Service Learning Lesson Plan Childrens Books

Grade Level ____9-12_______ Content Learning About: How to design a book for a child Service Need: Creating a book for a K-3rd grade students Service Idea: Desktop publishing students will create a lasting product to be put in the hands of elementary students and teachers. Curricular Connections English/Language Arts: Use proper grammar and punctuation Use of literary elements and plot structure Social Studies/History: Mathematics: Science: Art and Music: Story illustrations Character Development: Stories relay a moral or character lesson. Other: Using computers to create the book Preparation: Students use all the tools that they have been shown and mastered in desktop publishing to create the book Action: Create the book and then read their book to a child Reflection/Celebration: Reading the book and hearing from the children how much they liked it Demonstration of Learning: Will post pictures of the students reading their books on the wall for the whole school to see. Will also post pictures of this activity on the KPARK web site and the televisions throughout the school Skill Development (Academic and/or Affective): Academic and Affective Students are able to develop relationships with younger students in feeder pattern. Youth Voice and Choice: Students choose the story topic. Books/Resources: Popular childrens books for examples. Notes Teacher Email: Brenda.schultz@humble.k12.tx.us Community Contacts Elementary school literacy coaches

Service Learning Lesson Plan Differential Communication

Grade Level ___9-12__________ Content Learning About: Differential Communication Service Need: The need for understanding of the TEK of differential communication between your average audience and to elementary school students. Also motivational speaking to the elementary ESL students. Service Idea:

Curricular Connections English/Language Arts: Reading up to date childrens books. Showing the students that older kids read as well and that its fun. Social Studies/History: n/a Mathematics: We have a math game that we can play with them where we act out a math machine and the kids must figure out the arithmetic. (This is only if we have extra time to kill) Science: n/a Art and Music: n/a Character Development: n/a Other: n/a

Trip to visit North Belt Elementary. Perform a few performances of childrens stories with and emphasis on reading. Also, we would like to add in a motivational speech and discussion with the ESL students of the school.
Preparation: We would prepare select groups who must apply for the field trip to perform different skits whether it be Dr. Suess or Disney. We will also prep ourselves by using the districts TV/Cam to get to talk to the students first and practice formal discussion with children. Last we will coordinate a confidence building exercise for the ESL students. Action: We already have been in contact with Ms. Andrea Barela of North Belt to plan dates and possibly a follow-up trip next semester. We are also studying different teaching techniques and the communication/discipline practices of elementary school teachers.

Skill Development (Academic and/or Affective):

This will be affective skill development since we have already taken Comm Apps. We are wanting this trip because we loved it so much from last year. We feel like were teaching the children and we have something to pass on.
Youth Voice and Choice:

Reading is the Key ESL is the Pathway to Success (Motivational Speeches From us to the children)
Books/Resources:

Reflection/Celebration: We will reflect by doing a follow-up survey and thank you letters to the children. Even talk to them after the trip with the TV/Cam again to ask them what they thought about it.

Application Communication Textbook

Notes:

Demonstration of Learning: We would demonstrate our learning by showing proper model behavior. We will show that we understand the difference of interacting with children in a formal setting along with proper discipline with Ms. Barelas guidance. We will also have shown advance speech skill during our motivational speech to the ESL students.

Teacher Email: Erin.kelly@humble.k12.tx.us Community Contacts

Service Learning Lesson Plan Project Name: English I Service Learning Project (Writing a Business Letter) Grade Level 9 Department: English Course: English PreAP/GT Contact:Himel Why is the Service Needed? To teach students the need and value of service learning and encourage them to discern the needs in their community Preparation: Learning how to write a business letter and contact community members, establishing criteria, viewing samples Action Plan: 1. Establish a plan. 2. Contact community members. 3. Do the service. 4. Present project to peer group. 5. Evaluate others/reflect Method of Reflection and Celebration: Students wrote a reflection on how service learning touched their lives, what services they performed, and who was affected. Learning Assessment: Reflection piece Presentation Student evaluations Learning Objectives: To write a business letter To present a report to the class To write a reflection of what was learned To evaluate peer presentations

Student Ownership/Youth Voice and Choice: Students were able to choose their own service learning projects and ways to carry them out Teacher Email: Deirdre.himel@humble.k12.tx.us

Notes: Students also discussed the projects determining possible career choices.

Attachments:

Community Partners: Kingwood Public Library FOLK (Friends of the Library Kingwood) PALS Animal Protection Agency Birthright of Humble Humble ISD school carnivals The Learning Center of Kingwood Various community churches HAMM

Service Learning Lesson Plan Eye Scream

Grade Level 10th grade Department: High School Science Course: Biology I Contact: Glenda Rice Why is the Service Needed? To provide the opportunity for high school students to collaborate with 5th graders on identifying the structures of a mammalian eye while performing a hands-on dissection. Preparation: 1. Expectations guidelines on behavior 2. Academics review of eye structures & functions 3. Hands-On Trial Run practice dissection 4. Coordinate timing and plans with Stephanie Fisher of Woodland Hills Elementary Action Plan: Fifth-grader science classes visited KHS on a block day. Each 5th grader was randomly paired with a high school buddy. High school students prepared name tags for 5th graders and themselves. Method of Reflection and Celebration: High school students contributed money for ice cream cup treats for their 5th grade students and themselves. Lab was titled Eye Scream and we surprised them with their treats after the dissection was completed. Learning Assessment: 1. Oral assessment during dissection by high school students 2. Written lab practical exam following activity

Learning Objectives: 1. Learn structures of eye and their functions. 2. Cooperative learning skills 3. Establishing a rapport between students

Student Ownership/Youth Voice and Choice: High school students were responsible for the lesson they determined the comfort level of their 5th grader and how best to assist and guide them during the dissection. This is an on-going activity each year students share their skills with a younger student. Teacher Email: Glenda.rice@humble.k12.tx.us

Notes: Pictures to follow

Attachments:

Provide Water to South African Schools Fund-raise for trip: 1. Cell phones 2. House comp 3. grants 4. sponsorships Provide HISD teachers/students trip to complete the service in South Africa in Dec. 2010 1. 6 teachers 2. 6 students Campaign Development & Presentations: 1. Dr. Sconzo 2. Rotary Curriculum Development 1. lesson plans 2. media packets 3. electronic networking

AHS Action Plan For H2JoJo: What are we Who will be What When will this going to do? responsible, and resources will activity begin? who will be we need? involved?

When will it end?

$3500 Timeline: Dr. Sconzo May 2011 Per person March - identify a and on promote project for travel non-profit to handle going as district wide and SLC Coord, the money, search for the lessons accommod grants, cell phone Kim Huseman can be fundraiser, and create recreated ation Bobbie Rogina expenses presentation each year. AHS Teachers 10 12 April form student Tara Bain groups, visit with Dr. people Shannon OBrien Sconzo, Dr. Hawkins sent on Hillary Fortenberry and Rotary Clubs, trip. HISD $2,400 - create website and Teachers facebook accounts Jo-Jo AMS - Trichelle May set summer water Stephanie Fisher meeting dates, enlist bottles Social Studies social studies teachers ($600 High School rep each goal from each level to Middle School rep research curriculum is to Elementary rep purchase ties. Students at least 4). June Create Leaders from campuses for Total - $44,400 Curriculum Packets and get to Dr. Sconzo campaign group July- Aug. - People 6 Students Selected going to Africa get to attend trip. vacinations, passports (Taras children) and sponsors. (Shannons Sept. Nov. - House daughter) Competition for Jo-Jo Sherri Ondrusek & bottles & item her son) collections, and s-l Public lessons in classrooms. Relations: Dec. Travel to Africa HISD e-mails Jan - S-L Project Jaime Mount Reflection/CelebrationRobin McAdams students and teachers Charlotte Hoya show-case their Houston area media project at faculty meeting and student assemblies.

How will we know we have completed the activity?

Reflection practices: Pre-Reflection & Awareness Activities District-wide support and use of servicelearning lessons. Meet financial goals and complete trip to provide water to South African schools. Communication to all stakeholders before, during and after service trip. Post- Reflection: Practice interviews Dr. Sconzos TV Show

Service Learning Lesson Plan

Grade Level ______9______ Content Learning About: Make a connection with the non-fiction story, Havent I Made a Difference by finding a way to make a difference in our community. Service Need: Find an area of need in the community and find a way that you can make a difference. Service Idea: Curricular Connections English/Language Arts: Literary analysis Written reflections and proposals Public Speaking Social Studies/History: Mathematics: Science:

Individually or with classmates, over a period of one month perform Art and Music: two hours of service that is connected with James Harriots Character Development: non-fiction story Havent I Made a Difference?
Other: Preparation: Read Havent I Made a Difference Read childrens book, Somebody Loves You, Mr. Hatch Listen to the song, Dont Laugh at Me Fill out a personal interest inventory Write service proposal Action: Make a difference by performing two hours of service in the community. Write a reflection about the experience Make a presentation to the class with pictures from the service project. Reflection/Celebration: Small group discussion telling about their experience. Demonstration of Learning: Students will write a reflection of the service performed and present it to the class with pictures documenting their service work. Turn in a written reflection to be graded Skill Development (Academic and/or Affective):

Service learning is true academics in action. It takes students beyond the traditional classroom by integrating service to the community into the academic curriculum. Service learning is a powerful strategy for teaching and learning that allows young people to deepen and demonstrate their learning and, at the same time, develop a strong sense of civic responsibility. In forming new connections to their communities, students experience career orientation and social development as well as an increase in academic achievement.
Youth Voice and Choice: Students choose an area of personal interest and research a way to make a difference by performing two hours of service in that area. Books/Resources: Notes Teacher Email:

Carla.atkinson@humble.k12.tx.us Community Contacts Community speakers and non-profit organizations

Service Learning Lesson Plan Learning Garden

Grade Level __10-11-12_______ Content Learning About: How flowering plants & vegetables are grown and used in modern & ancient Roman times while interacting with college campus programs & staff and our KPHS students who are eligible for the MOSAIC program (HISD/LoneStar College cooperative program for older students with intellectual and physical disabilities). Service Need: greater interaction in the Lone Star College(LSCSK) learning garden for area public school students Service Idea: Establish a Roman Garden, researched, planned, planted and maintained by KPHS Latin students and fellow MOSAIC program students Preparation: Plants were researched, then grown from seed or purchased and planted according to a student designed 15x15 garden plot within the LSCSK Learning Garden Action: Once the garden was planted, we continue to tend and harvest while interacting with our KPHS fellow students and LSCSK and MOSAIC students and staff Reflection/Celebration: Latin students have written reflection papers about their experiences to date and the larger KPHS group will celebrate at their last garden visit May 3, 2011. Demonstration of Learning: The garden plot itself and tri-fold poster board prepared by the students to demonstrate what the project is all about. Curricular Connections English/Language Arts: XX Social Studies/History: XX Mathematics: Science: XX Art and Music: Character Development: XX Other: Learning to work alongside others in the Lone Star College Learning Garden and in various other campus locations Skill Development (Academic and/or Affective): Primarily affective skills with academic skills as secondary were the focus of this project Youth Voice and Choice: Students lead in all project choices Books/Resources: Some online resources were consulted in plant selection Notes Teacher Email: dorothy.rhoda@humble.k12.tx.us Community Contacts:

Service Learning Lesson Plan Meet the Animals Videoconference

Grade Level ____9-12 __________ Content Learning About: Animal care, management, anatomy, physiology, and biological natures Service Need: Meets the needs of elementary students in Urban areas who do not have traditional access to livestock Service Idea: Reach out to as many children as possible across the United States and Canada by presenting the animals to students live via videoconferencing. Interactive sessions allow the elementary students to ask questions. Preparation: Students prepare by researching swine, lambs, goats, cattle, poultry and rabbits and then align their finds with the TEKS Action: Students develop lesson handouts and compile samples of feed and wool to send to each of the participating schools. Students prepare presentations for videoconferencing episodes. Reflection/Celebration: At the end of each episode students and teachers reflect on the presentation. Demonstration of Learning: Live presentations of animals and information to students of various schools Curricular Connections English/Language Arts: Social Studies/History: Mathematics: Science: Art and Music: Character Development: Other:

Skill Development (Academic and/or Affective): Speaking skills Rapport with younger students Organizational skills Lesson development Youth Voice and Choice: Students develop the lessons, take ownership of each episode and decide who hosts the different episodes. Individual students show their personal animals. Books/Resources: Notes Teacher Email: Kevin.mccarty@humble.k12.tx.us

Community Contacts

Grade Level: 11-12 Department: Art Course: IB Art

Service Learning Lesson Plan Project Name: Memory Project http://www.thememoryproject.org/ Learning Objectives: To reproduce from a photograph, a childs portrait. Research of the childs country; to include, economic status, poverty rates, orphanages, and other relevant factors that could lead to children being displaced and abandoned.

Contact Name & Email: Amanda Petree

Why is the Service Needed? This project helps support the efforts being conducted world-wide for displaced children in orphanages. It helps by providing life-long memories to these children and gives (for many of them their only) portrait of their life.

Action Plan: Each students is assigned a child from a third world country that currently resides in an orphanage. They are given a photograph of that child and are assigned to render a portrait in return. Medium and creativity are encouraged, but a realistic portrait is expected.

Learning Assessment? Students are assessed through the TEKS on portrait, use of medium, and creativity.

Method of Refection and Celebration? Student showcase their work at HHS and celebrate and reflect on the date of shipping. Additional celebrations occasionally occur when letters of videos of portrait being given are sent back to HHS.

Learn to serve something greater than yourself!

Service-Learning opportunities at Humble ISD are made possible through the generous funding of the Texas Learn and Serve Grant.

Service Learning Lesson Plan Memory Writing

Grade Level _9____________ Content Learning About: How to edit and publish a book using a desktop publishing program Service Need: To produce a book based on a senior citizens self-authored life history Service Idea: High School Students visit assisted living communities to capture the stories of senior citizens to produce a book. Preparation: Teach students how to use desktop publishing programs to edit and produce a book. Connect with an assisted living community social director to organize seniors to write their stories and arrange for student visitations. Action: Students receive seniors stories and type into a word processing program to edit Students copy flow the text into a publishing program to create a book template. Students visit seniors with the rough drafts for interviewing, additions, and illustration ideas. Students complete books. Reflection/Celebration: Students and seniors have a social where the books are presented by the students to their senior partners. Curricular Connections English/Language Arts: Social Studies/History: Mathematics: Science: Art and Music: Character Development: Other:Journalism

Skill Development (Academic and/or Affective): Academic students edit and produce a book. Affective: Students worked with senior citizens to capture history and forge relationships. Youth Voice and Choice: Students ads were able to publish a book of personal histories. Books/Resources: Interviewing techniques Copyright website Teacher Email: Bobbie.schrockrogina @humble.k12.tx.us

Demonstration of Learning: Students books demonstrate their skills.

Service Learning Lesson Plan Project Name: Resume Project Grade Level: 9-12 Department: Speech Course: Communication Application Contact Name & Email: Stacey Hamlet Stacey.Hamlet@humble.k12.tx.us Learning Objectives: Students will learn about homelessness in their community. They will interview women currently residing in a shelter to gain an understanding of their situation and then obtain personal information to create a professional resume for that partner. Professional Resumes are created for the women in the shelter to help them find employment to better their personal situation. Why is the Service Needed? Action Plan:

Students must be paired with a women currently living This service provides professional resumes at the shelter or identified by the shelter as in need. for women with families currently living in a shelter so that they are able to apply for jobs. Each student does a telephone or written interview to obtain all the information needed to create a professional resume for their partner. Students create the professional resume for their partner, highlighting their skills, experiences, and background. These are formatted, edited, and printed on bond paper to ensure their professional quality. Students are then bussed to the shelter to meet their partner and present them with the resumes.

Learning Assessment? Using TEKS assigned to resume writing, interviewing, and professional communication, students are assessed in the following areas: Professional Interview to gain information Professional Telephone communication Resume Format and Professionalism

Method of Refection and Celebration? Students are bussed to the shelter to personally give the resumes to their partners. Each partnership is given time to meet and share. Groups are then asked to reflect aloud about what this experience means to them. Women from the shelter are asked to send follow up letters letting their partner know how their job hunt goes and the results.

Learn to serve something greater than yourself!

Service-Learning opportunities at Humble ISD are made possible through the generous funding of the Texas Learn and Serve Grant.

Humble ISD Service-Learning Planning Guide Sheldon Park Wetlands Project School: Atascocita High School Teachers/Sponsors: Lori Kittrell / Regina Raiborn Class: Environmental Systems Need:1 bus on two separate days, and 2 subs for two separate days (4 total) Service-Learning Idea: Students will be working with Texas Fish and Wildlife rangers and adult volunteers to replant / re-establish wetland and prairie areas in Sheldon State Park. Preparation: Students have learned the importance and background of wetlands and prairies, as well as the negative impacts humans have on them. Intended Results: Students will give back to the environment in a lasting way, and in turn, will have a better understanding of the structure of wetlands and prairies, the type of plants found there, and the living conditions required to keep them established. This will lead to an appreciation of these habitats. Action: Students will learn the history of the Sheldon Park area, in terms of how the land has changed as a result of human manipulation, and will physically replant and re-establish native species to these areas. Results:
Curricular Connections (TEKS) 4) Science concepts. The student knows the relationships of biotic and abiotic factors within habitats, ecosystems, and biomes. The student is expected to: (A) identify native plants and animals using a dichotomous key; (B) assess the role of native plants and animals within a local ecosystem and compare them to plants and animals in ecosystems within other biomes; (F) predict how the introduction or removal of an invasive species may alter the food chain and affect existing populations in an ecosystem; (H) research and explain the causes of species diversity and predict changes that may occur in an ecosystem if species and genetic diversity is increased or reduced. (8) Science concepts. The student knows that environments change naturally. The student is expected to: (A) analyze and describe the effects on areas impacted by natural events such as hurricanes, flooding, and population growth; (C) examine how natural processes such as succession and feedback loops restore habitats and ecosystems; (9) Science concepts. The student knows the impact of human activities on the environment. The student is expected to: (E) evaluate the effect of human activities, including habitat restoration projects, species preservation efforts, nature conservancy groups, on the environment; (F) evaluate cost-benefit trade-offs of commercial activities such as municipal development, farming, deforestation, over -harvesting, and mining;

Skill Development (Academic/Affective): 1. Improved communication skills 2. Improved understanding of possible careers 3. Improved appreciation for environment 4. Use of charts and keys for identification of organisms 5. Planting skills Youth Voice and Choice:

Reflection/Celebration/Demonstration of Learning:

Resources:

Whats Next Back in class, we will discuss the species that we planted, and describe how their roles are important in supporting a wetland or prairie habitat. We will also discuss the roles of many of the macro invertebrates that we catch during our trip. We will look at the total human impacts on wetlands around the globe, specifically the Florida Everglades and the restoration project that is currently taking place there.

Notes:

Teacher Email: lori.kittrell@humble.k12.tx.us

Community Contacts: Tom Olson (Park Ranger at Sheldon State Park) Tom.Olson@tpwd.state.us.tx

Service Learning Lesson Plan Cultural Exploration

Grade Level 11-12 Department: Foreign language Course: Spanish IV Contact: Wendy Otsuka Why is the Service Needed? To promote multicultural understanding among elementary and high school students Preparation: KHS Spanish 4 students discuss immigration issues in general and prepare questions for potential interviews with heritage speakers at the elementary school. Action Plan: Form partnership with River Pines Elementary school. Discuss ideas with third and fourth grade teachers and administration. Method of Reflection and Celebration: KHS students will re-enact a wedding in April drawing upon some of the information they learn about Hispanic traditions from the elementary students. The younger students will in turn visit our campus that day and also participate in the wedding. Afterwards, there will be a discussion to tie all the events together and discuss the questionnaire completed by the parents of the elementary school children. Cake and refreshments will be served at the reception. Learning Assessment:

Learning Objectives: Students will develop their interviewing skills in Spanish. Students will practice vocabulary and grammar with heritage speakers.

Student Ownership/Youth Voice and Choice: Students will brainstorm a list of questions about customs and traditions that provide an insight into how immigrants adapt to life in the United States. Teacher Email: wendy.otsuka@humble.k12.tx.us louis.garcia@humble.k12.tx.us Notes: This project will take place spring semester of 2009. Students will meet with the elementary students and interview them based on a list of questions they developed. The fourth graders can then take home the template of questions to ask their parents.

Community Partners: River Pines Elementary School Betsy Cross (Principal) Louis Garcia (Counselor), Stephanie Argueta (teacher)

Service Learning Lesson Plan Spanish Childrens Books Reflection/Celebration: We will meet together afterward to discuss personal reflections on sharing our knowledge with others. We will also talk about the impact we can have when we share our love of learning with others, especially young children. Demonstration of Learning: This is a multi-phase project that allows students to use their Spanish in a more realworld situation. They will be reading, translating, and teaching to others what they have learned. Curricular Connections: The books include grammar and vocabulary points, as well as writing, which includes peerand-self-editing

Grade Level Freshmen through seniors Content Learning About: Writing stories in Spanish and sharing their learning/practicing their oral reading and pronunciation . Service Need: Advocacy for literacy for all students, including non-English speakers Service Idea: Students in Spanish II Honors will write a story book including their grammar and vocabulary learning from this years curriculum. They will then produce the book and take it to local elementary schools to share with young children, both English and nonEnglish speaking Preparation:

Skill Development (Academic and/or Affective):

Both Academic (cumulative use of skills from this year) and Affective (sharing their knowledge and learning with others creates a sense of pride in ones work and a sense of completion for their learning).
Action: Youth Voice and Choice:

Books/Resources: Students are provided with samples of strong and weak work from prior years. We also look at professionally printed childrens books to prompt creative thinking.

Teacher Email: Tanya.rhoades@humble.k12.tx.us

Service Learning Lesson Plan

Grade Level _9_ Content Learning About: Students gain social awareness about the needs of individuals in Veteran hospitals Service Need: A call by Ann Landers to remember the sick and elderly in our veteran hospitals at Valentines Service Idea: High School Students create Valentines Cards for veterans in veteran hospitals. Preparation: Students research to find addresses of veteran hospitals Students gain art supplies for cards Action: Students create hand-made Valentines for veterans Mail the Valentines to hospitals Reflection/Celebration: Announce the number of Valentines the school created Curricular Connections English/Language Arts: Social Studies/History: Mathematics: Science: Art and Music: Character Development: Other: Advisory Classes Skill Development (Academic and/or Affective): Academic students use art and writing skills to produce Valentines Affective: Students gain social awareness about veterans in hospitals Youth Voice and Choice: Students get to express their appreciation for those who have served our country

Demonstration of Learning: The production of Valentine cards demonstrate what students gained with this service project.

Teacher Email: Bobbie.rogina @humble.k12.tx.us

Humble ISD Service-Learning Planning Guide H2Hope - Water for Haiti School: Atascocita High School Teachers/Sponsors: Kap McWhorter Class: Social Action Need: Understand and engage issue of water born disease and raise funds/awareness to purchase water purifier for Haitian refugees Service-Learning Idea: H2HopeWater project for displaced Haitian s after earthquake Curricular Connections (TEKS) 1. Provide students with an opportunity to identify the societal problem, issue, or concern (113.52.1.c), of water born disease while collaborat[ing] with appropriate professionals (113.52.3.a), and concluding with reflect[ion] on personal learning experiences of the study.(113.52.4.f). Source: The provisions of this 113.52 adopted to be effective September 1, 1998, 22 TexReg 7684

Preparation: Multiple activities on water crisis, guest speakers from Living Water International, and New Life International, water purifier demonstration by community partner Tom Dake

Skill Development (Academic/Affective): 1. Improved communication skills 2. Research skillexperiential and interviewing 3. Advocacy

Intended Results: Deepen student understanding of social issues surrounding access to clean water, health effects of water born disease, raise community awareness while raising funds to purchase, ship, and install McGuire water filtration system in Haiti.

Youth Voice and Choice: Totally student led from which issue they wanted to address to the project design/implementation, and final reflection activities.

Action: Produce awareness video and feature it at multiple campuses as well as community events, demonstrate the purifier and function, raise awareness on campus and community to the impending health crisis in Haiti (cholera, etc.); ultimately to partner with victims to save the lives of the most vulnerable in their community. Results: More than 2,500 people getting clean water in one of most devastated sections of Haiti (mostly children)

Resources: Living Water International, New Life International, Healing Every Nation

Notes:

Teacher Email: Kap.mcwhorter@humble.k12.tx.us

Reflection/Celebration/Demonstration of Learning: Community wide viewing of video of water purifier being installed by New Life Intl, and shared through Humble ISD leadership team presentation and television program

Community Contacts: Living Water International, New Life International, Healing Every Nation

Whats Next

Service Learning Lesson Plan

Grade Level _______High School______ Content Learning About: Veteran Day Service Need: Provide the community with a celebration of our local veterans. Service Idea: To celebrate and show our appreciation to all veterans and especially to those living locally. Curricular Connections Social Studies/History: Veterans Day Character Development: Pride in country and respect Other: Advisory was used as the tool to disseminate lessons on Veterans Day to the entire student body JROTC Band Choir Student Council Key Club Skill Development (Academic and/or Affective): Respect for our veterans and country

Preparation: Lessons were provided by JROTC cadets that were disseminated to entire student body Schedule event for school Set up commons to replicate the Tomb of the Unknown Soldier Acquire donations of food and drinks Order chairs Coordinate all participants Action: Veterans Day Celebration (see photos) Reflection/Celebration: See photos

Youth Voice and Choice: JROTC selected type of celebration Tomb of the Unknown Soldier JROTC created lessons for Advisory to all students Books/Resources:

Notes:

Teacher Email: Stacey.Hamlet@humble.k12.tx.us Demonstration of Learning: Community Contacts VFW American Legion Chamber of Commerce Kroger Shipleys donuts

Service Learning Lesson Plan WWI Memorial

Grade Level 6-8 Department: all Course: all Contact: Jan York Why is the Service Needed? *To involve students with our nations history and be a part of preserving that history *To honor those who served by way of a WWI national memorial which has sadly been neglected in our nations capital

Learning Objectives: We hope to raise awareness that the only WW1 Memorial in Washington DC is actually a local monument and in a sad state of disrepair. Ted Poe has introduced legislation to refurbish it and bring the monument into prominence with other war memorials on the Mall by adopting it into the National Park System. Photographer, David DeJonge has created a portrait exhibit of 11 of the last survivors of that war. As a traveling exhibit, it is the centerpiece of the WW1 Memorial Fund. By learning of the issues in WW1, learning their own family histories, and hearing more from these speakers, our students can carry that message to the community and collect donations to help honor this history. Many will travel to the capital in their lifetime and know they have made a meaningful contribution. Student Ownership/Youth Voice and Choice: After learning the background of the war, students will research their own families to see if they served. Students will learn of the last 11 survivors and tell their stories at the public exhibit. They will seek donations for the WW1 memorial. They will hear of legislation currently proposed by our local congressman Teacher Email: Janice.york@humble.k12.tx.us

Preparation: *Departments will plan curriculum connections *Arrange for traveling portrait exhibit and speakers, David DeJonge and Ted Poe *Secure grant money for exhibit and speakers *Prepare informational flyers and plan outreach and publicity to groups in the Humble area *Organize the collection of donations Action Plan: 1. Create a teacher committee 2. Set dates 3. Secure exhibit and speakers 4. Design flyers 5. begin curriculum lessons 6. Publicize events 7. Plan exhibits, collections, and assembly Method of Reflection and Celebration: An assembly with music of the era, speakers to highlight the effort, and a presentation of donations for the memorial Learning Assessment: Assessments will be done within departments as appropriate with curriculum connections

Notes:

Community Partners: to be added Well be contacting veteran groups throughout the area. ROTC groups will be contacted. The DAR and both republican and democratic womens groups will be invited. Well be reaching out to parents and the entire community to come to the Humble Civic Center to see the exhibit and hear our students bring the WW1 veterans stories to life.