New Learn and Serve America Grantee Produced Materials - November 6, 2008
CBO
Jump Starters Summit: Planning a Service-Learning Conference for Youth
Heartland Foundation
Abstract: In this guide you will find information to help plan a Jump Starters Summit. A Jump Starters Summit is a forum for students to showcase their service-learning projects.
The information in this guide is organized into the following sections: Introduction, Logistics, Planning, Format, Marketing, The Event, Evaluation and Follow-up, and Resources.
If you would like to receive a hard copy of the Jump Starters Summit Planning Curriculum, contact Chris Turpin, Service-Learning Manager of Heartland Foundation at (816)-271-7684 or via email christopher.turpin@heartland-health.com. There are a limited number of copies available, which will be distributed on a first come, first served basis.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8158
K-12
Beyond the Freeway: City Planning (Guidebook)
Learn and Serve America Ohio
Abstract: Beyond the Freeway: City Planning is a module designed to give students a greater appreciation and understanding on the inner workings of the community in which they live. By combining real-world learning with the creation of a fictional town of their own, students will have the opportunity to apply what they have learned from both the field trip as well as in various subject areas across the curriculum. Students participating will leave the program with a better appreciation and understanding of what it takes not only to run a city on a daily basis, but the complexity of organizational skills and infrastructure necessary to survive a disasters, both natural and otherwise.
The module consists of two main parts beginning with a field trip. The second part is the construction by students of a model town or village which must sustain the effects of a disaster. The field trip includes three stops; the first at a local dam, where a representative from the Division of Water spoke with the group. Another stop was the cities Emergency Management Agency where students had the opportunity to tour the command center. Finally the group stopped at the Ohio Fire academy. Alterations and suggestions for your field trip are located in this guidebook.
The second aspect of the module is the design and construction of a mock town or city. Using the knowledge gained from the field trip as well as from other curricular areas (curriculum links are addressed in this sourcebook) this community will need to be self-sustaining and be able to withstand the effects of an emergency situation. Issues of prevention, response, and short and long-term social, economic, and environmental effects should also be taken into account when designing their individual village.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8168
Bullying, Conflict Resolution, and Service-Learning: A Learning Module
Learn and Serve America Ohio
Abstract: This module takes students from the high school level and teaches them important information about bullying. The curriculum used in this module’s original implementation addresses bullying behavior, building empathy, motivating awareness, and teaching assertiveness. Students then take this information and teach the curriculum to fifth and sixth grade students (you may alter the grade level the students are teaching to your individual needs). In teaching the material, it is reinforced in the minds of the high schools students reinforcing their awareness of the issue. In this module you will find several handouts/fact sheets that were used in the original implementation and were provided by the projects major partner.
Working with their community partner, teachers were instructed on the use of the anti-bullying curriculum. The service-learning class is then instructed on how to teach the lessons themselves and schedule programs in classrooms of younger students. Because the material is presented from high school students, elementary school students are more likely to pay attention and take the matter seriously. As you begin working on this project you will quickly realize how prevalent a problem bullying can be, and how important it is to stop it early.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8171
College Visits: A Learning Module
Learn and Serve America Ohio
Abstract: Part of preparing students about safety is getting them to think seriously about their own future. By providing students with the opportunity to speak with representatives from local colleges and universities, students will be able to think about their long term contributions to society as a whole.
The module centers two components to get students interested in a secondary education. First visits from representatives of local colleges and universities (such as a college fair); and second, visiting local colleges and universities.
This is an excellent opportunity to reinforce any vocational topics in safety-related fields. Fire prevention, law enforcement, military careers, and health-care professions are all areas that link the concepts of Hometown and Homeland Safety and Security to the importance of considering further education. Depending on your area and community, also remember to include representatives from trade schools and/or agricultural training. Regardless of the intended career, secondary education can only serve to increase knowledge, create stronger minds and citizens, and increase potential earnings.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8169
Community Safety Survey: A Learning Module
Learn and Serve America Ohio
Abstract: The first step to community disaster preparedness is understanding what the awareness level is within your community. This module engages students with the community to determine what the level of preparedness is by surveying members of the local community. This information can then be used to determine the type of future activities within the community.
This module takes students out into their community to determine the level of preparedness of the general public. In this project you will develop a safety and preparedness survey with your students that they will administer at various locations in and around your community. An integral part of the success of this project it partnering with public locations that will allow students to complete their task.
There are several Learning Modules developed as part of the Safety in Ohio through Service that can be used in conjunction with this unit. The Service-Learning with a Side of Hometown Safety Learning Module takes students into local businesses to evaluate their safety procedures and the School Safety Walk Around Survey takes high school students back into their middle school and/or middle school students to their grade school to complete similar surveys.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8170
CPR: A Learning Module
Learn and Serve America Ohio
Homeland Security and Hometown Safety encompass many aspects of our daily lives. Inherent in the concept of Homeland Security and Homeland Safety is saving lives. Proper training in CPR is one proven and effective way to give individuals life-saving skills that may one day save the life of another. In this module involved teachers are first certified in CPR (if they are not already). Then students meet with first-responders and/or other health-care providers who can relay the importance and seriousness of this skill. Users may also wish to have students visit the local fire station to discuss the topic with them. Students then receive CPR training themselves. Users may wish to make this training open to all school faculty, staff, and administration.
If a larger, more comprehensive, emergency response is being planned, plan this module is an important first step. CPR training is a vital component to any other emergency plan program, such as SERT (Student Emergency Response Team). The success of this module can provide you with a gauge of the interest in further training for both students and faculty and staff.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8172
Emergency Shelter: A Learning Module
Learn and Serve America Ohio
Abstract: As schools grow and/or needs of a community change, new school buildings are often built to replace older out-of-date facilities. New buildings may be built to accommodate larger student populations, to incorporate better and more efficient heating and cooling systems, or to more easily integrate modern technologies into the classroom. This does not mean, however, that these buildings are lost. These buildings, that may, in a worst case scenario become abandoned eyesores, can have a “second life.” In this module buildings that are no longer in regular use are converted into emergency shelters.
Needless to say, such a project benefits the entire community. In certain emergency situations, individuals and families may need access to a community shelter. For example, visitors to the community may have no place to seek refuge. Additionally, families may not be able to return to their homes due to severe weather conditions.
In this module, partnerships with a number of agencies will be critical to accomplishing the goal. The school district, the Red Cross, local government and media outlets will all have important roles to play in coordinating and working with your students. Students will have multiple opportunities to be active participants in the creation of the emergency shelter, creating relationships with important community organizations and civic leaders.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8173
Emerging Leaders: A Learning Module
Learn and Serve America Ohio
This purpose of this module is to stimulate conversation and provide information on service and creating social change through leadership. Students visit with community leaders where themes of civic responsibility are addressed directly. The module may involve students involved in student leadership or other community areas where student voice is an important factor.
If at all possible it is better for the students to go to the place of work of the community leaders you are working with. The student impact of meeting with these leaders in their work environment can be very beneficial.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8174
Family Safety: A Learning Module
Learn and Serve America Ohio
This module was created with to address one of the key aspects of Hometown Safety; awareness and preparedness. Being prepared increases the chance of enduring a disaster without loss of life or injury. In addition, preparedness lowers the level of fear and anxiety experienced by those in an emergency situation. The ability to think clearly in any high-stress situation improves the ability to endure the situation and cope with its effects afterward. Being prepared also allows emergency response teams to concentrate their efforts on the most seriously effected individuals in a community.
The module is broken into four parts, each of which encourages discussion between the student and parents, caregivers, siblings, and any other individuals in their homes. This encourages the home unit to plan and work together to prepare for situations that may occur in their own community, depending on your location you may focus on flooding, blizzards, tornadoes, hurricanes or earthquakes.
The module begins with an introductory letter sent home to introduce the project to members of the household. The first part completed by the family is a survey to assess the level of preparedness. This is followed up by a section called Talking Points which encourages discussion about how to best prepare for emergencies. The third section is an assessment completed jointly by the student and parent/guardian. The module is then finished by having the student write a reflection of the entire process detailing their thoughts, feelings, and what they have learned from the project. The program them concludes with an event (a dinner in the original implementation) with representatives from the Red Cross, local first responders, and/or emergency management representatives.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8175
High School Safety Hunt: A Learning Module
Learn and Serve America Ohio
The High School Safety Hunt is a fun and exciting way to raise awareness about a number of different safety issues. It can be used to bring attention to specific locations in and around a school such as: kilns, parking lots, electrical towers, airports or any other number of areas. Additionally the clues can also lead students to important safety-related individuals staffed at the school, including school security, custodians, administration and faculty. Each location will have its own unique areas and individuals to highlight as a part of this project. This flexibility allows the module to be successfully implemented in any setting (urban, suburban, rural). It also allows the module to be repeated over and over, simply choose new safety areas each year for a fresh start. The module is also extremely cost-effective. Besides typical poster materials the only costs incurred are for prizes, and these may be supplied by local businesses.
The modules centers around a contest. Each day clues are posted (samples are included in this guidebook) that create a whimsical rhyming riddle about the targeted individuals and/or areas. Depending on the absolute secrecy of the class creating the clues (which adds to the excitement) the student body as well as faculty and staff are encouraged to solve the riddles. This shared level of competition between students and staff serves to raise the level of excitement as the days lead up to the conclusion of the riddles and the revealing of both answers and winners.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8209
High Impact Project Manual: Diversity for Senior, Capstone, and Culminating Projects (Student Handbook)
Service-Learning Northwest
Abstract: There are three separate High Impact Project Manuals, each with a different theme. This manual focuses on diversity, and is divided into four sections. The first section explores the overall background and history of the general topic area, including brief biographies of key historical figures. In addition, students will find references throughout the section for additional related research. The second section provides an extensive list of both web-based and print resources that support a variety of issues within the topic area of diversity. These resources also provide a research base for the project. The next section provides examples of service activities that can be implemented in conjunction with a culminating research project based on diversity. The final section includes a number of planning tools that will aid in the development of high quality, high impact culminating projects.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8126
High Impact Project Manual: Environment for Senior, Capstone, and Culminating Projects
Service-Learning Northwest
Abstract: There are three separate High Impact Project Manuals, each with a different theme. This manual focuses on environmental issues, and is divided into four sections. The first section explores the overall background and history of the general topic area, including brief biographies of key historical figures. In addition, students will find references throughout the section for additional related research. The second section provides an extensive list of both web-based and print resources that support a variety of issues within the topic area of the environment. These resources also provide a research base for the project. The next section provides examples of service activities that can be implemented in conjunction with a culminating research project based on the environment. The final section includes a number of planning tools that will aid in the development of high quality, high impact culminating projects.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8125
High Impact Project Manual: Social Justice for Senior, Capstone, and Culminating Projects (Student Handbook)
Service-Learning Northwest
Abstract: This manual addresses social justice concerns, and is divided into four sections. The first section explores the overall background and history of social justice, including brief biographies of key historical figures. In addition students will find references throughout the section for additional related research. The second section provides an extensive list of both web based and print resources that support a variety of issues within the general area or social justice. These resources also provide a research base for the project. The next section provides examples of service activities that can be implemented in conjunction with a culminating research project based on the particular theme. The final section includes a number of planning tools that will aid in the development of high quality, high impact culminating projects.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8124
Information for Administrators, Educators, Parents, and Students: Resources for Senior, Culminating, or Capstone Projects
Service-Learning Northwest
Abstract: The "senior project" has been defined as a culminating high school initiative that demonstrates your students' ability to write, speak, acquire and use knowledge, solve problems, and apply a variety of skills, including time management and task analysis. It is a culminating assessment that demonstrates what students know and can do as they prepare to graduate. It prepares them for college and/or the
workplace and can help them transform their senior year into one that is uniquely challenging and stimulating.
This document contains information about the growing number of students who are completing senior, capstone, or culminating projects, and the goals and execution of these projects.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8127
Keepin' It REAL: A Learning Module
Learn and Serve America Ohio
This module uses the "Keepin' It REAL" curriculum to teach students how to resist the influence of negative peers as well as other environmental factors in the school and community. Prevention is the key to any societal problem and by teaching students how to avoid and respond to negative influences they will not only be bettering themselves, but they will also serve as role models for others in their communities.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8210
Kidsapalooza: A Learning Module
Learn and Serve America Ohio
Abstract: The Kidsapolooza Learning Module engages students in a service-learning activity that benefits the greater community. This Learning Module is perhaps one of the most flexible of those developed as part of the SOS program. The project centers around a community event based on a specific theme chosen by the class. In the initial implementation the theme was child abuse and prevention and was carried out by middle-school Child Development classes. Any number of topics could be addressed and the project should start with a thoughtful discussion between not only students, but with other faculty and school administration.
Once the theme of the event has been decided, students create a number of activities for their target audience. Assistance should be provided to ensure that the activities are age appropriate, fun, and simply translate the educational content easily. These activities are brought together in the Kidsapolooza event, which is open to the greater community. Communication about the event may include elementary schools in your area as well as day-care centers to get the word out to the largest audience possible.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8211
Learn and Serve Ohio 2006-2007 Annual Report
Learn and Serve America Ohio
Abstract: This report provides a glimpse at the efforts of Learn and Serve Ohio during the 2006-2007 period, including a message from the evaluator, a description of what Ohio service-learning looks like, and a look at Learn and Serve Ohio's newly-updated website. Also included are a glimpse at the data regarding participants, programs, and school/community partnerships, snapshots of Ohio's efforts through practitioners and students' eyes, information about state and national service-learning organizations, and a look forward to the future of service-learning in Ohio.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8167
Mock Disaster: A Learning Module
Learn and Serve America Ohio
Abstract: The Mock Disaster Learning Module can serve as a stand alone project or in conjunction with other Learning Modules dealing with natural disasters and preparedness. This module provides the framework to execute a disaster drill during which students will be able to practice their preparedness skills in a safe environment. This type of practice gives students the confidence necessary if they should ever encounter an actual disaster.
This is a large scale project and while the benefits to both students and community that they serve are substantial, it is time intensive. Before beginning this project make sure your partners within the school understand this beforehand. Several planning meetings prior to the drill will be absolutely necessary for everyone to attend. Additionally this project gives you the opportunity to establish partnerships with local first response units. These partnerships will be valuable in the future if you choose to implement other Learning Modules from this program, a number of which depend on police, fire, and emergency response units as major partners.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8212
Right to Read: A Learning Module
Learn and Serve America Ohio
Abstract: Homeland Security and Hometown Safety encompass many aspects of our daily lives. The topic allows for integration within the classroom while at the same time reinforcing important educational goals. This module focuses on reading, centered on the Right to Read week. Students read on topics related to Homeland Security and safety, write papers and create presentations. In conjunction with these projects, speakers are invited to come to the classroom and share their knowledge and experiences. In addition to language arts, this project can also be linked into vocational subject areas as well. The project comes to a close with a evening event at the end of the week. This adds an additional incentive and level of excitement to the project.
This module should be easy to implement; local fire, police, and other emergency agencies are more than willing to speak to students and can help to raise the level of interest among students. Additionally, this type of project can be implemented across a range of grade levels.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8213
School Bus Emergency Drill: A Learning Module
Learn and Serve America Ohio
Abstract: The School Bus Emergency simulation Learning Module was originally implemented as a final exercise to the schools Teen SERT program. Providing training is only one step in preparing students to assist in important, and often high-stress situations where the skills they have learned, such as first-aid and CPR are needed. Simulations such as this one can be an extremely effective tool in putting together a comprehensive student and school safety program. In this drill, not only do students practice their skills, but in doing so gain the confidence that they can perform in a real situation. In a majority of situations, bystanders are the first on the scene of an accident, with their training students can both administer first-aid as required as well as provide detailed life-saving information to emergency personnel before they arrive. The more accurate information emergency crews have prior to arriving on the scene, the more effective they can be in saving lives.
This module centers on a simulated school bus accident. You can alter the nature and severity of the drill as needed. The advantage of the school bus scenario is that it gives your students a larger number of "victims" to assess and treat, allowing all students to be involved in the triage process and using their skills in the situation. This module allows for a great variety of cross-curricular links due to the large number of areas the situation covers, from health to physics and even the performing arts. This can easily be a project that involves large numbers of students.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8215
School Safety Photo Guide: A Learning Module
Learn and Serve America Ohio
Abstract: School buildings can be complex structures, with numerous halls and paths connecting various parts of the school to each other. This is particularly true when buildings have been altered, remodeled, and added on over the life of the building. Students and faculty quickly learn to navigate the halls but the uninitiated can quickly find themselves lost. This can create challenges for first-responders in an emergency situation where gaining access to a particular part of a building quickly is imperative.
Students can assist police and fire personnel by providing them with accurate visual images of important parts of the building. These images, when coupled with building plans that first-responders have access to can allow for quick and more effective use of life-saving time when assessing and implementing emergency actions.
With technology available today, many local first-responders have the ability to view in their vehicles photographic images of the interior of a school building. Having actual photographs of the interior can greatly assist in the navigation of unfamiliar or reduced visibility situations. Students work to identify key safety areas and take digital images of them. These images are given to the local emergency departments and loaded onto a secure system which only they have access to.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8216
School Safety Walk Around Survey: A Learning Module
Learn and Serve America Ohio
Abstract: Sometimes when we encounter the same environment day after day, be it out homes or schools. It can be easy for important safety practices and features to go unnoticed. We may also not notice potential safety issues that would be obvious to others. This module addresses these potential oversights while educating students about safety at the same time.
This module was originally implemented by middle school students who visited the elementary school(s) in their district. However you could easily have high school students visit middle or elementary schools. Students are exceptionally observant, especially when charged with a specific task. With a survey your students create, they will visit schools to find any perceived safety issues. Hopefully, students will take these skills home and encourage their families to ensure safety in that environment as well.
Evaluation of the students consists of several parts. First participation in the creation of the survey itself. Secondly, how the students complete the survey at the schools they have been assigned to. Finally, students complete a reflection paper or project where they discuss what they learned.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8217
Seat Belt Safety: A Learning Module
Learn and Serve America Ohio
Abstract: Homeland and Hometown security encompasses many aspects of daily life, including the daily commute or trip to school. The importance of properly wearing a seat belt is a simple, but life-saving, habit that all members of the community should be aware of. This learning module can be combined with language arts curriculum standards.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8218
Service-Learning With a Side of Hometown Security: A Learning Module
Learn and Serve America Ohio
Abstract: In our post-September 11th society many organizations have implemented updated safety procedures and emergency plans. However, on occasion, these procedures may not be up to date. Additionally, the familiarity with an environment can lead to oversight on safety matters. In this module students serve their communities by reviewing safety procedures and looking at an environment from an outsider's point of view. In some cases, students may not find any areas of improvement, in others valuable insights may be the end result. In the former situation, even if students find that the location they are working at is safe and up to date, the process of investigating itself is a powerful educational tool. In the latter situation, discoveries by students can be of great assistance and may one day save lives. Examples of some things students may discover are; out of date or missing evacuation plans clearly marked and understandable to visitors to a building, confusing exit plans, lack of first-aid materials and many other potentially life-saving discoveries.
By working within their community, students, in a service-learning environment establish relationships with members of the community they may have had no previous experience with. This is a key factor in service-learning, the building of relationships within the community while gaining knowledge at the same time from classroom-based instruction. The list of possible partners is only limited by the number of outside businesses willing to participate. In the initial implementation in the Worthington, Ohio school district, over forty partners teamed up to participate in this project.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8219
Student Safety Corps: A Learning Module
Learn and Serve America Ohio
The Student Safety Corps is a trained group of students who serve two functions. First, in the event of an emergency they can assist local Fire and Emergency crews in a number of ways; from basic medical assessment and first aid until help arrives to setting up temporary housing after a disaster. Secondly, the Student Safety Corps can serve as a group to raise public awareness relating to safety and preparedness.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8220
Teen SERT: A Learning Module
Learn and Serve America Ohio
Abstract: The Teen SERT program is a version of the Community Emergency Response Team (CERT). The goal of the program is to develop and train a group of serious safety-minded students in basic skills related to health and safety. The students are not expected to replace the training and skills of professional first-responders. Instead, SERT members are expected to administer basic first-aid, evaluate injuries, and collect important information that can be relayed to safety workers en-route. The information provided to the emergency response crews in advance can be life-saving as can the basic level of treatment provided by the SERT team.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8221
Service-Learning and the Constitution: Suggestions for the Study of Civics and United States Government and Citizenship
Utah State Office of Education
Abstract: This document outlines the various essential ideas that teachers might use in instruction of civics, U.S. government, and citizenship. These ideas include popular sovereignty, limited government, functions of the three branches of government, checks and balances, guaranteed rights, the function of the courts, federal/state/local relationships, compromise, obligations of citizenship, economics and the free market, and influence on the world.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8130
Service-Learning at Calvine High School
CalServe
Abstract: This video, produced by Calvine High School in Elk Grove, California, presents information on a service-learning project in which "students travel to, and compare, two local watersheds, survey the areas using GPS devices, catalog flora and fauna, test water quality, and clean up litter...Upon completion of field activities, students participate in a variety of reflective assignments in the curricular areas of English, Science, American Government, Math, and Economics. Then, students reflect through multimedia, video, or blogs where they share their findings."
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8159
Service-Learning Strategies: Idaho's Practical Guide to Service-Learning
Idaho State Department of Education
Abstract: This is a guide for school district administrators and teachers as they create or improve their service-learning program, regardless of their previous experience in service-learning. Students make a tremendous difference in their schools and communities when they are given the opportunity to use their enthusiasm, energy and ideas
to solve problems and contribute to the common good.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8224
Sober Minded: A High Impact Project Manual Focusing on Underage Drinking Prevention (Student Handbook)
Service-Learning Northwest
Abstract: The purpose of this manual is three-fold. First, to provide readers with the awareness of the issues involved with youth alcohol use. The manual aims to provide sufficient background and supporting materials in order for readers to understand the issues and make informed choices. Second, to help students develop a healthy and positive attitude toward alcohol use as an adult by helping them develop informed and intelligent choices regarding alcohol. Third, this manual is also provided as a resource for students, especially if they choose to take action in their schools and their home communities.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8129
Tobacco Prevention: Culminating Project Tools for Students
Service-Learning Northwest
Abstract: This High Impact Project Manual focuses on tobacco prevention, and is
divided into four sections. The first section explores the overall
background and history of the general topic area including brief biographies of key historical figures. In addition students will find references throughout the section for additional related research. The second section provides an extensive list of both web based and print resources that support a variety of issues within the general topic area. These resources also provide a research base for the project. The next section provides examples of service activities that can be implemented in conjunction with a culminating research project based on the particular theme. The final section includes a number of planning tools that will aid in the development of high quality, high impact culminating projects.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8128
Tornado Safe Practices: A Learning Module
Learn and Serve America Ohio
Abstract: A new school facility has recently been built. The building has been remodeled and a new structure has been added on to accommodate grades K-6. The building needs to have a tornado drill procedure that can accommodate all 850 individuals in the building.
A tornado drill procedure should be in place in every public school system. The schools are required to practice these drills. Many schools do not have a well thought out plan.
If a school system has a crisis plan for this sort of situation and makes it available for community safety officials, rescue efforts will be more efficient and therefore more effective.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8222
Water Testing: A Learning Module
Learn and Serve America Ohio
Abstract: Ownership of our shared environment is a key part of developing stewardship in future generations. However, the issues of quality control and standards for environmental factors can seem distant. This module aims to bring the matter directly to the students. In this module students hear from representatives from agencies involved with the safety, processing, and security of our water supply. After hearing from these individuals firsthand the importance of maintaining a safe and high-quality water supply, students will have the opportunity to test their local water for themselves.
The primary curricular link is science and biology. However, the importance of safe and clean water can easily cross-over into subjects such as social sciences, government, and even history, where water quality has played an important role in the development of cleaner and healthier cities. Opportunities also exist for taking the subject out of the classroom and into the community. Regardless of positive or negative results, the greater community can only benefit from the results of this project. Additionally, students will complete the project with a greater understanding and appreciation of the work that goes into maintaining clean water for both human and wildlife in our state.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8223
Year 2 Site Visit Report: Centennial Learning Center
Coalition of Essential Schools Northwest
Abstract: Site visits in this second year of the Coalition of Essential Schools Northwest grant focused on four Essential Elements of service-learning: outcomes, assessment, meeting a genuine need, and reflection. During site visits Merit Research met with at least two teachers, one community partner, two groups of students, and the service-learning coordinator in order to assess progress in the essential elements. Merit met with coordinators at the conclusion of the site visit to discuss what Merit had learned and to collaboratively assign a rating from 1 to 4 on a half-point scale for each element. This report reviews progress made in Centennial Learning Center's service-learning program since 2007, describes the rating assigned for each of the targeted essential elements, and summarize results from online student, teacher, and partner surveys.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8151
Year 2 Site Visit Evaluation: Clover Park High School
Coalition of Essential Schools Northwest
Abstract: Site visits in this second year of the Coalition of Essential Schools Northwest grant focused on four Essential Elements of service-learning: outcomes, assessment, meeting a genuine need, and reflection. During site visits Merit Research met with at least two teachers, one community partner, two groups of students, and the service-learning coordinator in order to assess progress in the essential elements. Merit met with coordinators at the conclusion of the site visit to discuss what Merit had learned and to collaboratively assign a rating from 1 to 4 on a half-point scale for each element. This report will review progress made in Clover Park's service-learning program since last year, describe the rating assigned for each of the targeted essential elements, and summarize results from online student, teacher, and partner surveys.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8154
Year 2 Site Visit Evaluation: Commodore Options
Coalition of Essential Schools Northwest
Abstract: Site visits in this second year of the Coalition of Essential Schools Northwest grant focused on four Essential Elements of service-learning: outcomes, assessment, meeting a genuine need, and reflection. During site visits, Merit Research met with at least two teachers, one community partner, two groups of students, and the service learning coordinator in order to assess progress in the essential elements. Merit met with coordinators at the conclusion of the day to discuss what Merit had learned and to collaboratively assign a rating from 1 to 4 on a half-point scale for each element. This report reviews progress made in Commodore Options' service-learning program since 2007, describes the rating assigned for each of the targeted essential elements, and summarizes results from online student, teacher, and partner surveys.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8153
Year 2 Site Visit Report: Friday Harbor High School
Coalition of Essential Schools Northwest
Abstract: Site visits in this second year of the Coalition of Essential Schools Northwest grant focused on four Essential Elements of service-learning: outcomes, assessment, meeting a genuine need, and reflection. During site visits Merit Research met with at least two teachers, one community partner, two groups of students, and the service-learning coordinator in order to assess progress in the essential elements. Merit met with coordinators at the conclusion of the site visit to discuss what Merit had learned and to collaboratively assign a rating from 1 to 4 on a half-point scale for each element. This report reviews progress made in Friday Harbor's service-learning program since 2007, describe the rating assigned for each of the targeted essential elements, and summarize results from online student, teacher, and partner surveys.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8152
Year 2 Site Visit Evaluation: Heritage High School
Coalition of Essential Schools Northwest
Abstract: Site visits in this second year of the Coalition of Essential Schools Northwest grant focused on four Essential Elements of service-learning: outcomes, assessment, meeting a genuine need, and reflection. During site visits, Merit Research met with at least two teachers, one community partner, two groups of students, and the service-learning coordinator in order to assess progress in the essential elements. Merit met with coordinators at the conclusion of the site visit to discuss what Merit had learned and to collaboratively assign a rating from 1 to 4 on a half-point scale for each element. This report will review progress made in Heritage's service-learning program since 2007, describe the rating assigned for each of the targeted essential elements, and summarize results from online student, teacher, and partner surveys.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8149
Year 2 Site Visit Evaluation: Nathan Hale High School
Coalition of Essential Schools Northwest
Abstract: Site visits in this second year of the Coalition of Essential Schools Northwest grant focused on four Essential Elements of service-learning: outcomes, assessment, meeting a genuine need, and reflection. During site visits Merit Research met with at least two teachers, one community partner, two groups of students, and the service-learning coordinator in order to assess progress in the essential elements. Merit met with coordinators at the conclusion of the site visit to discuss what Merit had learned and to collaboratively assign a rating from 1 to 4 on a half-point scale for each element. Because this is Nathan Hale’s first year participating in this grant, this report will first briefly summarize the school's service learning program, then describe the rating assigned for each of the targeted essential elements and summarize results from online student, teacher, and partner surveys.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8148
Year 2 Site Visit Evaluation: Riverdale High School
Coalition of Essential Schools Northwest
Abstract: Site visits in this second year of the Coalition of Essential Schools Northwest grant focused on four Essential Elements of service-learning: outcomes, assessment, meeting a genuine need, and reflection. During site visits, Merit Research met with at least two teachers, one community partner, two groups of students, and the service-learning coordinator in order to assess progress in the essential elements. Merit met with coordinators at the conclusion of the site visit to discuss what Merit had learned and to collaboratively assign a rating from 1 to 4 on a half-point scale for each element. This report reviews progress made in Riverdale's service-learning program since 2007, describe the rating assigned for each of the targeted essential elements, and summarize results from online student, teacher, and partner surveys.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8147
Year 2 Site Visit Evaluation: Windward High School
Coalition of Essential Schools Northwest
Abstract: Site visits in this second year of the Coalition of Essential Schools Northwest grant focused on four Essential Elements of service-learning: outcomes, assessment, meeting a genuine need, and reflection. During site visits, Merit Research met with at least two teachers, one community partner, two groups of students, and the service-learning coordinator in order to assess progress in the essential elements. Merit met with coordinators at the conclusion of the site visit to discuss what Merit had learned and to collaboratively assign a rating from 1 to 4 on a half-point scale for each element. This report reviews progress made in Windward's service-learning program since 2007, describe the rating assigned for each of the targeted essential elements, and summarize results from online student, teacher, and partner surveys.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8150
posted by NSLC Librarian @ 10:20 AM
