These Are the Pages of the YELLOW BOOKLET That Make up Round Two of the HIKE

HIKE

2009

Based on the KIDS CONSORTIUM

Presented in South Windsor

April, 2007

WORKSHEET

THE HIKE:

1…Step 1: DEFINE SERVICE LEARNING (7)

______

3…Step 2: DISCOVER NEEDS/PROBLEMS (32-34)

______

REST STOP: REFLECT HERE BEFORE CONTINUING

4…Step 3: INVESTIGATE THE PROBLEMS (39-44)

______

4…Step 4: RESEARCH THE SOLUTIONS (46-47, 49)

______

REST STOP: REFLECT HERE BEFORE CONTINUING

4…Step 5: DECIDE ON A PROJECT (50-51)

______

5…Step 6: PLAN THE PROJECT (55-57)

______

REST STOP: REFLECT HERE BEFORE CONTINUING

5…Step 7: IMPLEMENT THE PLAN (68-71)

______

5…Step 8: EVALUATE

______

REST STOP: REFLECT HERE BEFORE MOVING ON TO CELEBRATION!!! J

PROLOGUE

NOTE TO SELF: DON’T WAIT UNTIL MAY 14, 2008 TO GET STARTED ON THIS. YOU WANT TO BE DONE BY THE FIRST WEEK IN JUNE.

a) Students will choose a CLOUD from the options (the numbers following the topics are the page numbers in the text KIDS AS PLANNERS):

COLLABORATIVE ENVIRONMENTS (21-21, 24-25)…these are the students who have to make sure everybody else is cooperating. These are the “captains” that report to you before every class meeting and are the reps in case there are any problems.

REFLECTIONS (26-29)…these are the students who organize the reviewing of progress, or lack there of. It is important, according to the guidelines, that you take these rest stops in the hike.

PUBLIC RELATIONS (59-61)…Someone from the group must organize your PR. The public should be aware, at least our school. TETV commercials? Newspapers (Reminder?)

CELEBRATIONS (62-67)…Celebration is the person coordinating the final day’s events. This person organizes the tri-fold board, the bucket for collection, and any other ideas for the final day.

(T) (O)…

CURRICULUM, INSTRUCTION & ASSESSMENT (76-87, by the teacher)…is your job. You’ll have certain pages to review to be sure a PERSUASIVE PAPER, or an equivalent, is being written by each student.

b) Now, the hike begins. REST STOP: DAY 1, PART 1…Students gather at the “base of the summit” for SUMMATIVE ASSESSMENT (EQ) information and a discussion of their four REST STOPS along the way. One of the students of the group and the teacher/facilitator will lead discussions at each rest stop. A full list of “the hike” starts at letter “e” below.

Kid talk: Due to the limited time we have, I’m going to ask that your final project look like this:

1) Find out if everybody can chip in and have the CELEBRATION person buy ONE of those three sided boards used for display. As an individual you will responsible for ½ of one of the side boards. You will work as a group to display the center. (Note: If you only have three in your group, you will work as a team to fill the other half of a side board as well.)

2) You will not need this board until DAY 7 in your REST OF THE YEAR list, but you should consider creating a rough draft on lined paper, which Mr. C. will want on DAY 5.

3) The best way, for now, to explain what is expected from you is to review page 131. Each student received a copy of this and we opened the discussion on what needs clarification based on ACADEMIC INTEGRITY, STUDENT OWNERSHIP and/or APPRENTICE CITZENSHIP.

HOMEWORK: TOP 3 LIST OF BRAINSTORMING IDEAS FOR SERVICE LEARNING PROJECT TOPICS.

Page 1

NOTE: Homework posted at the end of each page ONLY includes HIKE work.

c) HIKE: DAY 1: DEFINE THEMSELVES and “SERVICE LEARNING” (7) (W)…In my class, I had the mountain take over the white board in the front of the room. The 8 items of the hike were posted:

THE HIKE: CREATE A NAME FOR YOUR GROUP AND THEN

DEFINE SERVICE LEARNING

DISCOVER NEEDS/PROBLEMS

INVESTIGATE THE PROBLEMS

RESEARCH THE SOLUTIONS

DECIDE ON A PROJECT

PLAN THE PROJECT

IMPLEMENT THE PLAN

EVALUATE

Students look at page 7 (umbrella page to find the 3 strands on service learning) and then work as a group to create a one sentence definition that someone from the group writes on a post it which then is placed on the mountain labeled DEFINE SERVICE LEARNING. Next would be to DISCOVER NEEDS AND PROBLEMS (32 + 34). I did limit the choices for my students based on page 32 of the text. I required them to choose the RESEARCH COMMUNITY ORGANIZATIONS paragraph about halfway down page 32.(W)

Page 34 then gives the students the chance to take the BRAINSTORMING IDEAS for homework and share with their table group members. Using N-3 Prioritizing on page 34 is optional, but the bottom line is that hopefully the group has been able to establish one goal.

d) REST STOP: DAY 1, PART 2…

HOMEWORK: BRING IN A “KWL” SHEET ABOUT YOUR TOPIC

Page 2

MAY

a) REST STOP: DAY 2, PART 1… This day starts with a presentation by the teacher on PROJECT OVERVIEW (79)…A model for PROJECT OVERVIEW (O) is on page 79, while the master (to make copies for each group) is found in the book on page 128. This is written as a VERY general overview, which I guess is ok for now. It can be posted in the back of the room with their…

PLANNING BACKWARDS (82) (O)… (The copy page is 130)…Using the page 82 model gives the students an idea how to approach the project. You may want each group to have certain objectives---

b) HIKE: DAY 2: INVESTIGATE THE PROBLEM (39-44) (EQ)…Probably the easiest way to get started here is a variation of KWL, found on page 40 of the text in modeling form and page 119 for a master. Students should have attempted this for homework and now share with each other info about the topic, followed by…

c) …RESEARCH SOLUTIONS, where page 46 is crucial for the success of the project. (46-47, 49) (R)

d) REST STOP: DAY 2, PART 2…This may be the day, if they have “learned what kind of learner they are”, that they reflect by using page 27.(R)

HOMEWORK: FINISH REFLECTION WRITTEN WORK AT HOME.

PAGE 3

MAY

a) REST STOP: DAY 3, PART 1… RUBRICS (84-86). (EV) (O)…Focus on page 84 and let the students give YOU a rubric that they think is fair and then you decide how accurate that is. This is also a generic rubric since they still must…

b) HIKE, DAY 3: …DECIDE ON A PROJECT which is the main focus of today’s hike. Page 50 has a great worksheet to let everybody vote (50-51). If they don’t get to…

… PLAN A PROJECT (55-57). (T) (O)…today, don’t worry about it, because it can meld into the other classes.. The model is on page 57. The master is on page 124

c) REST STOP: DAY 3, PART 2…Hosted by your PUBLIC RELATIONS member. (R)…Each member of the group should be assigned a location for writing a rough draft public relations idea. 4 places to send for starters include:

Cox cable

Reminder newspaper

School flyer

TETV News poster

HOMEWORK: CREATE A ROUGH DRAFT assignment based on PUBLIC RELATIONS.

PAGE 4

MAY

a) REST STOP: DAY 4, PART 1…The topic is the CHECKLIST (87). (O)…You actually start and a REST STOP today to review a worksheet students already have discussed. You need to take a moment to reestablish the goals on the checklist (page 87, master the students received page 131). I guess this part could be skipped, but it’s a nice review as they begin to…

b) HIKE, DAY 4, DAY 5 AND DAY 6: IMPLEMENT THE PLAN (68-71) (EQ)…The fun begins with the master worksheet on page 125. Student need to use class time to fill this out before moving forward. They should also consider completing the page 124 master for organizational purposes.

As students progress through the hike, they are expected to:

a. DO THEIR CLOUD

b. COMPLETE REFLECTION WORK ON THEIR CLOUD

c. COMPLETE A ROUGH DRAFT IN PERSUASIVE FORM BASED ON THEIR DEFINED PROBLEM

d. HELP CREATE A SOLUTION THAT MAY INVOLVE:

i. Direct work on the problem

ii. Education of others in the community, or

iii. Attempt to influence decision makers.

c) REST STOPS:

You’ll notice the next classes are very similar. It’s for your students to work on the project. Each class will have a paragraph about the different activities that can take place during the REST AREA part of class.

COLLABORATIVE ENVIRONMENT:

PAGE 25 TOP

HOMEWORK QUESTION: OUT OF THE THREE TOPICS YOU CHOSE FOR COLLABORATIVE ENVIRONMENT, WHICH IS THE MOST IMPORTANT ONE AND WHY?

PAGE 5

MAY

a) HIKE, DAY 4, DAY 5 AND DAY 6: IMPLEMENT THE PLAN (68-71) (EQ)…The fun begins with the master worksheet on page 125. Student need to use class time to fill this out before moving forward. They should also consider completing the page 124 master for organizational purposes.

As students progress through the hike, they are expected to:

a. DO THEIR CLOUD

b. COMPLETE REFLECTION WORK ON THEIR CLOUD

c. COMPLETE A ROUGH DRAFT IN PERSUASIVE FORM BASED ON THEIR DEFINED PROBLEM

d. HELP CREATE A SOLUTION THAT MAY INVOLVE:

i. Direct work on the problem

ii. Education of others in the community, or

iii. Attempt to influence decision makers.

REFLECTIONS:

TRY PAGE 29: DEBRIEFING

HOMEWORK QUESTION: WHAT DOES YOUR TEAM DO WELL? WHAT NEEDS TO IMPROVE?

PAGE 6

MAY

As students progress through the hike, they are expected to:

a. DO THEIR CLOUD

b. COMPLETE REFLECTION WORK ON THEIR CLOUD

c. COMPLETE A ROUGH DRAFT IN PERSUASIVE FORM BASED ON THEIR DEFINED PROBLEM

d. HELP CREATE A SOLUTION THAT MAY INVOLVE:

i. Direct work on the problem

ii. Education of others in the community, or

iii. Attempt to influence decision makers.

PUBLIC RELATIONS:

USING DAY 3 WORK; CREATE A REVISION OF THE PUBLIC RELATIONS WORK.

HOMEWORK: MAKE A FINAL DRAFT OF THE PUBLIC RELATIONS WORK.

PAGE 7

MAY

b) REST STOP: DAY 4, PART 1…The topic is the CHECKLIST (87). (O)…You actually start and a REST STOP today to review a worksheet students already have discussed. You need to take a moment to reestablish the goals on the checklist (page 87, master the students received page 131). I guess this part could be skipped, but it’s a nice review as they begin to…

c) HIKE, DAY 4, DAY 5 AND DAY 6: IMPLEMENT THE PLAN (68-71) (EQ)…The fun begins with the master worksheet on page 125. Student need to use class time to fill this out before moving forward. They should also consider completing the page 124 master for organizational purposes.

As students progress through the hike, they are expected to:

a. DO THEIR CLOUD

b. COMPLETE REFLECTION WORK ON THEIR CLOUD

c. COMPLETE A ROUGH DRAFT IN PERSUASIVE FORM BASED ON THEIR DEFINED PROBLEM

d. HELP CREATE A SOLUTION THAT MAY INVOLVE:

i. Direct work on the problem

ii. Education of others in the community, or

iii. Attempt to influence decision makers.

PUBLIC RELATIONS:

SHARE YOUR PUBLIC RELATIONS WORK WITH YOUR TABLE GROUP.

HOMEWORK: GET THE WORK TO THE PLACES THAT NEED IT.

PAGE 8

MAY

As students progress through the hike, they are expected to:

a. DO THEIR CLOUD

b. COMPLETE REFLECTION WORK ON THEIR CLOUD

c. COMPLETE A ROUGH DRAFT IN PERSUASIVE FORM BASED ON THEIR DEFINED PROBLEM

d. HELP CREATE A SOLUTION THAT MAY INVOLVE:

i. Direct work on the problem

ii. Education of others in the community, or

iii. Attempt to influence decision makers.

CELEBRATIONS:

Work on the ½ page paper that you will have to display based on your REST AREA TOPIC. This paper is to explain what responsibilities you had while you worked on this project.

HOMEWORK: COMPLETE THE FINAL DRAFT OF THIS PAPER

PAGE 9

MAY

As students progress through the hike, they are expected to:

a. DO THEIR CLOUD

b. COMPLETE REFLECTION WORK ON THEIR CLOUD