Students gain exposure to how citizens organize in response to a need. They observe the benefits of group cooperation. Students review data they have collected from surveys and work in collaborative groups to identify focus areas for the service-learning project.

The learner will:

• understand that citizens organize in response to an identified need.
• describe the benefits of group cooperation.
• use data to inform decision-making.
• organize data in graphic form.

• philanthropy: the giving and sharing of time, talent or treasure intended for the common good
• data: information in raw or unorganized form that refers to, or represents ideas
• collaboration: to work together toward a shared goal

Anticipatory Set:

Teacher says, "Ladies and Gentlemen, today is decision day. You have performed as excellent collectors of data -- also known as raw information -- and we are now ready to put all the information we have gathered together into a graphic organizer so we can see the big picture and draw conclusions. But first I am going to ask you to turn to a neighbor and talk about the information you collected. You will each have time to tell what you found out when you surveyed your family and community and what surprised you, if anything. I will tell you when the time is up so you will know when to give your partner his or her turn to share. Be good listeners and clear speakers. Decide who will share first."  (Pause 10 seconds.) "OK, first person begin."   

• After the time of sharing, teacher says, "Ok, let's 'popcorn' to hear what surprised you.  Remember, if you want to share, pop up by your chair. I will give you THE NOD when it's your turn. Once you share, please sit down quickly. Ready - POPCORN!"  Listen and write down students' ideas.
• Teacher says, "This begins our collaborative work, meaning that we are all focused on helping one another make good decisions and getting our assigned tasks completed. Let's take a minute to remind ourselves of what it looks like when we are effective collaborators" (discuss definition). 
  • Next, use the following steps to organize the data students collected:
  • Introduce the graphic organizer to be used (bar graph, pie graph, tally, etc.)
  • Distribute graphs for students to use in their small groups of 3 - 5 (type of graph may be differentiated based on level of sophistication in each group, if students are grouped by readiness). 
  • Demonstrate how to name the columns/rows or sections of the graph.
  • Depending on experience with graphs, some students may be invited to sit at the "invitation table" with teacher to complete the graph. 
  • Students enter the data they collected on the whole-group graph. Each group graphs the data its members collected. Once completed, students in each group count the number of responses in each category.
  • As groups finish, a representative from the group enters their collected data on the classroom graph.
• Talk about the numbers represented on the graph and what the consolidated data means. Say, "Now it is time to put on our drawing-conclusions hats. What trends do you see?" Compare columns/sections and determine the 3-4 needs that most community members think should be addressed.
• Create groups for the top 3-4 needs identified and have the smaller groups discuss how their class could address that need. Give them 7 minutes to brainstorm project ideas. Collect their brainstorming papers to use in the following lesson.
• Have each student write a statement or reflection about the data-collection process and the value of collaboration in decision-making. They may address whether they felt everyone was heard and treated fairly.  Did the collaboration help them make decisions and come up with creative ideas?

• observe and question students during small-group discussions
• read students' reflections on collaborative efforts
• review small groups' data graphs

Math: Have students convert the completed class graph into a different graphic format. They may compare the tools to determine which type of graph best communicates the type of data collected.

Language Arts: Students write a reflection about the collaboration process. They may write about how this type of process could be used in the community outside of school to address community needs.