Week 5 Assignment A Strategic Plan to Involve School-Family-Community Partnerships via Service Learning

 

Week 5 Assignment School-Family-Community Partnerships via Service Learning

1. Introduction:

 

1. The Pink Rose Garden Project:  The students will plan the project using the school, family, and community via service learning The project will be a service learning project for the tenth-grade class. The students will create a Pink Rose Garden in the quadrangle of the cities park. The project will be a part of the science class. The community will be urged to get involved. Evidence shows that when schools and the community get involved with each other, both of them benefit (Kielsmeier, 2010). Students along with teachers are going to take learning to a whole new level of fun, with The Pink Rose Garden Project. Many educators think that it is too much trouble to take learning outside the classroom (Kielsmeier, 2010).

 

1. The Pink Rose Garden:

 

1. Explanation: The Pink Rose Garden Project will be a beautiful scenery. When people are visiting the park, they can enjoy the scenery. They will also enjoy the smell of the roses.  During Cancer Awareness Month the student will pick the pink roses and distribute them to cancer patients. They will be able to deliver to homes, hospitals, and nursing homes.  The students will be able to deliver to males and females. The rose garden will be a place where people can go and mingle or just relax.

 

· Supporting the Pink Rose Garden:

 

1. Community support: The garden will be supported by donations to get started.

2. The community can donate their time to help work on the garden.

3. They can make monetary donations.

4. The community can donate supplies and tools.

5. Pink rose plant donations from local plant and garden shops.

 

1. Parental support: Parental support and involvement are vital to this project.

2. Parents will need to help transport students to the park when needed.

3. Parents will be needed to help the student set realistic goals.

 

1. Student Discussions: The students will discuss plans to meet with their peers on weekends. They will have come up with a strategic plan to start the garden. A plan to encourage all ages of the community to get involved.

 

1. The Skills:

 

1. Curricular:  The Pink Rose Garden Project will increase the student knowledge in science. The students will be able to understand how to grow and care for plants. The students will use math skills. They will have to measure the amount of space available for the garden. The students will be able to understand and how to care for plants. Their communication skills will increase, through peer and community collaboration. Service learning strengthens the lessons learned in the classroom

(Sheafer, 2014).

 

 

1. Physical: The students will feel like they belong.  They will develop a sense of pride for their park and community. They will feel appreciated by the community. The students will know that they can make a difference in their community.

 

 

1. Social Development: The students will be able to develop a relationship with the community. They will learn about other cultures. They will increase their communication skills with all ages.

2. The Why:

3. Service learning projects help to get everyone involved. At first, it may be difficult to get the community involved, but then it gets easier once partnerships are accomplished (Hjalmarson, 2011). Partnerships are important for student success.

According to Epstein, “Well-designed and -implemented partnerships lead to more students working harder and receiving more support from their families” (as quoted in Lopez & Donovan, 2009). Students will be able to get hands-on experiences, through service learning projects.  The Pink Rose Garden project will show the students how to care for others. It will also help them with future career choices and prepare them for the workforce.

 

References:

Hjalmarson, F. (2011). Differentiated parent support: Engaging parents in unique ways to increase their involvement in school. San Diego, CA: TurnAround Schools Publishing.

Kielsmeier, J. C. (2010). Build a Bridge Between Service and Learning. Phi Delta Kappan, 91(5), 8-15. Retrieved from EBSCOhost.

Lopez, C. & Donovan, L. (2009). Involving Latino Parents With Mathematics Through Family Math Nights: A Review of the Literature. Journal of Latinos & Education, 8(3), 219-230.

Sheafer, V. (2014). Using Service Learning to Teach Classic Learning Theories. Psychology Journal, 11(2), 77-82.

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