character Counts! Is an alliance of over 170 schools. Members
recognize the need to teach and advocate basic shared values: Trustworthiness, respect,
responsibility, fairness, caring, and citizenship. It provides a practical means
of character development through role-playing, games, videos, group discussions,
etc. This will create opportunities for the children to apply the lessons in and
out of school.
Challenged Student Conditions ~Physically challenged senior-high
school students can be service providers in our project if we (1) Include them in
the planning;
(2) Insure that the physical
facilities are accessible; (3) Recruit them to be part of the program; And (4)
Have them plan how they can relate to all elementary school children, including
those who are physically and/or mentally challenged. ~Educationally challenged senior-high
students can be service providers in our program if we (1) Recruit them to be a
part of the program and (2) Have them help plan how they can assist students who
are less skilled than they are.
Resources ~elementary schools that are willing to have students
and are in close proximity to the high school ~student, community, and school volunteers
~funding to cover transportation, supplies, and materials ~supplies, materials,
and snacks
Timeline of Service Activities
August
September ~Identify cooperating elementary schools ~Contact elementary
school administrators and faculty to determine a schedule for setting up a program
~Discuss rules/regulations for working with young children ~Distribute parent permission
forms ~Identify service groups in high school ~Assign elementary groups to high
school service groups ~Plan a weekly schedule of events for the project ~Arrange
weekly bus transportation schedule
October
May ~Implement the program
Reflections ~Students will keep a journal of service experiences,
writing about their feelings ~Students will participate in weekly discussion groups
where they will have the opportunity to share feelings, both positive and negative
about the program and address problems ~Each student will examine his or her attitudes
about working with school peers, community personnel, and the children ~Each student
will analyze his or her feelings as a result of working with the children ~Students
will share their thoughts about how working on the program affected their lives
and the lives of others ~Students will make observations about how the individual
children’s lives were changed ~Students will share information from their journals
Celebration ~Upon completion of the program, students will receive
certificates to be included in their portfolios ~A special celebration will be planned
for the last scheduled visit to allow the service providers and the elementary students
to celebrate together and to exchange gifts, cards, etc. ~Thank you notes will be
sent to the facilitating faculty for their help and support of the program ~Local
media will be contacted to provide newspaper, TV, and radio coverage of the project.
Academic Objectives
WV IGOs
Process/Workplace Objectives ~Given a set of rules, directions,
or instructions, apply them to solve a problem or accomplish a task. (PW. 2) ~Given
an event or activity, identify the resources needed and develop a plan of action.
(PW. 5) ~Understand what it takes to develop an effective team, including team rules,
behavior norms, team roles, communications, and decision-making practices. (PW.
16) ~Given an assignment with two or more individuals, use encouragement, persuasion,
motivation, and other effective communication skills to complete the assignment.
(PW. 17) ~Be able to participate effectively in making group decisions, and be able
to support those decisions to measure progress and take actions to meet those goals.
(PW. 24) ~Work independently without direct supervision. (PW 38)
Contact Information
Marsha McDaniel Jefferson County Jefferson High School Rt. 1
Box 83
Shenandoah Junction, WV 25442 (304) 725-8491
S3: Students Shop for Seniors
Community Objective
To enable senior citizens to maintain their independence by providing
weekly grocery shopping for elderly shut-ins.
Background
S3 (Students Shop for Seniors) Is the name given to the project
for students in grades 9-12. Today’s senior citizens are living longer and wish
to maintain their own homes, individuality and independence. Due to the increase
in the many roles family members must perform in today’s society, it is becoming
increasingly difficult for them to meet all of those needs. This project provides
an opportunity and encourages high school students to help meet some of those needs
by performing weekly grocery shopping for elderly shut-ins. The S3 participants
are accepting part of the enormous responsibility that society has inherited for
the caring of the elderly shut-ins.
Challenged Student Conditions ~Academically and behaviorally
challenged students can participate in this project if they are (1) Included in
the planning, and (2) Recruited to be part of the project.
Resources ~A high school that is eager to meet this particular
need in the community ~Administration, faculty and staff who recognize the needs
of the elderly ~Funding to cover transportation, supplies and supervisory help ~Corporate
partner to provide grocery shopping resources
Timeline of Service Activities
September
October ~Recruit students from the general student body, basing
selection on a screening process highlighting responsibility, commitment and dependability.
~Organize students into teams of 5-7. ~Contact corporate partner for start-up time,
frequency of shopping and in-house support
October ~Present students with pull-over aprons with S3 emblems
on them for identifying purposes. ~Present students with an identifying S3 sticker
for their cars.
April ~Visit elderly shut-ins and get a grocery shopping list.
~Meet at a grocery chain after school on designated day of the week. ~Fill grocery
orders and save receipts to present to elderly. ~Deliver groceries and receive check
from elderly. ~Student present senior citizens’ checks to S3 coordinator on designated
morning at school.
April ~Student Enhancement Committee recognizes student shoppers
during Youth Appreciation Week.
May ~Students attend recognition and celebration luncheon provided
by the grocery chain.
Reflection ~Students will participate in weekly meetings of the
shoppers and the S3 coordinator where they will use various techniques to reflect
on the activities. For example, students may participate in the hot potato game
where a colorful bean bag or koosh ball is thrown around the room. As each student
catches the ball, he or she must discuss some aspect of the project. ~Project participants
will also meet regularly with the employees of the grocery chain to discuss problems
and/or concerns. ~Students will maintain journals detailing their personal experiences
with the elderly shut-in with whom they work. ~Students will prepare a presentation
for the local media.
Celebration ~The Student Enhancement Committee will recognize
student shoppers during Youth Appreciation Week in April ~Students will attend a
recognition and celebration luncheon provided by the grocery chain. ~Students will
prepare gifts for the individual shut-ins with whom they work and deliver the gifts
to the elderly during May.
Academic Objectives
WV IGOs
Reading Comprehension ~Read directions necessary to perform a
task, then perform the task, critique directions of a household task, perform the
task and report what happened. (9.19,10.24)
Listening and Speaking ~Understand the importance of listening
for the purpose of asking questions to foster comprehension (9.11)
Economics ~Give examples showing how scarcity of goods and services
forces people to make choices about needs and wants. (E. 1)
Civics ~Analyze the changing nature of civic responsibility in
a diverse society (11.10)
Process/Workplace ~Given an event or activity, identify the resources
needed and develop a plan of action. (PW. 5) ~Perform a task after listening to
oral information. (PW>14) ~Provide community service and assess entrepreneurial
opportunities that exist with the community, the region, the state or the nation.
(PW. 47)
Contact Information
Janie Warsinskey
Wheeling Park High School Wheeling, WV
Ohio County (304) 243-0400
Salute to the Armed Forces
Community Objective
(s)
To honor men and women who served or are serving in the armed
forces, to instill a sense of patriotism in our community, and to develop community
awareness of the number of veterans in our area.
Background
This is a service-learning project that honors our local veterans
and gives students the opportunity to expand their knowledge of different branches
of the military service and the history of US conflicts. Men and women, who served
in any branch of our armed forces are invited to share their experiences and artifacts
with our students and members of the community in an informal question and answer
session. Students are able to gain first hand knowledge about major US conflicts
and actually touch and ask questions about artifacts from various wars. Following
the question and answer session, the student will honor these brave Americans with
a patriotic musical program. They have learned theme songs from each branch of the
service and will perform them during the program. Some students put their artistic
skills to work and make special awards for the honored guests. Following the program,
the students will tour and explore large military equipment and vehicles provided
by the local Army Reserve Center.
Challenged Student Conditions ~Students involved in this project
are in grades K-12 and are either deaf, blind, or both. Some students are also mentally
and physically challenged. All students can be active participants and service providers
by; ~Including them in the planning by providing materials in Braille or large print,
interpreters, and making all sites wheelchair accessible ~Adapting assignments according
to grade level or ability ~Assisting any special needs students according to safety
issues and individual requirements ~Including all students in at least one stage
of the planning, preparation, or implementation of the project
Resources ~Project coordinator, student volunteers, community
volunteers, veteran volunteers ~Local Armed Forces Reserve units willing to bring
equipment if possible ~Computer access, brailler, and braille paper, copy machine
access ~Art supplies, American flags, music, piano and other musical instruments
~Interpreters for the deaf students ~PA system for program ~Program location
Timeline
September ~Set date for program with administration’s permission
~Divide students into volunteer groups ~Prepare and send out letters to local veterans
~Prepare advertising October ~Arrange to have volunteer veterans share their military
experiences ~Arrange for local Reserve unit to bring large military equipment ~Engage
music teachers to help coordinate program ~Make decorations and prepare displays
~Organize presentation and print the program November ~Notify local newspaper of
event ~Rehearse the program ~Send invitations and start the decorations and booths
Program Date ~Assemble the awards and certificates ~Visit military booths according
the printed schedule ~Present program “A Salute
to the Armed Forces” ~Tour and explo re the military equipment ~Enjoy picnic
lunch, discussion, and fellowship after the program ~Clean-up and return equipment
Reflection ~Students will make a wreath and place it on the veterans
Memorial on Memorial Day ~Students will describe emotions evoked during the patriotic
program ~Students will make a list of family members who are veterans and share
any interesting stories or artifacts with the class ~Students will visit the local
Court House and to explore names of residents who lost their lives while in the
military service
Celebration ~At the conclusion of the program all students, teachers,
and volunteers will enjoy a picnic lunch together, continuing stories, discussion
and fellowship.
Academic Objectives
WV IGOs ~IGOs can be modified by grade level to meet the diversity
of students in each grade level and the special needs population ~List and identify
the sequence of major US conflicts (H 4.38) ~Describe the role geo-politics played
in historic events of the twentieth century (H 7.53) ~Research different branches
of the US military ~Identify the use of music in US History (M 3.27) ~Sing patriotic
songs from memory (M 4.2) ~Create art to evoke specific feelings (A 3.24)
Contact Information
Sherry Eglinger and Cheri Beverage
West Virginia Schools for the Deaf and the Blind Hampshire County,
WV
Romney, WV 26757 (304) 822-4884
School Clothing Bank
Community Objective
To organize and maintain clothes within the school for students
in need.
Background
Students have “accidents”
which soil outfits, personal tragedy such as fire, and basic needs unmet. The
clothing bank comes to the rescue to many needy students and families.
Challenged Student Conditions ~Physically challenged students
can be service providers in our project if we (1) Include them in the planning,
and (2) Recruit them to be a part of the program. ~Academically challenged students
can be service providers in our project if we (1) Recruit them to be a part of the
program, and (2) Provide peer assistance for these students.
Resources ~Teachers and parents willing to supervise the project.
~Storage room in school to be made into a clothing bank. ~Shelves to place folded
clothes on. ~Hangers needed for clothes to be hung. ~Labels. ~Good used clothing.
Timeline of Service Activities
September ~Identify need for clothing bank by doing and inventory
of items, sizes, and specific ends of age group. ~Meet with administration to establish
program. ~Discuss system for donation, time to work in clothing bank, and procedures
in order to receive clothing. ~Write article for newspaper seeking support and need
for good clothing. ~Obtain space at school for clothing bank through building supervisor.
~Write article for newspaper seeking support and need for good clothing.
October ~Obtain and construct (if necessary) Shelves, racks,
and bins. ~Collect hangers and make labels for sizes and item names. ~Collect clothing.
~Sort, wash, and repair clothing.
November-June ~One day a week sort clothes and straighten shelves.
~Continue collecting, washing and repairing clothing. ~Facilitate the distribution
of clothing according to need.
Reflection ~Students will maintain journals discussing their
feelings about this project. ~Students will examine attitudes about student use
of the clothing bank. ~Students will make observations on how lives were changed
by project.
Celebration ~Students will participate in a Recognition Day where
they will receive certificates of participation. ~Local media will be contacted
to provide coverage of the Clothing Bank.
Academic Objectives
WV IGOs
Process/Workplace ~Given an event or activity, identify the resources
needed and develop a plan of action. (PW. 5) ~Perform a task after listening to
oral information. (PW. 14) ~Stay with an assignment or task to completion. (PW.
36) ~Demonstrate self-motivation. (PW. 37) ~Work independently without direct supervision.
(PW. 38) ~Provide community service and assess entrepreneurial opportunities that
exist within the community, the state, or the nation. (PW. 49)
Contact Information
Sue Coole
Taylor County Middle School
Route 3, Box 148A, Grafton, WV 26354 (304) 265-0722
Squeaky Clean Hands
Community Objective
(s)
To teach young children the importance and techniques of proper
hand washing.
Background
The program “Squeaky Clean
Hands” involves students traveling to local daycare centers, Head Start centers
and elementary schools to teach children proper hand washing. Learn and serve volunteers
will participate in creating informative posters demonstrating proper hand washing
techniques to be displayed in participating facilities. The project will encompass
reading, practical demonstration, science, and social skills.
Challenged Student Conditions ~Educationally, physically, socially,
and economically challenged students can be service providers by: ~Providing assistance
when needed ~Providing facilities that are accessible to all ~Recruiting them in
the planning ~Pairing volunteers with others for assistance and guidance
Resources ~Hand washing equipment such as sink, soap, paper towels,
etc. ~Children’s picture book about cleanliness such as, Germs Make Me Sick, by
Melvin Berger ~Volunteers to work with the children ~Local day care center or Head
Start center
Timeline
School year ~One or two weeks for volunteer training in hand
washing ~One week for poster designing ~One week for solicitation of area facilities
for training ~On-going training of children throughout the school year
Reflection ~Class discussion ~Journal entries ~Classroom observation
of children with volunteers ~Research statistics for the need of proper hand washing
~Panel discussion regarding effectiveness of the project
Celebration ~Photo journal on display of the project ~School
newspaper coverage ~Award T-shirts, “Suds
R Us” to all children, students, and adults involved in the project ~Invite
local media to cover final event ~Celebration snacks
Academic Objectives
WV IGOs
Listening and Speaking ~Review appropriate classroom speaking
and listening skills (LS11.1) ~Identify barriers to listening and methods to overcome
them (LS 11.3) Writing ~Use writing strategies to develop text to address specific
writing purposes, to include, but not be limited to, narrative, informative, persuasive
and poetical (W. 11.49)
Process/Workplace Objectives ~Use encouragement, persuasion,
and motivation to complete an assignment as a team. Develop an effective team using
good communication skills, and decision-making practices (PWE. 16, PW 17)
Contact Information
Susan Lloyd & Leigh D’Agostino Ben Franklin Career Center
500 28th Street, Dunbar, WV 25064 (304) 766-0369
Stanford Nine Tutoring
Community Objective
(s)
To provide younger students with tutoring that will hopefully
help to improve their SAT 9 scores by older students acting as peer tutors. The
older students will help the younger ones in math, reading, and listening skills.
Background
The need exists to help the younger students with their academic
subjects.
Older students may volunteer to act as peer tutors to the younger
ones.
Challenged Student Conditions ~Physically challenged students
may be service providers in this project by: ~Including them in the planning and
providing them with handicap access
Resources ~Transportation to and from sites ~Books, math and
reading ~Classroom supplies such as pencil, paper, etc
Timeline
School year ~Ask for volunteers to tutor ~Contact elementary
schools as possible sites ~Match the tutors with the younger students ~Schedule
sessions and begin ~Carry out over the school year as needed
Reflection ~Peer tutors keep a journal of progress and feelings
about the project ~Discuss the project and its effectiveness
Celebration ~Snacks and party after a grading period
Academic Objectives
WV IGOs
Process/Workplace Objectives ~Use encouragement, persuasion,
and motivation to complete an assignment as a team. Develop an effective team using
good communications skills and decision-making practices. (PWE. 16, PW. 17) ~Experience
the benefits of volunteering in the school and in the community
Contact Information
Ruth Adkins, Chapmanville High School Ann Thornhill, Logan High
School
Patsy O’Brian and Cora Staten, Man High School
P. O. Box 477
Logan, WV 25601-0477 (304) 572-1550
Students and Senior Citizens: Success for All
Community Objective
To organize monthly functions that involves the senior citizens
from the local community center. Both elementary students and seniors alike should
enjoy the activities. The purpose will be to share life experiences by both groups
thus bridging generation gaps.
Background
Fort Gay Elementary students expressed a desire to become involved
with the new Fort Gay Community Center. After involving our senior citizens in school
activities, we saw a need to share our activities with others. Our seniors visit
the center on a daily basis and serve as building blocks for our elementary students
by sharing their wealth of knowledge. In return, our students can share their experiences
in our ever-changing world.
Challenged Student Conditions
Educationally challenged students can be service providers in
our KIDS program if we: ~Recruit them as part of mainstreamed classes to take an
active part in a literature selection ~Have them select literature that is on their
level ~Have students that are non-readers select stories on tape to share
Economically challenged students can be of service in our program
if we: ~Provide a variety of activities that do not require money ~Provide necessary
donations to cover any expenses incurred by students
Resources ~An elementary school and a senior citizen community
center eager to enjoy activities that will enrich their lives ~Funding to cover
supplies and transportation when needed ~Volunteers from school, community center
and parents ~Nutritious snacks to be enjoyed by all
Timeline (School year) ~Organize and plan to work with the senior
citizen community center to identify times that activities can take place ~Contact
teachers, students and senior volunteers who wish to be in this project ~Schedule
times to start the project with the teachers, students and seniors ~Plan activities
and carry them out (some activities could be to plant flowers, maintain grounds
of center and elementary school, work together on school events and special events,
and the like).
Reflection ~Participants will keep a journal ~Students and seniors
will share their feelings and experiences ~All will share thoughts on how to improve
the activities ~Share thoughts on how their lives have been enriched from this project
~Create media to show seniors and students working hand in hand
Celebration ~Monthly movie with the seniors and the students
with snacks ~Invite media to cover events ~Video tape all activities to share with
others ~Keep a photo album of activities ~Announce upcoming events in the newspaper
Academic Objectives
WV IGOs
Reading Comprehension ~To read favorite literary work to senior
citizens by students and have seniors read to the students (K. 14,1.21,2.19,3.15,4.19,5.15)
Social Studies and Civics ~Seniors will share stories about the
Presidents that lived when they were growing up as a child (4.2,4.6,4.40)
Science ~Reinforce children’s knowledge of hydroponics and to
introduce hydroponics to our seniors ~To explore and share knowledge of plants as
living things through a joint effort between students and seniors in planting flowers
at the school and the center (K. 1,1.1,1.28,2.1,1.11,3. L3,3.14,4.23,5.32,5.34)
Additional Objectives ~Each student will have a senior citizen
mentor or foster grandparent to be their companion and confidant
Contact Information
Debra Bowen Donna Hall
Fort Gay Elementary
P. O. Box 427
Fort Gay, WV 25514 (304) 648-548
Students Take Seniors for a Trip Around the World
Community Objective
(s)
To provide Internet training and exposure to the residents of
the Fayette Continuous Care Center and to promote friendship and respect between
the two.
Background
Fasten your seatbelts. You are about to take a trip around the
world!
Students from Fayetteville Elementary school’s summer project
shows the seniors at the Fayette Continuous Care Center how to navigate the Internet
visiting various places on the globe. Through the use of a data projector, the students
demonstrate how the Internet can be used to visit any country in the world. They
guide the participants through points of interest like genealogy, art, literature,
historical places and more. One of the project’s missions is to enable the seniors
to chat with loved ones and special interest groups. Not only is the Internet used
in the project for fun, but it is also a resource to develop intergenerational trust
and friendship.
Challenged Student Conditions
This project is made up of educationally challenged third and
forth grade students identified as scoring below their peers or identified as having
special educational needs
Resources ~Funding for a Reading Specialist, an Administrator,
a Technology teacher and transportation to and from the nursing home ~A handicap
accessible elementary school with Internet service ~High interest, grade appropriate
books for the Accelerated Reading and Literature Circles Program (including related
study guides, software, and teacher resource materials)
Timeline of Service Activities (extended year project)
September October (year 1) ~Identify a site for the summer program
and get permission from the local Board of Education
November December (year 1) ~Attend WV State Reading Conference
and Lesson Plan Workshop
January February (year 2) ~Participate in the Martin Luther King
Day of Service, order materials and supplies needed for project; Arrange for matching
funds; And contact collaborating agencies
March April (year 2) ~ Contact Fayette Continuous Care Center
and design brochures and T-shirts for the project
May (year 2) ~Begin training for the Internet by identifying
participants ~Arrange transportation and daily schedules for students and staff
June (year 2) ~Operate the seniors Internet Training Project July (year 2) ~Continue
the summer project through matching Title I funds and send students to Camp for
leadership training
August (year 2) ~Contact the Fayette County Chamber of Commerce
to volunteer for community service on Bridge Day
September (year 2) ~Prepare and schedule Bridge Day activities
October (year 2) ~Bridge Day Celebration
Reflection ~Students will share their feelings, insights, concerns,
and observations with their teachers through their daily journals ~Students will
write emails or letters to the residents of the Fayette Continuous Care Center ~Students
will read the book, Thank You, Jackie Robinson, by Barbara Cohen, about the power
of friendship that transcends generation boundaries. They will reflect on the bond
between the young boy and his elderly friend with the help of the study guide activities.
Celebration ~Use the schools homepage to depict the success of
the nursing home computer training session. ~Distribute brochures of our service
projects on Bridge Day while wearing our T-shirt and participating in the event’s
fun-filled activities ~Document service hours and accomplishments in their portfolios
along with certificates of recognition ~Each participant will autograph a baseball
like the one in the story about Jackie Robinson as a keepsake along with their own
copy of the book
WV IGOs
Technology ~Use appropriate software to practice and master grade
appropriate English Language Arts and/or math Instructional Objectives. (3.83) ~Identify
the ways technology changes the lives of people in the community. (3.87) ~Identify
the uses of technology in the community. (3.88) ~Use electronic and traditional
editing strategies to spell words correctly. (3.46)
Additional Objectives ~Experience the benefits of volunteerism
in the community and at school ~Provide leadership activities in the community ~Identify
individual academic needs through an item analysis of the Stanford 9 test data to
pinpoint each participating student’s strengths and weaknesses
Contact Information
Carolyn Sizemore Lee Jones
Fayetteville Elementary School
200 Wiseman Avenue
Fayetteville, WV 25840 (304) 574-1011
Students Restore Beauty and Pride to Fayette’s Parks
Community Objective
(s)
To restore the natural beauty of Fayette County’s public parks
by identifying areas that need improvement. We will focus on beautification and
the implementation of trash pick-up; Provide information on environmental concerns
and the use of recycling and help with the Christmas lights display at Hawks Nest
State Park.
Background
Tourism is the fastest growing career in our community. The major
sites in our area are: New River Gorge and Bridge, Hawk’s Nest State Park, and Babcock
State Park. The third and fourth grade students of Fayetteville Elementary, identified
as academically challenged, will spend part of their summer helping our park system
continue their beautification projects. In addition to cleaning up trash, our crews
of young workers will also help to control weeds, paint, create rock gardens and
replace light bulbs for the annual Christmas display. With the help of Fayette Plateau
Vo-Tech Center’s welding class, we will design our own Christmas ornaments. Students
will also be choosing from a variety of stories like Betsy Byar’s, The Summer of
the Swans, to read. The wonderful aspects of the summer project, in addition to
inspiring lifetime readers, are the pride nurtured as we restore the beauty to our
tourist attractions.
Challenged Student Conditions ~Educationally challenged third
and fourth grade students identified as scoring below their peers or identified
as having special needs can be service providers in our extended year project by;
~Including them in the planning of our beautification of Fayette County’s tourist
attractions ~Providing student choice in selection of books to read ~Having them
to assist in community pride projects by recycling ~Presenting Power Point computer
presentations about our beautification projects at the area’s major attractions
Resources ~Funding for a reading specialist and a project supervisor
~Salary for school bus driver to transport students to the public parks ~High interest
grade appropriate books like Betsy Byar’s, Summer of the Swans, The Great Recycling
Adventure, and Berenstein Bears Don’t Pollute ~Christmas bulbs, welded ornaments,
flower bulbs, trash bags for clean-up
Timeline
September October (year 1) ~Identify a site for the summer program
and get permission from the local school Board of Education
November December (year 1) ~Attend WV State Reading Conference
and the Lesson Plan Workshop
January February (year 2) ~Participate in the Martin Luther King
Day of Service ~Order materials and supplies needed for project ~Arrange for matching
funds and contact collaborating agencies March April (year 2) ~Contact Hawk’s Nest
State Park, Babcock State Park, and the New River Gorge Visitor Center to collaborate
on the beatification projects
May (year 2) ~Identify participants and arrange transportation
~Collect Christmas bulbs and flower bulbs June July (year 2) ~Begin beautification
of the parks August (year 2) ~Contact the Fayette County Chamber of Commerce to
volunteer for community service during Bridge Day
September (year 2) ~Prepare and schedule Bridge Day and Make
a Difference Day activities
October (year 2) ~Bridge Day celebration and beautification projects
for Make a
Difference Day
November (year 2) ~Volunteer to help with Hawk’s Nest State Park’s
annual Christmas display
December (year 2) ~Tour the park’s Forest of Lights
Reflection ~Read the book, Summer of the Swans, by Betsy Byars,
and other nature books to share critical thoughts in group discussions and journal
responses ~Reflect on the feelings of pride felt from participating in the projects
~Compile documentation of service hours in each participant’s portfolio ~Take before
and after photos of the parks for the summer memory books and the Power Point computer
presentations
Celebration ~Distribute brochures of our service projects on
Bridge Day while wearing our T-shirts and participating in the event’s fun-filled
activities ~Document service hours and accomplishments in their portfolios along
with certificates of recognition ~Receive STAR points for the Accelerated Reading
Program for all books read during the summer ~Collect pictures and autographs as
a keepsake along with their own copy of the book, Summer of the Swans, by Betsy
Byars ~Participate in picnic lunches and recreation during our beautification projects
~Celebrate some of the food found in the rain forest at the completion of our beautification
project: Vanilla ice cream (vanilla comes from the rain forest), rain forest toppings
(chocolate, bananas, peanuts, cashews, Brazil nuts, and pineapples) Also, chewing
gum comes from the rain forest.
Academic Objectives
WV IGOs ~Given a local problem, propose solutions and investigate
opportunities for public volunteerism (WV 4.6) ~Use maps to explore WV’s population,
products, resources,, transportation, state parks, forests, and scenic, recreational
resources (WV 4.18) ~Explain the effect of geography on expansion and development
of WV (WV 4.14) ~Recognize that a solution to one scientific problem often creates
new problems (WV 4.8) ~Ask and answer questions while recognizing interactions that
further an appreciation and joy of discovery of the natural world. (WV 3.9) ~Choose
and respond to a variety of reading materials for pleasure and information (4.42)
~Read and discuss books related to recycling and pollution like: The Great Recycling
Adventure and Berenstein Bears Don’t Pollute ~Experience the benefits of volunteerism
in the community and at school (4.5)
Contact
Carolyn Sizemore Lee Jones
Fayetteville Elementary School
200 Wiseman Avenue
Fayetteville, WV 25840 (304) 574-1011
Students take Pets to Visit Nursing Home
Community Objective
(s)
To organize visits by students and pets to local nursing homes.
Background
Students will be going the animal shelter and taking pets to
local nursing homes to entertain the senior citizens. The students will be paired
with a senior to get acquainted. Students will be involved in reading stories about
animals, telling stories, and interacting with the seniors and the little pets.
Challenged Student Conditions
Physically and educationally challenged students can be service
providers in our nursing home visitation program by: ~Recruiting them to be in the
program ~Including them in the planning ~Insuring that the physical facilities at
the site are accessible to all ~Providing assistance when needed
Resources ~Nursing Home ~Transportation ~Pets from the Animal
Shelter with pet carriers ~Reading materials
Timeline
Month 1 Planning stage ~Organize students, teachers, and administrators
~Select nursing home ~Contact animal shelter ~Organize transportation ~Schedule
visits ~Distribute permission slips Month 2 Actual visits ~Pick up little animals
~Transport students and animals to site ~Visit with seniors to get acquainted with
animals and students ~Share people and animal snacks Month 3 ~Schedule on going
visits
Reflection ~Students keep a journal of their feelings and interactions
with the animals and the seniors ~Students interview seniors about their feelings
and interactions about the visits ~Produce a journal and photo book of their visits
Celebration ~Schedule and organize a reunion party with all involved
~Invite the local media to cover the event ~Students write thank you notes to the
seniors and animal shelter
Academic Objectives
WV IGOs
Reading Comprehension ~Read literary work by national and international
authors to include but not limited to fairy tales, science fiction, tall tales,
poetry, humor, irony, makebelieve, fiction, non-fiction, legends, forktales, biographies,
historical fiction, WV authors, myth, novel, play humorous fiction, fantasy, short
stories, and drama about animals. (9.12,10.12,11.15,12.8)
Additional Objectives ~Involve seniors in listening to stories
~Provide each senior with a student to be their companion
Contact Information
Jackie Asbury, Chris Bloxton, Damion Nichols Southern Appalachian
Labor School
735 Beards Fork Road
Beards Fork, WV 25173 Fayette County
TASK: Tutoring After School Kids
Community Objective
(s)
Students will provide peer tutoring at several sites in the community
Background
After determining the location of sites, area high school students
will Peer-tutor other students in various maths and sciences, such as Algebra I,
II, geometry, trig, physics, and chemistry.
Challenged Student Condition
Physically, economically, culturally, and socially challenged
students will be included in the planning and implementation of the project.
Resources ~A population of students who need tutored ~A population
of students to be the tutors ~Graphing and scientific calculators where needed ~School
supplies, books, paper, etc. ~Funding to cover expenses of supervision ~Funding
for snacks and celebration activity ~Site locations and permission to use them
Timeline
School year ~Volunteers meeting to set up dates for sessions
~Sign up sheet placed in school counselors’ offices ~Training sessions for the tutors
~Coordination of tutoring sessions at various sites ~Coordinator to monitor the
sessions if necessary
Reflection ~Students will keep a journal about this project and
their progress ~Volunteers discussion about the project
Celebration ~Snacks to be provided periodically ~Party at the
end of the grading period to celebrate the progress made
Academic Objectives
WV IGOs
Process/Workplace Objectives ~Use encouragement, persuasion,
and motivation to complete an assignment as a team player. Develop an effective
team using good communication skills, and decisionmaking practices (PWE. 16 and
PWE. 17) ~Experience the benefits of volunteering in the school and in the community
Contact Information
Ruth Adkins, Chapmanville High School Ann Thornhill, Logan High
School
Patsy O’Brien and Cora Staten, Man High School
P. O. Box 477
Logan, WV 752-1550
The Great Can Race
Community Objective
(s)
To organize and operate a successful can food drive
Background
The Great Can Race is a can food drive that will be the project
of school children. These cans will be given to the local food bank at the Salvation
Army facility during the Christmas holiday season. These foods will be distributed
to needy families.
Challenged Student Conditions
Physically, mentally, socially, educationally, and culturally
challenged students can be service providers in the project by: ~Including them
in planning ~Insuring that the physical facilities are accessible ~Recruiting them
into the project ~Providing assistance when needed
Resources ~A school that wants to provide this service ~Volunteers,
both at school and in the community ~Collection boxes and a facility to hold the
foods ~Calculators and data collection materials ~Provide a celebration with refreshments
at end of project
Timeline
October ~Contact school administration for project permission
~Arrange for funding ~Plan project schedule and set a goal ~Recruit volunteers ~Contact
community volunteers
November ~Start advertising the project in community ~Find location
to store the foods ~Student volunteers collect in school and community ~Keep public
informed on the progress of the food drive
December ~Continue collection ~Update collection data ~Plan the
final days ~Plan celebration for end of project ~Distribute the foods to Salvation
Army
Reflection ~Students will keep journal on the progress of the
project ~Students will discuss the benefits of helping others ~Students will evaluate
the project
Celebration ~Have a special program with refreshments for all
volunteers ~The class with the most can collected receives a pizza party ~The media
will be informed of the project for coverage
Academic Objectives
WV IGOs
Math ~Collect and organize data as a group project (k. 2) ~Construct
graphs using objects and pictures (k. 29) ~Analyze the impact of WV geography on
transportation, settlement, jobs, clothing, food, shelter services and interaction
with the outside world
Language Arts ~Demonstrate proper manuscript and cursive techniques
(4.48) ~Using complete sentences, write a composition with a clearly identified
beginning, middle and end (4.52)
Contact Information
Donna O’Brien, Riverside Elementary School 5 Parkway Driveway,
Williamson, WV 25661 (304) 235-2520 Mingo County, WV
The Mountain School Goes to Kindergarten
Community Objective
To provide “Big Brother”
relationships and services to kindergarten students at Beverly Elementary.
Background
Elkins Mountain School (EMS) Is a juvenile treatment facility
for males ages 12-17. Students are court-ordered residents of the facility. Education
is provided on-sight. Service-learning is an established part of the curriculum
of EMS. Most students are required by the court system to complete a designated
number of community service hours. Integrating this requirement with Servicelearning
makes the experience more meaningful to the student. This project also provides
the opportunity for students who have traditionally been receivers of services to
become providers. EMS students have never been considered positive role models and
this project provides the opportunity for younger children to look up to our students.
By working with kindergarten age students, EMS students get the opportunity to be
part of another’s learning, even though they are academically challenged.
Challenged Student Conditions ~Academically challenged students
will participate in this program provided they receive appropriate training and
plan how they can assist students who are less skilled than they. ~Behaviorally
challenged students will participate in this program provided they are making significant
progress toward behavior goals, progressing through the level system, and maintaining
consistent behavior (earning 85% of points) In class.
Resources ~Elementary school that is eager to participate including
staff, students, and parents. ~Funding to cover transportation, supplies, etc. ~Coordination
between EMS and Randolph County Schools ~Student volunteers who meet qualifications.
~Teacher willing to dedicate time and effort beyond a regular day.
Timeline of Service Activities
September ~Identify a site and work with elementary administrator
and teacher
(s) To organize the program
~Plan a weekly schedule for staff and students. ~Arrange for transportation. ~Plan
and organize activities.
October
May ~Implement weekly visits to elementary school. ~At the end
of each nine-week session, review project with elementary staff, EMS staff and students.
Reflection ~Each student will keep a journal of each service
experience which will include assigned writings addressing specific questions and
anecdotes about their own feelings as well as the feelings of their peers. ~A daily
enhancement period will be arranged to provide a forum in which students may share
feelings and ideas and gain a greater understanding of themselves and the community.
~Each student will examine his attitudes and feelings about working with school
peers and personnel, community personnel and the kindergarten students. ~Students
will make observations about how the individual children’s lives were changed. ~Students
will share information from their journals that they kept during the operation of
the program.
Celebration ~The elementary teacher will host a luncheon for
the EMS students participating in the program. Food will be provided by a local
restaurant. Students, EMS faculty, and elementary staff eat together. The time is
dedicated to celebration and reflection. Students share their successes and failures,
and they make suggestions for positive changes in future projects. ~Upon completion
of the program, students receive certificates to be included in their portfolios.
~The succeeds of the program is shared with other EMS students and staff. ~Participating
students are recognized at an EMS Awards Ceremony where they are encouraged to discuss
the program in a panel forum.
Academic Objectives
WV IGOs
English/Language Arts ~Review appropriate interpersonal communication
skills. (9.1) ~Match the level of language formality to the situation. (9.7) ~Develop
different strategies of reading. (9.31) Process/Workplace ~Systematically analyze
a situation and then plan, organize and implement a concept to improve that situation.
(PW. 1) ~Given an event or activity, identify the resources needed and develop a
plan or action. (PW. 5) ~Demonstrate self-motivation. (PW. 37) ~Work independently
without direct supervision. (PW. 38)
Contact Information
Angie Senic
Elkins Mountain School 100 Bell Street
Elkins, WV 26241
Randolph County (304) 637-0313 asenic@hotmail. Com
The New Canaan
Community Objective
To provide a series of short dramas which address the plight
of individuals and families as they deal daily with the social issues of joblessness,
underemployment, hopelessness, and hunger.
Background
Many of our students live at or below the poverty level in multigenerational,
multi-racial, and multi-cultural families. Economics and family make-up play a major
role in how students interact with peer, schools and the community. Drama is a tool
to get them to open up and discuss these issues.
Challenged Student Conditions ~Socially, academically, culturally,
and mentally challenged students can be service providers in our project if we,
(1) Include them in the planning,
(2) Recruit them to be
a part of the program, and (3) Have them plan how they can relate to issues of poverty,
homelessness, unemployment, and hunger.
Resources ~A donated facility for rehearsal of drama and set
construction. ~Supplies, materials, and nutritious snacks. ~Student participants.
~Community, school, and church arenas willing to facilitate the performance of this
group. ~Volunteers to help teach basic theater skills, complete/oversee set construction,
and costuming. ~Grants to cover the cost of staff who provide supervisory help and
transportation.
Timeline of Service Activities
October
November ~Recruit students and volunteers. ~Contact school administrators,
counselor, parents, and teachers to establish program. ~Plan for activities that
will enhance the reality of the social issues addressed. ~Work with parents, volunteers,
and staff for transportation to and from program and engagements. ~Provide materials
to allow the students to research each issue addressed in the drama.
December
February ~Complete script. ~Begin rehearsals. ~Work with local
college or university to provide technical support.
March
April ~Complete set construction. ~Make all costumes.
May
June ~Contact schools, senior centers, civic organizations, and
churches and synagogues for show dates.
July
September ~Perform the drama.
Reflection ~Hold discussion groups after the performances to
increase public awareness of the issues. ~Each student will keep a journal maintaining
ideas generated by the dramas for how improvements can be made in his or her community.
~Ball Toss activity in which students form a large circle. A tennis ball is randomly
thrown. The student who catches the ball has the floor to discuss ideas for how
the social issues addressed in the drama could be improved in his or her own community.
The ball is tossed until each student has spoken. The ideas prompt discussions and
debates. ~The students will meet once a week to discuss successes and problems as
the project progresses.
Celebration ~Certificates of completion will be presented to
all students and volunteers following the final performance. ~A party will be provided
for a celebration for and sharing by all involved. ~Once a year, a cabaret celebration
will showcase the skills developed and implemented by this group. ~The local media
will be contacted to cover the project and provide publicity.
Academic Objectives
WV IGOs
Process/Workplace ~Understand what is expected of a person in
a given situation or process, and be able to clarify, modify, and/or meet those
expectations. (PW. 34) ~Stay with an assignment or task to completion. (PW. 36)
~Take steps appropriate to developing or implementing new ideas or concepts to improve
a given situation or process. (PW. 39)
Language ~Recognize descriptive language e. G. Connotations,
repetition, sensor language (imagery), figurative language (personification), metaphor,
apostrophe, symbolize, and musical effect. (10.62)
Economics ~Give examples that show how scarcity of goods and
services forces people to make choices about needs and wants. (E. 1)
Contact Information
Ruth Simmons & Karen Sowell Scott’s Run Settlement House
P. O. Box 398, School Street Osage, WV 26543 (304) 599-5020
Monongalia County
T-Shirts Against Violence
Community Objective
To become sensitized to the effects of domestic violence and
to show the need for conflict mediation.
Background
Developmental guidance programs may cover not only getting along
with others, but also alternative ways of dealing with anger, such as in conflict
mediation. This project may help the older elementary school child to examine contributors
to violence, the results of domestic violence, and what they can do about it.
Challenged Student Conditions ~Academically challenged students
can be service providers in our program if we (1) Include them in the planning (2)
Invite them to be a part of the program, and (3) Provide adequate training on our
goals. ~Physically challenged students can be service providers in our program if
we ensure that the physical facilities at the site are handicap accessible.
Resources ~A white T-shirt for each student may be brought from
home or donated by parents. ~12 sets of fabric markers (in sets of 6 colors) May
be purchased and will be shared by pairs of students. ~100 feet of clothesline and
a bag of clothespins may be donated and re-used each year. ~Guidance counselor,
art teacher, Family Crisis Center representative, 2 parent volunteers (to help iron
T-shirts before designing). ~Elementary school classroom. ~ “Get Real About Violence” developmental guidance
curriculum by CHEF (Comprehensive Health Education Foundation, Seattle, WA), for
grades 4-6, Modules 1,2, and 3, including lesson, video, audio -cassette media.
Timeline of Service Activities
September ~Prepare and send letter to parents announcing the
project. ~Coordinate volunteers and speakers. ~Purchase supplies. ~Teach one anti-violence
lesson per week through November. ~Introduce the Family Crisis Center representative
through presentation to class.
October ~Draw design and transfer to T-Shirt in art class. November
~Display T-Shirts at school and at courthouse. ~Brainstorm ways of helping the FCC.
~Prepare and send a letter home to encourage donations of personal items, birthday
party items, etc. ~Assemble “Personal Crisis
Boxes” and “Birthday Boxes” for clients
of the Family Crisis Center. ~Conclude guidance lessons on anti-violence alternatives,
reflections.
Reflection ~Students interact with Family Crisis Center representative,
asking questions about the center and its purpose. ~Students write thank you notes
to the representative. ~Discuss, “How can
I make a difference.” ~Selected students given opportunity to share privately
their experiences at the center with the counselor.
Celebration ~Photo of classes and T-shirts to be published in
newspaper. ~T-Shirt Day: Every student wears the anti-violence T-shirt to school
on a designated day, celebrating “National
Domestic Violence Awareness” in October.
Academic Objectives
WV IGOs
Art Education ~Create art using balance and symmetry, carrying
a theme, using contrast and symbols and human figures (4.10,4.12,4.13,4.16,4.18).
~Describe different reasons for creating art and how art reflects reaction to an
even (4.24,4.25).
Listening/Speaking ~Contribute to group discussions, seeking
ideas and opinions, demonstrating appropriate listening/speaking behaviors, verbally
and non-verbally (4.13,4.14,4.18).
Civics ~Identify a public agency in the community that provides
services, investigate opportunities for volunteerism (3.8,4.5)
West Virginia Studies ~Given local problem, such as domestic
violence, propose solutions (WV. 6).
Health Education ~Explore violent versus nonviolent forms of
resolving conflicts in relationships, how to express anger without violence (4.17).
Process/Workplace Objectives ~Use active listening and observation
skills to understand others and to communicate effectively in return (PW. 15). ~Develop
a plan of action and stay with an assignment to completion (PW. 5, PW. 36). ~Provide
community service to others, explore job possibilities in human services (PW. 49).
Contact Information
Robin Mussen, School Counselor Keyser Primary-Middle School Keyser,
WV 26726
Mineral County
304-788-4220 phone
304-788-4225 fax rmussen@access. K12. Wv. Us
Valuing Diversity: YMCA After School Program
Community Objectives
(s)
To help teens who are service providers in the program to understand
the importance of diversity in their lives as citizens of this country and as teachers
in the after school program addressing diversity. To be role models and mentors
to the children in the program and to learn more about diversity through their teaching.
Background
There are six high school Youth Volunteer Corps students who
are involved as service providers in the “Valuing
Diversity” program at the Parkersburg YMCA after school program. They chose
diversity because they knew that this could help alleviate prejudices, fears and
stereotyping about people who are different. These volunteers are responsible for
writing all the lesson plans and letting the coordinator know in advance what supplies
they might need in order to carry out the lessons.
Challenged Student Conditions
Physically challenged junior high and senior high school students
as well as educationally challenged students can be service providers in the after
school program: ~Recruit them to be a part of the program ~Include them in the planning
~Have them plan how they can relate to all elementary students including those that
are physically challenged ~Insure that the physical facilities at the after school
program site are accessible ~when necessary, provide added assistance
Resources ~YMCA existing after school program and their workers
~Community volunteers as well as Youth Volunteer Corps students ~Craft supplies
and materials ~Foreign exchange students from local high schools ~Multi-Cultural
Festival Committee volunteers
Timeline of Service Activities
September ~Identify a site for the diversity program October
~Work with elementary school administrators, faculty, students, and volunteers to
organize program ~Arrange for adequate funding and resources from local, state and
federal agencies
November ~Plan a daily schedule of operation for the after school
diversity program, site coordinator and volunteers
December ~Plan and organize program activities January ~Begin
the after school diversity program
Reflections ~Students will keep a journal of service experiences
~Monthly meetings will be arranged with fellow students to share their feelings,
thoughts, and observances in order to gain greater understanding about diversity
~Students will analyze and examine the new skills acquired through writing, phoning,
e-mailing and otherwise successfully communicating and working with school and community
personnel
Celebration ~Students who are service providers will attend an
awards banquet in their honor at the end of the program ~Media coverage of the program
and credit given to the volunteers for their great work ~An International Day Celebration
will be held during spring break and will include foods from different countries,
music, displays, and demonstrations
Academic Objectives
WV IGOs
English Language Listening and Speaking ~Review appropriate interpersonal
communication skills (asking and answering questions, following directions (9.1,10.1,11.1,12.1)
Reading Comprehension ~Read literary works by national and international authors
to include but not limited to: Novels, drama, short story, poetry, biographies,
folktales, legends, and non-fiction for cultural literacy, appreciation and application.
(9.12,10.12,11.15,12.18)
Social Studies History ~Describe the influence and impact of
diverse cultures on United States society and their assimilation into American life.
(9.45)
Geography ~Identify and label geographic features of the world
(continents, mountain ranges, and bodies of water) (10.26)
Science/Scientific Attitudes/Habits of Mind ~Model and exhibit
the skills, attitudes and/or values of scientific inquire (Curiosity, logic, objectivity,
openness, skepticism, appreciation, diligence, integrity, fairness, and creativity).
(9.5,10.5, B. 5, C. 5)
Contact Information
Mary Blaker & Bettie Lucas Parkersburg High School 2101 Dudley
Avenue
Parkersburg, WV 26101 (304) 420-9595
Wood County
Veterans Homecoming
Community Objective
(s)
To organize and properly welcome the local veterans by sharing
America’s core values of freedom, justice, equality and respect for all people,
by saying, “Thank you.”
Background
Veterans’ Homecoming is the day Sissonville Middle School has
rolled out the red carpet for their local veterans for the last three years. Veterans’
Day is the only American holiday created to remember a specific instant in time.
At 11: 00
A. M. On the 11th day of the 11th month, the guns fell silent.
For years, Armistice Day kept alive that single trembling moment, the moment on
November 11,1918.
Sissonville Middle School students has continued to keep that
moment alive by paying tribute, as they recognize the contributions of community
service men and women have made to the cause of peace and freedom. The Veterans
Homecoming is an integrated school-wide unit. English classes write letters of invitation;
Art classes produce wall murals; Social Studies classes cover the background history
of Armistice Day; Science classes document the program in photos, videos and the
school web page; Math classes design spreadsheets of West Virginia’s veterans service,
school clubs provide speakers, decorations; The band and chorus prepare the music;
The High School ROTC, Women’ Club and other community organizations give their support.
With the support of school and community, the Veterans Homecoming continues as a
very special community ceremony and celebration.
Challenged Student Conditions
Physically challenged, mentally and educationally challenged
students can be service providers by: ~including all in the planning ~making the
program area accessible to all ~acting as greeters to the veterans ~writing letters
of invitation to veterans ~infusing into the total school population ~working with
technology and video teams
Resources ~a facility to hold the program ~supplies for decorations,
artwork, publicity ~video equipment and computer equipment ~military equipment if
possible ~funding ~reception supplies and food
Timeline
September ~Select a date for the program ~Inform local VFW ~Ask
the WV National Guard to bring large equipment to school ~Gather data and addresses
of veterans ~Plan the program ~Ask Jr ROTC to present colors ~Ask the Women’s Club
to help with the reception October ~Create a daily checklist for the completion
of all committee work ~Teachers and staff incorporate activities into the plans
~Plan method for video and other documentation ~Make a timetable ~Schedule practice
times for speakers and others ~Invite media for coverage November ~Decorate for
the day ~Have everything set up for the program ~Have the program ~Have a reception
Reflections ~Share ideas, feelings and discussions about the
event and the events leading up to the program ~Students will publish the event
on the school WebPages ~Interview as many participants as possible
Celebration ~Show video of the program at adviser/advisee time
to all ~Give the veterans an opportunity to obtain a video of the program ~Award
those who participated ~Display a photomural of the event ~Have a reception for
all
Contact Information
Daisey Holley
Sissonville Middle School 8316 Old Mill Road Sissonville, WV
25320 (304) 348-1993 dholley@access. K12. Wv. Us Kanawha County
Walk 5 Miles Club
Community Objective
(s)
To organize a weekly walking program at the elementary school
walking track and multipurpose room with a goal of walking five miles for both students
and senior citizens.
Background
After students became involved with senior citizens from the
local community center, we noticed a common physical concern. Both students and
seniors needed more exercise. We decided to start a walking club that would not
only improve our bonding process between students and seniors but would help improve
physical well-being.
Challenged Student Conditions
Physically and educationally challenged students can be service
providers in the “Walk 5 Miles Club” by:
~recruiting them to help in the planning of activities ~providing assistance in
helping anyone with physical challenges ~pairing students and seniors in walking
Resources ~Walking facilities both inside and outside ~ Elementary
student volunteers and senior citizen volunteers
Timeline of Service Activities
School Year (Sept June) ~Contact school and senior center for
volunteers ~Plan schedule
Reflection ~Students and seniors will keep a walking journal
with logged miles and other positive activities that took place during their walks
~Observations will be made on improvement of health and fitness ~Sharing thoughts
on how the activities have improved health ~Both will try to recruit new walkers
from the community ~Students will write thank you letters to the seniors that will
appear in the local newspaper
Celebration ~Local media will be invited to chart weekly progress
~End of year picnic for all involved in the program ~Awards and certificates will
be given during the picnic ~Logo T-shirts will be printed and given at the end of
the project
Academic Objectives
WV IGOs
Health ~Participate in activities that enhance specific body
parts, vital organs, and systems (K. 7) ~Practice health-enhancing activities on
a regular basis. (1,6,2,8,3) ~Participate regularly in a health enhancing lifetime
physical and personal wellness activities. (4,8) ~Identify specific types of unstructured
physical activity and exercise. (5,13) Additional Objectives ~Mentor Each student
will be paired with a senior citizen mentor or foster grandparent
Contact Information
Debra Bowen & Donna Hall Fort Gay Elementary School
P. O. Box 427
Fort Gay, WV 25514 (304) 648-5488
Wayne County, WV
White Sulphur Elementary After School Program
Community Objective
(s)
To provide a quality after school program for students at White
Sulphur Elementary School utilizing an intergenerational approach to meeting the
needs of challenged students, and to integrate the Foster Grandparent program in
the implementation of this program. To provide counseling, homework assistance,
mentoring, and tutoring to challenged youth.
Background
After speaking with the staff of White Sulphur Elementary School
there seems to be a need for academic tutoring among the students. With the use
of the Foster Grandparent program, the need may be met.
Challenged Student Conditions ~Physically, educationally, socially,
and economically challenged students may be service providers in the project by:
~Including all students in both planning and design of the project ~Utilizing teamwork
to allow students to overcome challenges
Resources ~Volunteer and elementary school staff support ~Funding
to cover supervisory help, supplies, materials and nutritious snacks ~Tutor training
of the volunteers
Timeline
School year ~Choose at risk students ~Choose Foster Grandparents
~Pair the volunteer tutor with the students ~Arrange for adequate funding for the
project ~Arrange for the facility to be used two hours per week from 3: 00 to 5:
00 ~Plan the schedule for all concerned ~Carry out the tutoring sessions all year
long if necessary
Reflection ~Students will keep journal of project ~Volunteers
will discuss the project and evaluate the results ~All will share their thoughts
and feeling about the project
Celebration ~A special evening program with refreshments at the
end of the project ~Invite the media to follow the progress of the project ~Give
certificates and awards at the evening program to all concerned
Academic Objectives
WV IGOs
Reading ~Read literary works by national and international authors
to include, but not limited to: Humor, irony, make-believe, fiction, nonfiction,
fairy tales, tall tales, and poetry ~Develop an understanding of the need for community
service ~Listen to a variety of literary forms
Contact Information
Ann Henson
White Sulphur Elementary School 150 Reed Street
White Sulphur Springs, WV 24986 (304) 536-2244
Greenbrier County, WV
Winterize Senior Citizens Homes
Community Objectives
To winterize and improve the homes of needy senior citizens located
in our area coalfield community
Background
Eleventh and twelfth grade students from the Building Construction
class will winterize some senior citizens’ homes located in the coalfield communities.
Typical improvements will be insulation of attics and floors, repair or replacement
of windows and doors, repair plumbing, electrical, safety items, railings and wheelchair
ramps.
Challenged Student Conditions ~Have any printed work enlarged
if necessary ~Assist the challenged student when needed
Resources ~Senior homes in need of repair ~Building Construction
teacher ~Transportation ~Materials: Insulation, lumber, plumbing supplies, windows,
and doors ~Tools ~Delivery of supplies
Timeline
Fall ~Contact agencies to obtain list of possible homeowners
~Contact the homeowners ~Order supplies ~Schedule repairs to be done with volunteers
to do them ~Do repairs
Reflection ~Volunteers keep journals of repairs and antidotes
on their homes ~Interview homeowners about their life in the coalfields ~Make a
comparison of the good times and the bad times living in the coal fields from the
point of view of the coal miner ~Compile a publication about the experience
Celebration ~Refreshments ~Select a senior citizen to be awarded
on Martin Luther King, Jr. Day dedication house ~Invite local media
Academic Objectives
WV IGOs
Process/Workplace Objectives ~Use encouragement, persuasion,
and motivation to complete an assignment as a team. Develop an effective team using
good communication skills and decision-making practices (PWE. 16, PW 17)
Additional Objectives ~To work in small groups to accomplish
a mutual goal ~To enhance decision-making skills
Contact Information
Jackie Asbury, Chris Bloxton, Damion Nichols Southern Appalachian
labor School
735 Beards Fork Road Beards Fork, WV 25173 Fayette County
Won’t You Be My Neighbor?
Community Objective
To organize and operate social interaction for children and clientele
of local community kitchen.
Background
Sunbeam Child Care Center, a small childcare center in a residential
setting in Fairmont, West Virginia is a “School-Day
Plus” extended day care program.
The concept is part of a movement to a provide nurturing, learning
environment for elementary school children during times that school is not in session
and their own parents are working.
Most communities have citizens who have fallen on hard times.
It is crucial that we help them to maintain their pride and dignity. It is also
important that all children feel nurtured and understand that they are part of a
larger circle of friends. This plan has a duel benefit: The children preparing and
providing games and the children receiving the social interaction.
Challenged Student Conditions ~Physically challenged students
can be service providers in our project if we (1) Include them in the planning,
(2) Insure that the physical facilities are accessible, (3) Recruit them to be part
of the project, (4) Use a buddy system whereby a team effort accomplishes specific
tasks successfully, and (5) Integrate all children into some aspect of the project.
~Academically challenged students can be service providers in our project if we
(1) Recruit them to be part of the project, (2) Incorporate their ideas into the
planning, (3) Focus on strengths of students, (4) Design, construct and be Official
facilitator of games. (5) Create jobs in which they can be the expert, and (6)
Acknowledge them as a vital part of the particular aspect of the project.
Resources ~A community kitchen facility eager to have social
activities provided for their children/clientele. ~Funding to cover transportation
of children to and from community kitchen facility. ~Community service worker. ~Drama
club at local high school. ~Drama department of local college/university. ~Local
librarian. ~Guest speaker (local athlete, Smokey the Bear, etc.) ~Books. ~Supplies
to make props for skits. ~Games. ~Stipend for guest speaker (if needed) ~Local bakery/grocer
to donate food and paper supplies. ~AmeriCorps to send volunteers.
Timeline of Service Activities
April ~Meet with soup kitchen to determine age of clientele (children)
~Determine amount of social time available after meal has been served. ~Plan and
organize a schedule of operation (weekly/biweekly) ~Plan and organize transportation
needs.
May
July ~Choose stories to read. ~Tape record reading of stories.
~Dramatize stories (use of different voice tones and/or act out the story) ~Choose
topic for skit. ~Design skit. ~Make props for skit. ~Practice skit. ~Videotape and
view skit. ~Perform skit and the soup kitchen. ~Select board/table games. ~Prepare
to play games at the kitchen (practice, discuss appropriate game behaviors) ~Determine
who to invite as a guest speaker, contact that person and schedule a time for this
person to read a story aloud and hold discussion and sign autographs.
August ~Publicize the event. ~Write thank you note to guest speaker,
signed by students.
Reflection ~Each student will keep a journal of each service
experience, writing in anecdotes, or drawing pictures about their own feelings,
as well as the feelings of their recipients. ~Students will share their thoughts
about how working on the program affected their lives and the lives of others. ~Students
will work in small groups to write a service poem reflecting on their feelings of
the service activity. ~Was it more like.. . Clear some space. Have the group sit
on the floor in a circle and think quietly about their service project. Then inform
them that you are going to ask them to compare their project to a pair of words
and quickly decide which word more closely describes their project.
Example: Was it more like.. . Work or fun? Chinese or Mexican
food?
Nintendo or Sega Genesis?
Celebration ~Newspaper articles about culminating activity with
guest speaker will be written giving credit to sponsors, staff and students. ~Video
of rehearsals will be shown to other members of the child care facility. ~A special
program will be held at the end of the summer with a guest speaker and special foods
and desserts.
Academic Objectives
WV IGOs
Process/Workplace ~Given multiple tasks, prioritize them according
to importance and prepare a time frame and schedule to accomplish the tasks. (PW.
3) ~Given an event or activity, identify the resources needed and develop a plan
of action. (PW. 5) ~Use active listening and observation skills to understand the
positions of others, and use verbal and nonverbal cues from others to communicate
effectively in return. (PW. 15) ~Understand what it takes to develop an effective
team, including team rules, behavior norms, team roles, communications, and decision
making practices. (PW. 16) ~Perform effectively in both leadership and non-leadership
roles. (PW. 18) ~Stay with an assignment or task to completion. (PW. 36) Listening
and Speaking ~Participate in choral speaking, reciting poems, rhymes, songs, and
stories with repeated patterns and creative dramatics. (K. 2) ~Make an oral presentation
using appropriate volume, pitch and rate of speech. (3.14).
Reading Comprehension ~Retell major events of a story (1.46)
~Dramatize, illustrate, and retell stories that have been read. (1.45)
Civic ~Choose and participate in a project of volunteer service
to the community. (K4,1.5,2.4)
Contact Information
Helen Post-Brown Marion County
Sunbeam Child Care Center 1654 Mary Lou Retton Drive Fairmont,
WV 26554 (304) 366-8590
FAX (304) 366-5006
SunbeamCCC@aol. Com
Youth and Local History
Community Objective
(s)
To establish an academic collaboration that will help teach elementary
children about their local history.
Background
Children, oftentimes, grow up in a geographical area that is
rich in history, but move from grade to grade learning state history, with little
knowledge of the history of their own area. This is the situation that prompted
the DuPont High School Community Service students to form collaboration with the
Malden Elementary fifth graders. Together, they asked the community service students
from the University of Charleston to help them research the history of Malden, West
Virginia, known for its history of the salt industry, and the home of Booker
T. Washington.
After planning and preparation, the identified students boarded
buses each Tuesday and Thursday and traveled to college libraries and Internet labs.
The fifth graders interpreted the research they collected and these children published
a booklet. During the following school year, the high school, college and elementary
students worked together learning more about their area.
Challenged Student Conditions ~Physically challenged elementary,
senior high and college students can be service providers and receivers in the local
history project by: ~Including them in the planning ~Insuring that all physical
facilities are accessible ~Recruiting them to be part of the project and ~Having
them plan how they can relate to each of the academic age groups
Educationally challenged students can be service providers and
receivers in this local history project by: ~Having them plan how to assist students
that are less skilled ~Making this a project that provides many opportunities to
teach and enhance high and low technology skills by having students use computers,
Internet, make copies, write letters, record information and use media equipment
Resources ~A geographical location rich in history that is also
enjoyable for children ~At least three academic levels to participate ~Funding ~Facilities
for doing research such as college library, Internet, local historians ~A historical
building adaptable for classroom setting
Timeline
September October ~Identify collaboration and make all necessary
preparations October December ~Collaborate research area history near elementary
school
December ~Celebrate in a historical building in the area (in
this case the Norton House in Malden, WV)
January May ~Elementary children write booklets from researched
material
May ~Booklet goes to print and then sent to legislatures and
political dignitaries ~Booklet is also sold in Malden, WV Visitors Center at Cabin
Creek Quilts.
September December ~Plan for a new group of collaborators from
DuPont High School, University of Charleston, and Malden Elementary School.
January March ~The new researched local history is written in
lesson form by the college students. They traveled each week to the elementary students
to teach. ~Each lesson begins with a reflection of the last week’s activity.
March ~Celebrate and present the last lesson. ~Have the replica
of Booker T. Washington’s boyhood home serve as a classroom for this lesson and
final celebration. The college students had the elementary students construct a
replica of a Malden historical building that they had studied using popsicle sticks.
These were placed in the proper location on a large map of Malden, WV. ~The college
student teachers hand painted a white bed sheet representing
Malden and placed it on the floor for the children to place their
buildings in the proper location. It was a very creative and memorable experience
for the entire collaboration.
Reflection ~Photo journals were kept ~Students shared thoughts
and evaluation of the project daily ~All three levels communicated and shared ideas
and fellowship
Celebration ~Arrange a special party celebration ~College campus
newspaper covered the project ~Local media was contacted to cover the final event
and progress of the project ~Kanawha County schools media covered the event ~Acknowledgements
were made for all participants in the project
Academic Objectives
WV IGOs
Civics ~Identify students’ state, town, and address (WV. 1) ~Identify
state symbol, capitol, and the Governor, celebrations and holidays, famous West
Virginians (WV. 2) ~Recite the State Motto and State Song (WV. 3) ~Given a local
problem, propose solutions and investigate opportunities for public volunteerism
(WV. 6)
Economics ~Identify the major occupations of people in the private
and public sectors of WV (WV. 7) ~Identify the effect of natural resources and geographic
features upon the economic development of counties and state (WV. 8) Geography ~Locate
WV on a USA map and identify bordering states (WV. 9) ~Locate and describe the four
geographical regions of WV (WV. 11) ~Describe WV climate and weather (WV. 12) ~Explain
the effect of geography on the expansion and development of WV (WV. 14) ~Compare
and contrast lifestyles of WV of yesterday and today (WV. 17)
Contact Information
Karen Payne, Riverside High School Nancy Pauley, Malden Elementary
School 200 Elizabeth Street
Charleston, WV 25311-2119 (304) 348-1934
