Jump to content

1.3 - Student Driven Community Service

From KNILT

Objective

The learner will classify student driven community service by generating a list of criteria that student driven community service projects must meet.

Activity 1

You will begin this lesson by watching a short video. The video is presentation of a student driven community service project. Click here to link to the video: Staples Urban Environment Challenge Winner


You will watch the video twice.

  • The first time, you will just watch. While watching, keep the following key question in mind: How does this video and the project it describes represent the ideas of "student driven" and "community service".


  • The second time, you will complete the following tasks:

While watching the video, take notes in your Learning Journal about how this video and the project it describes represent the ideas of "student driven" and "community service". Title this entry Unit 1 Video Notes.


After watching the video, post an answer to the key question above on the Discussion page for the Unit 1.3 page. Then, comment on the post of at least one other student.

Activity 2

In this activity, you will be comparing examples and non-examples of student driven community service.

In Science class, Jack and his classmates are learning about what materials can be recycled. Jack and his friends notice that every day the garbage cans in the school cafeteria are full of cardboard, plastic packaging, and cans that he knows should be recycled. Jack and his friends do some research and work with their principal to get recycling bins into the cafeteria so these materials do not end up in the local dump.


As you read this example, several key features should stand out to you that confirm that this is an example of student driven community service:

  1. The students were the ones who made the observation that a problem existed.
  2. The students figured out a possible solution to the problem.
  3. The students presented this plan to the adults in charge in order to make the change.
  4. The project helps the school community by increasing the number of recycle bins.
  5. The project helps the local community by decreasing the trash in the dump.


The students at Highland High are excited about their new school building, which is currently under construction. The Principal wants the new building to have a green roof. Green roofs can help reduce run-off in an area, which in turn reduces the pollution that makes its way to the water supply. The students can’t wait for the new building to be finished, so they can help maintain the green roof.


As you read this non-example, several key features should stand out to you that confirm that this is not an example of student driven community service:

  1. The students did not come up with the idea for or plan the green roof, the Principal did.
  2. The students did not take part in building the green roof.


You probably noticed that our non-example does include some aspects of community service, most notably that it will benefit the community by reducing pollution in the water supply. In addition, the students can participate in community service as they maintain the green roof. HOWEVER, SINCE IT IS NOT STUDENT DRIVEN, IT IS STILL A NON-EXAMPLE!!!

Activity 3

As you read the next EXAMPLE, make notes in your Learning Journal of the key features that confirm that this is an example of student driven community service. Title the entry Unit 1 Example Project.


The students in Mrs. Kline’s 6th grade class were learning about air pollution, and the harmful effects it has on the environment. That day after school, many students noticed that their parents idled in the parking lot waiting to pick them up. They recognized that this idling was causing extra air pollution. The students decided to create signs for each of the main parking lots of their school to encourage parents to turn off their engines while waiting. These signs informed parents of the harmful impacts of air pollution.


As you read the next NON-EXAMPLE, make notes in your Learning Journal of the key features that confirm that this is a non-example of student driven community service. Title the entry Unit 1 Non-Example Project.


Ms. Herb’s 3rd grade class is studying pollution. The students become very interested in the topic of pollution, especially in their local area. The students ask if they can do a research project to find out the main sources of pollution in their local environment.

Assignment

Your final assignment in this activity is to generate a list of criteria for determining whether or not a project is an example of a student driven community service project. Use the examples above, as well as the notes in your Learning Journal to help you write your criteria. Your list should include at least 4 different criteria that should be present in any student driven community service project. Title this entry My Criteria List.

Move on to 1.4 - Classifying Examples of Student Driven Community Service

Return to Student Driven Community Service

References

Earth Force Inc. (2011, July 7). Staples Urban Environment Challenge Winner - Go Green Group. Retrieved November 13, 2012, from YouTube: http://www.youtube.com/watch?v=UPgRzzxcCEU&feature=plcp

Retrieved from "https://knilt.arcc.albany.edu/index.php?title=1.3_-_Student_Driven_Community_Service&oldid=52728"