Objectives

Students will participate in a school community service project which demonstrates that certain individual character traits, when put to use, can contribute to the common good of the community.

Standards

Social Studies

(Civic Values) 1.2
4) Describe the meaning of words associated with civic values such as fairness, responsibility and rules.

WRITING
W.1.2: Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. W.1.7: Participate in shared research and writing projects.

Life Science: 1.4. Broad Concept:Different types of plants and animals inhabit the Earth. As a basis for understanding this concept... Students: 5. Identify the external features that local plants and animals have (such as those found in schoolyards or in city neighborhoods) that enable them to survive in their environment.

Resources

Burch, R. (2002). Working Together: Learning About Cooperation and Citizenship. Huntington Beach, CA: Creative Teaching Press.
This book describes ways children can work together to make a difference. It teaches children how to work in groups and respect one another.

Krezel, Cindy (2010). Kids' Container Gardening: Year-Round Projects for Inside and Out. Chicago, Illinois: Chicago Press.                                                                        Gardening projects and the crafts--from a worm bin and a Venus flytrap terrarium to whimsical "pot people" figurines--have inherent kid appeal, and many are perfect for urban kids without outdoor green space of their own. Color photos show kids ranging from tots to teens potting and planting. A good source of inspiration for camp counselors, teachers, and parents seeking manageable projects for young green thumbs.

Leedy, Loreen. (2000).  The Great Trash Bash. New York, New York: Holiday House Publishing
The animals of Beaston realize something's wrong: litter mars their landscape, landfills are filling up, and no one wants a new dump in their neighborhood. Their solutions are exemplary, and followed up with a list of ``Ideas for cutting down on trash.'' Sensible, amusingly presented, with an excellent range of familiar but realistic suggestions.

Field Trip: Tudor Place <http://www.tudorplace.org/school.html>                                     Tudor Place Historic House and Garden
1644 31st Street, NW
Washington, DC 20007

Phone
202.965.0400 Contact-Talia Mosconi  Director of Education

Fax
202.965.0164

Email
info@tudorplace.org


Story Time in the Garden

Pre-Kindergarten - Grade 2
Program length 1 ½ hours
Students in grades Pre-K through 2nd grade are invited to explore Tudor Place's magnificent 5 ½ acre garden. This is an exploratory program that promotes sensory learning and development. Students will observe and identify a variety of plants, flowers, and wildlife. An interactive read aloud and watercolor painting lesson follows the exploration.

Warm Up

Explain to the students that we will continue to discuss citizenship. Students will then assemble in the meeting area to listen to R. Burch’s story Working Together. Create on the board a web that focuses around activities citizens who possess the characteristics in the previous lesson do to  demonstrate that they are good citizens. (Visual) Have the students brainstorm about things they could do as a group to improve their school community. (Knowledge)

New Material

[In this section, descriptively list the substantive material you will be using, how you will introduce it to students pedagogically, and what you want students to come away with. Any new content and skills material as well as distinct methods of inquiry that have not been introduced in earlier lessons within the curricular unit should be included here. Inquiry methods are the primary means through which research is conducted; these tend to vary by discipline. They relate to the types of questions, activities and sources that are used with specific content. Methods of investigation often frame how evidence and data are collected, examined, and reported within a given field. For example, literary critics may perform critical textual analysis, historians may conduct document analysis and triangulate evidence; political scientists may analyze public opinion polls. Inquiry methods can also be cross-disciplinary.]

Students will.....
-brainstorm ways in which they could help out in their communities, and then choose one of these ideas as a school community service project
-be given scenarios in which they will have a choice to act as a good citizen or not.
-present these scenarios as skits to the class and the class will discuss why or why not a good citizen should behave this way.
-discuss and write about the ways in which pollution is harmful to the environment. After discussion and writing, students will actually go outside to help clean up pollution on the playground

Practice

1. Tell the students that we are going to read a story about some animals that are good citizens. Read the students the book The Great Trash Bash by Loreen Leedy (Verbal/Linguistic).

2. Ask students what characteristics of good citizenship the animals displayed in the story (Comprehension). Have students refer to the list they already generated about citizenship and compare/contrast these characteristics with those of the animals in the story.

3. Have the students turn & talk about what the animals in the story did to make the town they lived in a better place. Let three students respond with answers. Now ask them to discuss some ideas of how they can contribute to their school community (Application). Have the students contribute to a class list of possible projects the class can do as a group.

4. Tell the students that we are going to be working on an environmental project to help our school community to be a better place for the next couple of weeks.

5. Suggest things like working in the school garden (pulling weeds), cleaning the school grounds, reading to students in lower grades. etc....

6. Set aside a time for students to carry out the group project (Intrapersonal)

Assessment

The Teacher will assess that the student has participated in the class selected community service project by checking off their name when they have made some sort of contribution to the project. The Teacher will also check to make sure that the student has written a one page reflection about their experiences working on the project.

Closure and Reflection

Closure: After completion of the project, have students write a reflection about their experiences (Evaluation). Give students questions to help guide their reflections: What did they learn during the project? What was their favorite/least favorite part? How does taking care of the environment help the community? ow can they continue to help the community on their own?

Explain that in the next lesson we will learn about historic figures who demonstrated characteristics that helped their community and how their choices made an impact that we benefit from today.

Self-Reflection:
-Did the students meet the performance objectives?
-Do the students seem motivated to help the community more?
-Did the students enjoy the project, how do you know?
-Was the project beneficial to he community?
-What could I do to improve this lesson the next time I teach it?