This lesson presents examples of student learning within the five key elements of service-learning as recommended by the California State Department of Education.

NOTE: The five elements discussed here were originally described as "content and performance standards" in a 1995 document, Draft Interim Content and Performance Standards for California Schools. Because service-learning can be incorporated into all disciplines and is defined as an "instructional strategy," it is a method of integrating curriculum across content areas, and not actually a "content" area as are the disciplines of mathematics, reading, writing, science, and history/social science. Service-learning allows the student to make meaning of these curriculum content areas through participation in the design and implementation of a service-learning project.

Element 1: Meeting a Real Community Need
Students will understand how the needs of the community are identified or, when appropriate, will identify the needs of the community. Based on demonstrated understanding of these needs, students will actively participate in thoughtfully organized service that addresses the needs of the community as identified by the needs assessment. (Note: The school may be defined as the community.)
For example, students with help from their teacher have determined that a school beautification project is needed to build a sense of community pride and improve the physical surroundings of the neighborhood. A third grade class designs and distributes an opinion survey to their peers and the other teachers. They are responsible for tabulating the results of the survey. Based on survey information, the class designs, plans, establishes, and maintains a garden at the school. Flowers grown in the garden are used to beautify the school.

Element 2: Integrated into and Enhances the Curriculum
Students will demonstrate their mastery of curriculum content standards through participation in a service-learning activity that is integrated into the curriculum.
For example, a seventh grade science class works with their teachers and staff members from local conservation organizations to design, create, and maintain a garden in a deserted lot in the back of the school. This becomes an on-campus community garden that consists of native California plants and ecosystems and is used as a focal point for the study of geology, ecology, and agriculture. Staff members from the conservation agency provide valuable scientific expertise, and assist the class with resources by donating garden supplies and educational materials. Based upon their service experience, students learn lessons in local environmental science, geology, agriculture, and ecology and participate in discussions about environmental issues that effect them and their community.

Element 3: Coordinated with a Community Agency, Another School, or the Community at Large
Students will understand the relationship betweeb school and community and the value of school-community partnerships. Students and teachers collaborate with individuals and organizations in the community to develop and implement meaningful service activities that meet the needs of the school and the community.
For example, in conjunction with the school's project-based curriculum, students participate in a six-week project on city planning. Students survey neighborhood needs, visit utility sites around the city, and invite city officials to speak in their classes. As a service project, the students decide to improve services and safety in their school community by designing wheelchair accessable ramps. Studnets learn geomentry as they design the ramps and are assisted by professional architects and city planners to be certain the ramps will meet all specifications. Parents and community assist the students with the building of a ramp at the school. Students write essays to refect on their understanding the issues of accessability in their own school and community.

Element 4: Helps Foster Civic Responsibility
Students will understand and demonstrate civic responsibility through participation in a service-learning activity which meets a real community need and improves the quality of life in the community.
For example, in an urban high school, science classes for English language learners study geology, including lessons on earthquakes and plate techtonic theory. The classes visit an office for emergency disaster management to understand the scale of natural disasters. The students decide to work with agency staff to raise awareness in their community, which has historically not been prepared for natural disasters. In English class, the students work with their teacher and community members to compile information and instructions about earthquake preparedness in the various languages reflected in their community. This provides an excellent opportunity for students to utilize computer knowledge and publication production skills while they reinforce their literacy in English-language arts, science, and business technology. Students gather materials for earthquake preparedness kits and then travel in teams with representatives from the natural disaster relief office to distribute kits to residents in thir neighborhoods. Students prepare and make presentation to the faculty, school board, and local civic organizations that reflect their knowledge about earthquakes, the importance of preparedness, and how their service benefits the community.

Element 5: Provides Structured Time for Reflection
Students will understand and reflect upon the significance of their service-learning experience, and how applying skills and knowledge affects them as individuals, their own learning, and the community.
For example, a high school American Democracy class selects the theme of poverty for the semester-long course. After brainstorming issues related to the theme, students identify community agencies at which they could volunteer throughout the semester. The teacher and staff from the local volunteer center help students identify service placements that match course expectations and community needs with each students' interests. Students volunteer at after-school tutoring programs, child-care centers, soup kitchens, and food banks in nearby low-income neighborhoods. Throughout the semester, the teacher assigns readings related to poverty. Each student maintains a journal with reflections on his/her volunteer experience and how it relates to the study of poverty, American Democracy, and the people that have been served.

Entry #8:

In your Journal, provide 2 examples of service-learning for each of the five key elements discussed above. Provide one example that is appropriate for the elementary grades of K-6 and one example that is appropriate for the secondary level, grades 7-12.

Step Two: E-mail this journal entry to your instructor as an attachment.