Students conduct and evaluate their service project, then celebrate their success. After the service project, invite guests, volunteers, community members, and other students to celebrate with the class.
Students research the practices of healthy exercise. They identify a topic related to good nutrition and personal health and write 3-5 facts to share with the class. They identify nonprofits that work to address related health needs and contact them by phone to ask questions.
Students describe elements of personal health and fitness and relate this to the health of the community, recognizing that the elements of a healthy community are good for all members. The students identify the availability of healthy foods and practices in the school, neighborhood, and home environments.
Written by Terri Campbell with some content from an earlier edition by
Definition:
According to the 1951 Refugee Convention, a refugee is someone who has been forced to flee his or her country...
Description/Mission
This lesson focuses on the language of human rights. Learners examine the Universal Declaration of Human Rights and analyze the rights from a personal perspective. They discuss how well they perceive that the rights are enforced.
The youth reflect on basic needs that may be difficult to meet when one doesn’t have a home. They take action by creating personal hygiene kits or asking a local nonprofit how they can help support their efforts to assist people who are homeless.
Learners discuss the word homeless and how it is used in a sentence (as adjective and noun). After reading an article about homelessness by Anna Quindlen, they discuss a respectful way to use the language that describes a group of people who are vulnerable.
The learners define philanthropy and relate it to environmental stewardship. They compare mission statements from environmental organizations and write their own personal mission statement. They self-select a group to work with to plan and implement an environmental service project.