Service Learning Project
Project: Students will teach peers important skills for independent living as young adults.
Students choose one art project and one presentation. One must focus on a specific math-related skill. The other must focus on a specific science-related skill. Math skills include learning to manage debt and learning to save and invest. Science skills include healthy eating habits and physical fitness.
6 Stages of service learning
- students design a survey to assess the skill level of their peers
- students collaborate to assign roles within each group
-students will collaborate to create individual science and math projects that develop their financial and health skills
Preparation and Planning
- each group picks a skill/topic for their art project and for their presentation and collaborates to create coordinated individual plans to assign responsibilities and meet project milestones
- students complete projects on managing debt, saving and investing, healthy eating, and physical fitness
- art and presentation groups collaborate to create a combined presentation for each skill/topic
- combined art/presentation teams perform their skill building productions to school peers
Part 1: students perform for class peers
Part 2: students perform for peers in other classes
- students will keep journals (they choose the type) documenting their predictions for how the project will unfold and a post project reflection on how it was different from what they expected and what they learned or would have done differently
- combined art/presentation groups will video tape their performances for sharing via social media
- students provide an initial peer evaluation during part 1
- students provide final self/peer evaluations after part 2
Social Justice and Equity Component
Anti-bias framework standard:
Students will respond to diversity by building empathy, respect, understanding and connection.
Outcome Diversity 9 DI.9-12.9:
I relate to and build connections with other people by showing them empathy, respect and understanding, r regardless of our similarities or differences.
In order to fulfill the social justice and equity component of our ITU, students will focus on the topic they chose for their art project. Students in the art group will research how the topic can impact people's lives. For example, if an art group is working on a project about debt students will research the experience of people who go through debt. They might ask questions such as "How did this affect their relationships?" or "How was this person able to still provide meals for their families?" or "How did this person end up in so much debt?" What they learned must be addressed or influence their art. By learning about people experiencing debt, students can begin to build empathy and understanding for others, whether they are in debt or not.
The product of this process is included in the art piece students will make with their groups. As part of this piece students must include some type of depiction or allusion to how people feel about their chosen topic. Each group can choose their own medium and how they want to include what they learned.