MOORESTOWN TOWNSHIP PUBLIC SCHOOLS MOORESTOWN, NEW JERSEY

Moorestown High School Service Learning Experience Service Learning Module Grades 9 - 12

Date : Prepared by: Lewis Lazarow, Rosalind Chadwick-Garrigle, and Timothy Knight Supervisor: Kathleen DAmbra

MOORESTOWN TOWNSHIP PUBLIC SCHOOLS Board of Education

Mr. Don Mishler President Mrs. Christina Zajac Vice President [Link] Alexandroff Mr. Larry Friedman Mrs. Kathy A. Goldenberg Mr. A. J. Kreimer Dr. C. Kent McGuire Mr. William Van Fossen III Mr. David Weinstein

Administration
Mr. John Bach Superintendent of Schools

Mr. Robert J. Oldt, Jr.

Ms. Kate Burke Napolitano

Assistant Superintendent for Business/Board Secretary

Mr. John Fraser

Assistant Superintendent for Curriculum & Instruction

Director of Personnel

Principals
Mr. Andrew Seibel Ms. Carole Butler

Moorestown High School

William W Allen III Middle School

Mrs. Kim B. Jackson

Upper Elementary School

Mr. David Tate Dr. Fred Johnson

George C. Baker School

Dr. Leisa Karanjia

Mary E. Roberts School South Valley School

Table of Contents
Title of Page Page Number

Table of Contents........................................................................................................................................................3 Brief Course Description............................................................................................................................................4 Introduction.................................................................................................................................................................5 Content Standards Matrix...........................................................................................................................................6 Unit 1: Introduction to Service Learning (~3 Weeks)...............................................................................................8 Unit 2: Models of successful service (~3 Weeks +1 Week for presentations and reflections on presentations).....8 Unit 3: Project Planning (~ 6 Weeks).........................................................................................................................8 Unit 4: Your Future in Service (~7 Weeks)...............................................................................................................8 Technology Matrix......................................................................................................................................................9 Units .........................................................................................................................................................................10 Unit 1: Intro. to Service Learning (~3 Weeks)........................................................................................................10 Unit 2: Models of successful service (~3 Weeks +1 Week for presentations and reflections on presentations)...10 Unit 3: Project Planning (~ 6 Weeks)......................................................................................................................10 Identifying needs in the community.........................................................................................................................10 Unit 4: Your Future in Service (~7 Weeks).............................................................................................................10 Assessment................................................................................................................................................................11

Brief Course Description

This interdisciplinary course develops young men and women who actively and reflectively seek to make a difference in todays culture. The focus of this program allows students to meet educational objectives through real-world experiences, addressing real community needs by planning and executing service projects. By developing critical-thinking, problem solving, workforce and community leadership skills, students will be able to identify needs, evaluate available resources, identify/delegate leadership responsibilities, design and implement projects, and evaluate results. As an ultimate outcome, the course seeks to inspire a lifelong commitment to community service, foster character development, and promote an awareness of social justice and responsibility, citizenship, and civic engagement. It also seeks to recognize and empower students as resources to benefit school and community. Students who successfully complete this introductory course are eligible to enroll in the follow-up program courses, intended to focus on more specific areas (local, national, and international needs).

Introduction
Service-learning combines meaningful service to the community with classroom studies in a way that improves student learning and strengthens the community. Students work in collaboration with community members, teachers, and classmates to meet real community needs, while learning more about other subjects, as well as civic responsibility and effective citizenship. One of the goals of service-learning is instilling an ethic of service in students.

Course Sequence where appropriate

Content Standards Matrix

STANDARD 9.1 (Career and Technical Education) All students will develop career awareness and planning, employability skills, and foundational knowledge necessary for success in the workplace.

Strands and Cumulative Progress Indicators

Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:

9.1.12 A. Career Awareness/Preparation

1. Re-evaluate personal interests, abilities, and skills through various measures including self assessments. 2. Evaluate academic and career skills needed in various career clusters.

B. Employability Skills.
2. Communicate and comprehend written and verbal thoughts, ideas, directions, and information relative to educational and occupational settings. 4. Evaluate the following academic and career skills as they relate to home, school, community, and employment:

Communication Punctuality Time management Organization Decision making Goal setting Resources allocation Fair and equitable competition Safety Employment application skills Teamwork
5. Demonstrate teamwork and leadership skills that include student participation in real world applications of career and technical education skills.

All students electing further study in career and technical education will also:
1. 2. 3. 4. Participate in a structured learning experience that demonstrates interpersonal communication, teamwork, and leadership skills. Participate in simulated industry assessments, when and where appropriate. Prepare industry-specific technical reports/projects that incorporate graphic aids, when and where appropriate. Demonstrate occupational health and safety skills related to industry-specific activities.

STANDARD 9.2 (Consumer, Family, and Life Skills) All students will demonstrate critical life skills in order to be functional members of society.

Strands and Cumulative Progress Indicators

Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:

A. Critical Thinking
1. Apply communications and data analysis to the problem-solving and decision making processes in a variety of life situations. 2. Describe and apply constructive responses to criticism. 4. Recognize bias, vested interest, stereotyping, and the manipulation and misuse of information while formulating solutions to problems that interfere with attaining goals.

B. Self-Management
2. Apply project planning and management skills in academic and/or occupational settings. 3. Compare and contrast methods for maximizing personal productivity.

C. Interpersonal Communication
1. Model interpersonal and effective conflict resolution skills. 2. Communicate effectively in a variety of settings with a diverse group of people.

D. Character Development and Ethics

2. Identify and research privileges and duties of citizens in a democratic society. 4. Compare and contrast a professional code of ethics or code of conduct from various work fields and discuss similarities and differences. 5. Apply a professional code of ethics to a workplace problem or issue.

E. Consumer and Personal Finance

4. Prepare and use skills for budget preparation, making predictions about income and expenditures, income tax preparation, and adjusting spending or expectations based on analysis. 5. Use comparative shopping techniques for the acquisition of goods and services.

F. Safety
1. Engage in an informed discussion about rules and laws designed to promote safety and health. 2. Describe and demonstrate basic first aid and safety procedures. 5. Implement safety procedures in the classroom and workplace, where appropriate.

Overall Unit or Topic Organization with Suggested Time Frame

Unit 1: Introduction to Service Learning (~3 Weeks) Unit 2: Models of successful service (~3 Weeks +1 Week for presentations and reflections on
presentations)

Unit 3: Project Planning (~ 6 Weeks) Unit 4: Your Future in Service (~7 Weeks)

Technology Matrix
Technology Projector LCD Video (stream, DVD, video tape) Video Presentation Library Database Elmo Smart Board Other Board Handheld Device IPOD Smart Phone Digital Recording Software Power Point Spreadsheet Internet (web quest) Adaptive Technology Voice Technology Interface Technology MIDI BLOGS POD Cast Student x x x x x x x x x x x x x Teacher x x x x x x x x x x x x x

x x

x x

Units
Unit 1: Intro. to Service Learning (~3 Weeks)
Defining service beyond the traditional (fundraising, donations). Service does not have to be on the grand scale but could take place in the hallway, cafeteria, neighborhood nursing home. Interests Survey Who I am Value of Reflection

Project 1: Individual Reflection Based Projects

Students interview a community member of their choice to reflect on a significant life experience. Students submit an essay that examines their preconceptions and assumptions and demonstrates understanding and changes in their knowledge, skills, and/or attitudes. Students then present their knowledge and reflection to the class.

Unit 2: Models of successful service (~3

Weeks +1 Week for presentations and reflections on presentations) Defining leadership Qualities of a Leader Classroom interview of a service learning leader Project 1 Due at end of Unit 2.

Project 2: Class Project

Coincides with Unit 3, Project Planning, and is designed to implement what has been presented thus far. Each section researches its own appropriate or designated topic, delegates responsibilities, brings project to completion and then spending appropriate time analyzing and reflecting on the project as a whole.

Unit 3: Project Planning (~ 6 Weeks)

Identifying needs in the community Setting goals for what we want to change Identifying barriers to success Reflection and Evaluation of self, class and project Project 2 coincides with Unit 3

Project 3: Group Projects

Project 3 accomplished predominantly through independent out of class work; this project incorporates all aspects of learned material and will be presented in the last section of the class.

Unit 4: Your Future in Service (~7 Weeks)

Begins with assignment of Project 3 Students reflect on what has been learned and what can be done with service in the future. Students will look at themselves as individuals and as members of a community and decide how and where they can implement and improve their civic engagement. Students will examine possibilities of engaging others in future service beyond the classroom environment.

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Assessment
Class/Group Discussions, Individual and Group Projects, occasional quizzes, classwork/homework, journal/blog entries.

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