Author:
Melody Casey
Subject:
English Language Arts
Material Type:
Lesson Plan
Level:
Upper Primary
Grade:
5
Tags:
GEDB, Global Education
License:
Creative Commons Attribution Non-Commercial
Language:
English

Education Standards

GEDB 5th Grade Poverty Unit: Service Learning Project (Lesson 6 of 6)

GEDB 5th Grade Poverty Unit: Service Learning Project (Lesson 6 of 6)

Overview

In this lesson, students will review ways in which they can help those living in poverty. They will participate in a service project by creating bracelets to raise money for those that live in poverty. The students will also create posters that will advertise the service project to place around the school. Lastly, the students will reflect on what they liked and did not like about the poverty unit. This lesson was developed by Jena Hazelwood as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.            

Lesson Plan

Description

In this lesson, students will review ways in which they can help those living in poverty. They will participate in a service project by creating bracelets to raise money for those that live in poverty. The students will also create posters that will advertise the service project to place around the school. Lastly, the students will reflect on what they liked and did not like about the poverty unit.


Content

Student Engagement/Motivation

Student Engagement/Motivation: (5 minutes)

The teacher will use the article “What Kids Can Do” (www.kidscanmakeadifference.org/what-kids-can-do-2) on the interactive whiteboard to review with students different service learning projects to help those living in poverty. If an interactive whiteboard is not available, then the teacher will print off copies of the article to pass out to the students. The teacher will go through each item and review how the students can help those living in poverty.


Learning Targets and Criteria for Success

I can help those living in poverty.

 

I will create bracelets in order to raise money for those living in poverty.

I will create posters that will advertise the service project.


Supplies/Resources

Websites Resources:

What Kids Can Do website:www.kidscanmakeadifference.org/what-kids-can-do-2

 

Supplies:

  • 5 gallon size bags of different color beads-for whole class
  • 5 gallon size bags of different shaped beads-for whole class
  • 5 bags of different color string- for whole class
  • Markers-enough for each group to have one pack
  • 2 bottles of glitter-for whole class
  • 5 bottles of different color paint-for whole class
  • 5 packs of different color construction paper-for whole class
  • Scissors-enough for each group to have one pair
  • Glue -enough for each group to have one bottle
  • White poster board-enough for each group to have one poster board
  • Chart paper
  • Sticky notes-two per student
  • Bracelet Rubric (see attachments)
  • Poster Rubric (see attachments)

Learning Tasks and Practice

Guided Practice: (120 minutes)

The teacher will let students know that they will be participating in a service project which will include creating bracelets to sell. This service project will raise money for those living in poverty. The teacher will choose where to send the money that they earn from the service project. This could be a nearby homeless shelter, an organization that sponsors people who live in poverty, or they can research other areas around the world that receive donations for those living in poverty. The teacher will divide the class into groups depending on the amount of students. Once the students are in groups, the class will brainstorm different ways that they can create bracelets. After brainstorming, the teacher will pass out the Bracelet Rubric to each student (see Bracelet Rubric attachment)and discuss the expectations of the activity. After the rubric discussion, the teacher will model how to correctly assemble the bracelets. Then, the teacher will lay out the materials on a table so the students can decide as a group what kind of bracelets they would like to make. The students will then begin to create as many bracelets as they can in order to have enough to sell at their next school event. While the students are creating bracelets, the teacher will be walking around the room helping those in need.

 

After 80 minutes, the teacher will collect all of the bracelets that the class has made. The teacher will then explain that the students will need to create posters to advertise the service project around the school. As a class, the students will brainstorm what could be written or drawn on each poster in order to advertise the service project. The teacher will add the ideas to chart paper so the students may refer back to it while they work on their posters. After the rubric discussion, the teacher will pass out the poster rubric (see Poster Rubric attachment) and discuss contents with the students. The teacher will lay out markers, glitter, paint, construction paper, scissors, glue, and poster board on a table. This will allow for each group to pick what they would like to use on their poster. The students will begin to create their poster that will advertise the service project. While the students are creating their posters, the teacher will walk around and assist groups that may need further help. After 40 minutes, the teacher will collect all posters and materials.

 

Closure: (15 minutes)

The teacher will pass out two sticky notes to each student. On one sticky note, the students will write what they liked most about the poverty unit. After four minutes, the teacher will ask for students to share to the class what they liked most about the poverty unit. On the other sticky note, the students will write what they believe could have been better within the poverty unit. After four minutes, the teacher will ask for students to share to the class what they believe could have been better within the poverty unit.


Technological Engagement

The teacher will use the interactive whiteboard to share an article that reviews how students can help those living in poverty. If an interactive whiteboard is not available, then the teacher will print off copies of the article to pass out to the students.


Collecting and Documenting Evidence of Learning

The teacher will use observations throughout the lesson to ensure that the students are able to find ways to help those living in poverty. The teacher will use the sticky notes to assess what the students liked and did not like most throughout the unit. The teacher will use the bracelet and poster rubrics to assess student participation and understanding.


Student Self-Reflection and Action Steps

Students are given opportunities to share their thoughts in groups as well as the whole class. If students have not met instructional goals they will be paired with students who have met the instructional goals and can help them further their understandings. Students that have met the instructional goals can help coach students who need further support. The teacher can monitor throughout the lesson to support students who need additional instruction.


Feedback/Instructional Adjustments

Throughout the lesson students are given opportunities to work together and reflect on their understanding of poverty. Students are given time to share their thoughts and are given feedback from their peers and teacher. There is group discussion throughout the lesson as well as whole class discussion that will enable the teacher ample opportunities to provide feedback. The teacher can adjust the lesson by spending more time on certain topics if the students are not showing adequate knowledge. There can be further conversations about how students can help those living in poverty if the teacher feels that it is necessary before moving on to another activity.


Extended Learning Opportunities

The students can create other service projects in their community to help those living in poverty around them.


Teacher Reflection of Learning

The teacher will review the sticky notes to assess what the students liked and did not like throughout the unit. This will help the teacher decide what to keep or change within the unit.