Art is unique in requiring that hands and mind be in the same place. Distraction and anxiety are at the forefront of challenges for Des Moines Art Center Outreach students. Art class provides opportunities for quiet, focus and mindfulness.
With this Clean and Green Second Grade Program Guide, the first phase of the Keep Iowa Beautiful service learning, litter-free schools, environmental education, character building program is officially ready for piloting! With help from the Waste Commission of Scott County, Character Counts! in Iowa, Davenport Public Schools, we are ready to send teachers and kids out to the playground and community to find ways to make them better while they are learning the essential concepts of the Common Core Second Grade State Standards for Mathematics, Life Science, Social Studies, Literacy and 21st Century Skills. The Second Grade Matrix of 20 activities is based on the Core and the Four Keys of Character Education-safe, challenging community, self study, other study and public performance-to assure that we help teachers incorporate best practice in their classrooms.
The guide is flexible; it has engaging activities for the classroom, afterschool and summer programs. Each of the activities can stand on its own, but it will be more powerful if used as a comprehensive unit. During this pilot year, we’ll collect feedback from as many of you as possible, and change the program guide in response to that feedback. Watch this Web Site for online surveys, send feedback to Martha McCormick, or add your comments to this post itself.
I am excited to present the Clean and Green First Grade Program Guide. Thanks to Keep Iowa Beautiful, the Waste Commission of Scott County and Character Counts! in Iowa, we are ready to pilot it in Davenport schools. The guide is flexible; it has engaging activities for the classroom, afterschool and summer programs. Each of the activities can stand on its own, but it will be more powerful if used as a comprehensive unit. During this pilot year, we’ll collect feedback from as many of you as possible, and change the program guide in response to your feedback. Watch this Web Site for online surveys, send feedback to Martha McCormick, or add your comments to this post itself.
The Clean and Green First Grade Matrix of 20 activities is based on the Common Core First Grade Standards for Mathematics, Life Science, Social Studies, Literacy and 21st Century Skills. We used the Four Keys of Character Education-safe, challenging community, self study, other study and public performance-as the other axis of the matrix to assure that we help teachers incorporate best practice in their classrooms.
Please check out the Clean and Green First Grade Program Guide; here are some of the lesson plans you’ll find–
- Edible Aquifer
- Creating a Dichotomous Key
- Creating a Photo Book
- Power Animal Puppets
- Dealing with Conflict using Power Animals
- Environmental Fairy Tale Activity
- Unbelievably Fantabulous Long 10-yd Hike
- Hide a Penny Lesson Plan
I am excited to present the Clean and Green Kindergarten Program Guide. Thanks to Keep Iowa Beautiful, the Waste Commission of Scott County and Character Counts! in Iowa, we are ready to pilot it in Davenport Public Schools. The guide is flexible; it has engaging activities for the classroom, afterschool and summer programs.
Each of the activities can stand on its own, but it is more powerful if used as a comprehensive unit. During this pilot year, we’ll collect feedback from as many people as possible, and change the program guide in response to your feedback. Watch this Web Site for online surveys, send feedback to Martha McCormick, or add your comments to this post itself.
The Clean and Green Kindergarten Matrix of 20 activities is based on the Common Core Standards for Mathematics, Life Science, Social Studies, Literacy and 21st Century Skills. We used the Four Keys of Character Education–safe, challenging community, self study, other study and public performance–as the other axis of the matrix to assure that we help teachers incorporate best practice in their classrooms.
Please check out the Clean and Green Kindergarten Program Guide. Download and try the lesson plans. Here are some of our favorites–
- Collaboration with Nature and Math
- Cricket Thermometer
- Composting with Worms
- Neighborhood Maps
- Three-Letter Word Forming
- Haikus and Wordles
- Thinker’s Scavenger Hunt
- Flat Stanley Recycled with Pattern
- Service learning
- Litter free schools
- Environmental education
…all organized around the Iowa Core and Common Core Standards. I’m using this post to run things by the Steering Committee, get reactions and involve them in pulling it together. I’ll make changes to the resources and continually update the committee as the program comes together.
Help us stay on task by posting comments to this page. Here are some of the resources we used to develop the program guide.
Service learning is more than picking up litter and cutting down trees. Kids and adults can have fun and learn a lot from doing such activities together. But to have a bigger impact, service learning must be well planned and provide opportunities for reflection and feedback.
Do you have a group of youth that might be interested in creating social change, but isn’t sure?
- Teachers-Going Green offers online service learning strategies and facilitator guides for Middle and High School youth and adult leaders who have an idea for service projects. They’re free and easy to use.
- Community! Youth Concepts is Lead Agency for Global Youth Service Day. GYSD has a lot of resources for planning a project-–an interactive project guide and grant opportunities.
- The Iowa Outdoor Youth Summit was held at Springbrook Conservation Center on April 10 and 11. Groups from across Iowa put together both local and state plans for addressing “Nature Deficit Disorder.”
- We used the Outdoor Bill of Rights Survey to plan the Summit; you can take it here, and see the results here.
- The National Youth Leadership Council (NYLC) has standards for quality practice for service learning. The NYLC sponsors an annual conference. The Whyld Girls attended in 2008 and 2009.
Well, that’s a start. It doesn’t take much surfing to find lots of inspiration and help for getting involved in service learning; check it out!
When I was growing up and even until I went on college visits with my nephew Wil, I had no idea how much engineering is a part of all aspects of life–travel, energy, safe water, medicine, almost everything.
Wil is a junior now at ISU’s College of Engineering. He’s having a great time (maybe a greater time than his parents would like him to have) and some interesting learning experiences. He will be going to California to talk about a project he’s been working on for Pella Windows as part of Team Tech through the Society of Women in Engineering (SWE).
Unfortunately, the number of women in engineering is still much lower than the number of men. Engineer Girl is trying to change that with this Web site where girls can explore careers and meet people who are doing the work. The site is sponsored by the National Academy of Engineering. Engineer Your Life is easy to navigate, has video profiles of female engineers and a lot of information on–
- Preparing for college
- Why become an engineer?
- Scholarships and financial aid
- Resources for counselors and parents
Let us know about YOUR engineering adventure!
Processing the experience is a core component of an effective service learning experience. You can process in a group or have group members create journals or portfolios. The questions here can be used for any of those methods; choose the ones that will help your group members internalize their service learning experience. This first group of questions will help reflect on what happened?
- Look back on today. What struck you most strongly?
- What happened?
- What images stand out in your mind? What sights, sounds and smells?
- What experiences and conversations do you especially remember?
- What is it about these images that make you remember them?
- Who did you meet and work with during the day?
- Who did you relate to most easily? Who did you find it hardest to talk to?
- What did you learn about the people you met? How are they like you?
- How are they different?
- What needs did your service try to meet? Did it succeed? Why or why not?
- What information or skills did you learn today?
- How did you apply what you knew before to this project?
What does it mean?
- What was happening in your heart? What did you feel? Were you upset?
- Were you surprised? Confused? Content? What touched you most deeply?
- What did you find frustrating? What did you find most hopeful?
- What would it be like to trade places with the people you worked with?
- What did you learn about yourself?
- What do you like about what you learned? What would you like to change?
- How did the experience change or challenge your convictions and beliefs?
- How were justice and injustice present in the situations you faced today?
- Did you learn anything new about what causes suffering?
- What did you learn about how you can make things better?
- How are you part of the problem? How are you part of the solution?
- What did you learn today that will help you in your future service work?
- What needs to change in the world to make things better?
- What needs to change in you?
- What hopes and expectations do you have for those you served? For yourself?
- How did the service experience affect how you would like to live?
- How did it affect what type of job or career you might choose?
Adapted from An Asset Builder’s Guide to Service Learning, A Search Institute Publication, 2000, page 96
A fishbowl discussion allows everyone in a large group to participate in a series of small group discussions. In a group larger than four or five it’s hard for everyone to have a chance to speak.
This method allows up to five people to discuss a topic for a set amount of time, with the rest of the group taking turns as the audience. It’s a non-threatening way to develop speaking and listening skills. It can help people get over the fear of speaking in front of a group because it’s more like a conversation than speaking before an audience.
Arrange four or five chairs in an inner circle. This is the fishbowl. Arrange the rest of the chairs in concentric circles around the fishbowl. Select enough participants or ask for volunteers to fill the fishbowl, while the rest of the group sit on the chairs outside the fishbowl.
Now introduce the topic for discussion and the participants in the fishbowl start discussing the topic. The audience outside the fishbowl listens.
You can choose between an open fishbowl and a closed fishbowl, two different methods to make sure everyone gets a chance to join in the conversation.
In an open fishbowl, leave one chair empty and explain that any member of the audience can, at any time, occupy the empty chair and join the fishbowl. When this happens, one member of the fishbowl must voluntarily leave the fishbowl so there is always one free chair.
The discussion continues with participants frequently entering and leaving the fishbowl. This method, if your audience members are interested and assertive, will allow most audience members to spend time in the fishbowl and participate in the discussion.
When time runs out, close the fishbowl and summarize the discussion.
In a closed fishbowl, all chairs are filled. The initial participants speak for a specified amount of time, maybe five minutes. When time runs out, they leave the fishbowl and a new group from the audience enters the fishbowl.
This continues until most audience members have spent some time in the fishbowl. Once the final group has concluded, close the fishbowl and summarize the discussion.
In a timed discussion, let the people in the fish bowl discuss the topic for a certain period of time – say, 15 minutes. Then stop the discussion and invite the people who aren’t in the inner circle to give feedback on what they heard in the fishbowl.
To use the fishbowl exchange, divide the group into two smaller groups; have each of these groups meet separately and come up with three or four open-ended questions for the other group. Have them write their questions down; reconvene and exchange questions.
Form two circles, one small group inside the other, both facing inward. Have the fishbowl (the inside group) read a question and discuss it. The outside circle cannot speak, only listen.
Go through all the questions, making sure everyone in the fishbowl gets to speak. Now switch circles and go through the process again.