1. Service-Learning Contact Information
2. Service-Learning Fact Sheet
To be update during the 2008-2009 academic year once the new plan is approved. The previous plan follows:
Service-learning is infused in the Social Studies curriculum by unit in grades kindergarten through 9th grade. Students participate in one advocacy project per year, designed for each grade. 97% completion by end of 9th grade.
Breakdown: Project requirements are met at 10% per year (10 projects, 1 per year = 100% of district's requirement).
Reporting: Upon completion of the service-learning program, documentation will be placed on the student's transcript and high school records.
Transfer Policy: Transfer students are offered three options for completing service-learning hours:
1. Students who transfer after the 9th grade can complete a prorated hourly program, based on 75 hours.
2. Students complete the number of hours needed to accumulate 75 hours of student service in combination with hours verified from a previous school system's plan.
3. Students complete a one semester Experience Based Career Education program in service-learning.
3. Teacher Fellows (see overview)
Donald Brian Ansel, 2006, North Dorchester Middle School (Science & Social Studies), anselb@dcpsmd.org
During the spring of the 2004-05 school year, North Dorchester Middle School students were studying the history of Earth Day in social studies and learning about our environment in life sciences. As a team, the math and language arts teacher and I decided to incorporate all subject matters into a service-learning project to celebrate Earth Day.
Best Practice 1: What recognized community need was met by your project (e.g. health, education, environmental or public safety need)?
Our 7th grade students cleaned up and beautified their own school environment for Earth Day. Students rotated through eight stations where they completed activities that benefited our local environment including:
-creation of a flowerbed where a tree was planted along with the flowers;
-planting seeds at a terrarium station of plants that would later be replanted to various spots around the school;
-working at a plant identification station where students learned about and identified native plants;
-making tie-dye t-shirts at a leaf plot station.
Best Practice 2: How was the project connected to school curriculum (e.g. what course outcomes were met and/or how did the project reinforce or enhance student academic learning)?
The Earth Day Celebration was an interdisciplinary project tied to multiple subjects such as language arts, social studies, math, and science. Existing course goals for all of those subject areas were met through the project.
Best Practice 3: How did you reflect on your experience throughout the project?
As each student rotated from station to station, they were to keep a journal and record their thoughts and what they were learning at each station.
Best Practice 4: How did students take leadership roles and take responsibility for the success of the project?
Students wrote letters to local businesses and parents for contributions for our Earth Day Celebration.
Best Practice 5: What community partners did you work with on this project (e.g. non-profits, civic organizations, business that provided donations, etc.)?
Our 7th grade students invited students from the local high school to participate in our Earth Day Celebration. We had parent volunteers come in to help out with the different activities that were planned. The contributions that we received form the local and community businesses were outstanding.
Best Practice 6: How did you prepare and plan ahead for the project?
A team of teachers initially came up with the idea and began planning the project. Students also assisted with project planning.
Best Practice 7: What knowledge and skills did students develop through this project?
Students learned the history of Earth Day, the importance of protecting the environment, and skills in team work and cooperation.
Teresa Berry, 1998, Mace's Lane Middle School (Social Studies), 410-228-2111
The student service-learning project at 7th grade is peer mediation. Each year we train about 250 students to become mediators in the school building. All 7th grade students also do a service-learning project in their social studies class each year. The projects vary from year to year based on community needs.
Regina Teat, 1995, Principal, Hurlock Elementary School
Children designed "Winter Holiday" cards which were sold to family and friends. Profits from the boxes sold went to two local churches. This class project involved cooperative learning groups - each group was responsible for designing one card. The activity integrated math, writing, language and social studies. Next we will be doing an interdisciplinary project with the Humane Society dealing with the care and protection of animals.
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